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MCCSENSE 2018 Key Findings
Survey of Entering Student Engagement
What is Student Engagement?
…the amount of time and energy students
invest in meaningful educational practices
…the institutional practices and student
behaviors that are highly correlated with
student learning and retention
2
– Student success in the first semester
(12–15 credit hours) improves success
rates:
• Increase retention
• Increase completion
SENSE: A Tool for Community Colleges
3
As a tool for improvement, SENSE helps us
• Understand students' critical early experiences
• Identify and learn from practices that engage
entering students
• Provides benchmarks for comparison
• Standardized – 3 year cohort data
• Identify areas in which we can improve
SENSE: A Tool for Community Colleges
4
The Survey of Entering Student Engagement (SENSE)
SENSE helps community colleges understand the experience of entering students and engage these students in the earliest weeks of their college experience.
5
Methodology – FALL 2018
The SENSE survey was administered in
over 90 randomly selected classes:
• Administered between the 4th and 5th week of
the fall semester
• Classes were all on-ground
• Surveys were administered by faculty
6
Student Respondent
Profile at MCC
Student Respondent Profile:Gender
8
43%
53%
45%
58%
0%
10%
20%
30%
40%
50%
60%
70%
Male Female
MCC SENSE 2018 Cohort
Office of Institutional Research
Student Respondent Profile: Age
9
89%
62%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
18-24
MCC SENSE 2018 Cohort
Office of Institutional Research
Student Respondent Profile: Race & Ethnicity
10
3%
0%
7%
12%
40%
34%
4%
1%
3%
18%
13%
56%
0% 10% 20% 30% 40% 50% 60%
Other
American Indian or Native American
Asian, Asian American, or PacificIslander
Black or African American, Non-Hispanic
Hispanic, Latino, Spanish
White, Non-Hispanic
MCC SENSE 2018 Cohort
Office of Institutional Research
Student Respondent Profile: Enrollment Status
11
24%
76%70%
30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Less than Full-Time Full-Time
MCC SENSE 2018 Cohort
Office of Institutional Research
Student Respondent Profile: Employment
12
27%
10%
5%
16%
17%
26%
40%
9%
7%
12%
15%
17%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
None
1-5 hours
6-10 hours
11-20 hours
21-30 hours
More than 30 hours
Office of Institutional Research
Student Respondent Profile –Financial Aid
13
76%
66%
59%
74%
65%
42%
0% 10%20%30%40%50%60%70%80%
Applied for Financial Aid
Notified was eligible for FA
Received financial assistance fundsbefore classes began
MCC Sense 2018
% YES
Office of Institutional Research
Student Respondent Profile - Goals
14
81%
82%
59%
85%
80%
59%
0% 20% 40% 60% 80% 100%
Transfer to a 4-year college oruniversity
Obtain an Associate degree
Complete a certificate
MCC Sense 2018Office of Institutional Research
Student Registration Prior to Term
15
89%
9% 1% 0%
88%
10%2% 1%
Morethan 1weekbeforeclassesbegan
Duringthe week
beforeclassesbegan
Duringthe 1stweek ofclasses
After the1st week
ofclasses
0%10%20%30%40%50%60%70%80%90%
100%
MCC
Sense 2018
When did you register for your courses for your
1st semester?
Office of Institutional Research
Student Preparation Prior to Term –Placement Testing
16
80%
20%Yes NO
Before I could register for classes I was required
to take a placement test.
Office of Institutional Research
Student Orientation Prior to Term
17
3%
63%15%
9%
19%
I took part in an online orientation prior tothe beginning of classes
I attended an on-campus orientationprior ro the beginning of classes
I enrolled in an orientation course as partof my course schedule during my firstsemester/quarter at this college
I was not aware of a college orientation
I was unable to participate in orientationdue to scheduling or other issues
Office of Institutional Research
Student Preparation Prior to Term -Developmental Education Placement
18
23%
17%
36%
17%
36%
20% 19%
36%
14%
40%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
READ WRITE MATH Didn't takeplacement test
Didn't placeinto Dev Ed
MCC SENSE 2018
Office of Institutional Research
Student Preparation Prior to Term -Developmental Education
19
63%
66%
50%
52%
54%
56%
58%
60%
62%
64%
66%
College Required me to enroll in classes indicated by my placement testscores during my first semester
MCC SENSE 2018
Office of Institutional Research
Student Preparation Prior to Term -Developmental Education Enrollment
20
28%25%
34%
5%
24%26%
39%
5%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
READ WRITE MATH ESL
MCC SENSE 2018
Office of Institutional Research
Current Student Behavior – Motivation
Students report that they are motivated to
succeed:
82% of students “Agree” or “Strongly
Agree” that they have the motivation to do
what it takes to succeed in college
21
Office of Institutional Research
Current Student Behavior – Studying
But expectations may not be as high as they
need to be:
22
59%
41%
60%
40%
0%
10%
20%
30%
40%
50%
60%
70%
Five or fewer hours More than 5 hours
MCC
Sense2018
% of students who report spending five or fewer hours per week preparing for class
Time Spent Preparing for Class
Office of Institutional Research
Current Student Behavior – Attendance
23
Class Attendance
During the first three weeks of your first semester/quarter at this college, about how often have you skipped class?
3%
6%
21%
70%
Four or more times
Two or three times
Once
Never
Office of Institutional Research
Student Behavior – Courses Dropped after 1st day of classes
24
90%
8%
0%1% 0%
None
One
Two
Three
Four or more
Office of Institutional Research
Student Behavior – Courses Dropped
25
7% 9%
84%
12% 8%
80%
0%10%20%30%40%50%60%70%80%90%
Yes, withoutdiscussing my
decision with MCCstaff or instructor
Yes, after discussingmy decision with
MCC staff orinstructor
No, I did not add ordrop any courses
MCC
Sense 2018
Office of Institutional Research
Did you add or drop any classes within the first 3 weeks of your first
semester at MCC?
Current Student Behavior – Student Services
Student Use of Student Services
26
Never
Academic advising/planning 34%
Career counseling 82%
Financial aid advising 55%
Skill labs (writing, math, etc.) 77%
Online tutoring 97%
Face-to-face tutoring 84%
How often did you use the services?
Office of Institutional Research
Current Student Behavior – Advising
27
26%
16%47%
2%5%
4% Instructors
College Staff
Friends, Family, otherStudents
Computerized DegreeAdvisor System
MCC Website
Other CollegeMaterials
MAIN source of Academic Advising (help with academic goal setting,
planning, course recommendation, graduation requirements, etc.)
Office of Institutional Research
Faculty Interactions– Engaged LearningStudent Perceptions of Engaged Learning
During the first three weeks of your first semester/quarter at this college, about how often have you done each of the following activities?
28
12%
27%
68%
11%
22%
64%
0% 20% 40% 60% 80%
Asked questions in class or contributedto class discussions
Worked with other students on projectsduring class
Worked with classmates outside ofclass to prepare class assignments
Percentage of students responding never
Office of Institutional Research
Faculty Interactions – CommunicationEntering Students’ Interaction with Faculty
29
87%
13%Agree orStronglyAgree
Other
% who agree or strongly
agree that they knew how to
get in touch with their
instructors outside of class
64%
36%
Never
Other
% who report that they never
discussed ideas from readings
or classes with instructors
outside of class
Office of Institutional Research
Faculty Interactions – Feedback
30
9%
37%
30%
25%Four or more times
Two or three times
Once
Never
Student Perceptions of FeedbackDuring the first three weeks of your first semester/quarter at this college, about how often have you received prompt written or oral feedback from instructors on your performance?
Office of Institutional Research
Student PersistenceFuture Plans
When do you plan to take classes at this college again?
31
7%2%
70%
21%I will accomplish my goal(s) duringthis semester/quarter and will notbe returning
I have no current plans to return
Within the next 12 months
Uncertain
Office of Institutional Research
Discussion What stood out to you the most?
What does the data mean to you?
What can you do to increase performance?
What can MCC do to increase performance?
32
Strengths
Top 5 items
34
Opportunities
Lowest 5 items
36
SENSE BenchmarksHow does MCC compare?
SENSE Benchmarks of Effective Practice with Entering Students
The six 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
38
SENSE Benchmark Scores – Fall 2018
54.9
46.849 48.4 46.4 48.645.7
49.546.7 49.6 47.6 47.7
50 50 50 50 50 50
69.7
58.262.3 60.5
64.459.4
0
10
20
30
40
50
60
70
80
EarlyConnections
HighExpectations
and Aspirations
Clear AcademicPlan andPathway
Effective Trackto CollegeReadiness
EngagedLearning
Academic andSocial Support
Network
MCC Ex-Large Colleges
2018 Cohort Top Performing Colleges
SENSE Benchmark Scores – MCC Trends
49.7
48.148.7
52.2
48.2
51.2
53.6
48.6
52.153.0
48.249.1
54.9
46.8
49.0 48.4
46.4
48.6
42
44
46
48
50
52
54
56
EarlyConnections
HighExpectations
and Aspirations
Clear AcademicPlan andPathway
Effective Trackto CollegeReadiness
EngagedLearning
Academic andSocial Support
Network
MCC 2014 MCC 2016 MCC 2018
ScalesIndividual Items
Early Connections
54.9
45.7
50
0
10
20
30
40
50
60
Early Connections
Benchmark Scale Scores
MCC Sense 2018 Cohort Cohort Average
42
Early Connections - Benchmark items:
43
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
Agree &
Agree %
2018
Cohort
The very first time I came to this college I felt welcome 77% 73%
The college provided me with adequate information about
financial assistance (scholarships, grants, loans, etc.)
60% 49%
A college staff member helped me determine whether I
qualified for financial assistance
41% 33%
At least one college staff member (other than an
instructor) learned my name
46% 42%
Respond with yes or no: % Yes 2018
Cohort
A specific person was assigned to me so I could see
him/her each time I needed information or assist
45% 28%
High Expectations & Aspirations
46.8
49.5
50
45
46
47
48
49
50
51
High Expectations & Aspirations
Benchmark Scale Scores
MCC Sense 2018 Cohort Cohort Average
44
High Expectations & Aspirations-Benchmark items:
45
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
Agree &
Agree %
2018
Cohort
The instructors at this college want me to succeed 85% 76%
I have the motivation to do what it takes to succeed in
college
82% 77%
I am prepared academically to succeed in college 76% 82%
High Expectations & Aspirations- CONT. Benchmark items:
46
During the first three weeks of your first
semester, how often did you:
Never Once 2-3
times
<3
times
Turn in an assignment late 69% 24% 5% 1%
Not turn in an assignment 68% 21% 8% 3%
Come to class without completing readings or
assignments
51% 31% 15% 4%
Skip class 70% 21% 6% 3%
Clear Academic Plan & Pathway
48.7
46.7
50
45.0
46.0
47.0
48.0
49.0
50.0
51.0
Clear Academic Plan & Pathway
Benchmark Scale Scores
MCC Sense 2018 Cohort Cohort Average
47
Clear Academic Plan & Pathway –Benchmark items:
48
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
Agree &
Agree %
2018
Cohort
I was able to meet with an academic advisor at times
convenient for me
66% 60%
An advisor helped me to select a course of study,
program, or major
62% 62%
An advisor helped me to set academic goals and to create
a plan for achieving them
47% 48%
An advisor helped me to identify the courses I needed to
take during my first semester/quarter
74% 73%
A college staff member talked with me about my
commitments outside of school (work, children, etc.) to
help me figure out how many courses to take
33% 29%
Effective Track to College Readiness
48.4
49.6
50
47.5
48
48.5
49
49.5
50
50.5
Effective Track to College Readiness
Benchmark Scale Scores
MCC Sense 2018 Cohort Cohort Average
49
Effective Track to College Readiness-Benchmark items:
50
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
Agree &
Agree %
2018
Cohort
I learned to improve my study skills (listening, note taking,
highlighting readings, working with others, etc.)
71% 74%
I learned to understand my academic strengths and
weaknesses
72% 71%
I learned skills and strategies to improve my test-taking
ability
54% 55%
Effective Track to College Readiness-CONT… Benchmark items:
51
Respond with yes or no: % Yes 2018
Cohort
Before I could register for classes I was required to take a
placement test to assess my skills in reading, writing,
and/or math
80% 81%
I took a placement test 86% 84%
This college required me to enroll in classes indicated by
my placement test scores during my first semester/quarter
63% 66%
Engaged Learning
46.4
47.6
50
44
45
46
47
48
49
50
51
Engaged Learning
Benchmark Scale Scores
MCC Sense 2018 Cohort Cohort Average
52
Engaged Learning - Benchmark items:
53
During the first three weeks of your first
semester, how often did you:
Never Once 2-3
times
>3
time
Ask questions in class or contribute to class 12% 25% 43% 20%
Prepare at least two drafts of a paper or
assignment before turning it in
31% 36% 29% 5%
Participate in supplemental instruction (extra
class sessions with an instructor, tutor, or
experienced student)
69% 16% 11% 4%
Work with other students on a project or
assignment during class
27% 25% 37% 11%
Work with classmates outside of class on
class projects or assignments
68% 16% 13% 4%
Participate in a required study group outside
of class
86% 9% 5% 1%
Engaged Learning – CONTINUEDBenchmark items:
54
During the first three weeks of your first
semester, how often did you:
Never Once 2-3
times
>3
time
Participate in a student-initiated (not
required) study group outside of class
81% 12% 6% 2%
Use an electronic tool (e-mail, text
messaging, Facebook, MySpace, class
website, etc.) to communicate with another
student about coursework
44% 20% 19% 16%
Use an electronic tool (e-mail, text
messaging, Facebook, MySpace, class
website, etc.) to communicate with an
instructor about coursework
31% 27% 27% 15%
Discuss an assignment or grade with an
instructor
29% 39% 27% 5%
Engaged Learning – CONT…Benchmark items:
55
During the first three weeks of your first
semester, how often did you:
Never Once 2-3
times
>3
time
Ask for help from an instructor regarding
questions or problems related to a class
25% 34% 33% 9%
Receive prompt written or oral feedback from
instructors on your performance
25% 30% 37% 9%
Discuss ideas from readings or classes with
instructors outside of class
64% 20% 14% 3%
Use face-to-face tutoring 84% 10% 3% 3%
Use writing, math, or other skill lab 77% 10% 8% 5%
Use computer lab 48% 23% 16% 13%
Academic & Social Support Network
48.6
47.7
50
46.5
47
47.5
48
48.5
49
49.5
50
50.5
Academic & Social Support Network
Benchmark Scale Scores
MCC Sense 2018 Cohort Cohort Average
56
Academic & Social Support Network–Benchmark items:
57
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
Agree/
Agree %
2018
Cohort
All instructors clearly explained academic and student
support services available at this college
71% 71%
All instructors clearly explained course grading policies 88% 88%
All instructors clearly explained course syllabi 92% 91%
I knew how to get in touch with my instructors outside of
class
87% 87%
At least one other student whom I didn’t previously know
learned my name
74% 78%
At least one instructor learned my name 85% 79%
I learned the name of at least one other student in most
of my classes
79% 82%
SENSE Fall 2018
Guided Pathways
The guided pathway items are from the SENSE special-focus
module for 2018.
Guided Pathways
39.3% 42.2%
14.2% 8.3%
46.5% 49.5%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
MCC GuidedPathways
Respondents
MCC GuidedPathways
Respondents
MCC GuidedPathways
Respondents
YES I have not decided on aprogram, major, or pathway of
study
NO
Has a staff member at MCC talked with you about the types of jobs your program, major or pathway of study might lead to?
Guided Pathways
Guided Pathways
Guided Pathways
Guided Pathways
SENSE Fall 2018
Academic Goal Setting and Planning
Academic Goal Setting and Planning
25.3% 29.7%18.5% 19.2%
30.5% 32.7%
11.6% 12.9%
37.0% 31.0%
29.5% 31.4%
45.1% 40.4%
18.7%22.6%
19.2% 18.1%
27.1% 23.7%
12.4% 15.4%
27.0%
30.3%
14.0%13.5% 20.6% 17.9%
8.5% 8.3%
32.7%24.5%
4.5% 7.7% 4.3% 7.7% 3.5% 3.2%10.1% 9.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Full-time Part-time Full-time Part-time Full-time Part-time Full-time Part-time
18eAn advisor helped me toselect a course of study,
program or major
18fAn advisor helped me to
set academic goals and tocreate a plan for achieving
them
18gAn advisior helped me toidentify courses I needed
to take during my 1stsemester
18hA college staff member
talked with me about mycommitments outside ofschool to help me figure
out how many courses totake
Strongly Agree Agree Neutral Disagree Strongly Disagree
Closing Remarks and
Questions
Discussion - determine recommendations using the data
Which items should we focus on moving the needle?
What do we need to implement to move the needle?
What should the measure bale goal be set to attain?
67
Questions?
68
Melissa Giese
MCC-Office of Institutional Research
melissa.giese@mcckc.edu
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