survey of entering student engagement (sense) · 2019-06-17 · survey of entering student...

Survey of Entering Student Engagement (SENSE) ResultsSAC Research

May 30, 2019

Presentation OverviewBackground and overview of SENSE

Student respondent characteristics and SENSE Results Part 1

Faculty and staff predictions activity

SENSE Results Part 2

Summary

Next steps

3

BackgroundWhat is student engagement? • Quality and quantity of students’ interaction with faculty, staff, and

peers, as well as their involvement in the subject matter.

Why is student engagement important?

• Previous research has shown positive relationships between student engagement and student success.

• Retention

• Course success

• Educational goal completion

Purpose of SENSE at SACAssess students’ early experiences and improve institutional practices that affect student success in the first year of college (and beyond).

SENSE as a ToolSENSE helps us

◦ Understand students' critical early experiences

◦ Identify and learn from practices that engage entering students

◦ Identify areas in which we can improve

Basic principles

◦ Grounded in research about what works to retain and support entering students

◦ Reports data publicly

◦ Is committed to using data for improvement

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SENSECore survey ◦ 38 core questions

◦ Interactions with faculty, staff, and other students

◦ Student services

◦ Course-taking behaviors

◦ Academic behaviors

Two special-focus add-on modules ◦ Financial assistance (12 questions)

◦ Pathways (12 questions) – questions related to the Guided Pathways framework.

◦ Academic advising

◦ Help choosing a major/program

◦ Following an academic plan

◦ Major/program changing

Survey AdministrationSAC participated in the survey for the first time last fall!

◦ Use the results as baseline for future comparisons.

Student participation and faculty, staff, and management involvement were all key to the success of the survey.

Administered during the 4th & 5th weeks of fall 2018

◦ First-time freshmen in English, math, and counseling courses.

Subject Total Nbr Sections

CNSL 15

ENGL 28

MATH 42

Grand Total 85

HUGE Thank You!All students and faculty!

Dr. Linda Rose Dr. Vaniethia Hubbard Diem Pham

Maria Aguilar Beltran Mary Huebsch Dr. Michelle Priest

Matthew Beyersdorf Shelly Jaffray Martha Ramirez

Kyle Bradley Tyler Johnson Kelly Ro

Monica Bustamante Paula Kincaid Raquel Serratos

Lorena Chavez Alicia Kruizenga Tatyana Shirman

Richard Corp Dr. Jeffrey Lamb Christa Solheid

Jennifer Davis Janice Love John Steffens

Maria Dela Cruz Kimberly Mathews Maria Taylor

Jennifer De La Rosa Lisa McKowan Justin Tolentino

Ali Fahmy Teresa Mercado-Cota Melissa Utsuki

Amanda Farah Becky Miller Reyes Vazquez

Madeline Grant Amit Mishal Lithia Williams

Pam Hernandez Dr. Veronica Oforlea Monica Zarske

Dr. Bart Hoffman Suanne Oh Cristina Zamora

Student Respondents1709 student respondents

◦ 1676 “valid” surveys

◦ 834 “Entering” (First-time Freshman) respondents

◦ 842 “Not Entering” (Not First-time Freshman) respondents

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Focus of today’s results

presentation

Excluded RespondentsThe following respondents were excluded from reporting:

◦ Respondent was under the age of 18

◦ Respondent indicated previous survey submission

◦ Respondent did not indicate enrollment status

◦ Respondent did not indicate whether he or she was an entering or returning student

◦ Respondent returned an invalid survey

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Student Respondent Characteristics

Enrollment Status & Gender

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Source: 2018 SENSE data

26%

74%

66%

34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Part-Time Full-Time

SAC SENSE 2018 Cohort

47% 50%44%

56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male Female


Age

13

88%

4% 3% 2% 1% 0%

46%

16% 14% 13%6% 4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

18-21 22-24 25-29 30-39 40-49 >= 50



Race

13


4%

1%

6%

13%

31%

44%

2%

2%

4%

1%

71%

4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Other

American Indian or Native American

Asian, Asian American, or Pacific Islander

Black or African American

Hispanic, Latino, Spanish

White


First-Generation Status

14

75%

25%First-Generation

Not First-Generation


Employment

18


37%

10%

9%

11%

11%

21%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

None

1-5 hours

6-10 hours

11-20 hours

21-30 hours

More than 30 hours

Educational Goals

85%

80%

65%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Transfer to a four-year college oruniversity

Obtain an Associate degree

Complete a certificate

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SENSE Results Part 1

SENSE Benchmarks of Effective Practice with Entering Students

The 6 SENSE benchmarks are:

• Early Connections

• High Expectations and Aspirations

• Clear Academic Plan and Pathway

• Effective Track to College Readiness

• Engaged Learning

• Academic and Social Support Network

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Comparison group for benchmarks –Extra-large colleges

22

CollegeYear of

Participation

Adjusted

Survey Count

Targeted Number

of Surveys

Percent of

Target

Fresno City College 2016 948 1500 63%

Los Angeles Valley College 2016 758 1200 63%

Riverside City College 2018 743 1200 62%

Rio Hondo College 2018 700 1200 58%

Santa Ana College 2018 834 1500 56%

Santa Barbara City College 2018 676 1200 56%

Sacramento City College 2017 792 1500 53%

Long Beach City College 2018 734 1500 49%

Chaffey College 2018 725 1500 48%

San Joaquin Delta College 2018 568 1200 47%

College of the Canyons 2018 516 1200 43%

El Camino College 2018 543 1500 36%

Grossmont College 2018 393 1200 33%

Southwestern College 2018 358 1200 30%

American River College 2018 376 1500 25%

Overall Performance by Benchmarks

44.339.7

46.3 47.443.4 44.145.7

49.5 46.7 49.6 47.6 47.7

0

10

20

30

40

50

60

70

80

90

100

EarlyConnections

HighExpectations

and

Aspirations

ClearAcademic Plan

and Pathway

Effective Trackto College

Readiness

EngagedLearning

Academic andSocial Support

Network

Sta

ndard

ized S

core

SAC Other Ex-Large Colleges

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Faculty/Staff Predictions Activity

SENSE Early Connections

24


*

*p < .001, d = - 0.22

SENSE High Expectations and Aspirations

24

* *

Source: 2018 SENSE data *p < .001, d > - 0.20

SENSE High Expectations and Aspirations

24

* * *

Source: 2018 SENSE data *p < .001, d > 0.20

SENSE Clear Academic Plan and Pathway

24

*

Source: 2018 SENSE data *p < .001, d = - 0.26

SENSE Effective Track to College Readiness

24


SENSE Engaged Learning

24

*


All related to student

interactions outside of

class


24

*



24

**


SENSE Academic and Social Support Network

24

*


How did SAC students feel about their experiences with various student services?

24

2.3 2.4

1.9

2.4

1.8

2.4 2.42.1

2.52.2

1

2

3

Academic

advising/planning

Career counseling Job placement

assistance

Face-to-face

tutoring

Online tutoring

SAC Ex-Large Colleges

*

How satisfied were you with the following services?


Satisfaction with Services

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2.2 2.3 2.42.1 2.2 2.2

2.5 2.42.6

2.3 2.3 2.4

1

2

3

Writing, math,

or other skill lab

Financial

assistanceadvising

Computer lab Student

organizations

Transfer credit

assistance

Services to

students withdisabilities


* ** *


How satisfied were you with the following services?

What has been your MAIN source of academic advising (help with academic goal-setting, planning, course recommendations, graduation requirements, etc.)?

22

28%

12%

46%

1%6% 7%

25%

14%

47%

2%8%

4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Instructors College staff(not

instructors)

Friends,family, or

other students

Computerizeddegree advisor

system

College Website

Other collegematerials


Would you recommend this college to a friend or family member?

93%

7%

95%

5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes No


Guided Pathways Module Results

Did a staff member at this college help you decide on a program, major, or pathway of study?

21%

30%

13%

36%

20%

35%

11%

34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes Already decided on

program, major, or

pathway of study on myown

Talked with staff about

possible programs,

majors, and pathways ofstudy, but have not

decided on one

No


At this college, are you required to follow an academic plan that specifies which courses you are required to take?

62%

17%21%

66%

15%19%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes I do not have an

academic plan

No


If you were interested in changing your program, major, or pathway of study at this college, do you know how to go about doing this?

27%

42%

32%36% 34%

31%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes I am not sure No


Financial Aid Module Results

Which one of the following best describes the source from which you originally learned about the process for applying for financial assistance to help pay for college?

16%

65%

7% 9%4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Parents or otherfamily members

High schoolcounselor or

teacher

Collegeemployee/staff

member

Friend or otherstudent

Did not learnabout financial

assistance

applicationprocess

Please pick the response that best describes your situation.

8%15%

25% 26% 25%

0%10%20%30%40%50%60%70%80%90%

100%

Might see

different results

if “grants”

instead of “loans”

Please pick the response that best describes your situation.

33%

20%

46%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Would accept loan so I cantake more classes

Would accept loan, butwould not take more classes

Would not accept loan whileattending this college

Which of the following is/was most likely to interfere with your ability to stay in college?

49%

9%5%

9%

29%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Cost of tuitionand books

Housing expenses Childcareexpenses

Transportationexpenses

Other non-financial reasons

Summary and Next Steps

Summary• Use this year’s results as a baseline for future comparisons.

• Relative to other extra-large colleges, SAC is performing similarly or slightly lower in terms of overall benchmarks of effective practices, with the exception of “High Expectations and Aspirations.”

Summary: Areas doing well• Faculty showing that they want their students to succeed.

• Faculty accessibility

• Student group work during class.

• Student – student communication

• Advisors helping students identify first semester coursework.

• Academic advising, career counseling, and face-to-face tutoring

• Financial assistance

• 93% would recommend SAC to friends or family!

Summary: Areas for improvement• Helping students feel more welcome.

• Students’ academic preparation

• Appointment times for academic advising

• Class participation (questions, discussions)

• Faculty – student interactions on assignments

• Student – student interactions outside of class

• Use of writing, math, and learning centers

• Awareness of student organizations

Next Steps• Merge SENSE data with existing SAC data to determine academic

outcomes in first year of college based on SENSE ratings.

• Persistence

• Units attempted and completed

• G.P.A.

• Longitudinal studies

• Graduation

• Time-to-degree

• Post-guided pathways implementation

Thank you! “We dedicate this report to all of these people and to millions of courageous community college students, many of whom defy overwhelming odds to walk through our doors each fall [and spring] in search of a better life. They deserve from each of us, every day and without exception, that we do everything within our power to help them achieve their academic goals.”

Angela Oriano-Darnall

Associate Director, SENSE

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survey of entering student engagement (sense) · 2019-06-17 · survey of entering student...

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