SENSE: Survey of Entering Student Engagement and CCSSE: Community College Survey of Student Engagement

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1 SENSE: Survey of Entering Student Engagement and CCSSE: Community College Survey of Student Engagement What do they tell us about Students? This report summarizes the experience of traditional and non-traditional age students at Clackamas Community College based on two data sources. The first is the Survey of Entering Student Engagement (SENSE) which collects data from students who are entering college for the first time in order to evaluate the earliest experiences students have in college. The second data source is the Community College Survey of Student Engagement (CCSSE) which focuses on the student experience in regards to programs and services with which the student is engaged throughout the college experience. Both surveys are based on best practice research and are designed to act as a diagnostic and monitoring tool for informing colleges about student engagement at their institution. Student Engagement = Student Retention and Success Each survey has identified benchmark areas which have been validated and recognized as key areas of student engagement resulting in retention and success. For each of the surveys the benchmark areas have been identified and described in this report. Additionally, the average responses of traditional and non-traditional age students have been provided for Clackamas Community College. The responses of traditional and nontraditional age students have also been provided for the State of and the Nation for comparison. Outline of the Report: SENSE Benchmarks: A review of the SENSE benchmark areas by survey question CCSSE Benchmarks: A review of the CCSSE benchmark areas by survey question For more information on CCSSE and SENSE at CCC -

2 SURVEY OF ENTERING STUDENT ENGAGEMENT (SENSE) BENCHMARKS The following tables are based on the 2012 responses to the Survey of Entering Student Engagement (SENSE). They compare traditional age students (abbreviated trad. age in the tables) and non-traditional age students at Clackamas Community College (CCC) as well as at the state and national levels. There are six benchmark 1 areas identified for SENSE, each of which is detailed below. These are: early connections, high expectations and aspirations, clear academic plan and pathway, effective track to college readiness, engaged learning, and academic and social support network. For each of the benchmarks, several related questions are drawn from the survey, which are identified in the detailed description of the benchmark below. Early Connections: When students describe their early college experiences, they typically reflect on occasions when they felt discouraged or thought about dropping out. Their reasons for persisting almost always include one common element: a strong, early connection to someone at the college (SENSE) Non-traditional age students agreed with the following statements to a lesser degree than traditional age students: the college provided me with adequate information about financial assistance and At least one college staff member (other than an instructor) learned my name. However, the nontraditional age students where in greater agreement with the statements: A college staff member helped me determine whether I qualified for financial assistance and Was a specific person assigned to you so you could see him/her each time you needed information or assistance? Clackamas Community College seemed to struggle on this benchmark for both traditional and nontraditional age students compared to state and national responses, particularly in the experience of having a specific person assigned to assist the student. SENSE Questions for Benchmark: Early Connections Non- Non- Think about your experiences from the time of your decision to attend this college through the end of the first three weeks of your first semester/quarter. Agreement: 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = Agree, 5 = Strongly Agree The very first time I came to this college I felt welcome The college provided me with adequate information about financial assistance (scholarships, grants, loans, etc.) A college staff member helped me determine whether I qualified for financial assistance At least one college staff member (other than an instructor) learned my name Percent answering Yes to the following question: Was a specific person assigned to you so you could see him/her each time you needed information or assistance? 8.4% 11.9% 26.1% 33.1% 24.1% 29.4% 1 Benchmark - Benchmarks are groups of conceptually related items that address key areas of student engagement (CCSSE). Page 1 of 13

3 High Expectations and Aspirations: Nearly all students arrive at their community colleges intending to succeed and believing that they have the motivation to do so. When entering students perceive clear, high expectations from college staff and faculty, they are more likely to understand what it takes to be successful and adopt behaviors that lead to achievement. Students then often rise to meet expectations, making it more likely that they will attain their goals. Often, students aspirations also climb, and they seek more advanced credentials than they originally envisioned. (SENSE) Non-traditional age students generally express a higher level of expectation and aspiration than traditional age students at Clackamas Community College. Additionally, non-traditional age students at Clackamas Community College tend to have a higher level of agreement on this benchmark than their and non-traditional age peers. However, compared to and responses, Clackamas Community College non-traditional age students are more likely to express negative academic behaviors (turning in an assignment late, not turning in an assignment, going to class without completing readings or assignments, and skipping class). The traditional age students report participating in these negative activities more frequently than non-traditional age students at Clackamas Community College. SENSE Questions for Benchmark: High Expectations and Aspirations Non- Non- Think about your experiences from the time of your decision to attend this college through the end of the first three weeks of your first semester/quarter. Agreement: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree The instructors at this college want me to succeed I have the motivation to do what it takes to succeed in college I am prepared academically to succeed in college During the first three weeks of your first semester/quarter at this college, about how often did you do the following? Frequency: 1 = Never, 2 = Once, 3 = Two or Three Times, 4 = Four or More Times Turn in an assignment late Not turn in an assignment Come to class without completing readings or assignments Skip Class Page 2 of 13

4 Clear Academic Plan and Pathway: When a student, with knowledgeable assistance, creates a road map one that shows where he or she is headed, what academic path to follow, and how long it will take to reach the end goal that student has a critical tool for staying on track. Students are more likely to persist if they not only are advised about what courses to take, but also are helped to set academic goals and to create a plan for achieving them. (SENSE) Overall, non-traditional age students feel that they have a more clear academic plan and pathway than the traditional age students at Clackamas Community College. Furthermore, non-traditional age students at Clackamas Community College perform well on this benchmark compared to the and level respondents. Clackamas Community College non-traditional age students seem to disagree most with the item: A college staff member talked with me about my commitments outside of school (work, children, dependents, etc.) to help me figure out how many courses to take. SENSE Questions for Benchmark: Clear Academic Plan and Pathway Think about your experiences from the time of your decision to attend this college through the end of the first three weeks of your first semester/quarter. Agreement: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree I was able to meet with an academic advisor at times convenient for me An advisor helped me to select a course of study, program, or major An advisor helped me to set academic goals and to create a plan for achieving them An advisor helped me to identify the courses I needed to take during my first semester/quarter A college staff member talked with me about my commitments outside of school (work, children, dependents, etc.) to help me figure out how many courses to take Page 3 of 13

5 Effective Track To College Readiness: ly, more than six in 10 entering community college students are underprepared for college level work. Thus, significant improvements in student success will hinge upon effective assessment, placement of students into appropriate courses, and implementation of effective strategies to ensure that students build academic skills and receive needed support. (SENSE) The traditional age students at Clackamas Community College, overall, did better on this benchmark than did their non-traditional age peers at Clackamas Community College, with the exception of I learned to improve my study skills (listening, note taking, highlighting readings, working with others, etc.). Although 92.5% traditional age and 81.0% non-traditional age students at Clackamas Community College took placement tests, only 61.0% of traditional age and 56.6% of non-traditional age students reported that they were required to enroll in classes indicated by the placement test. SENSE Questions for Benchmark: Effective Track to College Readiness Percent answering Yes to the following questions: Before I could register for classes, I was required to take a placement test (COMPASS, ASSET, ACCUPLACER, SAT, 88.0% 76.4% 93.1% 90.4% 86.1% 85.9% ACT, etc.) to assess my skills in reading, writing, and/or math I took a placement test (COMPASS, ASSET, ACCUPLACER, SAT, ACT, etc.) 92.5% 81.0% 94.6% 89.0% 90.2% 86.5% This college required me to enroll in classes indicated by my placement test scores during my first semester/ quarter 61.0% 56.6% 65.6% 62.4% 72.2% 73.5% Think about your experiences from the time of your decision to attend this college through the end of the first three weeks of your first semester/quarter. Within a class, or through another experience at this college. Agreement: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree I learned to improve my study skills (listening, note taking, highlighting readings, working with others, etc.) I learned to understand my academic strengths and weaknesses I learned skills and strategies to improve my test-taking ability Page 4 of 13

6 Engaged Learning: Instructional approaches that foster engaged learning are critical for student success. Because most community college students attend college part time, and most also must find ways to balance their studies with work and family responsibilities, the most effective learning experiences will be those the college intentionally designs. (SENSE) Overall, non-traditional age students at Clackamas Community College reported that they more frequently participated in activities related to the engaged learning benchmark, with the exceptions of Work with classmates outside of class on class projects or assignments, Participate in a required study group outside of class, and Participate in a student-initiated (not required) study group outside of class. Clackamas Community College non-traditional age students have particularly high levels of participation in the following activities, compared to State and level respondents: Ask questions in class or contribute to class discussions, Prepare at least two drafts of a paper or assignment before turning it in, Use an electronic tool to communicate with an instructor about coursework, and Discuss ideas from your readings or classes with instructors outside of class. SENSE Questions for Benchmark: Engaged Learning During the first three weeks of your first semester/quarter at this college, about how often did you do the following? Frequency: 1 = Never, 2 = Once, 3 = Two or Three Times, 4 = Four or More Times Ask questions in class or contribute to class discussions Prepare at least two drafts of a paper or assignment before turning it in Participate in supplemental instruction (extra class sessions with an instructor, tutor, or experienced student) Work with other students on a project or assignment during class Work with classmates outside of class on class projects or assignments Participate in a required study group outside of class Participate in a student-initiated (not required) study group outside of class Page 5 of 13

7 SENSE Questions for Benchmark: Engaged Learning During the first three weeks of your first semester/quarter at this college, about how often did you do the following? Frequency: 1 = Never, 2 = Once, 3 = Two or Three Times, 4 = Four or More Times Use an electronic tool ( , text messaging, Facebook, Myspace, class Web site, etc.) to communicate with another student about coursework Use an electronic tool ( , text messaging, Facebook, Myspace, class Web site, etc.) to communicate with an instructor about coursework Discuss an assignment or grade with an instructor Ask for help from an instructor regarding questions or problems related to a class Receive prompt written or oral feedback from instructors on your performance Discuss ideas from your readings or classes with instructors outside of class Think about your experiences from the time of your decision to attend this college through the end of the first three weeks of your first semester/quarter. How often did you use the following services? Frequency: 1 = Never, 2 = Once, 3 = Two or Three Times, 4 = Four or More Times Face-to-face tutoring Writing, math, or other skill lab Computer lab Page 6 of 13

8 Academic And Social Support Network: Students benefit from having a personal network that enables them to obtain information about college services, along with the academic and social support critical to student success. Because entering students often don t know what they don t know, colleges must purposefully create those networks. (SENSE) Traditional age students at Clackamas Community College, generally, expressed feeling less supported than did their non-traditional age counterparts. However, the difference between At least one other student whom I didn't previously know, learned my name and I learned the name of at least one other student in most of my classes were the least substantial at Clackamas Community College. In particular, the non-traditional age students at Clackamas Community College felt high agreement with the statements All instructors clearly explained course syllabi (syllabuses) and I knew how to get in touch with my instructors outside of class compared to and cohorts. SENSE Questions for Benchmark: Academic and Social Support Network Think about your experiences from the time of your decision to attend this college through the end of the first three weeks of your first semester/quarter. Agreement: 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = Agree, 5 = Strongly Agree All instructors clearly explained academic and student support services available at this college All instructors clearly explained course grading policies All instructors clearly explained course syllabi (syllabuses) I knew how to get in touch with my instructors outside of class At least one other student whom I didn't previously know, learned my name At least one instructor learned my name I learned the name of at least one other student in most of my classes Page 7 of 13

9 COMMUNITY COLLEGE SURVEY OF STUDENT ENGAGEMENT (CCSSE) BENCHMARKS The following tables are based on the 2011 responses to the Community College Survey of Student Engagement (CCSSE). The tables compare traditional age students (abbreviated trad. age in the tables) to non-traditional age students at Clackamas Community College (CCC), the State of, and across the Nation. There were five benchmark areas identified for CCSSE, each of which is detailed below. These are: active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. Active and Collaborative Learning: Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, the community, and their personal lives. (CCSSE) Clackamas Community College non-traditional age students had a relatively high frequency of asking questions in class or contribut[ing] to class discussions and working with other students on projects during class. On the other hand, the non-traditional age students at Clackamas Community College did not have a high relative frequency of participating in a community-based project as part of a regular course. Compared to non-traditional age students at Clackamas Community College, traditional age students expressed a higher frequency of making a class presentation, working with classmates outside of class, and participating in community based projects. CCSSE Questions for Benchmark: Active and Collaborative Learning In your experiences at this college during the current school year, about how often have you done the following? 1 = Never, 2 = Sometimes, 3 = Often, 4 = Very Often Asked questions in class or contributed to class discussions Made a class presentation Worked with other students on projects during class Worked with other classmates outside class to prepare class assignments Tutored or taught other students (paid or voluntary) Participated in a community-based project as part of a regular course Page 8 of 13

10 Discussed ideas from your readings or classes with others outside of class (students, family members, coworkers, etc.) Student Effort: Students behaviors contribute significantly to their learning and the likelihood that they will attain their educational goals. Time on task is a key variable, and there are a variety of settings and means through which students may apply themselves to the learning process. (CCSSE) Traditional age students at Clackamas Community College indicated a higher frequency of coming to class without completing readings or assignments than non-traditional ages students, a trend also seen at the state and national levels. Conversely, compared to traditional age students, the non-traditional age students at all levels (Clackamas Community College,, ) report reading more books for personal enjoyment, spending more hours preparing for class, and more frequent use of skill labs and peer or other tutoring. CCSSE Questions for Benchmark: Student Effort Page 9 of 13 In your experiences at this college during the current school year, about how often have you done each of the following? 1 = Never, 2 = Sometimes, 3 = Often, 4 = Very Often Prepared two or more drafts of a paper or assignment before turning it in Worked on a paper or project that required integrating ideas or information from various sources Come to class without completing readings or assignments During the current school year, about how much reading and writing have you done at this college? 1 = None, 2 = Between 1 and 4, 3 = Between 5 and 10, 4 = Between 11 and 20, 5 = More than 20 Number of books read on your own (not assigned) for personal enjoyment or academic enrichment About how many hours do you spend in a typical 7-day week doing each of the following? 0 = None, 1 = Between 1 and 5, 2 = Between 6 and 10, 3 = Between 11 and 20, 4 = Between 21 and 30, 5 = More than 30 Preparing for class (studying, reading, writing, rehearsing, doing homework, or other activities related to your program) How often do you use the following services at this college?

11 1 = Rarely/Never, 2 = Sometimes, 3 = Often (Don t know/n.a. category not included in means calculations) Peer or other tutoring Skill labs (writing, math, etc.) Computer lab Academic Challenge: Challenging intellectual and creative work is central to student learning and collegiate quality. Ten survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance. (CCSSE) The traditional age students at Clackamas Community College report more frequently being asked to synthesizing and organizing ideas, information, or experiences in new ways and analyzing the basic elements of an idea, experience, or theory compared to non-traditional age students at Clackamas Community College. However, among the and level peers, the trend is reversed. Non-traditional age students at all levels (Clackamas Community College,, ) find their exams to be more challenging than do traditional age students. They also feel that they are encouraged to spend significant amounts of time studying and are asked to use information they have heard or read to perform a new skill to a greater degree than traditional age students. CCSSE Questions for Benchmark: Academic Challenge In your experiences at this college during the current school year, about how often have you done each of the following? 1 = Never, 2 = Sometimes, 3 = Often, 4 = Very Often Worked harder than you thought you could to meet an instructor s standards or expectations During the current school year, how much has your coursework at this college emphasized the following mental activities? 1 = Very Little, 2 = Some, 3 = Quite a Bit, 4 = Very Much Analyzing the basic elements of an idea, experience, or theory Synthesizing and organizing ideas, information, or experiences in new ways Making judgments about the value or soundness of information, arguments, or methods Applying theories or concepts to practical problems or in new situations Using information you have read or heard to perform a new skill During the current school year, about how much reading and writing have you done at this college? 1 = None, 2 = Between 1 and 4, 3 = Between 5 and 10, 4 = Between 11 and 20, 5 = More than 20 Number of assigned textbooks, manuals, books, or book-length packs of course readings Number of written papers or reports of any length Mark the appropriate response. 1 = Extremely Easy 7 = Extremely Challenging Rate the extent to which your examinations have challenged you to do your best work Page 10 of 13

12 How much does this college emphasize each of the following? 1 = Very Little, 2 = Some, 3 = Quite a Bit, 4 = Very Much Encouraging you to spend significant amounts of time studying Student-Faculty Interaction: In general, the more interaction students have with their teachers, the more likely they are to learn effectively and persist toward achievement of their educational goals. Personal interaction with faculty members strengthens students connections to the college and helps them focus on their academic progress. Working with an instructor on a project or serving with faculty members on a college committee lets students see first-hand how experts identify and solve practical problems. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning. (CCSSE) Non-traditional age students are less likely to reach out to their instructors using , but feel that they more often discuss grades or assignments, career plans, and ideas from readings or classes with instructors compared to traditional age students. Generally, traditional age students report less interaction with faculty at all levels of analysis (Clackamas Community College,, ) with the exceptions of the use of and working on activities other than coursework with instructors. CCSSE Questions for Benchmark: Student-Faculty Interaction In your experiences at this college during the current school year, about how often have you done each of the following? 1 = Never, 2 = Sometimes, 3 = Often, 4 = Very Often Used to communicate with an instructor Discussed grades or assignments with an instructor Talked about career plans with an instructor or advisor Discussed ideas from your readings or classes with instructors outside of class Received prompt feedback (written or oral) from instructors on your performance Worked with instructors on activities other than coursework Page 11 of 13

13 Support for Learners: Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus. Community college students also benefit from services targeted to assist them with academic and career planning, academic skill development, and other areas that may affect learning and retention. (CCSSE) Non-traditional age students believe that the college emphasizes providing them the support they need to succeed to a great degree than traditional age students at Clackamas Community College. This is also true of the non-traditional age students in the and cohorts. However, with the exception of feeling supported to succeed and the frequency of use of academic advising or planning services, non-traditional age students generally perceive lower support for learners overall and, again, this is a trend a both the state and national levels as well. CCSSE Questions for Benchmark: Support for Learners How much does this college emphasize each of the following? 1 = Very Little, 2 = Some, 3 = Quite a Bit, 4 = Very Much Providing the support you need to help you succeed at this college Encouraging contact among students from different economic, social, and racial or ethnic backgrounds Helping you cope with your nonacademic responsibilities (work, family, etc.) Providing the support you need to thrive socially Providing the financial support you need to afford your education How often do you use the following services at this college? 1 = Rarely/Never, 2 = Sometimes, 3 = Often (Don t know/n.a. category not included in means calculations) Academic advising/planning Career counseling Page 12 of 13

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