SENSE Engagement Background SENSE (Survey of Entering Student - PDF document

Survey of Entering Student SENSE Engagement

Background � SENSE (Survey of Entering Student Engagement). Part of MetLife “Starting Right” initiative. � Focus on early front door experiences. � Quantitative research- Survey (September 2007) � 88 classes were randomly selected � Preparatory and gatekeeper courses (REA0001C/6C, MAT0012/24/1033, ENC0010/21/1101) � Qualitative research- focus groups/interviews (October 2007) � Interview with President Armstrong � Focus group with entering students (n=16) � Focus group with faculty and student support staff (n=9)

Why focus on entering students? � Community colleges have unique issues that relate to student success, particularly retention and graduation. � A large number of students leave during their first semester or do not return for their second semester. These students are termed “one term and outers” � Research has shown that events of the first semester are critical in determining the success of students. Students who can successfully complete 12-15 credit hours are more likely to be retained.

Survey population � 1,142 students participated in this survey. A little over one-half were entering (new) students. Entering and Returning Students 56% 60% 50% 44% 40% 30% 20% 10% 0% Entering Returning

Enrollment Status � Around one-third of the entering students self identified as part-time students. Enrollment Status of BCC's Entering Students Full-time 68% Part-time 32% 0% 10% 20% 30% 40% 50% 60% 70% 80%

Gender � A little over one-half were female Gender Distribution of BCC's Entering Students 58% 54% 54% 50% 46% 46% 42% 38% 34% 30% Female Male

Age Group � The entering student population is relatively young. 85% of these students are aged between 18 and 21 years-old. BCC 2007 cohort Age group (years) n % n % 18 to 19 457 74% 4,184 66% 20 to 21 71 11% 736 12% 22 to 24 33 5% 462 7% 25 to 29 24 4% 398 6% 30 to 39 16 3% 360 6% 40 to 49 13 2% 157 2% 50 to 64 5 1% 45 1% 65+ 1 0% 2 0% Total 620 100% 6,344 100%

Race/Ethnicity � BCC’s entering students are racially and ethnically diverse. Race/Ethnicity (Entering only) BCC 2007 cohort American Indian 5 1% 80 1% Asian 24 4% 298 5% Hawaiian 1 0% 5 0% Black non-Hispanic 173 28% 989 15% White non-Hispanic 197 32% 2,434 38% Hispanic 183 30% 2,388 37% Other 36 6% 246 4% Total 619 100% 6,440 100%

Primary reason for attending college � One-third of the entering students stated their intention obtain an associate degree and over one- half to transfer to a 4-year college. Primary Reason for Attendance n % Complete certificate 14 2% Obtain an Associate Degree 201 33% Transfer to a 4-year college/university 365 59% Obtain or update job related skills 9 1% Self improvement/personal enjoyment 15 2% Change careers 11 2% Total 615 100%

What issues are BCC facing that may impact student success? � High number of entering students who are first-generation students � High number of entering students with need for preparatory instruction � A number of non-Native English speakers with ESL needs � Low retention rates

First-generation � A high proportion of the entering students are first- generation students. Immediate Family Member with Some College Experience 100% 90% 80% 70% 60% 45% 44% 50% 39% 40% 30% 20% Mother Father Sibling

Preparatory Instruction � 461 (72%) entering students were classified as developmental. 22% had tested into all three areas of prep. Number of Preparatory Courses Tested into 3 22% 2 35% 1 43% 0% 10% 20% 30% 40% 50%

Preparatory Instruction � Math was the leading area in which students tested into. 57% tested into math, followed by reading (46%), and then writing (36%). Areas of Preparatory Instruction Writing 36% Reading 46% Math 57% 0% 10% 20% 30% 40% 50% 60%

English as non-native language � 25% of BCC’s entering students had a native language other than English. This is slightly higher than the 2007 SENSE cohort Native English Language Speakers 90% 79% 75% 80% 70% 60% No 50% 40% Yes 25% 30% 21% 20% 10% 0% BCC 2007 cohort

Retention- Planning to return to take classes? � While 70% of students stated their intention to return to BCC within the next 12 months, 22% were either uncertain or had no current plans. Plans to Return to take Classes 80% 70% 70% 60% 50% 40% 30% 20% 20% 7% 2% 10% 0% Completed No plans W/in 12 months Uncertain program

Our retention data � Our retention data for FTIC in 20081 shows that only 58% of students returned the following term. Intended E nrollment vs Actual F all to F all E nrollment 80% 70% 70% 58% 60% 50% 40% 30% 20% 10% 0% S E N S E B C C data

Number of classes dropped � 7% of students reported dropping classes after the first day of class. BCC 2007 cohort n % n % None 594 93% 6,016 92% 1 class 34 5% 412 6% 2 classes 7 1% 72 1% 3 classes 0 0% 16 0% 4 classes or more 3 0% 27 0% Total 638 100% 6,543 100%

Helping students in their first semester � Pre-enrollment and enrollment process � Orientation/campus tours � Help navigating the enrollment process � Established prescription for students taking prep � Student success courses � Advisement

Pre-enrollment experience � Over 60% of the students felt welcome when they first came to the college. � 83% of students answered positively (strongly agree or agree) to being able to access information needed to complete the enrollment process (admissions, registration, financial aid).

Pre-enrollment expectations- hours of study � The students’ prior expectation reflected the amount of actual studying that was done. Surprisingly, 6% of students reported not studying at all. Hours of Study (Expected and Actual) 60% 53% 52% 50% 40% 30% 29% Expected 30% Actual 20% 11% 11% 6% 10% 3% 2% 2% 1% 1% 0% None 1-5 hrs 6-10 hrs 11-20 hrs 21- 30 hrs 30 hrs +

Students’ pre-enrollment experience

Orientation � Our students are attending orientation. 68% of the students attended on-campus orientation. This is much higher than the 2007 cohort with only 35%. Orientation method 80% 68% 70% 60% 50% BCC 35% 40% 2007 cohort 30% 17% 15% 20% 11% 8% 10% 0% Online On-campus Course

What were our students’ views of orientation?

Prescription for prep courses � The data shows that 50% took math in the first semester. Are we following the established prescription? Preparatory Courses taken in First Semester Writing 40% Reading 44% Math 50% 0% 10% 20% 30% 40% 50% 60%

Adherence to established prescription � The data shows that our three prep students are reporting taking math in their first semester. Preparatory Courses taken in First Semester by Number of Courses Tested into 100% 82% 78% 80% 57% 56% 57% Reading 55% 49% 60% Writing 40% 25% Math 11% 20% 0% 1 2 3 # of preps

Enrollment in student success courses � BCC had a lower percentage of students who enrolled in student success courses within the first three weeks (early) and who eventually enrolled in these courses compared to the 2007 cohort. Enrollment in Student Success Courses 50% 45% 37% 40% 28% 30% 25% Early Enrollment 20% 10% 0% BCC 2007 cohort

Prep students and student success courses � 122 prep students took the success course. 38% of them were students who tested into three preps. Student Success Participants by Number of Preps 38% 38% 40% 25% 30% 20% 10% 0% 1 2 3 # of preps

Student success course requirement � The greater the number of preps the students tested into, the most likely they were to report that the course was required. Student Success Course Required 3 82% 2 77% 1 56% 0% 20% 40% 60% 80% 100%

Benefit of student success courses � Overwhelming, the students felt that the success courses helped them to gain the knowledge and skills to succeed. 83% stated “very much” or “somewhat” beneficial. Entering students n % Very much 70 50% Somewhat 46 33% Very little 8 6% Not at all 3 2% N/A 12 9% Total 139 100%

Benefit student success courses � Students who were taking more than one prep were more likely to state that the course “very much” than “somewhat” helped them develop the knowledge and skills. Number of preps 1 2 3 Very much 30% 60% 54% Somewhat 50% 31% 26% Very little 3% 0% 11% Not at all 0% 4% 2% N/A 17% 4% 7%

BCC data on SLS course � FTIC students who took SLS1501 had a higher Fall to Winter retention rate than those who did not take the course and FTIC overall. Fall (20081) to Winter (20082) R etention 84% 82% 82% 80% 78% 77% 76% 74% 74% 72% 70% N on-S LS 1501 S LS 1501 F T IC

Advisement � One-quarter of entering students reported receiving help from an advisor to set academic goals and create a plan. Advisor Role in Setting Academic Goals 40% 34% 35% 30% 25% 25% 20% 15% 10% 5% 0% BCC 2007 cohort

Focus group students’ advice to college

Focus group students’ advice to college

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