Wednesday, September 25, 2013
Report to the VP for
Academic Affairs and the
VP for Student Affairs
Early Alert System:
Spring 2013 Student
Survey
During the spring 2013 semester, the Office of Institutional Research and
Assessment administered an online survey to students to assess perception of the
Early Alert outreach and interventions. Understanding students' perceptions of
the early alert process is important in moving forward with the Starfish Early
Alert and Starfish Connect solutions. A summary of the Spring 2013 survey
findings are presented is this report.
Table of Contents
Early Alert System: Spring 2013 Student Survey
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20
21
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24
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26
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27
Methodology
Executive Summary
Student Demographics
Gender
Time Status
Ethnicity
Age
New Student Status
Employment status
Majors of Survey Respondents (by Academy)
Student Background
What led to QCC enrollment
In one year from now, where do you see yourself?
Academic performance obstacles
Which academic subject do you have the most trouble with?
Advisor Communication and Methods Used
Number of students contacted by advisor
Method used to contact student
Student attitudes about advisor contact
Actions taken after initial contact by advisor
Student attitudes after speaking with advisor
Student support and referral services
Academic tutoring
Additional actions
Student attitudes toward support services
Helpfulness of Academic Advisor/Freshman Coordinator
Advisor was helpful
Advisor was not helpful
Student attitudes towards interventions and academic standing/prospect
Expectations and Reality
Expectations and reality of students working full-time in spring 2013
Not Contacted by Academic Advisor/Freshman Coordinator
Student support services
Awareness of Academic issues
Early Alert: Spring 2013 Student Survey
September 25, 2013
Methodology
The Student Support Network (SSN) -- an in-house developed Early Alert System was administered in the
academic year 2012-13 with over 5,000 students alerted per term. Based on performance in class, faculty
could "flag" students that needed academic assistance regarding attendance issues, performance issues,
and/or risk of failure. These alerts triggered an automatic report to the student support personnel such as
Freshman Coordinators, academic advisors, and special student group advisors (ASAP, athletes, and
students with disability advisors).
At the end of the spring 2013 semester, the Office of Institutional Research and Assessment administered an
online survey to students who were alerted in the system. The purpose of the survey was to gather feedback
in order to assess student experiences with the early alert process. Topics covered in the survey included
areas of obstacles and academic struggle, type and quality of communication with advisors and student
support personnel, attitudes towards the outreach and interventions, type of services sought and received,
and helpfulness of interventions.
The survey was conducted between May 14, 2013 and July 2, 2013. An initial invitation to complete the
survey was sent via college email (Tigermail) to 5,181 students who were flagged in the Early Alert system
during the spring 2013 semester. A series of reminder emails were subsequently sent over the seven week
field period. A total of 927 students completed the survey for a response rate of 18% and a margin of error
of 2.92 percent, meaning that the average responses were within plus/minus 2.92 percent of the true average.
Relatively more female, full-time, and Asian students participated in the survey. A detailed description of
the demographics of survey participants can be found on page 5. This overrepresentation might bias the
survey results slightly. However, in this report, all answers are presented as they were given by the students
who participated ("as-is" report). A weighted analysis can be produced as part of the larger analytical work
on the Early Alert system.
Page 3 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Executive Summary
Students perceived the Early Alert outreach and interventions generally positive. Over two-thirds of students
appreciated being contacted by an advisor and having the opportunity to speak to somebody other then a
professor about their situation. Underrepresented minority students were even more appreciative.
About half of the survey respondents said that they were contacted by an advisor about one (or more)
class(es). More freshmen and first-year students could be reached by advisors after an alert was raised than
continuing students.
When asked what obstacles impeded their academic performance, students referred mostly to QCC-external
factors such as social aspects or family issues (41 percent), lack of motivation (36 percent), financial issues
(34 percent), and underpreparedness (33 percent). QCC-specific factors such as issues with a professor (19
percent) and "lack of student academic support" (12 percent) were mentioned less frequently. Women and
Hispanic students reported more often that social or family issues were an obstacle to their academic
performance. Young students (under 20 years of age) and students in the Visual and Performing Arts
academy mentioned a lack of motivation more often. More part-time students had financial issues impacting
their studies.
Half of the participating students had trouble with mathematics. This percentage was higher (63 percent)
among underrepresented minorities.
Over eighty percent followed up with either an advisor or the professor after receiving a message. Close to
two-thirds of students were send to a tutoring center, the math learning center being the most frequented
center. Over half of the contacted students were also asked to take additional measures such as to speak with
the professor, attend class regularly and not to be late again, complete missing work, see the financial aid
services, or seek help from student counseling services. Sixteen percent were advised to withdraw from a
class. Most survey participants who did not interact with an advisor as a result of the Early Alert took also
advantage of student support services during spring 2013, including financial aid services, academic
computing, and tutoring. About 70 percent had some form of intervention or support regardless of whether
or not they were contacted successfully by an advisor.
Almost 50 percent of the students who had a positive experience with an advisor reported that the advisor
was able to resolve her or his issue(s). Generally, students felt better about their academic standing, felt
better prepared to deal with academic issues, or felt more comfortable seeking help after receiving an
intervention. However, 19 percent still did not know where to seek academic help, 25 percent did not find
the student support services particular helpful, and 27 percent did not feel better prepared to deal with their
academic situation after the outreach.
Page 4 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Student Demographics
A comparison to all students who were alerted in spring 2013 showed that relatively more female, more fulltime, and more Asian students participated in the survey. Of the students who completed the survey, 49 percent
were in the first year of attending QCC -- either as freshman or transfer student, and 51 percent were
continuing students. Of the first year students, 93 students were first semester freshmen in spring 2013. The
percentage of spring 2013 freshmen is comparable to that of all students alerted in spring 2013.
Basic Demographics
926
100%
All Sp '13 Early Alert
Students
5096
100%
352
574
38%
62%
2556
2540
50%
50%
787
139
85%
15%
3883
1213
76%
15%
4
286
245
251
139
0.4%
31%
26%
27%
15%
39
1217
1402
1524
903
0.8%
24%
28%
30%
18%
375
299
87
81
64
19
41%
32%
9%
9%
7%
2%
2155
1812
422
441
234
61
42%
36%
8%
9%
5%
1%
Survey Respondents
Students Total¹
Gender
Male
Female
Time Status
Full-time
Part-time
Ethnicity
American Indian or Native Alaskan
Asian or Pacific Islander
Black, Non-Hispanic
Hispanic
White, Non-Hispanic
Age
UNDER 20
20 - 22
23 - 24
25 - 29
30 - 44
45 - 64
New Student Status
In First Year Attending QCC
Freshmen in Spring 13
Continuing Student
450
93
476
49%
10%
51%
-599
--
-12%
--
¹ Demographic and academic data was obtained of 926 respondents. One respondent had no information available. Total of all spring
2013 early alert students only include degree students with active tigermail addresses.
Page 5 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Employment Status
According to the self-reported employment status (question 29 on the survey), just over a quarter (26 percent)
worked full-time, 33 percent worked part-time, and 41 percent did not work in spring 2013.
Q.29 What is your current employment status?
Total Answered
835
100%
Full-time
216
26%
Part-time
275
33%
Not employed
344
41%
Unknown (not answered)
92
N=835
Not
employed,
41%
Full-time,
26%
Parttime,
33%
Graph 1: Self-Reported Employment Status
Page 6 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Majors of Survey Respondents
The table below groups the majors of survey respondents by academies and compares them to the
overall spring 2013 academy enrollment. Business Academy and STEM Academy majors were
somewhat overrepresented and Liberal Arts Academy majors were somewhat underrepresented among
the survey respondents compared to the actual spring 2013 enrollment.
Majors of Survey Respondents by Academy
Degree
Business Academy
Office Administration and Technology
Business Accounting
Business Administration
Computer Information Systems
Computer Information Systems
Management
School Secretary
Health Related Sciences Academy
Health Sciences
Massage Therapy
Medical Office Assistant
Nursing
Undeclared Heath Major
Liberal Arts and Sciences Academy
Childhood Education
Criminal Justice
Liberal Arts & Sciences
STEM
Biotechnology
Computer Architecture and Industrial Design
Computer Engineering Technology
Electronic Engineering Technology
Engineering Science
Science for Forensics
LS: Mathematics & Science
Mechanical Engineering Technology
New Media Technology
Telecommunications
Visual And Performing Arts Academy (VAPA)
Digital Art and Design
Fine & Performing Arts
Gallery & Museum Studies
Music Production
Photography
Total Degree Students
Non degree
Total
A.A.S.
A.A.S.
A.S.
Certificate
A.A.S.
A.A.S.
Certificate
A.S.
A.A.S.
A.A.S.
A.A.S.
A.A.
A.A.
A.A.
A.S.
A.A.S.
A.A.S.
A.S.
A.S.
A.S.
A.S.
A.S.
Certificate
A.S.
A.A.S.
A.S.
A.S.
A.A.S.
Certificate
Page 7 of 37
#
200
3
24
132
2
25
13
1
93
57
5
24
6
1
398
18
75
305
172
5
3
32
5
25
13
80
4
4
1
56
11
37
1
6
1
919
7
926
% of Degree
Students
21.8%
0.3%
2.6%
14.4%
0.2%
2.7%
1.4%
0.1%
10.1%
6.2%
0.5%
2.6%
0.7%
0.1%
43.3%
2.0%
8.2%
33.2%
18.7%
0.5%
0.3%
3.5%
0.5%
2.7%
1.4%
8.7%
0.4%
0.4%
0.1%
6.1%
1.2%
4.0%
0.1%
0.7%
0.1%
100%
% of QCC
Sp '13
Enrollment
17.2%
12.2%
48.5%
15.9%
6.3%
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Student Background
The following were questions administered to everybody who participated in the survey, regardless of whether
or not they interacted with an advisor or a freshman coordinator as a result of being alerted. The questions
addressed specific aspects of a student's background such as the level of motivation to be in QCC and obstacles
and academic difficulties they faced in spring 2013.
Q.27 What led you to enroll at QCC?
Multiple response question based on "Select all that apply", N =817
Survey respondents were asked to select all that apply when conveying the reason or reasons for enrolling in
QCC. Proximity to home, program of study choices, and affordability were the most often selected. Graph 2
lists the selections from most to least common. Reasons shared in the "Other, please specify" comments are
listed in Appendix I.
Total Answered
It was close to home
It had the program I wanted to study
It was the most affordable
I heard the school had a good reputation
It was the only school I was accepted to
A family member or friend attended/is
Other
Did not answer
817
359
292
248
224
177
177
40
110
100%
44%
36%
30%
27%
22%
22%
4%
It was close to home
44%
It had the program I wanted to study
36%
It was the most affordable
30%
I heard the school had a good reputation
27%
A family member or friend attended/is attending
22%
It was the only school I was accepted to
22%
Other
4%
Graph 2: Reasons for enrolling at QCC
Page 8 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Q.26 In one year from now, where do you see yourself?
One year from now, sixty percent of the students see themselves as either degree recipients or closer to
earning a degree. Close to one-third of the students (29 percent) would like to have transferred to another
school by then. Most of the 31 respondents who selected "Other" indicated in their comments that they see
themselves closer to a Bachelor degree or in a four year school. Detailed comments can be found in
Appendix II.
Total Answered
Closer to completing my associate degree
Transferring to another school
Associate degree/certificate recipient
Still struggling in remediation
Taking a break from school
Other (please specify)
Did not answer
852
301
249
213
39
19
31
75
100%
35%
29%
25%
5%
2%
4%
Taking a break
from school
2%
Other
4%
Still struggling in
remediation
5%
Associate
degree/certificate
recipient
25%
Closer to
completing my
Associate degree
35%
Transferring to
another school
29%
Graph 3: In One Year From Now
Page 9 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Q.21/Q.24 "Which of the following obstacles, if any, impeded your academic performance this
semester?
Multiple response question based on "Select all that apply"
When asked what obstacles impeded their academic performance in spring 2013, students referred mostly to
QCC-external factors such as social aspects or family issues (41 percent of the time) followed by lack of
motivation (36 percent), financial issues (34 percent), and underpreparedness (33 percent). QCC-specific factors
such as issues with a professor (19 percent) and "lack of student academic support" (12 percent) were
mentioned less frequently. Obstacles listed under "Other" are shared in Appendix III.
N = 582
Social/family issues
41%
Lack of motivation
36%
Financial issues
34%
Felt under-prepared for my course(s)
33%
Issue(s) with the professor
Lack of student academic support
Other
19%
12%
10%
Graph 4: Academic Performance Obstacles
Page 10 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Differences in academic performance obstacles by student groups
Some obstacles were felt stronger by particular groups of students. Social and family obstacles were more often
reported as an issue for women and Hispanic students and less so for Asian and Pacific Islander students.
Young students (under 20) and students in the Visual and Performing Arts struggled more with a "lack of
motivation" than the average survey respondent and part-time enrolled students struggled less with a "lack of
motivation" but more with financial issues than the average respondent. All differences shown in graph 5 proved
to be statistically significant in a Chi-square test with p-values under 0.05 for * marked groups and p-values
under 0.01 for ** marked groups.
Social/Family issues were obstacles in spring 2013
All Survey respondents
41%
Asian or Pacific Islander students*
34%
Women*
45%
Hispanic students**
51%
Lack of motivation was an obstacle in spring 2013
All Survey respondents
36%
Enrolled Part-Time*
24%
Student age was under 20 years**
43%
VAPA Academy major**
60%
Financial issues were obstacles in spring 2013
All Survey respondents
34%
Enrolled Part-Time**
47%
Graph 5: Differences in Obstacles by Student Groups
* p-value < 0.05
** p-value < 0.01
Page 11 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Q.28 Which academic subject do you have the most trouble with?
Over fifty percent of all respondents and over sixty percent of minority students had trouble with mathematics.
Fewer minority students (13 percent) reported that English was the "academic subject they had most trouble
with" compared to 18 percent overall. The association between minority student status and having most trouble
with mathematics was evaluated using a Chi-square test and confirmed to be statistically significant with a pvalue of under 0.001. Math was also the subject that raised the most early alert flags (20 percent of all alerts) in
spring 2013. "Other" comments can be viewed in Appendix IV.
Total Answered
Mathematics
English
Science
Social Sciences
Technology
Other (please specify)²
Did not answer
841
419
154
123
54
23
68
86
All
100%
50%
18%
15%
6%
3%
8%
424
267
54
65
26
12
0
All respondents, N = 841
URM¹
100%
63%
13%
15%
6%
3%
0%
URM¹, N = 424
3%
3%
Other,
8%
6%
6%
15%
15%
50%
13%
63%
18%
Mathematics
English
Science
Social Sciences
Technology
Graph 6: Difficult Academic Subjects
¹ Underrepresented minority students
²A small group of respondents indicated "None" in Other
Page 12 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Advisor Communication and Methods Used
Contacted by Academic Advisor/Freshman Coordinator during semester
Of the 927 students who were surveyed, 46 percent reported that they were contacted by an academic
advisor/freshman coordinator to discuss their academic performance. This percentage was higher
among spring 2013 freshmen (61 percent) and among students in their first year at QCC (54 percent).
This is consistent with what advisors said in the focus group interviews, namely that freshman
coordinator were more often successful in contacting students. This difference was tested with a Chisquare test for independence. The difference was found to be statistically significant with a p-value of
0.002 in both instances, freshmen and first-year students.
Base=Total Respondents (927)
Q.1 Were you contacted by an Academic Advisor/Freshman Coordinator
(i.e. by telephone, email, etc.) after this semester started to discuss any of
the classes you are taking?
Total Answered
Yes
No
927
429
498
100%
46%
54%
Percent of students that were contacted by an Academic Advisor or Freshman Coordinator
Freshman** (N=93)
61%
First Year Students** (N=450)
54%
All Students (N=927)
46%
Graph 7: Differences in Contact
** p-value < 0.01
Page 13 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Of those contacted, email (80 percent) was the most commonly used method, followed by cell phone
(30 percent) and "snail mail" delivered through the post office (15 percent). "Other" methods of contact
shared by students are listed in Appendix V.
Base=Yes to Q1 (429)
Q.2 How did the Academic Adviser/Freshman Coordinator reach out to
you? (select all that apply)
Total Answered
395
100%
Email
317
80%
Cell Phone
119
30%
Letter delivered through post office (“snail mail”)
58
15%
Home telephone
31
8%
Parent(s) / Guardian(s)
4
1%
Other
23
6%
Did not answer
34
Multiple response question based on "select all that apply", N = 395
Email
80%
Cell Phone
30%
Snail Mail
15%
Home telephone
Parent(s) / Guardian(s)
Other
8%
1%
5%
Graph 8: Method of Contact
Page 14 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Student attitudes toward advisor contact
Over two-thirds of students appreciated being contacted by an advisor. Seventy-two percent either
strongly agreed or agreed with the statements, "I was glad to speak to someone other than my professor
about my situation" and “I appreciated that there was someone 'Watching Out' for me”. Sixty-seven
percent agreed with the statement, "I was grateful that somebody contacted me about my academic
standing". Ten to 19 percent did not appreciate the outreach according to their disagreements with these
statements.
Strongly Agree
I was glad to speak to
someone other than my
professor about my
situation
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
3%
34%
17%
38%
7%
4%
I appreciated that there
was someone
"Watching Out" for me
I was grateful that
somebody contacted
me about my academic
standing.
37%
35%
15%
9%
6%
30%
14%
37%
13%
Graph 9: Students Attitudes Regarding Advisor Contact
Underrepresented minority students were more appreciative
Underrepresented minority students -- students who identified as Black, Hispanic, or Native American,
were more appreciative of being reached out to. The differences are illustrated in the graph 10. The
association of minority status and appreciation was tested in a Chi-square test for independence and
proved to be statistically significant with a p-value of under 0.05.
Underrepresented Minority*
I appreciate that there
was someone
"Watching Out" for me.
I was grateful that
somebody contacted me
about my academic
standing.
4%
N = 199
45%
31%
12%
9%
N= 204
37%
35%
11% 5% 12%
Graph 10: Underrepresented Minorities' Attitudes Toward Advisor Contact
* p-value < 0.05 of association of minority status and agreement with these statement
Page 15 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Actions taken after initial contact by advisor
Over 80 percent took at least one follow-up action as a result of the initial contact. That percentage was
higher (86.5 percent) among first year students. The most common action was to set up an in-person
appointment with an advisor (66 percent). Just over one-third emailed the advisor for more information
(35 percent) either instead of or in addition to an in-person appointment.
Base=Yes to Q1 (429)
Q.3 Did you follow-up or take any actions as result of the contact by Advisor/Freshmen
Coordinator?
All
First-Year Student
Total Answered
417
100%
237
100%
343
82%
205
86.5%
Yes
No
74
18%
32
13.5%
12
Did not answer
Q.4 What specific action(s) did you take when you were first contacted by your
Academic Advisor/Freshmen Coordinator?
Multiple response question based on "Select all that apply", N = 337
Set an appointment for in-person meeting with
advisor
66%
Emailed advisor/asked for more information on what
to do
35%
Telephoned advisor as a result of receiving
notification
22%
10%
Contacted my professor
Other
1%
Graph 11: First Actions after Being Contacted
Page 16 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Student attitudes after speaking with advisor
Students who interacted with academic advisors or freshman coordinators found them to be respectful,
easy to talk with, and approachable (82 percent either agreed or strongly agreed with this statement). They
were happy to be made aware of the student support services available to them (only 11 percent disagreed
with these statement).
N = 379
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
2%
My academic
Advisor/Freshman
Coordinator was
respectful of me as a
person, easy to talk with,
and approachable
I was happy that my
Academic
Advisor/Freshman
Coordinator made me
aware of the student
support services available
38%
44%
6%
9%
4%
33%
43%
13%
7%
Graph 12: Student Attitudes After Speaking with Advisor
Page 17 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Student Support and Referral Services
Academic Tutoring
Close to two-thirds of students were advised to seek tutoring (64.5 percent). They were sent to all five
learning centers on campus. The math learning center was mentioned most frequently (43 percent). This
was not surprising given that math was the subject with the most alerts raised and the subject students had
most trouble with. "Other" comments are listed in Appendix VI.
Base=Yes to Q1 (429)
Q.5 Were you advised to seek help from any
academic/tutoring student support center?
414
Total Answered
Yes
267
No
147
Did not answer
15
100%
64.5%
35.5%
Q.6 Which academic/tutoring student support center(s) were you advised to visit?
Multiple response question based on "Select all that apply", N = 240
Math Learning Center
43%
Student Learning Center
38%
Campus Writing Center
35%
Basic Skills Learning/Academic Literacy Center
26%
Academic Computing Center
Other
18%
6%
Graph 13: Academic/Tutoring Centers
Page 18 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Additional actions (other than tutoring)
Over half of the contacted students were asked to take additional steps. Many were asked to speak with the
professor (57 percent), attend class regularly (31 percent), not to be late (32 percent), and complete
missing work (26 percent). Sixteen percent were advised to withdraw from a class. Students were also
advised to seek help from student services such as financial aid services (52 percent), student counseling
services (25 percent), and student health services (10 percent) or the student with disability office (7
percent). "Other" actions shared by respondents can be found in Appendix VII.
Base=Yes to Q1 (429)
Q.7 Were you advised to take any additional actions (i.e.
visit financial aid services, speak to professor or any other
kind of recommended action)?
408
Total Answered
100%
Yes
230
56.4%
No
178
43.6%
Did not answer
21
Q.8 Which action(s) were you advised to take?
Multiple response question based on "Select all that apply", N = 220
Speak with a professor
57%
Visit financial aid services
52%
Show up to class on time
32%
Attend class
31%
Complete missing work
26%
Visit student counseling services
25%
Withdraw from class
16%
Visit student health services
10%
Seek help from Services for Students with…
Other
7%
5%
Graph 14: Additional Actions
Page 19 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Student attitudes toward support services
Most students found the hours of operation for the student support services convenient (70 percent either
agreed or strongly agreed). Ten percent did not and twenty percent had no strong feelings either way. No
difference in opinion was found among students who worked full-time in spring 2013, as illustrated in
graph 15 below.
"The hours of operation for the student support services were convenient"
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
All who answered this question, N = 372
27%
43%
20%
4% 6%
Students who worked full-time in Spring 2013, N = 87
26%
45%
20%
3% 6%
Graph 15: Convenient Hours of Operation
Page 20 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Helpfulness of Academic Advisor/Freshman Coordinator
Advisor was helpful
The majority of students who interacted with advisors found them helpful. Close to two-thirds (63 percent)
found advisors helpful because they were available and provided accurate information. Almost 50 percent
reported that advisors were able to resolve their issue(s). Convenience and taking "time to discuss" were also
selected over forty percent of the time.
Q. 19 Please select the reason(s) why you felt your Academic Advisor/Freshman
Coordinator was helpful.
Multiple response question based on "Select all that apply", N = 251
My advisor was available to help me.
63%
My advisor provided accurate information.
63%
My advisor was able to help resolve my issue(s).
49%
It was convenient to see my advisor (it fit into my
schedule).
My advisor devoted enough time to discuss my
issue(s) in the class.
My advisor informed me of various students services
that I could make use of
Other
47%
43%
39%
2%
Graph 16: Reasons why Advisor was helpful
Page 21 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Advisor was not helpful
Sixty-six students gave a reason why they felt that the advisor was not helpful. There was no one particularly
prominent reason. As visualized in the graph below, roughly one quarter of unsatisfied students reported that
advisors had to refer them to another office, were not available at a convenient time, did not provide accurate
information, or did not have enough time. Fourteen percent of unsatisfied students reported that they could not
find the advisor's office. A few additional reasons were given in the open ended commend section and listed in
Appendix VIII.
Q.18 Please select reason(s) why you felt your Academic Advisor/Freshman
Coordinator was not helpful.
Multiple response question based on "Select all that apply" N = 66
My advisor was unable to resolve my issue and I
had to go to another office to address the issue(s).
26%
My advisor was not available at a convenient time.
26%
My advisor did not provide accurate information.
24%
My advisor did not have enough time to discuss my
situation in the class.
24%
I could not find my advisor’s office.
14%
Graph 17: Reasons why advisor was not helpful
Page 22 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Student Attitudes Toward Interventions and Academic Standing/Prospect
Students were asked to agree or disagree with statements that addressed their attitude about their academic
standing and preparedness after receiving help. The overwhelming majority reported feeling better about
their academic standing, feeling better prepared to deal with academic issues, or feeling more comfortable
seeking help after receiving an intervention. Almost nobody felt worse after being contacted by an advisor
or freshman coordinator. However, after an intervention 19 percent still did not know where to seek
academic help, 25 percent did not find the student support services particular helpful (20 percent neither
disagreed nor agreed with the statement "I believe that student support services help" and 5 percent
disagreed with this statement), and 27 percent did not feel better prepared to deal with their academic
situation (18 percent neither disagreed nor agreed with the statement "I feel better prepared to deal with my
academic situation..." and 9 percent disagreed with this statement.)
Strongly Agree
Agree
I feel better prepared to deal
with my academic situation as
a result of the contact with my
Academic Advisor/Freshmen
Coordinator.
Neither Agree nor Disagree
Disagree
Strongly Disagree
4%
28%
I feel more comfortable now
to seek academic assistance
during the course of a
semester
18%
45%
5%
4%
35%
12%
44%
6%
2%
I believe that student support
services help (i.e. tutoring,
counseling, etc.)
28%
20%
47%
3%
5%
Now I know where to seek
help for my academic studies
41%
31%
10%
14%
Graph 18: Attitudes About Interventions
Q20. Please indicate how you feel about your current academic standing after you
were contacted by your Academic Advisor/Freshman Coordinator
N=353
Much better
30%
Somewhat better
About the same
39%
Somewhat worse
Much worse 3%
27%
2%
Graph 19: Attitudes About Academic Standing After Contact
Page 23 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Expectations and Reality
More students expected courses to be easier and have minimal coursework than they actually were in spring
2013 as illustrated in graph 20. Expectations of being "contacted regularly by people who are concerned about
my academic performance" was met by or exceeded reality (20 percent strongly agreed with this statement
versus only 13 percent strongly expected this to be the case at the beginning of the term).
Strongly Agree
Agree
N = 369
Neither Agree nor Disagree
Disagree
Strongly Disagree
Easy Courses
At the beginning of the semester, I
expected my courses to be easy.
My courses are easy.
13%
32%
7%
28%
15%
17%
40%
30%
10%
8%
Minimal Coursework
At the beginning of the semester, I
expected to have minimal coursework.
13%
My classes have minimal coursework. 6%
31%
31%
15%
17%
37%
31%
8%
11%
Regular Contact with Support
At the beginning of the semester, I
expected to be contacted regularly with
academic support.
I am contacted regularly by people who
are concerned with my academic
performance
13%
20%
38%
33%
30%
27%
13%
11%
7%
9%
Graph 20: Expectations and Reality
Page 24 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Expectations and Reality of Students Working Full-Time in Spring 2013
Full-time working students (N=86) expected in higher percentages that courses would be easy, that classes
would have minimal coursework, and that they would be contacted regularly by somebody about their
academic standing. They also reported in the survey in higher percentages that their courses were in fact easy,
had minimal coursework, and that they were "contacted on a regular bases by people who are concerned about
their academic performance." All items marked with ** had statistically significant higher percentages of
"strongly agree" or "agree" than the overall survey respondents.
Students Working Full-Time, N=86
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
Easy Courses
At the beginning of the semester, I
expected my courses to be easy.**
26%
My courses are easy.**
15%
38%
21%
20%
32%
7% 9%
26%
6%
Minimal Coursework
At the beginning of the semester, I
expected to have minimal
coursework.**
24%
My classes have minimal
coursework.**
14%
35%
19%
25%
34%
8% 8%
27%
7%
Regular Contact with Support
At the beginning of the semester, I
expected to be contacted regularly with
academic support.**
I am contacted regularly by people who
are concerned with my academic
performance
21%
49%
24%
40%
14%
22%
11% 6%
9% 5%
Graph 21: Expectations and Reality of Full-Time Working Students
** p-value < 0.01
Page 25 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Not Contacted by Academic Advisor/Freshman Coordinator
Of the 927 students who were surveyed, 498 or 54 percent reported in Q.1 that they were not contacted by
an academic advisor or freshman coordinator during the semester to discuss academic performance.
Base=Total Respondents (927)
Q.1 Were you contacted by an Academic Advisor/Freshman Coordinator (i.e. by telephone, email,
etc.) after this semester started to discuss any of the classes you are taking?
Total Answered
927
100%
Yes
429
46%
No
498
54%
Student Support Services
Of the students who said that they were not contacted by an academic advisor/freshman coordinator, most
took advantage of one or more than one student support service in spring 2013. Over half went to financial
aid services (57 percent) and just over one-third sought help in the math learning center (34 percent). Other
learning centers were also visited and a few went to counseling (8 percent) or student health services (4
percent). "Other" comments can be found in Appendix IX.
Q.25 Are you currently taking advantage of any of the following student support
services?
Multiple response question based on "Select all that apply", N = 406
Financial Aid Services
57%
Math Learning Center (i.e. tutoring)
34%
Academic Computing Center
32%
Campus Writing Center
28%
Student Learning Center
28%
Basic Skills Learning/Academic Literacy…
Counseling Services
Services for students with disabilities
13%
8%
7%
Student Health Services
4%
Other
4%
Graph 22: Students not Contacted by Advisor Take Advantage of Student Support Services
Page 26 of 37
Office of Institutional Research and Assessment
Early Alert: Spring 2013 Student Survey
September 25, 2013
Awareness of academic issues
Close to half of students who said that they were not contacted by an academic advisor/freshman
coordinator, reported having had academic issues in a course (46 percent). The majority knew by course
grade and 18 percent were contacted by the professor and made aware of having an academic issue.
"Other" comments can be found in Appendix X.
Base=No to Q1 (498)
Q.22 Do you have any academic issues in any of your current courses?
497
227
270
1
Total Answered
Yes
No
Did not answer
100%
46%
54%
Q.23 When/how were you first made aware of having an academic issue in
one of your classes?
Multiple response question based on "Select all that apply", N = 192
Knew by grade in course
81%
Contacted by professor
18%
Change in financial aid situation
Notified by Athletic Director
Other¹
13%
4%
13%
Graph 23: Awareness of Academic Issue
¹ Of the 25 students who typed in a comment in "Other", 10 indicated that they were made aware by an
advisor who had contacted them.
Page 27 of 37
Office of Institutional Research and Assessment
Appendix I:
Q27: What led you to enroll at QCC -- Other (please specify)
Comment
And to run track and field
applied to school late,so This was my only option
ASAP program
Clip (CUNY Language Imersion program )
for my easiness
i just wanted childhood education not liberal art &amp; science that is much harder.
i am a returning student after ten years
I came because I thought the music programs would be great. I was sadly mistaken.
I couldn't afford the college I wanted to go too.
I just decided to come here instead of a school closer to my home.
I thought it offered automotive technology but it was mechanical engineering
I want to learn massage therapy course here.
I wanted to further my education wih this opportunity given by this country
I was accepted into the ASAP program
I was bored, and campus looked decent
i was dismissed from my former school
I was enrolled in 1997 but went away to combat so couldn't finish
i was sent to qcc inorder to complete a math class and return back to that school
I was too scared to apply to other schools except community colleges.
I'm not sure
improve grade
It had interesting biology and chemistry classes that I could take and retake.
It was a smart idea to save money and also figure out what I want to do. It was also a good way
to get used to the whole idea of college and get prepared for another school.
It was my last choice. I was going in the South for school then due to circumstances beyond my
control, I had to go to Qcc .
It was nowhere near close to where I live in Manhattan.
It's the only college that looks like a college!- Too bad its a community college, since its such a
nice campus.
my bad luck.
My incompetent high school didn't send out my SAT scores in time, what kinda bullshit is that,
the counselor herself told me
Photography
Pre engineering
QCC is a good course bridge
raise GPA to transfer to another school
Receiving my bachelors
Recommendations about Professors &amp; Courses Offered
referred by a family member
remideo
Sports recruitment
They offered me a full tuition scholarship.
They told me they had the degree I wanted to pursue
unsure what I want to do in the world
Total
Number of
Students
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
40
Appendix II:
Q26: In one year from now, where do you see yourself with regards to your academic future -- Other
(please specify)
Comment
all of the above
at my 4 year college
bachelors
Closer to completing my BA
complete my nursing degree
Completion of Associate's Degree and moving towards Bachelors Degree at CUNY QC
Done with School
Earning my associates, then transferring
finish my nursing major
getting my bachelor's
Graduate school.
Graduating
Half way to get my bachelor's degree
I didn't pass the ACT. So, I need to kep on learning.
I don't know
I honestly do not know. Hopefully I will be taking nursing classes
I see myself transferring to another school with an Associates Degree
i see success
I'm not sure
In a Four-Year institution
law school
not getting enough help in these remedial classesto be able to pass the exit test i will be transferring
its a waste of time and money
not sure... still waiting for a challenge
Pursuing Bachelors Degree
Pursuing my bachelors at queens college
Recently graduated. Will continue in 2014 hopefully at NYU or NYFA
Studying at St. John's for my B.A.
Trying to get back on track and fix my GPA and fix my financial situation
Total
Number
of
Students
1
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
3
1
1
1
2
1
1
1
1
32
Appendix III:
Q21/24: Academic Performance Obstacles -- Other (please specify)
Comment
Alcohol addiction
Bad time management
Constant headaches, fatigue, and focus issues.
Cultural issues, I am an international student
dont feel like school is for me
Getting used to the whole idea of college and the courses
i feel like dying
I was too sick to go to school
knee injury
major stress
May need tutoring
medical problems
misunderstand
None, I met with my Advisor to help me put together my schedule for next semeseter.
Nothing
Over welmed with working 2 jobs no free time
Planning Semesters
required classes not in field of study
this should have lack of help- in the student learnig totring is very poor sevice.
underpressure and stressed
Work related stress
Work, Time management, knowledge
working full time
Anxiety disorder and lack of understanding (I am not referring to special treatment) by some
professors.
anxiety, pain, letting little things bother me
depression
focus on unnecessary topics/ not enough time spent on actual content of final
Hard course
health issues
I didn't have enough money to live and go to class
I have difficulty reading textbooks and like materials, so I fell behind with my reading
illness
injury
Medical issues
My major is not teaching me the specific knowledge about producing music. It is leading me down
the road of a music engineer, while it's suppose to teach me how to become a music producer. It lacks
the business aspect of the music business which leaves students in the dark of how the music indusrty
really works. This course is teaching me how to be a worker instead of a good leader.
no reply of my answers right away
professor not teaching anything
professor's teaching method
Special needs learning to advocate for myself
The professor acted like he didn't want to be there.
Underpreperation due only to emotional distractions
Work
Total
Number
of
Students
1
1
1
1
1
1
1
1
1
1
1
1
1
1
11
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
7
58
Appendix IV:
Q28: Which academic subject do you have the most trouble with? -- Other (please specify)
Comment
Accounting
Accounting and Macroeconomics
Anatomy and Physiology
Ancient Civilization History
Basic Skills
BI-520
business
business statistic
calculis physic
Chemistry
Foreign Language
History
history professor is very hard and memorization of all notes
I don't have problem
I don't think I have any trouble with any specific subject, it always depends on how I feel about the
course and the way the professors teach.
I just learn English for three years.
Language
Macroeconomics
MATH
mathematics
Microeconomics
Music
Need total devotion to this with no distractions
None
Nursing
Nutrition
Physics
Physics needs a better tutoring center like math
psychology
Psychology is what I wish to major in, but both professors I had in this subject were judgmental
and abusive of their power.
reading
reading and writing
Sciences
Spanish
Speech/Public Speaking
Statistics
The teacher does not speak english clearly to make students enderstand.
Total
Number of
Students
5
1
1
1
1
1
1
1
1
1
3
12
1
1
1
1
2
1
1
1
1
1
1
7
1
1
3
1
1
1
1
1
1
5
1
1
1
67
Appendix V:
Q2: How did the Academic Advisor/Freshman Coordinator reach out to you? -- Other (please
specify)
Comment
adivisement office
And went to talk in person
ASAP
By appointment
face to face
Go there QCC academic office
I had a one on one meeting with her in the academic advisement office.
I went into the office and asked for help
I went to get an appointment
I went to physically.
I went to them
In person
None
Personal meeting
tigermail
Walk in
Total
Number
of
Students
1
1
1
3
1
1
1
1
1
1
1
5
1
2
1
1
23
Appendix VI:
Q6: Which academic/tutoring student support center(s) were you advised to visit? -- Other (please
specify)
Comment
Academic Advisor
biology
Chemistry Tutoring
College discovery tutoring services
Foriegn language
French
N/a
none
None in specific
psycology
Total
Number
of
Students
1
1
1
5
1
1
1
1
1
1
14
Appendix VII:
Q8: Which actions were you advised to take? -- Other (please specify)
Comment
Attended tutoring with personal tutors
E-mail professor
make the specifically right course schedule for me
None
other school requirements
Outside tutoring
seek help for math
talk to professor about an winc grade
Visit language department
Total
Number
of
Students
1
1
1
2
1
1
1
1
1
10
Appendix VIII:
Q18: Reasons why you felt your Academic Advisor.Freshman Coordinator was not helpful -- Other
(please specify)
Comment
I dont have an advisor
my advisor didn't know much about my situation, only what my professor told her.
my advisor doesn't have those issue
None of above
none of them are on the same page
Not enough information or elaboration of tasks
Number
of
Students
1
1
1
1
1
1
They should always have to wait to get advised for classes or a student should not make
any appointment to get advise it should be walk in advised for classs.
1
With all the troubles I have had in QCC, I already know enough about the school to advise students
myself.
Total
1
8
Appendix IX:
Q25: Are you currently taking advantage of any student support services -- Other (please specify)
Comment
accounting 101
Chem tutoring
I have not been advantage of any of the following student support services.
I went to counseling and it gave me a sigh of relief but only for a short period of time so im going to deal
with this over the summer and i am currently going to counseling again but this time with a new counseler
internship
library hours/books on reserve
music department tutoring
NO
No, just don't have the time working a full-time job but I would love to get tutoring.
None
Organic Chemistry Tutoring
Veteran's Office in Student Union LL
Total
Number
of
Students
1
1
1
1
1
1
1
6
1
2
1
1
18
Appendix X:
Q23: How were you first made aware of having an academic issue -- Other (please specify)
Comment
After i finished the course
alert!
An email was sent notifying that I am in danger of failing.
by consulting my advisor
Email
Number
of
Students
1
1
1
1
2
email by unknown advisor
1
Email from Early Alert Advisor
emailed to advisement
failed twice
Freshman Coordinator
Having difficulty keeping up with the reading and assignments.
I dropped my Ar-310 class cause I thought I'd get and F
I personally brought up the issue with an advisor
I wasn't understanding the material, I stopped going to class.
knew by personal progress
Lack of availabilty
Letter by mail
My Mother Passed Away
2
1
1
1
1
1
1
1
1
1
1
1
My student loan did not come through on time as promised and I could not get course materials right away.
received an email
Someone emailed me
Veterans coordinator
You should be more specific when you say ""academic issue"" on #2. I had a problem with the level of
professionalism and teaching methods of several professors this semester.
Total
1
1
1
1
1
25