Inside
SENSE
Survey of Entering
Student Engagement
2
SENSE as a Tool for Documenting
Student Engagement
2
4
Accreditation Tips
6
Mapping SENSE to SACS Standards
SENSE and Regional Accreditation
Timelines
7 SACS Accreditation Map
a CCCSE initiative
8
SENSE Accreditation Item Key
Accreditation Toolkit
For the Southern Association of Colleges and Schools (SACS)
Mapped to Survey of Entering Student Engagement (SENSE) Items
“Increasing attention is paid to the
importance of colleges and universities
in combating a severe recession and
building the future of our society.
Unprecedented amounts of new federal
money are now available for students and
institutions alike. Community colleges
have emerged as the centerpiece of
building educational capacity, a result of
the new administration’s powerful focus
on access and success. This may be a
new era.
However new, the emerging era is still
captive to some familiar and ‘old’ issues.
One of the most important for higher
education is ‘accountability’: colleges
and universities answering to students
and society about what has been done
to assure success with student learning
and overall institutional performance.
Accountability is about demonstrating that
resources available to institutions yield
presumed educational gains.”
Judith S. Eaton,
President
Council for Higher Education Accreditation
Inside Accreditation, June 2009
Introduction and Rationale
for Using SENSE in Accreditation
Participation in the Survey of Entering Student Engagement
(SENSE) provides institutions with many benefits. One of
the most important ways member colleges can use SENSE
data is in the accreditation process. Accreditation in higher
education is a collegial process of self-review and peer
review for improvement of academic quality and public
accountability for institutions and programs. This quality
review process occurs on a periodic basis, usually every 3
to 10 years. Typically, it involves three major activities:
•
•
•
A self-study by an institution or program using the
standards or criteria of an accrediting organization;
A peer review of an institution or program to gather
evidence of quality; and
A decision or judgment by an accrediting organization
to accredit, accredit with conditions, or not accredit an
institution or program.
Accreditation agencies are now giving less weight to
indicators that represent institutional resources, such as
library holdings, and inputs, such as student characteristics.
Instead, evidence of student learning is emphasized. Indeed,
regional associations and various specialized accrediting
organizations are urging colleges and universities to more
thoroughly measure student learning, and to demonstrate
that processes are in place to assess and enhance learning
outcomes and institutional effectiveness on an ongoing
basis.
The University of Texas at Austin • Center for Community College Student Engagement • 3316 Grandview Street • Austin, TX 78705
phone: 512-471-6807 • fax: 512-471-4209 • e-mail: senseinfo@ccsse.org • website: www.enteringstudent.org
While SENSE data are not direct measures of student outcomes, they are direct measures of student behaviors.
That is, the SENSE instrument measures the extent to which students are engaged in educationally meaningful
activities that are empirically linked to student success.
Additionally, regional and discipline- or program-specific accreditation standards encourage institutions to focus
on self-evaluation and formative reviews that guide improvement efforts. Thus, rather than developing a selfstudy as a stand-alone document for one-time use, community and technical colleges are more often including
elements of strategic planning and program evaluations that can be used to identify areas in which they wish to
improve. SENSE data are especially valuable for this purpose. SENSE results help answer key questions related
to institutional policies and programs associated with high levels of student engagement and learning. The
results are actionable; they point to aspects of institutional practice that can affect student behaviors: curriculum,
pedagogy, instructional emphases, and campus climate.
Colleges vary in their use of student engagement data in the accreditation process. Approaches range from
minimal use, such as including SENSE results in a self-study appendix, to systematic incorporation of SENSE
results over a multi-year period. This toolkit suggests ways to incorporate SENSE into regional accreditation
processes with an emphasis on mapping student engagement results to correlating standards. By doing this
work, colleges may demonstrate the impact of improvement initiatives on student behaviors and the efficacy of
modifications of policies and practices.
SENSE as a Tool for Documenting Student Engagement
SENSE is a national survey that can help institutions measure effectiveness and quality in key areas of interest.
The key to using SENSE results is to see them as an indicator of students’ involvement in educationally
purposeful activities and as a way of understanding how students’ experiences reflect the institution’s
effectiveness in meeting its unique mission and goals. Several examples of how student engagement data can
be used to respond to accreditation goals follow:
•
•
•
•
•
Student engagement results are useful for communicating with different groups of stakeholders, both
internal and external.
SENSE results can yield insights into, and often challenge, widely-held assumptions about the nature of
students’ behaviors and experiences.
The collection of information about student engagement and institutional effectiveness can be used as
evidence of efforts to meet accrediting standards and continuously improve.
Institutions can benchmark their performance against select peer comparison groups and SENSE national
norms.
Used systematically over time, SENSE data can illustrate (1) whether current institutional goals remain
appropriate, (2) the extent to which a college is meeting its educational objectives, and (3) the areas of
teaching and learning that are in need of improvement.
Accreditation Tips
The more SENSE data can be linked to specific goals and initiatives, the greater power these data will have
in demonstrating institutional improvement and student learning possibilities. As described on the following
page, SENSE data can be used in a variety of ways to support and document colleges’ improvement efforts.
Published by the Center for Community College Student Engagement
© 2010 Permission granted for unlimited copying with appropriate citation
SENSE Accreditation Toolkit
Page 2
Tip #1
SENSE items can provide an institution with data on how well it is fulfilling its mission. For example, many
of the items reveal student perceptions of how experiences at the college have contributed to their knowledge
and personal development. Additional items highlight students’ experiences with support services provided by
the institution. SENSE results can therefore help demonstrate achievement in fulfilling a college’s mission and
meeting strategic goals.
Tip #2
The more widely a college shares its SENSE data, the greater the role the findings can play in
informing the accreditation process across the institution. A broad exposure to the SENSE benchmarks,
for example, can provide individuals and departments with common terminology as they prepare accreditation
documents and reports.
Many areas, such
as student services
(counseling, academic
advising, financial
aid, learning support
programs, etc.), will find
that survey items add
additional insight into
students’ experiences
with their services and
processes.
Tip #3
The results from a
SENSE administration
are practical in
nature and can
inform institutional
improvement efforts.
Student responses to
Clipart.com
items on the survey,
especially when compared to national cohort data or a select comparison group of colleges, can reveal areas
where the institution is doing well in fostering student success and areas where more focus is needed.
Tip #4
With an increasingly diverse student body, institutions and accrediting boards are focusing more on
creating environments that encourage the appreciation of diversity. Community and technical colleges are
ensuring that students have the support they need to achieve their academic goals. SENSE includes multiple
items that focus on students’ experiences interacting with people from different backgrounds, as well as items
about how welcome students feel on campus. The instrument also explores the types and quality of support
services that colleges provide to students.
Tip #5
SENSE Special-Focus Modules are another tool that can deepen an institution’s understanding of
the student experience in particular areas. In addition to the core survey, SENSE offers a collection of 12item modules on the following topics: Commitment and Support, Student Success Courses, Student Financial
Assistance, Engagement through Technology, and Academic Advising and Planning.
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© 2010 Permission granted for unlimited copying with appropriate citation
SENSE Accreditation Toolkit
Page 3
SENSE and Regional Accreditation Timelines
SENSE results can be used in many components of the institutional accreditation process. These include but
are not limited to: (a) the self-study that responds to evaluation criteria established by the accrediting body, (b)
the visit by the team of peer evaluators who gather additional evidence, and (c) the response to a decision by an
accrediting body requesting an improvement plan or additional evidence of student learning and related areas.
When and how often to collect and integrate student
engagement data in the accreditation process are decisions for
each institution to address. The answers will vary, depending
on several factors. Some colleges want to collect student
engagement information to establish a baseline. Ideally, this
would be done three to five years before preparing the selfstudy. The institution then has enough time to analyze, interpret,
and vet the results of the first administration with appropriate
audiences. The next steps would include identifying areas for
improvement, taking action in these areas, and administering
the survey in subsequent years to measure whether student
and institutional performance are moving in the desired
direction.
Just as many institutions have found it valuable to have
multiple years of SENSE results to establish a reliable baseline
of data, many are combining SENSE, the Community College
Survey of Student Engagement (CCSSE), and the Community
College Faculty Survey of Entering Student Engagement
(CCFSSE) in order to expand and enrich the data they
have available for responding to accrediting agencies. After
establishing a baseline of data from which to work, many
institutions administer SENSE on a biennial or triennial basis. A
planned administration cycle can maximize the use of student
engagement data for most accreditation purposes; results can
be presented to a team of peer evaluators or an accrediting
body as additional evidence of assessment.
While the reasons institutions use SENSE at different intervals
vary, how frequently an institution should obtain student
engagement data depends on the needs of a given institution.
Here are some suggestions for determining when and how
often to administer SENSE as part of a self-study process,
depending on the length of the accreditation cycle.
Benchmarks of Effective Practice
with Entering Students
Benchmarks are groups of conceptually related
survey items that address key areas of student
engagement. SENSE’s six benchmarks comprise
more than 40 engagement items that reflect
many of the most important aspects of the
entering student experience. The benchmarks
measure behaviors that educational research has
shown to be powerful contributors to effective
teaching, learning, and student retention.
The 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
Every college has a score for each benchmark.
These individual benchmark scores are
computed by averaging the scores on survey
items composing that benchmark. Benchmark
scores are standardized so that the mean—the
average of all participating students—always is
50 and the standard deviation is 25.
The standardized scores provide an easy way
to assess whether an individual college is
performing above or below the mean (50) on
each benchmark. They also make it possible
for colleges to compare their own performance
across benchmarks and with groups of similar
colleges.
Visit www.enteringstudent.org to learn about the
SENSE the benchmarks.
Timeline for Administering SENSE in a Short Accreditation Cycle
In a short accreditation cycle, the most useful time to administer SENSE is in the first year. SENSE is administered
during the fourth and fifth weeks of the fall academic term. Colleges must register by April 1 of the same calendar
year in which the survey is administered. All completed surveys must be returned no later than the middle of
November. Participating colleges’ data are released via the SENSE online reporting system on or before March
1 of the following spring.
In years two and three of the self-study, an institution can review and share its SENSE (as well as CCSSE and
CCFSSE) results across campus and determine a course of action to improve in specific areas. Please refer to
the timeline on the following page.
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SENSE Accreditation Toolkit
Page 4
EXAMPLE: Administering SENSE/CCSSE/CCFSSE in a 3-Year Accreditation Cycle
Year 1, fall
• Create a budget for accreditation process, including
SENSE, CCSSE, and CCFSSE administration fees
• Select committee chair, steering committee, and working
groups members
• Administer SENSE (Note: Must have registered by April 1
of the same calendar year in which the survey is
administered)
• Register for CCSSE and CCFSSE by the November 1
deadline
Year 1, spring
• Administer CCSSE and CCFSSE
• Review accreditation standards and timeline
• Complete self-study design
• Create campus awareness of accreditation process and
progress
• Working groups review SENSE results
Year 2
• Working groups review CCSSE and CCFSSE results
(during fall) along with existing SENSE results and related
institutional data for self-study
• Gather supporting materials such as faculty credentials
and institutional financial reports
• Steering committee develops draft of self-study report
Year 3
• Prepare final self-study report to send to peer evaluation
team and Commission
• On-site peer review in spring
• Commission team report issued
Summer or Fall after Year 3
• Notification of Commission action
Note: Timeline based on academic calendar
Timeline for Administering SENSE in a Longer Accreditation Cycle
In a longer accreditation cycle, it may be wise to administer SENSE (as well as CCSSE and CCFSSE) multiple
times. After obtaining a baseline of results that will assist the institution in identifying where to focus attention
and implement campus improvement plans, additional survey administrations will help illuminate the impact of
such initiatives.
EXAMPLE: Administering SENSE/CCSSE/CCFSSE in a 10-Year Accreditation Cycle
Years 1 & 2
• Create a budget for accreditation process, including
SENSE, CCSSE, and CCFSSE administration fees
• Register for CCSSE and CCFSSE by the fall deadline of
Year 1
• Administer CCSSE and CCFSSE in spring of Year 1;
register for SENSE by the spring deadline of Year 1
• Administer SENSE in fall of Year 2
Years 3 & 4
• Select committee chair, steering committee, and working
groups members
• Review accreditation standards and timeline
• Complete self-study design
• Create campus awareness of accreditation process and
progress
• Working groups review SENSE, CCSSE, and CCFSSE
results
Year 5
• Gather supporting materials such as faculty credentials
and institutional financial reports
• Steering committee develops draft of self-study report
• Register for CCSSE and CCFSSE by the fall deadline
• Administer CCSSE and CCFSSE in spring; register for
SENSE by the spring deadline
Year 6
• Administer SENSE in fall
• Prepare final self-study report to send to peer evaluation
team and Commission
• On-site peer review in spring
Years 7 & 8
• Commission team report issued
• Demonstrate use of results from all surveys (SENSE,
CCSSE, CCFSSE) in institutional response to
Commission team report
Years 9 & 10
• Register for and administer CCSSE, CCFSSE, and
SENSE to demonstrate ongoing review/change based on
improvement plan
Note: Timeline based on academic calendar
Published by the Center for Community College Student Engagement
© 2010 Permission granted for unlimited copying with appropriate citation
SENSE Accreditation Toolkit
Page 5
What if accreditation is around the corner?
For some institutions, a self-study or site visit review may be just a year away. In this case, SENSE can still provide
valuable information to colleges during a single year. Keep in mind that colleges must register for SENSE by April
1 of the same calendar year in order to participate. The survey is administered during the fourth and fifth weeks of
the fall academic term, and results are provided to colleges in February. This timeline offers institutions baseline
data to demonstrate educational strengths and areas for improvement, and results to corroborate institutional
evidence. In addition, subsequent SENSE administrations can be used to evaluate institutional improvement
efforts outlined in the self-study.
Mapping SENSE to SACS Standards
A successful accreditation plan is unique for each institution. However, an important step for all institutions
in developing an accreditation plan is determining what evaluation practices are currently in place and what
evidence can be linked to accreditation standards. This toolkit is intended to be just one of many approaches
to mapping SENSE data to accreditation standards. SENSE findings may be used to support and document
institutional improvement efforts, but will be most meaningful when coupled with other institutional measures of
student learning outcomes.
Method Used to Map Standards
The remainder of this accreditation toolkit contains two components: the SACS Accreditation Map and the
SENSE Accreditation Item Key. The SACS Accreditation Map lists which SENSE items align with SACS
accreditation standards. The SENSE Accreditation Item Key is a supplemental tool that displays the full text of
the SENSE items, highlights key concepts, and shows items mapped to standards for all accrediting regions.
The survey items in the SENSE Accreditation Item Key are first organized by the SENSE benchmarks. SENSE
items not associated with benchmarks appear at end of the item key. Some SENSE survey items in the item key
are shaded orange; this indicates that the same item appears on the CCSSE instrument. Colleges using results
from both surveys in the accreditation process may find this feature helpful in organizing evidence.
To build this toolkit, a team of Center for Community College Student Engagement (CCCSE) staff members
reviewed all accreditation standards for each accrediting body. Key concepts were derived from each standard
based on the conceptual meaning of the standard. The key concepts served as guides rather than direct indicators
for mapping survey items to standards. In other words, two survey items may be linked to the same key concepts
but are not necessarily mapped to the same standards. The team mapped each SENSE item to at least one
corresponding standard, with many items mapping to multiple standards. In cases where items are mapped to
multiple standards, colleges should decide what works best for their institution and accreditation processes. This
toolkit can provide a way for institutions to integrate SENSE data into accreditation processes, far beyond simply
mentioning SENSE as an element of a college’s systematic assessment activities.
Acknowledgement: CCCSE gratefully acknowledges its ongoing partnership with the National Survey of
Student Engagement (NSSE) at Indiana University Bloomington. The SENSE Accreditation Toolkit is based in
part on previous work by the NSSE staff.
Published by the Center for Community College Student Engagement
© 2010 Permission granted for unlimited copying with appropriate citation
SENSE Accreditation Toolkit
Page 6
SACS Accreditation Map
Standard
#
2.10
3.3.1.1
3.3.1.3
3.4.4
SACS Standard
SENSE Item #'s
11, 12a, 12b, 12c, 14, 17e, 17f, 18a,
18b, 18c, 18d, 18e, 18f, 18g, 18h,
The institution provides student support programs, services, and activities
18i, 18j, 18l, 18m, 18n, 18o, 18p,
consistent with its mission that promote student learning and enhance the
18q, 18r, 18s, 18t, 18u, 19e, 19i,
19q, 19r, 20a, 20b, 20c, 20d, 20e,
development of its students. (Student Support Services)
20f, 20g, 20h, 20i, 20k, 21a, 21b,
21c, 22, 23
11, 17e, 17f, 18b, 18k, 18l, 18m,
The institution identifies expected outcomes, assesses the extent to which it achieves
18n, 18o, 18q, 18r, 18s, 19a, 19b,
these outcomes, and provides evidence of improvement based on analysis of the
19c, 19d, 19e, 19f, 19g, 19h, 19i,
results in educational programs, to include student learning outcomes. (Institutional
19j, 19m, 19n, 19o, 19q, 19r, 19s,
Effectiveness)
21a, 21b, 21c
The institution identifies expected outcomes, assesses the extent to which it achieves
11, 17e, 17f, 18d, 18e, 18f, 18g,
these outcomes, and provides evidence of improvement based on analysis of the
18h, 19e, 20a, 20b, 20d, 20e, 20f,
results in educational support services. (Institutional Effectiveness)
20h, 20k, 21a, 21b, 21c, 22, 23
The institution has a defined and published policy for evaluating, awarding, and
accepting credit for transfer, experiential learning, advanced placement, and
professional certificates that is consistent with its mission and ensures that course
work and learning outcomes are at the collegiate level and comparable to the
20j
institution’s own degree programs. The institution assumes responsibility for the
academic quality of any course work or credit recorded on the institution’s transcript.
(See Commission policy “The Transfer or Transcripting of Academic Credit.”)
(Acceptance of academic credit)
Key Concepts
support services
environment
curriculum
instruction
pedagogy
rigor
learning support
support services/
transfer
3.4.9
11, 17e, 17f, 18d, 18e, 18f, 18g,
The institution provides appropriate academic support services. (Academic support
18h, 19e, 20a, 20b, 20d, 20e, 20f,
services)
20h, 20k, 21a, 21b, 21c, 22, 23
learning support
support services
3.4.12
The institution’s use of technology enhances student learning and is appropriate
for meeting the objectives of its programs. Students have access to and training in the 11, 19k, 19l, 20e, 20h
use of technology. (Technology use)
technology
learning support
3.5.1
The institution identifies college-level general education competencies and the
extent to which graduates have attained them. (College-level competencies)
assessment
placement
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© 2010 Permission granted for unlimited copying with appropriate citation
11, 12a, 12b, 12c, 14, 17e, 17f, 18u
SENSE Accreditation Toolkit
Page 7
SENSE Accreditation Item Key
SENSE
Item #
KEY
CONCEPTS
SENSE Item
HLC-NCA
MSCHE
NEASC
NWCCU
SACS
WASC
Early Connections
When students describe their early college experiences, they typically reflect on occasions when they felt
discouraged or thought about dropping out. Their reasons for persisting almost always include one common
element: a strong, early connection to someone at the college.
18a
18i
18j
18p
23
Agreement: The very first time I came to this college I
felt welcome
Agreement: The college provided me with adequate
information about financial assistance (scholarships,
grants, loans, etc.)
Agreement: A college staff member helped me
determine whether I qualified for financial assistance
Agreement: At least one college staff member (other
than an instructor) learned my name
Agreement: Was a specific person assigned to you
so you could see him/her each time you needed
information or assistance
environment
3c
6
11.5
2D1
2.10
IIB3b
support services/
financial aid
3c
9
6.11
2D8
2.10
IIB3a
support services/
financial aid
3c
9
6.11
2D8
2.10
IIB3a
environment
3c
9
11.5
2D1
IIB3b
support services/
academic advising
3c
8
9
5.17
6.7
2D10
2.10
2.10
3.3.1.3
3.4.9
IIB3a
IIB3c
High Expectations and Aspirations
Nearly all students arrive at their community colleges intending to succeed and believing that they have the
motivation to do so. When entering students perceive clear, high expectations from college staff and faculty, they
are more likely to understand what it takes to be successful and adopt behaviors that lead to achievement.
Students then often rise to meet expectations, making it more likely that they will attain their goals. Often,
students’ aspirations also climb, and they seek more advanced credentials than they originally envisioned.
18b
18t
18u
Agreement: The instructors at this college want me to
succeed
Agreement: I have the motivation to do what it takes
to succeed in college
Agreement: I am prepared academically to succeed
in college
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© 2010 Permission granted for unlimited copying with appropriate citation
rigor
feedback
environment
3b
3c
6
13
4.49
5.15
5.16
11.5
environment
3c
placement
environment
3c
6
6
13
11.5
6.3
11.5
2C1
2D1
2.10
3.3.1.1
IIA1a
IIB3c
2D1
2A16
2D1
2.10
2.10
3.5.1
IIB3b
IIA1a
IIB3a
SENSE Accreditation Toolkit
Page 8
SENSE Accreditation Item Key
KEY
CONCEPTS
HLC-NCA
Frequency: Turn in an assignment late
rigor
environment
3b
3c
Frequency: Not turn in an assignment
rigor
environment
3b
3c
6
11
14
6
11
14
curriculum
pedagogy
rigor
environment
3b
3c
3b
3c
SENSE
Item #
SENSE Item
19c
19d
19f
Frequency: Come to class without completing
readings or assignments
(CCSSE : 4e)
19s
curriculum
pedagogy
rigor
environment
Frequency: Skip class
(CCSSE : 4u)
MSCHE
NEASC
NWCCU
SACS
WASC
5.15
11.5
2C1
2D1
3.3.1.1
IIA2c
IIB3b
5.15
11.5
2C1
2D1
3.3.1.1
IIA2c
IIB3b
6
11
14
5.15
11.5
2C1
2D1
3.3.1.1
IIA2c
IIB3b
6
11
14
5.15
11.5
2C1
2D1
3.3.1.1
IIA2c
IIB3b
Clear Academic Plan and Pathway
When a student, with knowledgeable assistance, creates a road map — one that shows where he or she is
headed, what academic path to follow, and how long it will take to reach the end goal — that student has a
critical tool for staying on track. Students are more likely to persist if they not only are advised about what
courses to take, but also are helped to set academic goals and to create a plan for achieving them.
18d
18e
18f
18g
18h
3c
8
9
5.17
6.7
2D3
2D10
3c
8
9
5.17
6.7
2D3
2D10
support services/
academic advising
3c
8
9
5.17
6.7
2D3
2D10
support services/
academic advising
3c
8
9
5.17
6.7
2D3
2D10
2.10
3.3.1.3
3.4.9
2.10
3.3.1.3
3.4.9
2.10
3.3.1.3
3.4.9
2.10
3.3.1.3
3.4.9
6
9
5.17
6.7
11.5
2D1
2D3
2D10
2.10
3.3.1.3
3.4.9
Agreement: I was able to meet with an academic
advisor at times convenient for me
support services/
academic advising
Agreement: An advisor helped me to select a course
of study, program, or major
support services/
academic advising
Agreement: An advisor helped me to set academic
goals and to create a plan for achieving them
Agreement: An advisor helped me to identify the
courses I needed to take during my first
semester/quarter
Agreement: A college staff member talked with me
about my commitments outside of school (work,
children, dependents, etc.) to help me figure out how
many courses to take
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© 2010 Permission granted for unlimited copying with appropriate citation
support services/
academic advising
environment
diversity
3c
IIB3a
IIB3a
IIB3a
IIB3a
IIB3a
SENSE Accreditation Toolkit
Page 9
SENSE Accreditation Item Key
SENSE
Item #
KEY
CONCEPTS
SENSE Item
HLC-NCA
MSCHE
NEASC
NWCCU
SACS
WASC
Effective Track to College Readiness
Nationally, more than six in 10 entering community college students are underprepared for college-level work.
Thus, significant improvements in student success will hinge upon effective assessment, placement of students
into appropriate courses, and implementation of effective strategies to ensure that students build academic skills
and receive needed support.
12a
12b
14
21a
21b
21c
Agreement: Before I could register for classes I was
required to take a placement test (COMPASS,
ASSET ACCUPLACER, SAT, ACT, etc.) to assess
my skills in reading, writing, and/or math
assessment
placement
3c
13
assessment
placement
3c
13
assessment
placement
3b
13
4.49
6.3
6.7
4.49
6.3
6.7
4.49
6.3
6.7
Agreement: Within a class or through another
experience at this college, I learned to improve my
study skills (listening, note-taking, highlighting
readings, working with others, etc.)
curriculum
instruction
pedagogy
learning support
3b
3c
11
13
14
4.49
5.16
2C1
2D1
Agreement: Within a class or through another
experience at this college, I learned to understand
my academic strengths and weaknesses
curriculum
instruction
pedagogy
learning support
3b
3c
11
13
14
4.49
5.16
2C1
2D1
Agreement: Within a class or through another
experience at this college, I learned skills and
strategies to improve my test-taking ability
curriculum
instruction
pedagogy
learning support
3b
3c
11
13
14
4.49
5.16
2C1
2D1
Agreement: I took a placement test (COMPASS,
ASSET ACCUPLACER, SAT, ACT, etc.)
Agreement: This college required me to enroll in
classes indicated by my placement test scores during
my first semester/quarter
Published by the Center for Community College Student Engagement
© 2010 Permission granted for unlimited copying with appropriate citation
2A16
2D10
2.10
3.5.1
IIA1a
2A16
2D10
2.10
3.5.1
IIA1a
2A16
2D10
2.10
3.5.1
2.10
3.3.1.1
3.3.1.3
3.4.9
2.10
3.3.1.1
3.3.1.3
3.4.9
2.10
3.3.1.1
3.3.1.3
3.4.9
IIA1a
IIA1a
IIA3b
IIB4
IIA1a
IIA2d
IIB4
IIA1a
IIA3b
IIB4
SENSE Accreditation Toolkit
Page 10
SENSE Accreditation Item Key
SENSE
Item #
SENSE Item
KEY
CONCEPTS
HLC-NCA
MSCHE
NEASC
NWCCU
SACS
WASC
Engaged Learning
Instructional approaches that foster engaged learning are critical for student success. Because most community
college students attend college part-time, and most also must find ways to balance their studies with work and
family responsibilities, the most effective learning experiences will be those the college intentionally designs.
19a
Frequency: Ask questions in class or contribute to
class discussions
(CCSSE : 4a)
19b
Frequency: Prepare at least two drafts of a paper or
assignment before turning it in
(CCSSE : 4c)
19e
19g
Frequency: Participate in supplemental Instruction
(extra class sessions with an instructor, tutor, or
experienced student)
Frequency: Work with other students on a project or
assignment during class
(CCSSE : 4f)
19h
Frequency: Work with classmates outside of class on
class projects or assignments
(CCSSE : 4g)
19i
19j
19k
Frequency: Participate in a required study group
outside of class
Frequency: Participate in a student-initiated (not
required) study group outside of class
Frequency: Use an electronic tool (e-mail, text
messaging, Facebook, MySpace, class Web site,
etc.) to communicate with another student about
coursework
Published by the Center for Community College Student Engagement
© 2010 Permission granted for unlimited copying with appropriate citation
3b
3c
6
11
14
4.49
5.15
5.16
11.5
2C1
2D1
curriculum
pedagogy
rigor
3b
11
14
5.15
2C1
pedagogy
rigor
learning support
retention
3b
3c
3d
8
9
11
5.15
5.16
6.4
curriculum
pedagogy
rigor
environment
3b
3c
6
11
14
curriculum
pedagogy
rigor
environment
3b
3c
curriculum
pedagogy
rigor
curriculum
pedagogy
rigor
feedback
environment
3.3.1.1
IIA2d
IIB3b
IIA2c
2C1
2D1
3.3.1.1
2.10
3.3.1.1
3.3.1.3
3.4.9
IIA1a
IIA2d
5.15
5.16
11.5
2C1
2D1
3.3.1.1
IIA2d
IIB3b
6
11
14
5.15
5.16
11.5
2C1
2D1
3.3.1.1
IIA2d
IIB3b
3b
11
14
5.15
5.16
2C1
2D1
2.10
3.3.1.1
IIA2c
IIA2d
curriculum
pedagogy
rigor
environment
3b
3c
6
11
14
5.15
5.16
11.5
2C1
2D1
3.3.1.1
IIA2c
IIB3b
communication
technology
environment
3b
3c
6
11
14
5.16
11.5
2C1
2D1
3.4.12
IIA3b
IIA3c
IIB3b
SENSE Accreditation Toolkit
Page 11
SENSE Accreditation Item Key
SENSE
Item #
19l
KEY
CONCEPTS
SENSE Item
Frequency: Use an electronic tool (e-mail, text
messaging, Facebook, MySpace, class Web site,
etc.) to communicate with an instructor about
coursework
(similar item CCSSE : 4k)
19m
Frequency: Discuss an assignment or grade with an
instructor
(CCSSE : 4l)
19n
19o
Frequency: Ask for help from an instructor regarding
questions or problems related to a class
Frequency: Receive prompt written or oral feedback
from instructors on your performance
(CCSSE : 4o)
19q
Frequency: Discuss ideas from readings or classes
with instructors outside of class
(CCSSE : 4n)
20d(2) Frequency of use: Face-to-face tutoring
(CCSSE : 13d1)
20f(2) Frequency of use: Writing, math, or other skill lab
(CCSSE : 13e1)
20h(2)
Frequency of use: Computer lab
(CCSSE : 13h1)
HLC-NCA
MSCHE
NEASC
NWCCU
SACS
WASC
communication
feedback
technology
environment
3b
3c
6
11
14
4.49
5.16
11.5
2C1
2D1
3.4.12
IIA3b
IIA3c
IIB3b
instruction
communication
feedback
environment
3b
3c
6
11
14
4.49
5.16
11.5
2C1
2D1
3.3.1.1
IIA2d
IIB3b
3b
3c
6
11
14
4.49
5.16
11.5
2C1
2D1
3.3.1.1
IIA2d
IIB3b
instruction
communication
feedback
environment
3b
3c
6
11
14
4.49
5.16
11.5
2C1
2D1
3.3.1.1
IIA2c
IIA2d
IIB3b
instruction
communication
feedback
environment
3b
3c
6
11
14
4.49
5.16
11.5
2C1
2D1
instruction
pedagogy
learning support
support services
3b
3c
3d
8
9
13
5.16
6.4
2C1
2D1
instruction
pedagogy
learning support
support services
3b
3c
3d
8
9
13
5.16
6.4
2C1
2D1
instruction
pedagogy
technology
learning support
support services
3b
3c
3d
8
9
13
5.16
6.4
2C1
2D1
pedagogy
feedback
environment
2.10
3.3.1.1
2.10
3.3.1.3
3.4.9
2.10
3.3.1.3
3.4.9
2.10
3.3.1.3
3.4.9
3.4.12
IIA2c
IIA2d
IIB3b
IIA1a
IIB3a
IIA1a
IIB3a
IIA1a
IIB3a
Academic and Social Support Network
Students benefit from having a personal network that enables them to obtain information about college services,
along with the academic and social support critical to student success. Because entering students often don’t
know what they don’t know, colleges must purposefully create those networks.
18l
Agreement: All instructors clearly explained
academic and student support services available at
this college
Published by the Center for Community College Student Engagement
© 2010 Permission granted for unlimited copying with appropriate citation
support services/
academic advising
3c
8
9
5.17
2D10
2.10
3.3.1.1
IIB3b
IIB4
SENSE Accreditation Toolkit
Page 12
SENSE Accreditation Item Key
SENSE
Item #
18m
18n
18o
18q
18r
18s
KEY
CONCEPTS
SENSE Item
Agreement: All Instructors clearly explained course
grading policies
Agreement: All instructors clearly explained course
syllabi (syllabuses)
Agreement: I knew how to get in touch with my
instructors outside of class
Agreement: At least one other student whom I didn't
previously know learned my name
Agreement: At least one instructor learned my name
Agreement: I learned the name of at least one other
student in most of my classes
pedagogy
communication
pedagogy
communication
pedagogy
environment
pedagogy
environment
pedagogy
environment
pedagogy
environment
HLC-NCA
MSCHE
NEASC
NWCCU
SACS
3b
11
5.16
3b
3b
3c
3b
3c
3b
3c
3b
3c
11
6
14
6
14
6
14
6
14
5.16
5.16
11.5
5.16
11.5
5.16
11.5
5.16
11.5
2C1
2C1
2C2
2C1
2D1
2C1
2D1
2C1
2D1
2C1
2D1
2.10
3.3.1.1
2.10
3.3.1.1
2.10
3.3.1.1
2.10
3.3.1.1
2.10
3.3.1.1
2.10
3.3.1.1
WASC
IIA2c
IIA2c
IIB3a
IIB3b
IIA3c
IIB3b
IIA3c
IIB3b
IIA3c
IIB3b
Other SENSE Items Relevant to Accreditation
11
11
Agreement: I took part in an online orientation prior to
the beginning of classes
Agreement: I attended an on-campus orientation
prior to the beginning of classes
(similar item CCSSE : 8h)
11
Agreement: I enrolled in an orientation course as part
of my course schedule during my first
semester/quarter at this college
(similar item CCSSE : 8h)
17e
Agreement: I was enrolled in a course specifically
designed to teach skills and strategies to help
students succeed in college during my first
semester/quarter at this college
(similar item CCSSE : 8f)
17f
Agreement: I was enrolled in an organized "learning
community" (two or more linked courses that a group
of students take together) during my first
semester/quarter at this college
(similar item CCSSE : 8i)
Published by the Center for Community College Student Engagement
© 2010 Permission granted for unlimited copying with appropriate citation
technology
support services/
orientation
3c
8
9
6.4
6.10
2D3
support services/
orientation
3c
8
9
6.4
6.10
2D3
rigor
learning support
support services/
orientation
3b
3c
8
9
5.15
6.4
6.10
2C1
2D3
rigor
learning support
placement
support services
3b
3c
3d
8
9
11
13
5.15
5.16
6.4
6.7
2A16
2C1
2D3
2.10
3.3.1.3
3.4.9
3.4.12
2.10
3.3.1.3
3.4.9
2.10
3.3.1.1
3.3.1.3
3.4.9
3.5.1
2.10
3.3.1.1
3.3.1.3
3.4.9
3.5.1
3b
3c
3d
8
9
11
13
14
2A16
2C1
2.10
3.3.1.1
3.3.1.3
3.4.9
3.5.1
curriculum
instruction
pedagogy
rigor
learning support
placement
support services
5.15
5.16
6.4
6.7
IIB3a
IIB3a
IIA1a
IIA1a
IIA2d
IIB4
IIA1a
IIA2d
IIB4
SENSE Accreditation Toolkit
Page 13
SENSE Accreditation Item Key
SENSE
Item #
18c
18k
SENSE Item
Agreement: All the courses I needed to take during
my first semester/quarter were available at times
convenient for me
Agreement: All instructors had activities to introduce
students to one another
Frequency and Satisfaction:
20a(2)
Academic advising/planning
20a(3)
(CCSSE : 13a1 and 13a2)
20b(2)
Frequency and Satisfaction: Career counseling
20b(3)
(CCSSE : 13b1 and 13b2)
Frequency and Satisfaction: Job placement
20c(2)
assistance
20c(3) (CCSSE : 13c1 and 13c2)
20d(3) Satisfaction with: Face-to-face tutoring
(CCSSE : 13d2)
20e(2)
20e(3) Frequency and Satisfaction: Online tutoring
(CCSSE : 13d1 and 13d2)
20f(3) Satisfaction with: Writing, math or other skill lab
(CCSSE : 13e2)
Frequency and Satisfaction: Financial assistance
20g(2)
advising
20g(3) (CCSSE : 13g1 and 13d2)
20h(3)
Satisfaction with: Computer lab
(CCSSE : 13h2)
20i(2) Frequency and Satisfaction: Student organizations
20i(3) (CCSSE : 13i1 and 13i2; similar item 10C)
Published by the Center for Community College Student Engagement
© 2010 Permission granted for unlimited copying with appropriate citation
KEY
CONCEPTS
HLC-NCA
MSCHE
NEASC
NWCCU
SACS
WASC
8
9
6
14
6.4
5.16
11.5
2D1
2C1
2D1
2.10
pedagogy
environment
3c
3b
3c
IIB3a
IIA2d
IIB3b
support services/
academic advising
3c
8
9
5.17
6.8
2D10
support services/
career counseling
3c
8
9
5.17
6.8
2D10
support services
3c
8
9
6.8
2D10
instruction
pedagogy
learning support
support services
3b
3c
3d
8
9
13
5.16
6.4
2C1
2D1
instruction
pedagogy
technology
learning support
support services
3b
3c
3d
8
9
13
5.16
6.4
2C1
2D1
instruction
pedagogy
learning support
support services
3b
3c
3d
8
9
13
5.16
6.4
2C1
2D1
support services/
financial aid
3c
8
9
6.11
2D8
instruction
pedagogy
technology
learning support
support services
3b
3c
3d
5.16
6.4
2C1
2D1
2.10
2.10
3.3.1.3
3.4.9
3.4.12
support services/
extracurricular
environment
3c
6.12
11.5
2D11
2.10
support services
scheduling
access
8
9
13
6
8
9
3.3.1.1
2.10
3.3.1.3
3.4.9
2.10
3.3.1.3
3.4.9
2.10
2.10
3.3.1.3
3.4.9
2.10
3.3.1.3
3.4.9
3.4.12
2.10
3.3.1.3
3.4.9
IIB3a
IIB3c
IIB3a
IIB3c
IIB3a
IIA1a
IIB3a
IIA1a
IIB3a
IIA1a
IIB3a
IIB3a
IIB3c
IIA1a
IIB3a
IIB3a
IIB3b
SENSE Accreditation Toolkit
Page 14
SENSE Accreditation Item Key
SENSE
Item #
SENSE Item
Frequency and Satisfaction: Transfer credit
20j(2)
assistance
20j(3)
(CCSSE : 13j1 and 13j2)
20k(2) Frequency and Satisfaction: Services to students
20k(3) with disabilities
(CCSSE : 13k1 and 13k2)
22
What has been your main source of academic
advising (those who responded it was instructors or
college staff)
Published by the Center for Community College Student Engagement
© 2010 Permission granted for unlimited copying with appropriate citation
KEY
CONCEPTS
HLC-NCA
MSCHE
NEASC
NWCCU
SACS
WASC
support services/
transfer
3c
5c
8
9
11
4.41
2A14
2D3
3.4.4
IIA6a
learning support
placement
support services
environment
diversity
3c
3d
6
8
9
6.7
11.5
2A16
2D1
support services/
academic advising
3b
3c
8
9
5.17
2D10
2.10
3.3.1.3
3.4.9
2.10
3.3.1.3
3.4.9
IIB3a
IIB3b
IIB3c
SENSE Accreditation Toolkit
Page 15