1. Foundations of Excellence Results of Surveys A Presentation by Arlene Santos-George April 1, 2008

2. Objectives Brief background on FoE Provide an overview of the FoE surveys conducted in the fall Present the results Profile of respondents Methodology Results Group Activity

3. What is FoE? “Foundations of Excellence ® in the First College Year, the signature project of the Policy Center on the First Year of College, is a comprehensive, guided self-study and improvement process that enhances an institution’s ability to realize its goals for student learning, success, and persistence.” From the Policy Center on the First Year of College website

4. 9 Dimensions The 9 Foundational Dimensions constitute a model that provides two-year colleges with a means to evaluate and improve the new student experience. As an evaluation tool, the model enables two-year institutions both to confirm their strengths and to recognize the need for improvement. As an aspirational model, the Dimensions provide general guidelines for an intentional design of the new student experience. Dimensions: Philosophy, Organization, Transitions, Campus Culture, All Students, Learning, Diversity, Roles & Purposes, Improvement

5. Survey Overview Faculty/Staff survey conducted in Sept-Oct 2007 New Student survey conducted in Nov 2007 Purpose of surveys: provide evidence or data for the FOE self-study and assessment. Incentives to increase response rate Online survey sent via email

6. Faculty/Staff Survey Instrument Survey components or factors: 9 dimensions Scaled questions: “To what degree….?” 1: Not at all; 2: Slight; 3: Moderate; 4: High; 5: Very High 9 institutional open ended questions: Categorical questions: Employee classification Gender Ethnicity FTPT Years worked at CLC Direct working relationship with new students Academic advisor

7. New Student Survey Overview Survey components or factors: 6 dimensions Scaled questions: “To what degree….?” 1: Not at all; 2: Slight; 3: Moderate; 4: High; 5: Very High 7 institutional open-ended questions Categorical questions: Gender FTPT Transfer student Work status Parents’ highest education Living arrangements Involvement in campus-sponsored activity Average number of hours spent outside classroom for class preparation

8. Analysis: Methodology No benchmarking (e.g., peer group, baseline) available <50% responses on High/Very High 50%+ responses on High/Very High Open ended responses were coded using triangulation methods

9. Overall Evaluation Results: Faculty/Staff Survey A majority of faculty/staff respondents indicated that the institution’s delivery of the first year: Enhances student learning (55.3%) Provides a high quality experience for students (56.6%) Less than half of faculty/staff respondents indicated that the institution’s delivery of the first year: Demonstrates that the success of new students is an important institutional goal (39.1%) Enhances student personal development (38.9%) Improves the probability that students will re-enroll (42.9%)

10. Overall Evaluation Results: New Student Survey The majority of new students surveyed responded positively to questions related to the overall institution. Overall value of experience at this college good or excellent (77.5%) Satisfied with their decision to attend this college (77.0%) Recommend this college (76.8%) This college: Is committed to the success of new students (70.7%) Has been a good place for students like themselves (67.9%) Has helped them succeed as a student (63.4%) Provided the right amount of attention and support (56.7%) Helped them make the transition to college (55.2%) This college experience: Influenced their ability to objectively evaluate information (61.8%) Allowed them to discuss a broader range of topics (61.3%) Influenced their ability to make better decisions (58.3%) Allowed them to expand their awareness of issues (57.5%) Allowed them to better defend their position on issues (56.9%)

11. Faculty, Teaching Employee Classification NameN% of Total Responses Administrative/Professional3510.3% Classified4613.6% Faculty, Primarily Non-teaching195.6% Faculty, Primarily Teaching19056.1% Specialist4112.1%

12. Faculty/Staff Survey: Profile of Respondents (n = 339) 57% teaching faculty, 6% non-teaching faculty 64% female 73% full-time 79% White, Non-Hispanic 89% Worked at CLC at least 1 year 57% Hired before the last 5 years 80% Work directly w/ students 60% Taught class predominantly new students in last 2 years 77% Not an academic advisor

13. Faculty/Staff Survey Results: More than half of faculty/staff respondents indicate that to a High/Very High degree A formalized institutional philosophy for working with new students is valuable and that this institution has a special commitment to the success of new students They could correctly refer students regarding certain administrative questions, academic rules, help with coursework/personal issues/becoming involved. The institution has adequate resources for entry level courses, academic support services, and extra-curricular activities The institution communicates the importance of academic honesty and acknowledging the source of ideas not their own. Academic advisors believe that they help students in selecting courses, academic success, etc. and that they are have adequate training. Considered faculty involvement as important by institutional leaders, dept leaders, and colleagues. Unique needs of student sub-populations were addressed in the first year. The institution assures that all new students experience individualized attention from faculty/staff The institution provides opportunities for students to interact with other students and with faculty/staff The institution communicates the importance of respecting others with differing opinions The institution’s curriculum includes appropriate attention to diverse ideas and world views Out-of-class activities include appropriate attention to diverse ideas and world views (61.1%) The institution helps new students explore their motivation for getting a college education in terms of preparation for future employment Work with new students is directly influenced by information from student evaluations, assessments, or feedback

14. Faculty/Staff Survey Results: First Year Course Instruction: High percentages of Faculty/Staff responded High/Very High that in their courses that enroll new students, they: Communicate their academic expectations to students (98.6%) Encourage students to ask questions in class (97.2%) Effectively manage student behavior in classes (90.6%) Initiate communication, early in the term, with students who are performing poorly (74.5%) Encourage students to participate in course-related, out-of-class events (60.4%) Make themselves available to students outside of class (94.3%) Develop specific learning goals (83.2%) Document achievement of student learning goals (73.7%)

15. Faculty/Staff Survey Results: Less than half of faculty/staff respondents indicate that to a High/Very High degree An institutional philosophy and dept/unit philosophy for working with new students has been communicated to them The institution and their dept/unit operates from a commonly held philosophy for working with new students The institution has effectively organized itself to develop an integrated first college year that supports: 1) collaborations between academic and student services ; and 2) routine communications among discrete units/functions Student services and faculty partnerships are encouraged by senior institution leaders Faculty/staff members have a voice in decisions about new student issues The department/unit has a voice in decisions about new student issues Rating of overall effectiveness of academic advising for students as Good/Excellent The institution assures that all new students experience academic support outside the classroom Communication to new students of the importance of ethical conduct Excellence in teaching new students is recognized and/or rewarded by Faculty colleagues, Department/Unit leaders, and Institution leaders: During the hiring process, responsibilities related to new students were addressed by means of Position descriptions and Candidate interviews New faculty orientation addressed their responsibilities toward new students

16. Faculty/Staff Survey Results: Less than half of faculty/staff respondents indicate that to a High/Very High degree The unique needs of Honors students were addressed by the institution during the first year The institution assures that all new students experience out-of-class learning opportunities Understand the institution’s intended educational goals for new students The institution provides opportunities for students to interact with individuals from differing backgrounds and cultures outside the institution The institution communicates to new students the importance of standards of behavior in an academic community The institution helps new students explore their motivation for getting a college education in terms of: 1)Knowledge for personal growth; 2) Active engagement in the community; 3) Contributions to the betterment of society; and 4)Achievement of their life goals Their work with new students has been influenced by assessment information Ratings of the institution’s assessment capabilities relevant to the first year of college: Assessing what’s relevant Disseminating results in a timely manner Using results for improvement

17. New Student Survey: Profile of Respondents (n = 1157) 62% female 62% part-time 26% transferred from another college or univ. 80% work w/ pay 45% work more than 30 hours 30% has parents with high school degree of less; 27% college degree 74% live off campus with family 63% not involved in campus-sponsored activities 37% 1 to 5 hours spent outside classroom for class prep; 34% 6 to 10 hrs.

18. New Student Survey Results: More than half of new students respondents indicate that to a High/Very High degree The students understand how the college is organized so that they know where to go for: Administrative questions; Help with coursework; Questions about academic rules Faculty/staff referred the students to the right office when they asked a question The college accurately communicated the following prior to attending the college: Available programs and majors; Tuition and living expenses; Academic expectations of the students; and Financial aid opportunities Academic Advising: The college explained the requirements for specific programs and majors. Helped students select courses The college communicates the importance of: Academic honesty; Ethical conduct; Acknowledging the source of ideas not your own; and Standards of behavior in an academic community They feel that: The campus is physically safe Respected by others They can express their beliefs without concern about how others will react Their academic needs have been met They belong Their social needs were met

19. New Student Survey Results: More than half of new students respondents indicate that to a High/Very High degree The college provided opportunities for interaction with individuals from differing backgrounds and cultures that are other students at the college The college communicated the importance of respecting others with differing opinions They felt: The college helped them to understand how attending college increases knowledge for their personal growth The college helped them to understand how attending college increases knowledge for their future employment The college helped them to understand how to attending college prepares them to contribute o the betterment of society The college helped them to understand how attending college prepares them to be an involved member of the community

20. Quality of Course and Instruction: More than half of new students respondents indicate that to a High/Very High degree Feel instructors always or often treat all students fairly regardless of gender / race / ethnicity. More than half the new students indicate to a high or very high degree felt that the instructor: Encouraged them to ask questions in class (85.7%) Effectively organized the course material (82.2%) Communicated academic expectations (80.4%) Helped learn the course material (79.2%) Communicated concepts clearly (78.1%) Provided individual attention (69.8%) Encouraged them to participate in course-related out-of-class events (53.7%) Provided prompt feedback about how they are doing in the course (73.3%) Used effective teaching methods (77.2%) Made themselves available outside of class (73.9%) The course material was valuable (75.6%) The course they are taking is about right, easy, or too easy for their level of academic preparation in the following areas: Writing skills preparation (92.1%) Reading skills (92.4%) Library research skills preparation (92.7%) Math Skills (84.1%) Computing skills (92.4%)

21. New Student Survey Results: Less than half of new students respondents indicate that to a High/Very High degree The college is organized so that students know where to go for non-academic matters such as money management, family matters and if they want to be involved with college-sponsored organizations/events Making Connections: New student’s family feel a part of the college experience Connect new students with faculty members outside of class Connect new students with continuing students Connect new students with other new students Connect new students with academic support outside the classroom The college communicated the importance of out-of-class activities Provided opportunities for involvement in out-of class activities Academic Advising: Discussed future enrollment plans Discussed what it takes to be academically successful Faculty / staff advisors helped them to examine to a high or very high degree the personal reasons for getting a college education Faculty / staff advisors discussed how college can help them achieve life goals Understanding of the institution’s intended learning goals for new student’s first year of college

22. New Student Survey Results: Less than half of new students respondents indicate that to a High/Very High degree Focus on Diversity: The college exposed them to different: World religions (28.3%) Political perspectives (29.2%) Issues related to social class/economic status (35.4%) World cultures (41%) Interactions: The college provided opportunities for interaction with individuals from differing backgrounds and cultures that are: People outside this college (24.7%) Faculty and staff within the college (45.5%)

23. Group Activity

24. Group Instructions 2 Groups: Faculty/Staff; New Students Case: There is an FoE initiative at your school and you have been presented the survey results for your group. You have been charged with: 1.Recommend the top three areas that we should further look at to improve the first year college experience.