SUPPLEMENTAL QUESTIONS

Transcription

1 Cooperative Institutional Research Program (CIRP): Freshmen Survey Analysis CIRP Overview The Cooperative Institutional Research Program (CIRP) conducts an annual Freshmen Survey of incoming students throughout the country. Administered since 1973 by the Higher Education Research Institute (HERI) at the University of California, Los Angeles, it lays claim to being the oldest empirical study of higher education. The purpose of the survey is to gather data which will allow colleges and universities to better understand their changing institutional needs, as well as the needs of the secondary educational system as a whole, while also providing a comprehensive portrait of the changing character of entering students and American society at large 1. The survey collects data regarding a wide-array of student information, including: parental income and education, ethnicity, and other demographic items; financial aid; secondary school achievement and activities; educational and career plans; and values, attitudes, beliefs, and self-concept 1. Mt. San Antonio College (Mt. SAC) has been a participant a number of times over many years, but this report will be focused predominantly on the survey, with comparisons to the 2009, 2007 and surveys, as appropriate. In Mt. SAC had a total of 1,355 participants, a slight decrease from 1,371 in. The following is a summary of the self-reported data collected, highlighting changes, trends, motivations, and a general overview of the incoming student body at Mt. SAC. The report will be presented in a series of sections with the goal to streamline the information directly to those who can utilize it in an actionable way. Methods The CIRP survey was presented to incoming Mt. SAC students during their Placement Test Appointment. Participating students were given a random login ID and password to complete the survey online at the testing site. Over the course of the summer, the Assessment Center scheduled special testing sessions for students, with an extra time allowance to participate in the online survey. 1 ( Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 1

2 Completion was optional (students were informed ahead of time about the survey and could opt out) and has been performed online since 2009, though previous administering has taken place in-person during the New Student Orientation sessions with paper and pen formatting. Although voluntary, students received no compensation for their participation. All data gathered was based upon self-reporting by incoming students and only by those students that took a placement test and chose to participate in the CIRP survey. As such, the results represent responses of the surveyed participants and may not reflect the overall Mt. SAC new-student population. Mt. SAC Supplemental Questions Each year that Mt. SAC participates in the CIRP survey, it submits a set of supplemental questions that are institution-specific. These are used as a way to enrich the data and give more insight into what best serves Mt. SAC s administration, faculty, and student body. In the past, the focus has been on comparing specific on-campus groups with one another. In, the focus turned to overall responses to individual questions, with the analysis geared toward students decision-making determinants, expectations, and needs, with some demographics information included for good measure. The survey remained with this student focus and the supplemental questions remained unchanged between and. Since 2007 there have been changes to the questions added to CIRP. Only 5 common questions span the 8-year comparison gap, with 3 additional questions in common between the years 2009 and. The questions remained unchanged between the and surveys, so some two-year comparisons can be made. Though similarities between questions were present, all multi-year comparisons took place between questions that were exactly the same. All Mt. SAC supplemental questions with student responses can be found in the appendix. Educational Background The educational background of incoming students can have broad implications, not only for the futuresuccess of the students, but also on courses offered, staff needs, and an ability to focus course work towards the needs of incoming students. Much of the supplemental survey revolves around students perception of themselves and their abilities. One of the initial questions asked students about how they performed in high school. As displayed in Figure 1 below, results in and are very similar. The incoming male and female populations were then compared to one another. Female students are more likely to report they have performed at a higher level in their classes and are more proud of their high school grades than males (Figure 2). Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 2

3 Figures 1 & 2: When I think about how I performed as a student in high school, I... didn't do well in my classes and didn't participate in school activities. didn't do well in my classes because I was so involved in school activities. did okay in my classes, but had more fun participating in school activities. feel I did well in my classes, but did not participate in many school activities. am proud of all my grades and my participation in school activities. 4.5% 6.2% 12.4% 12.5% 20.2% 19.2% 30.1% 30.3% 32.8% 31.8% didn't do well in my classes and didn't participate in school activities. didn't do well in my classes because I was so involved in school activities. did okay in my classes, but had more fun participating in school activities. feel I did well in my classes, but did not participate in many school activities. am proud of all my grades and my participation in school activities. 6.6% 5.9% 12.6% 12.4% 24.0% 35.4% 34.6% 29.6% 22.2% 16.8% Women Men The table below represents incoming students highest level of English course taken in High School. There is a definite increase reported in Honors/AP English courses being taken since 2007, and a fair increase in English as a second language (ESL), English language development (ELD), English language learner (ELL), bilingual, or transitional English courses. There was a slight decrease in students reporting they took College preparatory English. However, there seems to be a steady stream of students reporting to be in the Regular or General English category. Table 1: What was the level of the last English course you had in high school? Honors English or AP English. 8.0% 9.6% 11.6% 11.9% College preparatory English. 34.6% 29.3% 26.4% 23.9% Regular or General English. 51.7% 56.5% 57.6% 57.2% English as a Second Language (ESL), ELD, ELL, bilingual or transitional. 4.6% 3.5% 3.5% 6.0% RSP, SDC, Special Education, or 504 Transition Plan. 1.0% 1.0% 1.0% 1.1% Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 3

4 Student Goals College can have an incredibly diverse effect on the student experiencing its abundant offerings. It is also an experience that many people have formulated some sort of opinion about, whether through family, peers, high school teachers or even through the copious media sources that are accessible to students in this day and age. In this section we will see, based upon student reporting, what a typical incoming Mt. SAC student looks like: their motivations for attending Mt. SAC, their expectations coming into college, and a general feel for what drives their decisions. Students were asked about what they hope to do in college. It appears most students entering Mt. SAC are gearing up for their future. With 41% reportedly hoping to prepare for their future and 37.7% reporting the desire to take the required courses to transfer (presumably to a four-year institution) there is a lot of motivation (see Figure 3 below). Interestingly, when asked about what they thought about becoming a student at Mt. SAC, 42.6% of students were excited to meet new friends and get involved in school activities, while 17.1% of students want to meet new people, but don t care to get that involved. Figure 3: What do you hope to do in college? Decide on a career. Prepare for my future. Have the chance to start over because I did not do that well in high school. Take the required courses to transfer. Make new friends. 4.8% 6.9% 10.7% 10.9% 3.4% 3.4% 39.0% 41.1% 42.1% 37.7% In the next graph, students are reporting on what they believe best describes them. As with the above information, students are focused on their future. 63.3% of all students report attending Mt. SAC for the purpose of graduating with an associate degree and to transfer to a university, although this is a slight decrease from those reporting this same response in. Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 4

5 Figure 4: Which statement best describes you? I'm attending college for my personal growth and development. I'm attending college just to take classes to get a job or get a promotion. I'm attending Mt. SAC to complete a vocational certificate program; I do not intend to graduate with an Associate degree. I'm attending college to graduate with an Associate degree from Mt. SAC and to transfer to a university. 8.6% 8.9% 1.5% 3.4% 68.0% 63.3% I'm attending college to graduate with an Associate degree from Mt. SAC. 18.9% 21.5% Almost 3 out of 4 (72.7%), of incoming students reported that they decided to attend college now for the purpose of learning and improving themselves. The remaining majority of students marked why they decided to attend college as "Other reason(s)". These figures are very similar to what was reported in. Figure 5: Why have you decided to attend college now? Other reason(s). I want to learn and improve myself. I lost my job and need to learn new skills. I need to be a college student for insurance purposes. My parents said I have to go. 1.3% 1.3% 3.5% 2.4% 5.4% 5.8% 16.7% 17.8% 73.1% 72.7% Incoming students have a wide-array of feelings regarding the subject in which they want to major. Though 33% of students reported feeling perfectly clear about their choice of majors, many students Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 5

6 report feeling unsure or undecided about their chosen major, or even choosing a major. Again, these results were similar to those reported in the survey. Figure 6: How sure are you about the subject area in which you want to major? I'm perfectly clear and know a lot about my major field. I've decided but I don't know much about this major field. I think I have a pretty good idea. I've thought about it, but really am not sure. 19.8% 21.8% 22.3% 19.3% 18.8% 17.8% 32.3% 33.4% Completely undecided 6.8% 7.7% Student Life Displayed below is a graph of Mt. SAC s incoming students strongest feelings about being a new college student. Excitement is clearly the most commonly reported feeling, but it is not the only feeling. Many students feel either anxiety or fear. These feelings of anxiety or fear have a slightly higher rate than what was reported in. Figure 7: What is the strongest feeling you have about being a new college student at Mt. SAC? 61.9% 57.2% 29.9% 24.0% 7.0% 8.1% 3.4% 2.3% 3.7% 2.5% Fear Anxiety Excitement Bored Disappointed Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 6

7 Students reported not only being excited, but having a focus toward their education. When asked During breaks in class, I will probably : 21.6% students responded they will hang out with friends, while 40.4% will study/work on class projects, 22.8% will go to the library, and 9.4% will go to tutoring. That is over 72% of students reporting they would opt to perform some form of intellectual endeavor on their break. This is a reasonable increase from when 66% of students reported they would study, go to the library, or attend tutoring. In the table below, students reported an increase across all categories in familial responsibility. In % of students reported that outside of college their families allowed them to concentrate mostly on school; in, only 63.4% of students felt the same way, a 12% drop over five years. Students are noting the pressure to provide income for their family, and/or be a primary caregiver in their home, as well as attend school. Table 2: Which statement best describes your life outside of college? 2009 a. I am the only one providing income for the family. 2.7% 4.3% 8.1% b. I am the primary caregiver of the children/elderly in my home. 3.1% 3.3% 4.5% c. I am expected to help out with caring for younger children/elderly and provide some income to family. 15.9% 18.6% 20.2% d. My family allows me to concentrate mostly on school. 75.4% 69.4% 63.4% e. Both A and B 4.4% 3.8% Student Needs The needs of incoming students vary across a broad spectrum. This section is meant to give staff and faculty some idea of what it is that students require to succeed. When asked about their greatest challenge, students reported having enough money as less of a concern since 2009, which is reasonable considering that 2009 was the peak of the financial crisis (Figure 8). It continues to be relevant, however, as nearly 1 in 3 students (32.8%) still note this challenge. There has been a reasonable increase in students reporting it is a challenge understanding how college works over the last three survey years. Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 7

8 Figure 8: As I start college, the greatest challenge I expect to face is 13.5% understanding how college works. 15.1% % 15.5% choosing a major. 11.9% 10.5% 25.2% knowing what classes to take. 31.9% 31.1% 6.3% having transportation to get to college. 7.0% 6.3% 39.4% having enough money (fees, books, supplies). 34.1% 32.8% In a similar question, not shown here in a graph, students were asked about what they thought they would need the most help in as an incoming student, 51.1% of students responded that knowing what classes to take would require the most help, which dovetails with the above question s findings. As far as the rest of the concerns: 19.2% responded knowing how to study, 18.4% having enough money to pay fees and books, 8.5% finding a job, and 2.8% meeting new people. These results are on trend with those reported in. SUPPORT SERVICES Over the 4-year comparison there have been some shifts in where students have reported going for help with college-related problems. Though students foresee going to Mt. SAC faculty more often in than in and 2009, less students will go than in The trends for going to friends and peers or another significant adult hold fairly steady over the four years, however, unfortunately in, more students than ever feel as if they have no one to go for advice about their problems. Table 3: Who will you mostly go to for advice about your problems related to college? My parent(s) or other family members and relatives. 37.1% 41.3% 39.6% 36.6% Another significant adult. 8.0% 7.6% 10.1% 10.0% Friends and peers. 16.8% 26.5% 21.3% 20.3% Mt. SAC faculty or staff member. 36.6% 23.0% 26.0% 28.0% I have no one to go to. 1.4% 1.6% 3.0% 5.0% In a similar question, again not displayed here in a graph, students were asked what best describes your support system while in college. In, 60.4% of students said that their immediate family will guide and encourage them when they need it. In, that number dropped to 52.5%. In fact, 8.8% of students reported that don t have any support and are totally on their own in, this is a slight increase from 7.0% of students in reporting this and a huge increase from just 3.8% in Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 8

9 As seen in Figure 9 below, students indicated they would utilize a multitude of options to deal with problems writing a paper or completing an assignment. Over 56% of those students reported they would use some form of campus resource, whether it be taking advantage of tutoring, the Writing center, or other programs/services on campus or meeting with an instructor. This is also similar to the results. Figure 9: If I need help with writing a paper or completing a class assignment, I will probably... take advantage of tutoring, the Writing Center or other programs. 30.6% 31.7% meet with the instructor. figure it out on my own. 11.5% 10.9% 22.7% 24.9% ask a family member for help. 10.4% 9.5% ask another student in class for help. 24.7% 23.0% Table 4 represents what students reported as being most necessary to reach their goals. Over the 4-year comparison we can see a steady decrease in the students perception of need for counseling and educational advisement. Conversely, there appears to be an increase from 2007 in the need for financial aid or job[s] on campus, and this need has been holding fairly steady since Table 4: What type of support will you need the most at Mt. SAC to reach your goal? Counseling and educational advisement. 55.5% 46.2% 42.7% 42.6% Financial Aid or job on campus. 24.3% 36.4% 37.8% 35.3% Access to computers on campus. 3.3% 3.0% 2.4% 2.4% Tutoring and instructional assistance. 15.8% 13.6% 15.4% 17.9% Child care. 1.1% 0.8% 1.7% 1.7% MEDICAL INSURANCE The health and welfare of a student are of great importance to a student s success and in the broader spectrum could have a long-term impact on the community college as well. The services provided to the students have the ability to positively affect the students attending the college. Table 5 shows the incoming students self-reporting regarding their medical insurance status. There is a 5% decrease Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 9

10 between and in students without medical insurance, which may be attributed to the implementation of the Affordable Care Act. There is a noticeable shift, over the 4-year comparison, between students reportedly being insured through their parent s/spouse s employer to students utilizing Medi-Cal or other coverage through the county. Table 5: Which of the following statements best describes your status on medical insurance? I have medical insurance through my parent's/spouse's employer. 55.7% 49.9% 44.0% 38.8% I have Medi-Cal or other coverage through the County. 9.8% 15.1% 17.6% 21.9% I have medical insurance through my own employer. 6.3% 2.1% 4.7% 5.8% I have no medical insurance. 13.0% 11.3% 15.3% 10.2% I am not sure. 15.3% 21.5% 18.4% 23.3% COMMUNICATION As seen in Figure 10, today s methods of communication are very diverse. According to incoming students in, the best way to communicate with them is through their personal address. This is a change from, when students preferred calling or texting their personal cell phone. Figure 10: The best way Mt. SAC can communicate with me is mail it to me at my home address. call me directly or text me to my personal cell phone through my personal address. through my assigned Mt. SAC address. through the Mt. SAC portal. 6.8% 3.3% 10.1% 9.4% 18.3% 14.6% 33.7% 32.0% 31.1% 40.6% Though we do not have comparison data for the years before, it is nonetheless striking that over 80% of incoming students report having access to an updated computer and printer with internet access at home (Figure 11). That means that most incoming students have access to a computer/printer away from school. Not surprising in this growing age of technology, a fairly large increase in the percent of students who reported the use of phone(s) for internet access and computers/printers to write papers at Mt. SAC occurred between and. Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 10

11 Figure 11: What is your access to technology? My main computer access is somewhere other than my home, Mt. SAC, or a friend's/relative's house. My main computer access is on campus at Mt. SAC. I use my phone for Internet access and utilize computers/printers to write papers at Mt. SAC. I do not have direct access in my home, but can go to another's house to borrow a computer/printer. I have access to an updated computer and printer with Internet access at home. 3.2% 3.2% 4.1% 4.6% 12.4% 8.5% 8.4% 80.8% 71.9% Conclusion One of the advantages of having so much data at your fingertips is that you can use it along with what you know about your students to understand them and build services for them. Below is a summary of the most salient points from the supplemental Mt. SAC questionnaire % of students reported being excited about becoming a new college student. That is great. But, fear and anxiety were present in approximately 38% of reporting students. - 63% of students reported attending Mt. SAC to get an AA and transfer to a university, with another 72.7% wanting to learn and improve % of students report that counseling and educational advisement and/or tutoring and instructional assistance will be necessary to reach their goals % of incoming students categorized their highest level of high school English as regular or general. Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 11

12 Below are some Guiding Questions that may help you think about how this data could be used by you and your department. 1. How does this information help me to understand the Mt. SAC student population and their needs? 2. How does this information help me to better understand the needs of incoming students? 3. What can I do with this information that will help with student learning outcomes? 4. What are the most important points that I can use to guide and apply to my daily functions that will allow me to better serve the students at Mt. SAC? The report was presented to SPAS (Student Prep and Success) on May 18 th 2015 and to the Deans, Associate Deans, and Directors of Mt. SAC during their Monthly meeting on June 3 rd Points Discussed: There is a need to raise awareness about resources for students on campus. o Resources for Transfer Students due to a large number of students planning on transferring o General student help due to more students reporting not having anyone to help them with problems in college. Incoming students other responsibilities outside of college life which may require more resources or flexibility from Mt. SAC o Responsibilities include, Working fulltime or part time Providing for their family Taking care of children or elderly family members Discussion about looking into minimizing the effects of anxiety about college for incoming students. Both groups were mainly interested in changing/updating the questions from the CIRP survey. The Mt. SAC supplemental questions have not been changed on the CIRP survey since. The Deans and SPAS expressed that the questions were outdated or the response options were limited. It was noted during the discussion that when survey items are changed comparisons cannot be made across multiple years o SPAS would like to update the survey items and actively think about questions that will be useful over multiple years. SPAS planned to meet during the fall 2015 to discuss the supplemental questions before Mt. SAC registers for CIRP in The Deans, Associate Deans and Directors expressed interest in having input to the new CIRP items. Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 12

13 Appendix Mt. SAC Supplemental Questions with Student Responses, by Percentage Total Men Women Total Men Women What is the strongest feeling you have about being a new college student at Mt. SAC? Fear Anxiety Excitement Bored Disappointed 8.1% 29.9% 57.2% 2.3% 2.5% 7.2% 25.9% 60.7% 3.0% 3.1% 9.2% 34.8% 52.8% 1.5% 1.7% Which of the following statements best describes your status I was born in the United States I came to the United States during my elementary school years I came to the United States during my intermediate school years I came to the United States during my high school years I came to the United States as an adult (age 18 or older) 79.5% 8.2% 1.7% 4.6% 5.9% 79.9% 8.6% 1.9% 4.4% 5.2% 79.1% 7.8% 1.5% 4.9% 6.8% Total (n) 1, Total (n) 1, How sure are you about the subject area in which you want to major? Completely undecided I've thought about it, but really am not sure I think I have a pretty good idea I've decided but I don't know much about this major field I'm perfectly clear and know a lot about my major field 7.7% 17.8% 33.4% 19.3% 21.8% 9.1% 15.4% 35.5% 20.0% 20.0% 6.0% 20.7% 30.8% 18.4% 24.1% What was the level of the last English course you had in high school Honors English or AP English College Preparatory English Regular or General English ESL, ELD, ELL, bilingual or transitional RSP, SDC, Special Education or 504 Transition Plan 11.9% 23.9% 57.2% 6.0% 1.1% 10.8% 25.5% 57.1% 5.7% 1.0% 13.2% 22.0% 57.3% 6.4% 1.2% Total (n) 1, Total (n) 1, As I start college, the greatest challenge I expect to face is having enough money (fees, books, supplies) having transportation to get to college knowing what classes to take choosing a major understanding how college works 32.8% 6.3% 31.1% 10.5% 19.4% 30.8% 5.4% 33.2% 11.3% 19.2% 35.2% 7.4% 28.4% 9.4% 19.6% As a new student, I think I will need the most help in knowing what classes to take knowing how to study having enough money to pay fees and books finding a part-time job getting to meet new people 51.1% 19.2% 18.4% 8.5% 2.8% 50.1% 20.1% 18.3% 8.7% 52.3% 18.1% 18.6% 8.2% 2.7% Total (n) 1, Total (n) 1, When I think about how I performed as a student in high school, I am proud of all my grades and my participation in school activities 19.2% 16.8% 22.2% What do you hope to do in college make new friends 3.4% 3.8% feel I did well in my classes, but did not participate in many activities did okay in my classes, but had more fun participating in school activities didn't do well in my classes because I was so involved in school activities 31.8% 30.3% 6.2% 29.6% 35.4% 5.9% 34.6% 24.0% 6.6% take the required courses to transfer have the chance to start over because I did not do that well in high school prepare for my future 37.7% 10.9% 41.1% 35.7% 11.9% 41.6% 40.1% 9.7% 40.4% didn't do well in my classes and didn't participate in school activities 12.5% 12.4% 12.6% decide on a career 6.9% 7.0% 6.9% Total (n) 1, Total (n) 1, When I think about becoming a student at Mt. SAC, I am excited to meet new friends and get involved in school activities 42.6% 40.1% 45.6% Why have you decided to attend college now my parents said I have to go 5.8% 5.9% 5.7% want to meet new people, but don't care to get that involved just want to know what classes to take have mixed feelings about coming to Mt. SAC don't really want to be at a community college 17.1% 28.1% 7.8% 4.5% 19.2% 28.5% 8.2% 4.1% 14.5% 27.6% 7.4% 4.9% I need to be a college student for insurance purposes I lost my job and need to learn new skills I want to learn and improve myself Other reasons 2.4% 1.3% 72.7% 17.8% 2.3% 1.1% 73.2% 17.6% 2.5% 1.5% 72.2% 18.0% Total (n) 1, Total (n) 1, Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 13

14 Total Men Women Total Men Women Who will you mostly go to for advice about your problems related to college My parents or other family members and relatives Another significant adult Friends and peers Mt. SAC faculty or staff member I have no one to go to 36.6% 10.0% 20.3% 28.0% 5.0% 36.9% 7.8% 21.0% 28.8% 5.5% 36.3% 12.8% 19.5% 26.9% 4.5% Which of the following statements best describes your status on medical insurance? I have medical insurance through my parents'/spouses' employer I have Medi-Cal or other coverage through the County I have medical insurance through my own employer I have no medical insurance I am not sure 38.8% 21.9% 5.8% 10.2% 23.3% 38.4% 18.6% 7.7% 10.0% 25.3% 39.4% 26.0% 3.4% 10.4% 20.7% Total (n) 1, Total (n) 1, What type of support will you need the most at Mt. SAC to reach your goal Counseling and educational advisement 42.6% 45.0% 39.6% Which statement best describes your life outside of college I am the only one providing income for the family 8.1% 8.8% 7.2% Financial Aid or job on campus Access to computers on campus 35.3% 2.4% 32.3% 2.7% 39.1% 2.0% I am the primary caregiver of the children/elderly in my home I am expected to help out with caring for children/elderly and provide some income to family 4.5% 20.2% 3.2% 20.2% 6.2% 20.2% Tutoring and instructional assistance 17.9% 19.2% 16.4% My family allows me to concentrate mostly on school 63.4% 65.3% 61.0% Child Care 1.7% 0.8% Both A and B 3.8% 2.5% 5.5% Total (n) 1, Total (n) 1, Of the following statements, what best describes your support system while in college It is made up of my immediate family who will guide me I don't have any other support; I am totally on my own I will need to find support on campus through faculty, staff and other students I will rely on my circle of friend for help 52.5% 8.8% 9.2% 8.2% 51.5% 9.1% 9.1% 9.5% 53.7% 8.5% 9.3% 6.6% What is your access to technology Have access to an updated computer and printer with internet access at home Do not have direct access in my home but can go to another's house to borrow a computer/printer Use my phone for internet access and utilize computers/printers to write papers at Mt. SAC My main computer access is on campus at Mt. SAC I have some support, but my family/friends have limited knowledge My main computer access is somewhere other than my home, Mt. about college 21.3% 20.8% 21.9% SAC, or a friend/relative's house 3.2% 2.5% 4.1% Total (n) 1, Total (n) 1, % 8.4% 12.4% 4.1% 73.6% 8.1% 11.7% 4.1% 69.9% 8.7% 13.2% 4.1% During breaks between classes, I will probably hang out with friends go to tutoring go to the library study/work on class projects catch up on sleep 21.6% 9.4% 22.8% 40.4% 5.9% 25.9% 8.6% 20.5% 38.4% 6.6% 16.4% 10.3% 25.5% 42.8% 5.1% The best way Mt. SAC can communicate with me is Through the Mt. SAC portal Through my assigned Mt. SAC address Through my personal address Call me directly or text my to my personal cell phone Mail it to me at my home address 14.6% 9.4% 40.6% 32.0% 3.3% 13.6% 8.8% 40.3% 33.7% 3.7% 16.0% 10.2% 41.1% 29.9% Total (n) 1, Total (n) 1, If I need help with writing a paper or completing a class assignment, I will probably Ask another student in class for help 23.0% 25.9% 19.5% Which statement best describes you I'm attending college to graduate with an Associate degree from Mt. SAC 21.5% 19.7% 23.7% Ask a family member for help 9.5% 9.3% 9.8% I'm attending college to graduate with an Associate degree from Mt. SAC and to transfer to a university 63.3% % Figure it out on my own 10.9% 12.7% 8.6% I'm attending Mt. SAC to complete a vocational certificate program; I do not intend to graduate with an Associate degree 3.4% 3.9% Meet with the instructor 24.9% 25.2% 24.5% I'm attending college just to take classes to get a job or get a promotion 3.9% 1.7% Take advantage of tutoring, the Writing Center or other services 31.7% 26.9% 37.6% I'm attending college for my personal growth and development 8.9% 9.8% 7.8% Total (n) 1, Total (n) 1, Shannon Rider updated 5/15/2015 from version by Jason Vickers updated: 6/7/2012 Page 14