MCC
SENSE 2014 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
SENSE: A Tool for Community Colleges
– Student success in the first semester
(12–15 credit hours) improves success
rates:
• Increase retention
• Increase completion
3
SENSE: A Tool for Community Colleges
 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
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 2014
 The SENSE survey was administered in over 80
randomly selected classes:
• Administered in the 3rd week of the fall semester
• Classes were all on-ground
• Majority of classes had an external survey
administrator
 Additionally, 21 FOCUS classes were surveyed as
a separate sample.
– Data from these respondents were excluded from
todays results and will be reported independently.
6
Student Respondent
Profile at MCC
Student Respondent Profile:
Gender
60%
50%
54%
53%
44%
43%
40%
30%
20%
10%
0%
Male
MCC
Female
SENSE 2014 Cohort
Source: 2014 SENSE data
8
Student Respondent Profile:
Age
88%
87%
86%
85%
84%
83%
82%
81%
80%
79%
85%
82%
18-24
MCC
SENSE 2014 Cohort
Source: 2014 SENSE data
9
Student Respondent Profile:
Race & Ethnicity
61%
White, Non-Hispanic
46%
8%
Hispanic, Latino, Spanish
23%
16%
15%
Black or African American, Non-Hispanic
Asian, Asian American, or Pacific
Islander
3%
5%
2%
1%
American Indian or Native American
5%
9%
Other
0%
MCC
10%
20%
30%
40%
50%
60%
70%
SENSE 2014 Cohort
Source: 2014 SENSE data
10
Student Respondent Profile:
Enrollment Status
80%
74%
73%
70%
60%
50%
40%
30%
26%
27%
20%
10%
0%
Less than Full-Time
MCC
Full-Time
SENSE 2014 Cohort
Source: 2014 SENSE data
11
Student Respondent Profile:
Employment
More than 30 hours
25%
21-30 hours
19%
11-20 hours
15%
6-10 hours
7%
1-5 hours
8%
None
27%
0%
5%
10%
15%
20%
25%
30%
Source: 2014 SENSE data
12
Student Respondent Profile –
Financial Aid
45%
Received financial assistance funds
before classes began
60%
64%
73%
Notified was eligible for FA
73%
79%
Applied for Financial Aid
% YES
0%
MCC
20%
40%
60%
80%
100%
2014 Cohort
Source: 2014 SENSE data
13
Student Respondent Profile:
First-Generation Status
First-Generation
35%
Not First-Generation
65%
Source: 2014 SENSE data
14
Student Respondent Profile - Goals
57%
61%
Complete a certificate
Obtain an Associate degree
79%
82%
Transfer to a 4-year college or
university
82%
82%
0%
MCC
20%
40%
60%
80%
100%
2014 Cohort
Source: 2014 SENSE data
15
Student Preparation Prior to Term Registration
I completed registering for classes before the 1st
class session
1%
3% 3%
Yes
Mostly
Partly
No
94%
16
Student Preparation Prior to Term COMPASS Testing
Before enrolling I prepared for MCC’s placement
test.
14%
29%
Yes
NO
NA
57%
17
Student Preparation Prior to Term Orientation
3%
I took part in an online orientation prior to
the beginning of classes
26%
I attended an on-campus orientation
prior ro the beginning of classes
46%
16%
I enrolled in an orientation course as part
of my course schedule during my first
semester/quarter at this college
I was not aware of a college orientation
13%
I was unable to participate in orientation
due to scheduling or other issues
Source: 2014 SENSE data
18
Student Preparation Prior to Term Developmental Education Enrollment
50%
47%
45%
45%
40%
35%
30%
30%
28%
32%32%
MCC
2014 Cohort
25%
20%
15%
10%
5% 4%
5%
0%
READ
WRITE
MATH
ESL
Source: 2014 SENSE data
19
Current Student Behavior – Motivation
Students report that they are motivated to
succeed:
 88% of students “Agree” or “Strongly
Agree” that they have the motivation to do
what it takes to succeed in college
Source: 2014 SENSE data
20
Current Student Behavior – Studying
But expectations may not be as high as they
need to be:
Time Spent Preparing for Class
40%
Five or
fewer hours
60%
More than 5
hours
% of students who report spending five or fewer hours per week preparing for class
21
Current Student Behavior – Attendance
Class Attendance
During the first three weeks of your first semester/quarter at this college, about
how often have you skipped class?
0%
8%
Four or more times
16%
Two or three times
Once
Never
76%
Source: 2014 SENSE data
22
Current Student Behavior – Courses
Dropped
1%1% 0%
5%
None
One
Two
Three
94%
Four or more
Source: 2014 SENSE data
23
Current Student Behavior – COLL 100
I am participating in a structured experience for
new students (i.e., freshmen seminar or 1st year
experience).
Yes
34%
NO
66%
24
Current Student Behavior – Student
Services
Student Use of Student Services
How often did you use the services?
Never
Academic advising/planning
41%
Career counseling
84%
Financial aid advising
51%
Skill labs (writing, math, etc.)
70%
Source: 2014 SENSE data
25
Current Student Behavior – Advising
MAIN source of Academic Advising (help with academic goal setting,
planning, course recommendation, graduation requirements, etc.)
1%
6%
Instructors
4%
26%
48%
14%
College Staff
Friends, Family, other
Students
Computerized Degree
Advisor System
MCC Website
Other College
Materials
Source: 2014 SENSE data
26
Faculty Interactions– Engaged Learning
Student 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?
Worked with classmates outside of
class to prepare class assignments
67%
Worked with other students on projects
during class
20%
Asked questions in class or contributed
to class discussions
10%
0%
20%
40%
60%
80%
Percentage of students responding never
Source: 2014 SENSE data
27
Faculty Interactions – Communication
Entering Students’ Interaction with Faculty
Agree or
Strongly
Agree
Other
11%
89%
% who agree or strongly
agree that they knew how to
get in touch with their
instructors outside of class
36%
64%
Never
Other
% who report that they never
discussed ideas from readings
or classes with instructors
outside of class
Source: 2014 SENSE data
28
Faculty Interactions – Feedback
Student Perceptions of Feedback
During 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?
11%
Four or more times
25%
Two or three times
Once
32%
Never
32%
Source: 2014 SENSE data
29
Student Persistence
Future Plans
When do you plan to take classes at this college again?
7%
21%
4%
I will accomplish my goal(s) during
this semester/quarter and will not
be returning
I have no current plans to return
Within the next 12 months
68%
Uncertain
Source: 2014 SENSE data
30
SENSE Benchmarks
How 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
32
SENSE Benchmarks for
Effective Educational Practice
SENSE Benchmark Scores for MCC
compared to Ex-Large Colleges
53
52
51
50
49
48
47
46
45
44
43
52
50
48
49
49
49
47
46
Early
Connections
51
Clear Academic Effective Track
High
to College
Plan and
Expectations
Readiness
Pathway
and Aspirations
MCC
48
49
Engaged
Learning
49
Academic and
Social Support
Network
Ex-Large Colleges
Source: 2014 SENSE data
33
Top 5 items
34
Lowest 5 items
35
Early Connections - Benchmark items:
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
2014
Agree & Cohort
Agree %
The very first time I came to this college I felt welcome
79%
71%
The college provided me with adequate information about
financial assistance (scholarships, grants, loans, etc.)
58%
50%
A college staff member helped me determine whether I
qualified for financial assistance
44%
33%
At least one college staff member (other than an
instructor) learned my name
53%
44%
% Yes
2014
Cohort
18%
23%
Respond with yes or no:
A specific person was assigned to me so I could see
him/her each time I needed information or assist
36
High Expectations & AspirationsBenchmark items:
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
2014
Agree & Cohort
Agree %
The instructors at this college want me to succeed
86%
86%
I have the motivation to do what it takes to succeed in
college
88%
89%
I am prepared academically to succeed in college
81%
85%
37
High Expectations & Aspirations- CONT.
Benchmark items:
Never
Once
Turn in an assignment late
68%
26%
5%
1%
Not turn in an assignment
68%
23%
8%
1%
Come to class without completing readings or
assignments
53%
33%
11%
3%
Skip class
75%
16%
8%
<1%
During the first three weeks of your first
semester, how often did you:
2-3
<3
times times
38
Clear Academic Pathway –
Benchmark items:
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
2014
Agree & Cohort
Agree %
I was able to meet with an academic advisor at times
convenient for me
66%
61%
An advisor helped me to select a course of study,
program, or major
56%
59%
An advisor helped me to set academic goals and to create
a plan for achieving them
43%
42%
An advisor helped me to identify the courses I needed to
take during my first semester/quarter
68%
70%
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%
39
Effective Track to College ReadinessBenchmark items:
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
2014
Agree & Cohort
Agree %
I learned to improve my study skills (listening, note taking,
highlighting readings, working with others, etc.)
74%
74%
I learned to understand my academic strengths and
weaknesses
74%
72%
I learned skills and strategies to improve my test-taking
ability
51%
55%
40
Effective Track to College ReadinessCONT… Benchmark items:
Respond with yes or no:
% Yes
2014
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
90%
84%
I took a placement test
93%
88%
This college required me to enroll in classes indicated by
my placement test scores during my first semester/quarter
74%
71%
41
Engaged Learning - Benchmark items:
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
10%
25%
48%
17%
Prepare at least two drafts of a paper or
assignment before turning it in
27%
31%
36%
7%
Participate in supplemental instruction (extra
class sessions with an instructor, tutor, or
experienced student)
64%
18%
13%
5%
Work with other students on a project or
assignment during class
20%
29%
38%
13%
Work with classmates outside of class on
class projects or assignments
67%
17%
13%
3%
Participate in a required study group outside
of class
84%
8%
5%
3%
42
Engaged Learning – CONTINUED
Benchmark items:
Never
Once
2-3
times
>3
time
Participate in a student-initiated (not
required) study group outside of class
81%
11%
5%
3%
Use an electronic tool (e-mail, text
messaging, Facebook, MySpace, class
website, etc.) to communicate with another
student about coursework
43%
24%
19%
14%
Use an electronic tool (e-mail, text
messaging, Facebook, MySpace, class
website, etc.) to communicate with an
instructor about coursework
33%
25%
28%
14%
Discuss an assignment or grade with an
instructor
33%
35%
25%
7%
During the first three weeks of your first
semester, how often did you:
43
Engaged Learning – CONT…
Benchmark items:
Never
Once
2-3
times
>3
time
Ask for help from an instructor regarding
questions or problems related to a class
24%
34%
30%
12%
Receive prompt written or oral feedback from
instructors on your performance
25%
32%
32%
11%
Discuss ideas from readings or classes with
instructors outside of class
64%
18%
13%
5%
Use face-to-face tutoring
80%
10%
6%
4%
Use writing, math, or other skill lab
70%
15%
10%
6%
Use computer lab
47%
22%
17%
15%
During the first three weeks of your first
semester, how often did you:
44
Academic & Social Support Network–
Benchmark items:
Respond to each item using a five-point scale from
strongly agree to strongly disagree:
Strongly
Agree/
Agree %
2014
Cohort
All instructors clearly explained academic and student
support services available at this college
75%
69%
All instructors clearly explained course grading policies
88%
88%
All instructors clearly explained course syllabi
90%
91%
I knew how to get in touch with my instructors outside of
class
89%
88%
At least one other student whom I didn’t previously know
learned my name
84%
81%
At least one instructor learned my name
89%
85%
I learned the name of at least one other student in most
of my classes
85%
84%
45
Closing Remarks and
Questions
Next Steps
 Disaggregate survey data by sub groups
– Student demographics
– Campus
– Enrollment status
– Enrolled in Developmental courses
– 1st Generation student
– MCC Peer group
 Analyze the FOCUS oversample data
47
Questions?
Melissa Giese
MCC-Institutional Research & Assessment
melissa.giese@mcckc.edu
48