2010 CURRENT STUDENT SURVEY REPORT

2010 CURRENT STUDENT SURVEY REPORT Office of Institutional Research February 28, 2011

TABLE OF CONTENTS CURRENT STUDENT SURVEY REPORT 2010 SURVEY SAMPLE AND METHODOLOGY... 3 TABLE 1: CHARACTERISTICS OF STUDENT POPULATION AND SURVEY RESPONDENTS... 3 PROFILE OF LANGARA STUDENTS... 3 TABLE 2: REGISTRATION PROGRAM OF RESPONDENTS... 3 TABLE 3: DEMOGRAPHIC PROFILE OF SURVEY RESPONDENTS... 4 FIGURE 1: HOURS PER WEEK SPENT WORKING AND STUDYING... 4 FIGURE 2: PRIMARY MODE OF TRANSPORTATION, 2005 2010... 4 REASONS FOR CHOOSING LANGARA... 5 FIGURE 3: REASONS FOR ATTENDING LANGARA... 5 FIRST IMPRESSIONS OF LANGARA... 5 FIGURE 4: SATISFACTION WITH LANGARA EXPERIENCE... 6 FIGURE 5: IF YOU COULD START OVER AGAIN, WOULD YOU ATTEND LANGARA?... 6 FIGURE 6: INITIAL IMPRESSIONS OF LANGARA COLLEGE... 6 SKILL DEVELOPMENT... 7 FIGURE 7: SKILL DEVELOPMENT RATINGS... 7 FIGURE 8: POSITIVE RATINGS OF SKILL DEVELOPMENT, 2005 2010... 8 INSTRUCTION... 8 FIGURE 9: EVALUATION OF COURSE INSTRUCTION... 8 PROGRAM/COURSE OF STUDY... 9 FIGURE 10: EVALUATION OF PROGRAM/COURSE OF STUDY... 9 FIGURE 11: POSITIVE RATINGS OF PROGRAM/COURSE OF STUDY, 2005 2010... 10 PROGRAM QUALIFICATION... 10 FIGURE 12: UPGRADING REQUIRED TO QUALIFY FOR PROGRAM ENTRANCE... 10 LANGARA COURSE REGISTRATION... 10 FIGURE 13: STUDENTS NOT ABLE TO REGISTER IN ALL DESIRED COURSES... 10 FIGURE 14: WHY ARTS & SCIENCE STUDENTS COULD NOT REGISTER IN DESIRED COURSES... 11 CAMPUS LIFE... 11 FIGURE 15: AREAS OF CAMPUS LIFE EMPHASIZED BY LANGARA COLLEGE... 11 LANGARA STUDENT SERVICES... 12 FIGURE 16: GENERAL RATINGS OF LANGARA COLLEGE SERVICES... 12 VOLUNTEERISM... 13 TABLE 4: STUDENT INTEREST AND PARTICIPATION IN VOLUNTEER ACTIVITIES... 13 ATHLETICS... 13 TABLE 5: AWARENESS OF/INTEREST IN LANGARA S INTRAMURAL (DROP IN) RECREATIONAL ACTIVITIES... 13 TABLE 6: LIKELY STUDENT USE OF RECREATIONAL OPPORTUNITIES NOT CURRENTLY OFFERED BY LANGARA... 13 TABLE 7: AWARENESS OF/INTERESTS IN LANGARA S INTERCOLLEGIATE VARSITY ATHLETICS TEAMS... 14 TABLE 8: LIKELY PARTICIPATION IN INTERCOLLEGIATE COMPETITIVE SPORT TEAMS NOT CURRENTLY OFFERED... 14 GENERAL COMMENTS... 14 Office of Institutional Research 2

SURVEY SAMPLE AND METHODOLOGY A random sample of 3,000 students enrolled in the Fall term was selected to participate in this survey. The sample closely reflected the actual student population on program area, gender and registration status (full or part-time). An email notification for the online questionnaire was sent to the sample on October 18, 2010 with reminders every 3 to 4 days through November 5. By the survey deadline, a total of 753 valid questionnaires were returned, a final response rate of 25.1%. The accuracy of the survey results is estimated to be ±3.6%, 19 times out of 20. A comparison of the survey respondents to the student population showed that this response sample differed slightly from the population. Survey respondents were older (average age of 23.2) and had slightly higher GPA (average 2.70) than the population (average age of 22.7 years and average GPA of 2.54). Parttime male Career students and full-time students were overrepresented while part-time male Arts & Science/Limited Enrolment and part-time female students were underrepresented among respondents. As is routine in survey research, all cases were weighted to achieve a sample representative of the student population. Limited Enrollment students comprised such a small portion of the response sample that they were grouped with Arts and Science for reporting purposes. Table 1: Characteristics of Student Population and Survey Respondents Characteristics Student Population Respondents (unadjusted) Respondents (adjusted) Gender Male 43.5% 37.6% 43.5% Female 56.5% 62.4% 56.5% Major Program Area 75.7% 72.5% 75.8% Limited Enrolment 1.7% 1.6% 1.6% Career 10.8% 11.4% 10.8% 11.7% 14.5% 11.7% Course Load Full-time 67.8% 72.4% 67.8% Part-time(<9 credits) 32.2% 27.6% 32.2% PROFILE OF LANGARA STUDENTS Table 2: Registration Program of Respondents Program % Program % Bachelor of Business Administration 6.7% Early Childhood Education 0.5% Bachelor of Recreation Management 0.5% Education Assistant 0.1% Recreation Diploma 0.6% Engineering Transfer 0.4% Bachelor of Science in Nursing 4.6% Fine Arts 1.3% Nursing Transition/Waitlist 0.2% Journalism 1.0% Arts and Science 75.8% Library & Information Technology 2.4% Aboriginal Studies 0.1% Nutrition & Food Service Management 1.0% Applied Urban & Rural Planning 0.5% Professional Photo Imaging 0.5% Criminal Justice 1.5% Publishing 0.5% Computer Studies 0.4% Social Service Worker 0.5% Management Information Systems 0.2% Theatre Arts 0.3% Design Formation 0.4% Office of Institutional Research 3

Table 3: Demographic Profile of Survey Respondents Characteristics Percent Characteristics Percent Gender Male 43.5% Course Load Full-time 67.8% Female 56.5% Part-time 32.2% Age 17 or younger 5.0% Registration Status New 32.3% 18-21 years 50.1% Returning 67.7% 22-25 years 23.6% Domestic 90.1% 26-30 years 9.5% International 9.9% 31-39 years 8.1% Aboriginal 2.2% 40+ 3.7% First Language English 76.4% Terms at Langara 1-3 Terms 56.3% French 0.7% 4-6 Terms 25.3% Mandarin 7.7% 7-9 terms 11.5% Cantonese 7.3% 10-12 Terms 4.5% Korean 1.9% 13-15 Terms 1.1% Japanese 1.2% 16+ Terms 1.3% Filipino/Tagalog 0.8% Spanish 0.8% Other 3.2% In general, students spent more time studying or preparing for class than working, although part-time work remained prevalent. Career and Limited Enrolment students spent more time on schoolwork. Students over age 26 were most likely to be working at least 31 hours per week. Figure 1: Hours per Week Spent Working and Studying 0% 36% 30% 18% 40% 22% 19% 12% Preparing for class Working for pay 6% 8% 5% None 1-10 hrs/wk 11-20 hrs/wk 21-30 hrs/wk 31-40 hrs/wk 41+ hrs/wk As usual, public transit was by far the most popular mode of transportation. Transit use has increased steadily since 2006; the largest increases coincided with the launch of the Langara UPass (+5 percentage points in 2008) and the opening of the Canada Line (+10 percentage points in 2009). Commuting by singleoccupant car has declined by 12 percentage points since 2006. See Figure 2 for the six year trend. Figure 2: Primary Mode of Transportation, 2005-2010 2% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2005 2006 2007 2008 2009 2010 Public Transit Car Walk Bicycle Carpool Office of Institutional Research 4

REASONS FOR CHOOSING LANGARA Students decided to come to Langara for a variety of reasons. Foremost were Langara s reputation as a transfer institution, our program or course offerings, tuition rates and class size. Reasons were virtually unchanged from last year for Arts and Science and students, but Career/Vocational students shifted some of their focus from reputation and class size to course and program offerings. Arts and Science students (especially those under 22 years of age) were influenced primarily by Langara s reputation as a transfer institution. Our program/course offerings were the most motivating factor for Career/Vocational and students. Arts and Science and students also felt that tuition and class size were important. The recommendation of a friend or parent was more important to international than domestic students. Langara was a second choice for significantly more male than female students. Students over 26 years of age were significantly more likely to be influenced by the availability of evening options, while online courses were mostly a factor for Career/Vocational students. Figure 3: Reasons for Attending Langara Langara's reputation as a transfer institution Offers the programs/courses I want The tuition rates suit me Langara class size Close to where I live Langara programs have good reputations Langara is easy to get to Friend's/parent's recommendation I wasn't accepted at my first choice Career/Vocational The availability of online options The availability of evening options Note: Percentages do not total 100% as respondents were asked to select their top three reasons. FIRST IMPRESSIONS OF LANGARA Almost 77% of respondents were somewhat or very satisfied with their overall experience at Langara, with no real difference between major program areas. Domestic students, and particularly those over 31 years of age, were significantly more likely to be very satisfied. Compared to 2009, Career/Vocational students were more satisfied overall, but less likely to be very satisfied. Office of Institutional Research 5

Figure 4: Satisfaction with Langara Experience Career Very Satisfied Somewhat Satisfied Neutral Somewhat Dissatisfied Very Dissatisfied The great majority (88%) of students would probably or definitely attend Langara again, given the chance to start over. Career/Vocational student ratings remained the most positive, but compared to 2009, they were less likely to definitely attend again. Regardless of program area, students with cumulative GPA greater than 2.58 were significantly more likely to say they would definitely attend again. Figure 5: If You Could Start Over Again, Would You Attend Langara? Career Definitely yes Probably yes Probably not Definitely not Almost three quarters of students had positive initial impressions of Langara. Overall quality of services received the best reviews. Career/Vocational and students were the most positive about Langara s friendliness and helpfulness, but Career students also gave the least positive review of organization and availability of information. Students with higher cumulative GPA (> 2.5) gave better ratings of overall quality of service, helpfulness and friendliness. Figure 6: Initial Impressions of Langara College Friendliness Helpfulness Availability of information you need Organization Overall quality of service Career Friendliness Helpfulness Availability of information you need Organization Overall quality of service Friendliness Helpfulness Availability of information you need Organization Overall quality of service Very Good Good Adequate Poor Very Poor Office of Institutional Research 6

SKILL DEVELOPMENT This section focused on the extent to which students programs had helped them develop specific abilities. students felt they acquired well developed skills in teamwork and problem solving. Career/Vocational students gave their best ratings to reading and independent learning skills. Arts and Science students gave significantly lower ratings than other students to reading, problem solving, teamwork and speaking skills. Aside from program area differences, the most common influencing factor was cumulative GPA. Reading, math and problem solving skills were rated significantly lower by Arts and Science students with CGPA below 2.40. Students with a CGPA higher than 2.13 felt they had more developed writing skills. This year saw notable improvements in student ratings of all skill areas except writing and speaking. Overall, skill area ratings have been increasing gradually since 2007 (see Figure 8). Figure 7: Skill Development Ratings Reading & Comprehension Critical Thinking/Analysis Independent Learning Problem Resolution Teamwork Written Communication Oral Communication Math Skills Career/Vocational Reading & Comprehension Critical Thinking/Analysis Independent Learning Problem Resolution Teamwork Written Communication Oral Communication Math Skills Reading & Comprehension Critical Thinking/Analysis Independent Learning Problem Resolution Teamwork Written Communication Oral Communication Math Skills Very Well Well Adequately Poorly Very Poorly Office of Institutional Research 7

Figure 8: Positive Ratings of Skill Development, 2005-2010 80% 70% 60% 50% 40% 2005 2006 2007 2008 2009 2010 Reading & Comprehension Critical Thinking/Analysis Independent Learning Problem Resolution Teamwork Written Communication Oral Communication Math Skills INSTRUCTION Ratings of instruction at Langara were quite positive. Students gave their best ratings to instructor knowledge and the opportunity to ask questions in class. Career/Vocational ratings of assignment efficacy, instructor knowledge and the ability to ask questions in class were higher than any other student group despite a decline from last year in many instruction areas. Figure 9: Evaluation of Course Instruction Instructors are knowledgeable about course topics I have opportunities to ask questions in class Course content is current Assignments contribute to understanding of subjects Assignments are clearly outlined & defined Instructors effectively communicate course material Course grading system is fair Career/Vocational Instructors are knowledgeable about course topics I have opportunities to ask questions in class Course content is current Assignments contribute to understanding of subjects Assignments are clearly outlined & defined Instructors effectively communicate course material Course grading system is fair Instructors are knowledgeable about course topics I have opportunities to ask questions in class Course content is current Assignments contribute to understanding of subjects Assignments are clearly outlined & defined Instructors effectively communicate course material Course grading system is fair Strongly Agree Agree Neutral Disagree Strongly Disagree Office of Institutional Research 8

The leading significant factor in most instructional ratings was student age, not program area. Students over 31 years of age gave lower ratings to instructor communication and course content but were much more likely to strongly agree that assignments were clear and contributed to their understanding of the topic. Students age 23 or younger were less likely to think that the grading systems were fair. Students with cumulative GPA greater than 2.78 were more positive about their opportunities to ask questions in class. PROGRAM/COURSE OF STUDY When asked to provide opinions on various other aspects of their Langara programs, overall quality of instruction received the highest ratings. Students over age 31 were significantly more likely to rate instruction as very good. and Career/Vocational students rated program organization quite well, while students gave significantly lower ratings. Career/Vocational students were especially happy with the amount of practical experience they received. Female students gave more positive ratings to computer equipment and program/career counselling. Ratings remained relatively stable since 2009, but increased notably from 2008. Figure 10: Evaluation of Program/Course of Study Quality of instruction Organization of Program Amount of practical experience Textbooks & learning materials Computer hardware & software Equipment other than computers Program or career counselling Career/Vocational Quality of instruction Organization of Program Amount of practical experience Textbooks & learning materials Computer hardware & software Equipment other than computers Program or career counselling Quality of instruction Organization of Program Amount of practical experience Textbooks & learning materials Computer hardware & software Equipment other than computers Program or career counselling Very Good Good Adequate Poor Very Poor Office of Institutional Research 9

% Positive Ratings 100% 90% 80% 70% 60% 50% 40% Figure 11: Positive Ratings of Program/Course of Study, 2005-2010 2005 2006 2007 2008 2009 2010 Quality of instruction Organization of Program Amount of practical experience Textbooks & learning materials Computer hardware & software Equipment other than computers Program or career counselling PROGRAM QUALIFICATION Just over half of students entered their program with no upgrading needed, and 20-25% required work on their English skills. Some Arts and Science students also needed math (21%) and English as a second language (14%) upgrading. Compared to 2009, more students required English upgrading. Figure 12: Upgrading Required to Qualify for Program Entrance Arts & Sciences Career/ Vocational Upgrade Math Upgrade Science(s) Upgrade English Upgrade English as a second language Upgrade Math Upgrade Science(s) Upgrade English Upgrade English as a second language Upgrade Math Upgrade Science(s) Upgrade English Upgrade English as a second language 0% 10% 20% 30% 40% 50% LANGARA COURSE REGISTRATION Sixty-five percent of students were able to register in all the courses they wanted this Fall. For the most part, Career/Vocational and new students were able to get all of their classes.the vast majority of those having difficulty were from Arts and Science programs. Figure 13: Students Not Able to Register in All Desired Courses Career/Vocational New Returning 0 20 40 60 80 100 120 140 # of Students Office of Institutional Research 10

Of the 261 students (mostly from s) who were not able to get all their courses, 75% encountered full classes and 45% could not find sections that fit their schedule. New students and those with a cumulative GPA lower than 2.58 had the most difficulty with full classes. Figure 14: Why Students Could Not Register in Desired Courses The course(s) I wanted were not offered at all The course(s) I wanted were not offered in the evening The course(s) I wanted were not offered at a time that fit my schedule The course(s) I wanted were offered but full Scheduling conflict w/ course lecture component Scheduling conflict w/ course lab/studio component CAMPUS LIFE New Returning 0 10 20 30 40 50 60 70 80 90 100 # of Students Arts and Science and Career/Vocational students felt that Langara placed quite a bit of emphasis on academic work and provided good academic support. students rated these items slightly lower. Compared to 2009, ratings of academic focus were up for Arts and Science students and down for Career/Vocational students. Older students were more inclined to feel that Langara focused on academic work, while first year students were more positive about academic support. All students felt that Langara placed modest emphasis on non-academic support and campus social life. Compared to last year, ratings of non-academic support were up for students and down for Career/Vocational students. Both Career/Vocational and students felt that our focus on campus social life had improved somewhat. Figure 15: Areas of Campus Life Emphasized by Langara College Career/ Vocational Studying and academic work Academic support Non-academic support Campus social-life Studying and academic work Academic support Non-academic support Campus social-life Studying and academic work Academic support Non-academic support Campus social-life Very Much Quite a Bit Some Very Little Office of Institutional Research 11

LANGARA STUDENT SERVICES Almost all Langara services received more than 50% positive ratings. Top ratings went to the Langara Library (80% good or very good ), safety on campus (78%) and Campus Security (73%). The cafeteria and athletic activities received somewhat higher negative ratings (33% and 23% very poor or poor, respectively) than other College services. Female students gave significantly higher ratings for most student services, particularly the calendars. Young students were happier with Langara s cafeteria and study facilities. New students were more positive about counselling services than returning students. Figure 16: General Ratings of Langara College Services Library Safety on Campus Campus Security Web Registration mylangara Computer Labs Langara Website Application for Admission Student Accounts Web Calendar Classrooms Bookstore Campus Signs/Directories Registrar's Office Paper Calendar Information Kiosk Health Services Study Space Automated Waitlist Counselling Financial Aid Office Cafeteria Daycare* Disability Services* Co-op Education* Services for Aboriginal Students* Athletic Activities* Very Good Good Adequate Poor Very Poor * These services were rated as Have Not Used by at least 66% of respondents. When compared to 2009, positive ratings have increased notably for Campus signage (+13.7 percentage points), safety on campus (+10), classroom facilities (+7.5) and Campus Security (+7). Positive ratings declined for athletic activities (-11.9 percentage points), Disability Services (-7.5) and Services for Aboriginal Students (-6.2). Aside from these changes, Arts and Science students positive ratings remained stable or increased marginally. Career/Vocational students gave improved ratings to the Langara website, the waitlist, Co-op Education and Financial Aid, but lower ratings to mylangara and the Registrar s Office. Among students, there were increases in positive ratings for the information kiosk, but in negative ratings for the web calendar, cafeteria, Financial Aid and the Registrar s Office. Office of Institutional Research 12

VOLUNTEERISM A third of Langara students reported volunteering in the community. Among those not currently volunteering, 63% had an interest in doing so. Of those volunteering or wanting to volunteer, 86% indicated that they would use volunteer support services if Langara offered them. Students provided a lot of reasons for volunteering, but the most common were: gaining experience, community involvement, helping others, networking and improving chances for employment or school admission. Although most students were not sure how Langara could best support their volunteer activities, many simply wanted Langara to provide and/or organize information, contacts and opportunities. Verbatim comments are available on request. Table 4: Student Interest and Participation in Volunteer Activities Do you currently volunteer in the community? Do you have an interest in volunteering in the community?* If Langara provided services to support students volunteering in the community, would you use them? ** Yes 33% 63% 86% No 67% 37% 14% (# of students) (751) (503) (557) *Asked of students who were not currently volunteering. ** Asked of students who were volunteering, or who were not currently volunteering but were interested in doing so. ATHLETICS Basketball was by far the most well known of Langara s current intramural activities. More than two thirds of students (63%-71%) were not aware of Langara s other intramural sports. Most students who knew about these activities indicated lack of time or lack of interest as reasons for not participating. When asked how much they would use certain recreational opportunities if they were available at Langara, cardio equipment, strength training equipment and fitness classes were all quite popular. Table 5: Awareness of/interest in Langara s Intramural (Drop-In) Recreational Activities Did you know Langara offered these intramural activities? Yes No I participate in this activity at Langara Intramural Participation I participate somewhere else I am not interested in this activity I do not have time for this activity Badminton 31% 69% 3% 13% 40% 43% Volleyball 31% 69% 1% 9% 47% 43% Basketball 50% 50% 3% 11% 45% 41% Indoor Soccer 29% 71% 2% 9% 45% 44% Open Gym 37% 63% 4% 25% 27% 44% Table 6: Likely Student Use of Recreational Opportunities Not Currently Offered by Langara Probably Not 1-2 hours 3-4 hours 5-6 hours 7+ hours Ongoing intramural leagues (Badminton, Basketball, Indoor Soccer, etc.) 66% 21% 9% 2% 2% Short-term intramural tournaments (Badminton, Basketball, Indoor Soccer, etc.) 64% 21% 11% 2% 2% Fitness & instructional classes (Yoga, Pilates, martial arts, dance, cardio) 35% 28% 22% 9% 5% Strength training equipment (Free weights, circuit training) 42% 24% 17% 9% 8% Fitness equipment (Cardio equipment, treadmills, bikes) 33% 28% 21% 12% 7% Other (verbatim responses available on request) 81% 6% 5% 4% 4% Office of Institutional Research 13

Although more than half of students knew about the Langara Falcons basketball team, almost three quarters were not aware of Langara s varsity badminton or soccer teams. Only 12% of students had attended a varsity event as either a spectator or volunteer, but 25% said they would go if they knew when the games were. Students interests in trying out for varsity sport teams not yet available at Langara ranged from 10% (rugby and softball) to 16% (volleyball). Of the six proposed teams, volleyball was deemed most important 1, followed by cross-country running. Other sports most often suggested were hockey (ice, field and floor) and swimming. Verbatim comments and suggestions are available on request. The most common suggestions were to better advertise Langara s current athletic opportunities and add a gym and fitness programs or equipment. Table 7: Awareness of/interests in Langara s Intercollegiate Varsity Athletics Teams Did you know about this team? Attendance/Interests in Langara Falcons Games Yes No I attend Langara Falcons games/events I am not interested I do not have time Game times do not fit in my schedule I would go to games if I knew when they were Badminton 24% 76% 1% 47% 28% 9% 16% Basketball 58% 42% 2% 39% 26% 9% 24% Indoor Soccer 27% 73% 1% 45% 27% 8% 19% Table 8: Likely Participation in Intercollegiate Competitive Sport Teams Not Currently Offered Would you try out for the team? Order of Importance Among Interested Students 1 Yes No 1st 2nd 3rd 4th 5th 6th Not important Volleyball 16% 84% 55% 25% 10% 3% 0% 4% 3% Golf 15% 85% 46% 20% 19% 8% 0% 1% 6% Cross-country running 13% 87% 49% 29% 12% 1% 3% 3% 4% Baseball 12% 88% 42% 33% 15% 1% 3% 2% 5% Softball 10% 90% 37% 21% 20% 11% 0% 1% 9% Rugby 10% 90% 47% 27% 17% 2% 4% 2% 2% GENERAL COMMENTS The most common comments provided were about the cafeteria, instructors, library and study space. Cafeteria comments were overwhelmingly negative, and focused primarily on the high prices, poor quality and lack of options (particularly healthy options). Remarks about instruction included criticism and praise of individual instructors, praise of Langara instruction overall, and demand for course and instructor evaluation. Comments regarding the library and study space were generally related to overcrowding. Students want more study space, particularly quiet study space, both in the library and around campus. Complaints about noise in the library were common. Verbatim comments are available on request. 1 Order of importance data may be unreliable as many respondents did not understand or follow the instructions pertaining to ranking the activities. Office of Institutional Research 14