Making SENSE of Texas Entering Community College Students 2012 TAIR Conference Corpus Christi TX Center for Community College Student Engagement Research and service center at The University of Texas at Austin Community College Leadership Program ID: 266081
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Slide1
Disaggregate to Appreciate
Making SENSE of Texas’ Entering Community College Students
2012
TAIR
Conference
Corpus Christi, TXSlide2
Center for Community College Student Engagement
Research and service center at The University of Texas at Austin, Community College Leadership ProgramCurrently serve 826 community and technical colleges across the United States, Canada, Bermuda, Nova Scotia, the Northern Marianas, and the Marshall Islands Provide national and college-level data on student engagement (approx. 1.7 million respondents), faculty engagement, and promising high-impact institutional practices
2Slide3
Center for Community College Student Engagement
3Survey of Entering Student Engagement (SENSE
);
a
dministered during the fall term, 4
th
and 5
th
weeks of classgathers information on entering students’ earliest experiences at the college from the time they decide to enroll through their first three weeks in class
Community College Survey of Student Engagement (CCSSE)
Community College Faculty Survey of Student Engagement (CCFSSE)
Community College Institutional Survey (CCIS)Slide4
Making SENSE
of Entering Community College StudentsWhat are entering community college students saying about their experiences three weeks in?
Are all student subgroups saying the same thing?
What are the implications for institutional policy and practice?
How do we know?Slide5
Goals of disaggregation
Demonstrate how breaking data down into subgroups yields more in depth information than just relying on benchmark scores to paint a picture5
Show and discuss how student characteristics intersect with institutional policies and practicesSlide6
Benchmarks: Effective Practice with Entering Students
6Engaged Learning
Academic and Social Support Network
Early Connections
Effective Track to College
Readiness
Clear Academic Plan and Pathway
High
Expectations and Aspirations
SENSE
Benchmarks: groupings of conceptually related itemsSlide7
Effective Practice with Entering Students
7Before I could register for classes I was required to take a placement test(Effective Track to College Readiness)
An advisor helped me to set academic goals and to create a plan for achieving
them
(Clear Academic Plan and Pathway)
The first time I came to the college I felt welcome
(Early Connections
)
Discuss an assignment or grade with an instructor(Engaged Learning)
All instructors clearly explained course grading policies (Academic and Social Support Network)
Item-level data
I
am prepared academically to succeed in
college
(High Expectations and Aspirations)Slide8
A Closer Look
8Developmental & Non-Developmental
Male & Female
Less Than Full-time & Full-time
Traditional Aged & Non-Traditional Aged
First-Generation &
Not First-Generation
Dissect the data for a clearer pictureSlide9
A Closer Look
9Developmental & Non-Developmental
Male & Female
Less Than Full-time & Full-time
Traditional Aged & Non-Traditional Aged
First-Generation &
Not First-Generation
Dissect the data for a clearer pictureSlide10
Student Profile:
A Look at Texas StudentsSlide11
Texas vs. the Cohort:
Enrollment StatusCompared to the SENSE Cohort, more Texas students are enrolled less than full-time
11
Source:
2010
SENSE
CohortSlide12
Texas vs. the Cohort: Race/Ethnicity
Compared to the SENSE Cohort, more Texas students are Hispanic 12
Source:
2010
SENSE
CohortSlide13
Texas vs. the Cohort:
Developmental EducationOf Texas’ Developmental students:50% are in one type
32% are in two types
18% are in three types
Math
is the most common type of Developmental course in which entering students are enrolled
82% of Texas students
77% of Cohort
13
Source:
2010 SENSE CohortSlide14
Data Digging:
A Closer Look at a Student SubgroupSlide15
Disaggregation Example: Developmental vs. Non-Developmental
15Statistically significant and interesting results on survey items from Texas respondents
Alpha level of 0.001
Cohen’s D effect size of 0.20 or greater
Ability for
SENSE
colleges to run similar breakouts via the
SENSE
online reporting system or using their raw data fileSlide16
More students enrolled in Developmental courses have the goal of obtaining an associate degree or certificate
More students not enrolled in Developmental courses have the goal of transferring to a 4-year
16
Source:
2010
SENSE
Cohort
Developmental
vs. Non-Developmental:
Goals for Attending CollegeSlide17
Goal Setting and Academic Planning
17Academic advising is key to student success.
With differing goals between subgroups of entering students, how do colleges ensure students are starting off on the right track with goal setting and academic planning?Slide18
18
Academic AdvisingVideo RemovedSlide19
Developmental / Non-Developmental: Academic Advising
Fewer Developmental students report knowing about academic advising compared to Non-Developmental students.However, Developmental and Non-Developmental students report the same on use
of academic advising.
19
Source:
2010
SENSE
Cohort
Only 53% use academic planning/advising servicesSlide20
Developmental / Non-Developmental: Academic Advising
Academic advising for entering students not enrolled in developmental coursework who plan to transfer to a 4-year institution
20
Academic advising for entering students
enrolled in developmental
coursework who seek to earn a
credential
vs.
Should these conversations be the same? Slide21
Implications for Institutional Policy and Practice
Is your college setting priorities that align with the needs of your entering students?Consider Academic Advising…
Is it required for all entering students?
Are goal setting and planning a part of the conversation?
Do all advisors talk with students about outside commitments and how those commitments may impact the number of classes the student can successfully complete in the given term?
21Slide22
Developmental vs. Non-Developmental: Orientation and The First Class Day
Developmental and Non-Developmental students in Texas are similar on:Participating in orientation before classes (49%)
Agreeing that all instructors clearly explained course syllabi
(91%)
22
Source:
2010
SENSE
CohortSlide23
Developmental vs. Non-Developmental:
First Three Weeks of ClassAfter just three weeks of class, many students report coming to class without completing readings or assignments.
But,
fewer
developmental students report doing so.
23
Source:
2010
SENSE
CohortSlide24
Implications for Institutional Policy and Practice
Is your college setting priorities that align with the needs of your entering students?Consider Coming to Class Unprepared…
Does the college provide guidelines to
all instructors
on what
policies should
be
outlined in
their syllabi?Are class attendance policies clearly stated in each instructor’s syllabi?Do students understand the consequences for choosing to attend class unprepared or choosing to skip class?Are student- and instructor-initiated drop policies clearly explained to all students and instructors?24Slide25
Developmental vs. Non-Developmental: Knowledge and Use of Skills Labs
More Developmental students report knowing about skills labs and use them more often
25
Source:
2010
SENSE
CohortSlide26
Developmental vs. Non-Developmental: Knowledge and Use of Computer Labs
More developmental students report using computer labs.
26
Source:
2010
SENSE
CohortSlide27
Implications for Institutional Policy and Practice
Is your college setting priorities that align with the needs of your entering students?Consider Use of Skills and Computer Labs...Are they built into the course?
Are labs open and available to all students?
Are all students consistently encouraged to
use these
services, or is only a targeted group of
students encouraged?
27Slide28
28
Your College’s SENSE Data
Looking at your college’s data using this same method of disaggregation could help inform other aspects of the students’ experiences during the first three weeks in college.
This is how you do it…Slide29
SENSE Institutional Reports:
Custom ReportingSlide30
SENSE Online Reporting System
30www.ccsse.org/sense/members/archive.cfmSlide31
Using your SENSE Data File:
Further AnalysisSlide32
SENSE Data File
32When do you get it? Provided via online reporting system when results are released
What’s in it?
The data file contains
responses from all
students at the college
who completed
SENSE
, with the exception of invalid surveys and those completed by students under the age of 18.
What is NOT in it?Texas state law prohibits the sharing of student identifiers via the web; therefore, the data file accessible via the online reporting system does NOT include student IDs.
Why would I want to have student IDs?Slide33
Student Identifiers—Make Request
Having students IDs in the data file will enable the college to match engagement data to outcome data by respondent—a key element of tracking the link between students’ engagement behaviors and institutional policies and practices
.
33
The
goal is not to track
an individual student but rather to track a subgroup
of students (e.g., engagement levels and learning outcomes of developmental students
).Contact your SENSE Liaison to request your
SENSE data file with student IDs.Slide34
Using the Raw Data File
Using Statistical SoftwareUsing Excel34Slide35
35
Making SENSE of Your College’s Entering Community College Students
What are your college’s entering students saying about their earliest experiences?
Dig deep.
Challenge your assumptions. Slide36
Contact Information:
April JuárezProgram Coordinator, Student Success BY THE NUMBERS Initiative512-232-3744juarez@ccsse.org
Janelle Guillory
Research Associate
512-232-6453
guillory@cccse.org