LFCC SENSE 09 DataDave Urso

John Milam

March 23, 2010

Male Female Part-time Full-time Traditional age (18–24)

Latino/ Hispanic

White African American

Asian Native American

Other

SENSE09 Respondents 0.44 0.56 0.26 0.74 0.8 0.2 0.54 0.19 0.04 0.02 0.04

LFCC Students 0.41 0.59 0.62 0.38 0.58 0.17 0.56 0.14 0.05 0.01 0.05

5%

15%

25%

35%

45%

55%

65%

75%

85%

Perc

ent D

istrib

ution

LFCC Entering Student Characteristics

Benchmark Descriptions

• Early Connections: Strong, early connection to someone at the college

• High Expectations: Perceive clear, high expectations from college staff and faculty

• Clear Academic Plan and Pathway: Help to set academic goals and to create a plan for achieving them

• Effective Track to College Readiness: Ensure that students build academic skills and receive needed support

• Engaged Learning: Foster engaged learning• Academic and Social Support Network: Personal network that

enables students to obtain information about college services, along with the academic and social support

Overall LFCC Benchmark Scores

Early

Connections

High Ex

pectati

ons and Asp

irations

Clear A

cadem

ic Plan

and Path

way

Effecti

ve Tr

ack to

College

Readiness

Enga

ged Le

arning

Academ

ic and So

cial S

upport Netw

ork0

10

20

30

40

50

6055.2

49.5

44.247.1

43.2

50.8

Benchmark Score ComparisonsCharacteristic

Early Connections

High Expectations &

AspirationsClear Academic Plan & Pathway

Effective Track to College Readiness

Engaged Learning

Academic & Social Support

NetworkLFCC Benchmark Score 55.2 49.5 44.2 47.1 43.2 50.82009 Cohort Colleges 50.0 50.0 50.0 50.0 50.0 50.0LFCC Difference 5.2 -0.5 -5.8 -2.9 -6.8 0.8

Medium-size Colleges 50.0 50.4 50.5 49.5 49.2 50.0LFCC Difference 5.2 -0.9 -6.3 -2.4 -6.0 0.8

Achieving the Dream schools 50.2 49.8 51.1 51.2 51.2 50.5LFCC Difference 5.0 -0.3 -6.9 -4.1 -8.0 0.3

Attendance StatusPart-Time 55.2 50.3 44.1 46.9 41.3 49.2Full-Time 55.3 47.3 44.7 47.5 48.6 55.2

Developmental StatusDevelopmental 59.5 49.6 47.4 54.4 43.8 51.1Non-Developmental 50.2 50.0 39.8 37.5 42.6 50.7

AgeTraditional College 51.9 46.7 42.8 45.2 43.0 49.9Nontraditional 67.2 61.1 50.8 54.2 44.4 54.8

Parental EducationFirst-Generation 60.5 53.8 49.3 50.8 43.5 57.0Not First-Generation 51.3 46.3 40.5 44.3 43.0 46.1

GenderMale 54.4 42.9 45.1 44.8 40.9 46.9Female 55.6 54.6 43.1 48.2 45.2 53.9

Race/EthnicityWhite 53.6 48.0 43.1 45.5 43.3 49.9African American 69.4 60.2 56.3 56.0 48.2 63.5Asian 55.0 59.1 34.3 60.4 47.5 67.4Hispanic/Latino 51.6 42.2 44.6 48.5 35.8 54.3Native American 53.3 57.7 35.3 45.2 42.6 29.3Other 55.6 52.6 42.9 47.0 38.9 40.3

Early Connections Benchmark -55.2

Part-Ti

me

Full-T

ime

Develo

pmental

Non-Dev

elopmen

tal

Traditional

Age

Nontraditional-

Age

First-

Genera

tion

Not Firs

t-Gen

eration

Male

Female

White

African

American

Hispan

ic/Lati

no0

10

20

30

40

50

60

70

80

55.2 55.3

59.5

50.251.9

67.2

60.5

51.354.4 55.6

53.6

69.4

51.6

Early Connections – Questions1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree

• The very first time I came to this college I felt welcome - Mean 4.14 - 33.3% strongly agree (SA), 0.2% strongly disagree (SD)

• The college provided me with adequate information about financial assistance (scholarships, grants, loans, etc.) - Mean 3.56 - 20.7% SA, 5.5% SD

• A college staff member helped me determine whether I qualified for financial assistance - Mean 2.92 - 12.8% SA, 11.8% SD

• At least one college staff member (other than an instructor) learned my name - Mean 3.12 - 33.3% SA, 13,4% SD

• A specific person was assigned to me so I could see him/her each time I needed information or assistance. (yes/no) – 33.7% yes

Interpreting Strengths & Opportunities

• NSOs are beneficial• In-reach/Outreach and

new personnel• Financial Aid Sessions• Career Coaches• Internalizing SDV

instructor’s pool

• Advertising in high schools (football programs, yearbooks)

• Maximize DE population transferring in to LFCC

• Creating a One Stop Shop

Clear Academic Plan & Pathway – 44.2

Part-Ti

me

Full-T

ime

Develo

pmental

Non-Dev

elopmen

tal

Traditional

Age

Nontraditional-

Age

First-

Genera

tion

Not Firs

t-Gen

eration

Male

Female

White

African

American

Hispan

ic/Lati

no0

10

20

30

40

50

60

70

80

44.1 44.747.4

39.842.8

50.8 49.3

40.5

45.143.1 43.1

56.3

44.6

Clear Plan & Pathway – Questions1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree

• I was able to meet with an academic advisor at times convenient for me - Mean 3.54 - 15.1% SA, 2.1% SD

• An advisor helped me to select a course of study, program or major- Mean 3.16 - 16.9% SA, 8.3% SD

• An advisor helped me to set academic goals and to create a plan for achieving them - Mean 3.02 - 9.9% SA, 8.0% SD

• An advisor helped me to identify the courses I needed to take during my first semester/quarter - Mean 3.43 - 19.8% SA, 7.1% SD

• A college staff member talked with me about my commit-ments outside of school to help me figure out how many courses to take - Mean 2.78 - 7.8% SA, 12.6% SD

Interpreting Strengths & Opportunities

• Intrusive Developmental Advising

• Being accessible for non-traditional and first generation students that seek-out advising

• Assure students of resources– More SDV CCA 8 earlier

in semester

• Address balancing outside commitments

• Minimize Self-Advising• Prepare for increase in

undecided/apathetic students

Engaged Learning Benchmark – 43.2

Part-Ti

me

Full-T

ime

Develo

pmental

Non-Dev

elopmen

tal

Traditional

Age

Nontraditional-

Age

First-

Genera

tion

Not Firs

t-Gen

eration

Male

Female

White

African

American

Hispan

ic/Lati

no0

10

20

30

40

50

60

70

80

41.3

48.6

43.8 42.6 43.0 44.4 43.5 43.040.9

45.243.3

48.2

35.8

Engaged Learning – Questions1=Never, 2=Once, 3=Two or Three, 4= Four or More

• Ask questions in class or contribute to class discussions - Mean 2.78 - 9.6% never, 20.2% four+ X

• Prepare at least two drafts of a paper or assignment before turning it in - Mean 2.09 - 30.2% never, 5.7% four+ X

• Participate in supplemental instruction - Mean 1.29 – 78.5% never, 1.7% four+ X

• Work with other students on a project or assignment during class - Mean 2.45 – 16.4% never, 15.6% four+ X

• Work with classmates outside of class on class projects or assignments - Mean 1.43 – 66.6% never, 4.3% four+ X

• Participate in a required study group outside of class- Mean 1.11 – 90.7% never, 1.4% four+ X

Engaged Learning – Questions – pt. 2 1=Never, 2=Once, 3=Two or Three, 4= Four or More

• Participate in a student-initiated (not required) study group outside of class - Mean 1.16 – 87.1% never, 1.9% four+ X

• Use an electronic tool to communicate with another student about coursework - Mean 1.99 – 39.7% never, 18.7% four+ X

• Use an electronic tool to communicate with an instructor about coursework - Mean 2.09 – 35.3% never, 16.9% four+ X

• Discuss an assignment or grade with an instructor - Mean 2.02 – 32.3% never, 4.7% four+ X

• Ask for help from instructor regarding questions or problems related to a class - Mean 2.17 – 26.4% never, 8.4% four+ X

• Receive prompt written or oral feedback from instructors on your performance - Mean 2.33 – 23.7% never, 10.5% four+ X

Engaged Learning – Questions – pt. 3 1=Never, 2=Once, 3=Two or Three, 4= Four or More

• Discuss ideas from readings or classes with instructors outside of class - Mean 1.38 – 73.9% never, 2.7% four+ X

• Use face-to-face tutoring - Mean 1.09 – 94.3% never, 0.7% four+ X

• Use writing, math or other skill lab - Mean 1.21 – 87.6% never, 2.9% four+ X

• Use computer lab - Mean 1.58 – 64.0% never, 9.0% four+ X

Interpreting Strengths & Opportunities

• SLC – Resources– Miriam’s Involvement

• Student Life– Faculty Supplement– Clubs & Orgs

• Examples from SDV– Wooden Nickels– Critical Thinking Module– Internal instructor Pool

• CCSSE told us this, also• Place a greater

emphasis on engagement in the first 3 weeks of the semester

Overall LFCC Benchmark Scores

Early

Connections

High Ex

pectati

ons and Asp

irations

Clear A

cadem

ic Plan

and Path

way

Effecti

ve Tr

ack to

College

Readiness

Enga

ged Le

arning

Academ

ic and So

cial S

upport Netw

ork0

10

20

30

40

50

6055.2

49.5

44.247.1

43.2

50.8

The Big Picture – Where Do We Go From Here?

Engage Early – Design strategic interventions that

emphasize establishing community and fostering relationships during the

first 3 weeks of the semester.

Promote Individual Attention – Effectively partner every student

with an accessible resource that is

committed to their success.

Develop Critical Learners – Enhance the learning

environment in ways that continue to challenge

critical thinking and make students active participants

in the learning process.

Closing thoughts…

• LFCC has committed to doing the CCSSE again in 2011. This gives us one year to do a focused implementation of several key concepts and evaluate their impact.

• The graduate student survey must be used more effectively to gauge the student experience in these areas and give us cost-effective chances to watch our progress.

• What is your interpretation and/or plan of action based on the results?

• Other questions, comments or ideas?