SENSE 2013 Findings for
College of Southern Idaho
Presentation Overview
 SENSE Overview
 Student Respondent Profile
 SENSE Benchmarks
 Community College Students and Stories
 Strategies to Promote Learning that
Matters
2
SENSE Overview
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
4
The Survey of Entering Student
Engagement (SENSE)
SENSE helps
community and
technical colleges
understand the
experience of entering
students and engage
these students in the
earliest weeks of their
college experience.
5
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
• Identify areas in which we can improve
 Basic principles
• Grounded in research about what works to retain and
support entering students
• Reports data publicly
• Is committed to using data for improvement
6
Student Respondent Profile
at College of Southern Idaho
Excluded Respondents
 The following respondents were excluded from
reporting:
• Respondent did not indicate enrollment status
• Respondent did not indicate whether he or she was an
entering or returning student
• Respondent marked invalid response selections
• Respondent under the age of 18
• Respondent indicated previous survey submission
 Oversample respondents were also excluded.
8
Student Respondent Profile:
Enrollment Status
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
78%
22%
74%
26%
Less than Full-Time
College of Southern Idaho
Full-Time
SENSE 2013 Cohort
Source: 2013 SENSE data
9
Student Respondent Profile:
Age
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
87%
82%
18%
13%
18-24
College of Southern Idaho
25+
SENSE 2013 Cohort
Source: 2013 SENSE data
10
Student Respondent Profile:
Sex
60%
50%
55%
43%
54%
43%
40%
30%
20%
10%
0%
Male
College of Southern Idaho
Female
SENSE 2013 Cohort
Source: 2013 SENSE data
11
Student Respondent Profile: Race & Ethnicity
SENSE 2013 Cohort
College of Southern Idaho
59%
52%
25%
16%
4% 3%
Other
Source: 2013 SENSE data
2% 1%
American
Indian or
Native
American
3% 1%
18%
2%
Asian, Asian
Black or
American, or
African
Pacific
American,
Islander
Non-Hispanic
Hispanic,
Latino,
Spanish
White, NonHispanic
12
Student Respondent Profile:
First-Generation Status
First-Generation
38%
Not FirstGeneration
62%
Source: 2013 SENSE data
13
Student Respondent Profile:
Orientation
I took part in an online
orientation prior to the
beginning of classes
4.8%
I attended an on-campus
orientation prior to the
beginning of classes
16.5%
38.6%
1.9%
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
39.0%
I was unable to participate in
orientation due to scheduling or
other issues
Source: 2013 SENSE data
14
Student Respondent Profile: Courses Dropped
3.1%
0.3%
11.0%
None
One
Two
Three
85.7%
Source: 2013 SENSE data
15
Student Respondent Profile:
Course Registration
3.4%
0.3%
More than one
week before
classes began
9.5%
During the
week before
classes began
86.7%
During the first
week of
classes
After the first
week of
classes
Source: 2013 SENSE data
16
Source: 2013 SENSE data
6-10 hours
CSI
20.70%
19.20%
19.8%
15.80%
15.10%
15.0%
1-5 hours
12.80%
12.70%
12.1%
9.30%
7.10%
6.8%
None
7.30%
8.90%
8.8%
34.10%
37%
37.5%
Student Respondent Profile:
Employment
11-20 hours 21-30 hours More than 30
hours
Large Colleges
2013 Cohort
17
Transfer to a 4-year
college or university
Source: 2013 SENSE data
CSI
Obtain an Associate
degree
Large Colleges
58.30%
58.20%
71.10%
79.60%
78.90%
86.80%
75.40%
77.80%
68.50%
Student Respondent Profile: Goals
Complete a certificate
2013 Cohort
18
SENSE Benchmarks
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
20
Source: 2013 SENSE data
CSI
Large Colleges
Engaged
Learning
47.7
49
55.3
Effective
Track to
College
Readiness
59.1
Clear
Academic
Plan and
Pathway
43.9
49.4
53.2
49.6
58.2
Early
High
Connections Expectations
and
Aspirations
53.1
47.7
58.5
48.8
49.7
55.1
46.6
46.7
56.8
SENSE Benchmarks for
Effective Educational Practice
Academic
and Social
Support
Network
Top Performing Colleges
21
Early Connections
38.90%
26.10%
21%
21.80%
A specific person was assigned to me so I could see him/her each time I
needed information or assistance
CSI
Top Performing Colleges
Large Colleges
2013 Cohort
Source: 2013 SENSE data
22
Early Connections
47.40%
51.80%
44.30%
47.30%
36.60%
43.60%
31.70%
28.40%
52.70%
58.80%
49.60%
45.80%
74.00%
78.10%
71.70%
69.40%
Agree or Strong Agree
The very first time I The college provided
A college staff
At least one college
came to this college I me with adequate
member helped me staff member learned
felt welcome
information about
determine whether I
my name
financial assistance qualified for financial
assistance
Source: 2013 SENSE data
CSI
Large Colleges
Top Performing Colleges
2013 Cohort
23
High Expectations and Aspirations
CSI
Large
Colleges
Top
Performing
Colleges
2013
Cohort
I have the motivation to do
what it takes to succeed in
college
91.8%
90.2%
92.7%
90.2%
I am prepared academically to
succeed in college
84.2%
85.6%
89.2%
76.0%
The instructors at this college
want me to succeed
87.8%
86.8%
89%
87.7%
Percent of Student who
AGREED OR STRONGLYAGREED
with the following statements
24
High Expectations and Aspirations
CSI
Large
Colleges
Top
Performing
Colleges
2013
Cohort
Turned in an assignment
late
93.3%
92.3%
94.2%
92.2%
Did Not turn in an
assignment
92.6%
92.6%
94.9%
92.9%
Went to class without
completing readings or
assignments
86.8%
86.3%
90%
86%
Skipped class
87.2%
92%
92.5%
91.8%
Percent of Student who
responded Never or Once:
25
Clear Academic Plan and Pathway
Agree or Strongly Agree
76.5%
68.6%
59.3%
63.5%
33.4%
I was able to meet with an academic advisor at times
convenient for me
38.0%
28.1%
29.9%
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
College of Southern Idaho
Large Colleges
Top Performing Colleges
2013 Cohort
Source: 2013 SENSE data
26
Clear Academic Plan and Pathway
Agree or Strongly Agree
85.0%
78.4%
74.2%
68.9%
68.2%
59.0%
72.2%
62.1%
54.8%
43.4%
40.0%
42.3%
An advisor helped me to select a
An advisor helped me to set
An advisor helped me to identify
course of study, program, or
academic goals and to create a
the courses I needed to take
major
plan for achieving them
during my first semester/quarter
College of Southern Idaho
Top Performing Colleges
Large Colleges
2013 Cohort
Source: 2013 SENSE data
27
Effective Track to College Readiness
Percent of students who
agreed with the following
statements.
Before I could register for classes I
was required to take a placement
test to assess my skills in reading,
writing, and/or math
I took a placement test
This college required me to enroll
in classes indicated by my
placement test scores during my
first
semester/quarter
Source: 2013 SENSE data
CSI
Large
Top
2013
Colleges Performing Cohort
Colleges
93.8%
82.9%
94.4%
84.9%
96.2%
86.2%
95.4%
88.6%
78.4%
70%
87.1%
71.2%
28
Effective Track to College Readiness
Percent of students who
agreed or Strongly Agreed
with the following statements.
I learned to improve my study skills
(listening, note taking, highlighting
readings, working with others, etc.)
I learned to understand my
academic strengths and
weaknesses
I learned skills and strategies to
improve my test-taking ability
CSI
Large
Colleges
Top
Performing
Colleges
2013
Cohort
67.2%
73.4%
77.4%
74.2%
65.9%
71.2%
73.6%
71.6%
49.8%
55.5%
59.2%
58.8%
Source: 2013 SENSE data
29
Engaged Learning
Percent of students
answering “Never” to the
following questions:
Top
Large
2013
Performing
Colleges
Cohort
Colleges
CSI
Prepare at least two drafts of a
paper or assignment before
turning it in
28.1%
28.3%
28.7%
28.2%
Participate in supplemental
instruction (extra class sessions
with an instructor, tutor, or
experienced student)
74.9%
68.2%
64.2%
68.3%
Participate in a student-initiated
(not required) study group outside
of class
85.7%
82.2%
77%
82.2%
Source: 2013 SENSE data
30
Engaged Learning
Percent of students
answering “Never” to the
following questions:
Top
Large
2013
Performing
Colleges
Cohort
Colleges
CSI
Discuss an assignment or grade
with an instructor
35.7%
33.3%
27.5%
33.0%
Ask for help from an instructor
regarding questions or problems
related to a class
27.2%
23.4%
16.1%
23.5%
Receive prompt written or oral
feedback from instructors on your
performance
29.9%
24.9%
18.1%
24.9%
Discuss ideas from readings or
classes with instructors outside of
class
Source: 2013 SENSE data
73.8%
65.3%
57.8%
65.7%
31
Academic and Social Support Network
Agree or Strong Agree
87.7%
90.7%
87.1%
2013 Cohort
89.7%
90.1%
87.4%
90.3%
92.5%
88.3%
Top Performing Colleges
89.5%
87.8%
90.2%
Large Colleges
68.8%
76.4%
67.6%
55.20%
CSI
All instructors clearly
explained academic
and student support
services available
All instructors clearly
explained course
grading policies
All instructors clearly
explained course
syllabi
I knew how to get in
touch with my
instructors outside of
class
Source: 2013 SENSE data
32
Academic and Social Support Network
Agree or Strong Agree
CSI
Large Colleges
77.3%
2013 Cohort
92.8%
88.0%
82.3%
Top Performing Colleges
82.0%
85.9% 86.0%
86.9%
85.1% 85.3%
90.7%
85.7%
At least one other student At least one instructor learned I learned the name of at least
my name
one other student in most of
whom I didn’t previously know
my classes
learned my name
Source: 2013 SENSE data
33
Benchmarking – and Reaching for
Excellence
The most important
comparison:
where we are now,
compared with
where we want to be.
34
Community College
Students and Stories
Student Persistence: Future Plans
When do you plan to take classes at this college again?
3.7% 1.4%
25.5%
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
69.4%
Uncertain
Source: 2013 SENSE data
36
Developmental Education
Placement into Developmental Courses
44.2%
46.0% 47.3%
38.0%
25.5% 25.5%
29.5% 29.3%
27.2% 26.5% 27.4%
17.1%
Developmental
Reading
Source: 2013 SENSE data
Developmental
Writing
CSI
Developmental Math Didn't place into any
Developmental
courses
Large Colleges
2013 Cohort
37
Developmental Education
Enrollment in the first semester
49.4% 48.9% 49.3%
29.6% 29.1%
30.4%
32.3% 32.9%
27.8%
30.3%
18.4%
5.8%
Developmental
Reading
Source: 2013 SENSE data
Developmental
Writing
CSI
Developmental Math
Large Colleges
Student Success
2013 Cohort
38
Strategies to Promote
Learning that Matters
Strategies to Promote Learning that
Matters
The Center describes key strategies to promote
strengthened classroom experiences:
 Strengthen classroom engagement
 Integrate student support into learning
experiences
 Focus institutional policies on creating the
conditions for learning
40
Strengthen Classroom Engagement
 Raise expectations
 Promote active, engaged learning
 Build and encourage relationships
 Ensure that students know where they
stand
41
Raise Expectations
Instructors should set
high standards and
communicate them
clearly, deliberately,
and consistently.
42
Raise Expectations
Students report that they are motivated to
succeed:
 91.8% of students “Agree” or “Strongly
Agree” that they have the motivation to do
what it takes to succeed in college
Source: 2013 SENSE data
43
Raise Expectations
But expectations may not be as high as they need to be:
Time Spent Studying
Five or
fewer
hours
39%
61%
More
than 5
hours
Source: 2013 SENSE data
44
Promote Active, Engaged Learning
Students learn and retain
more information — and
persist and succeed at
higher levels — when they
are actively involved in
learning rather than
passively receiving
information.
45
Promote Active, 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?
Percentage of students responding NEVER
67.6% 66.5%
65.6%
56.5%
24.7% 21.5%
13.6% 7.7% 5.5% 7.8%
21.4%
12.5%
Asked questions in class or Worked with other students on
contributed to class
projects during class
discussions
CSI
Source: 2013 SENSE data
Large Colleges
Worked with class mates
outside of class on class
projects or assignments
Top Performing Colleges
2013 Cohort
46
Build and Encourage Relationships
Personal connections
are a critical factor in
student success
47
Build and Encourage Relationships
Entering Students’ Interaction with Faculty
“I knew how to get in touch with my
instructors outside of class.”
8.1%
Discussed ideas from readings or classes with
instructors outside of class.
2.3%
3.1%
9.0%
14.1%
73.8%
89.7%
Agree or Strongly Agree
Neutral
Disagree or Strongly Disagree
Never
Once
Two or Three Times
Four or more times
Source: 2013 SENSE data
48
Ensure that Students
Know Where They Stand
Feedback on
academic
performance greatly
affects student
retention
49
Ensure that Students Know Where They Stand
Four or more times Two or three times
CSI
Source: 2013 SENSE data
Large Colleges
Once
Top Performing Colleges
24.9%
18.1%
24.9%
29.9%
29.0%
25.1%
29.4%
26.8%
33.2%
39.1%
32.8%
13.0%
17.8%
12.8%
11.5%
31.9%
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?
Never
2013 Cohort
50
Integrate Student Support into Learning
Experiences
Students are most likely
to succeed when
expectations are high
and they receive the
support they need to
rise to those
expectations
51
Integrate Student Support into
Learning Experiences
How often did you use Academic Advising?
43.5%
45.7%
42.7%
35.3% 34.8% 36.0%
17.8% 16.6% 18.1%
3.3% 3.0% 3.2%
Never
Once
CSI
Two or Three Times
Large Colleges
Four or More times
2013 Cohort
52
Integrate Student Support into
Learning Experiences
How satisfied were you with Academic Advising?
42.3%
39.7%
39.3%
33.7%
29.1% 30.1%
24.1%
26.2%
20.3%
6.2%
Not applicable
CSI
4.5% 4.5%
Not at all
Large Colleges
Somewhat
Very
2013 Cohort
53
Integrate Student Support into
Learning Experiences
How often did you use Career Counseling?
80.8% 81.6% 81.9%
14.8% 13.3% 13.0%
Never
Once
CSI
3.2% 4.2% 4.1%
1.1% 0.9% 0.9%
Two or Three Times
Four or More times
Large Colleges
2013 Cohort
54
Integrate Student Support into
Learning Experiences
How satisfied were you with Career Counseling?
77.4% 76.2% 76.3%
12.6%
10.0% 9.9%
3.5% 3.6% 3.7%
Not applicable
Not at all
CSI
Large Colleges
Somewhat
6.5%
10.2% 10.1%
Very
2013 Cohort
55
Integrate Student Support into
Learning Experiences
How often did you use Skill Labs?
82.5%
66.2% 64.1%
7.6%
Never
12.1% 11.8%
6.3%
Once
CSI
3.5%
Two or Three Times
Large Colleges
11.7% 13.3%
10.0% 10.7%
Four or More times
2013 Cohort
56
Integrate Student Support into
Learning Experiences
How satisfied were you with skill labs?
79.0%
62.8% 60.8%
10.9%
15.2% 15.7%
6.9%
3.2% 2.4% 2.5%
Not applicable
Not at all
CSI
Large Colleges
19.6% 21.0%
Somewhat
Very
2013 Cohort
57
Integrate Student Support into
Learning Experiences
How often did you use Financial Aid Advising?
56.0%
51.9%
48.5%
26.7%
23.6%
26.3%
18.3%
14.3% 15.6%
6.5% 6.0% 6.2%
Never
Once
CSI
Two or Three Times
Large Colleges
Four or More times
2013 Cohort
58
Integrate Student Support into
Learning Experiences
How satisfied were you with Financial Aid Advising?
52.5%
47.9%
48.5%
24.8%
24.4%
18.9% 19.9%
9.2%
Not applicable
21.2%
18.1%
7.4% 7.2%
Not at all
CSI
Large Colleges
Somewhat
Very
2013 Cohort
59
Integrate Student Support into
Learning Experiences
How often did you use Computer Lab?
50.0%
47.2% 46.7%
21.4%
15.4%
Once
Two or Three Times
13.2%
Never
CSI
17.4% 17.4%
17.2% 16.9%
Large Colleges
18.3% 19.1%
Four or More times
2013 Cohort
60
Integrate Student Support into
Learning Experiences
How satisfied were you with Computer Lab?
48.2%
45.2% 44.4%
36.8% 35.4% 36.5%
17.2% 17.0%
12.5%
2.6% 2.2% 2.1%
Not applicable
Not at all
CSI
Large Colleges
Somewhat
Very
2013 Cohort
61
Integrate Student Support into
Learning Experiences
How often did you use Student Organizations?
87.9% 87.2% 86.9%
6.1% 7.4% 7.3%
4.0% 3.4% 3.6%
2.1% 2.1% 2.2%
Once
Two or Three Times
Four or More times
Never
CSI
Large Colleges
2013 Cohort
62
Integrate Student Support into
Learning Experiences
How satisfied were you with Student Organizations?
81.1% 81.5% 80.9%
3.3% 2.9% 2.9%
Not applicable
7.0% 7.2% 7.3%
8.6% 8.4% 8.9%
Somewhat
Very
Not at all
CSI
Large Colleges
2013 Cohort
63
Integrate Student Support into
Learning Experiences
How often did you use Transfer Credit Assistance?
89.7% 88.9% 88.3%
6.8% 8.4% 9.0%
Never
Once
CSI
2.5% 1.9% 2.0%
1.0% 0.7% 0.7%
Two or Three Times
Four or More times
Large Colleges
2013 Cohort
64
Integrate Student Support into
Learning Experiences
How satisfied were you with Transfer Credit Assistance?
86.5%
82.7% 81.8%
2.2% 3.8% 3.7%
Not applicable
7.1% 6.4% 6.9%
Not at all
CSI
Large Colleges
Somewhat
4.3%
7.2% 7.6%
Very
2013 Cohort
65
Focus Institutional Policies on Creating
the Conditions for Learning
Institutional policies focused
on student success are most
effective when colleges
mandate student participation
in activities that are shown to
increase persistence and
improve student outcomes
66
Focus Institutional Policies on Creating
the Conditions for Learning
Class Attendance
During the first three weeks of your first semester/quarter at this college, about
how often have you skipped class?
1.0%
Four or more times
11.7%
Two or three times
14.8%
Once
Never
72.4%
Source: 2013 SENSE data
67