1. San Luis Obispo Community College District SENSE 2012 Findings for Cuesta College

2. Presentation Overview 2 SENSE Overview Student Respondent Profile SENSE Benchmarks What Now or Next Steps

3. SENSE Overview

4. What is Student Engagement? 4 …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

5. The Survey of Entering Student Engagement (SENSE) 5 SENSE helps community and technical colleges understand the experience of entering students and engage these students in the earliest weeks of their college experience.

6. SENSE: A Tool for Community Colleges 6 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

7. Student Respondent Profile: Enrollment Status 7 Source: 2012 SENSE data

8. Student Respondent Profile: Age 8 Source: 2012 SENSE data

9. Student Respondent Profile: Gender 9 Source: 2012 SENSE data

10. Student Respondent Profile: Race & Ethnicity 10 Source: 2012 SENSE data

11. Student Respondent Profile: First-Generation Status 11 Source: 2012 SENSE data

12. Student Respondent Profile: Orientation 12 Source: 2012 SENSE data

13. Student Respondent Profile: Courses Dropped 13 Source: 2012 SENSE data

14. Student Respondent Profile: Employment 14 Source: 2012 SENSE data

15. Student Respondent Profile: Goals 15 Source: 2012 SENSE data

16. Student Persistence 16 Future Plans When do you plan to take classes at this college again? Source: 2012 SENSE data

17. Integrate Student Support into Learning Experiences 17 Student Use of and Satisfaction with Student Services Never Cuesta Never 2012 Sense Cohort Academic advising/planning 61.4%44.4% Career counseling74.3%82.3% Financial aid advising64.5%55.3% Skill labs (writing, math, etc.) 79.1%62.4% Not at All Cuesta Not at all 2012 Sense Cohort Academic advising/planning11.4%8.0% Career counseling14.3%16.1% Financial aid advising11.5%14.7% Skill labs (writing, math, etc.)5.2%6.3% How often did you use the services? How satisfied were you with the services? Source: 2012 SENSE data

18. Focus Institutional Policies on Creating the Conditions for Learning 18 Class Attendance During the first three weeks of your first semester/quarter at this college, about how often have you skipped class? Source: 2012 SENSE data

19. SENSE Benchmarks

20. SENSE Benchmarks of Effective Practice with Entering Students 20 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

21. SENSE Benchmarks for Effective Educational Practice 21 Source: 2012 SENSE data SENSE Benchmark Scores for Cuesta College

22. Developmental Education 22 Source: 2012 SENSE data

23. SENSE Benchmarks for Effective Educational Practice 23 Source: 2012 SENSE data SENSE Benchmark Scores for Cuesta College compared to WASC Colleges

24. Early Connections 24 ItemCuestaWASC Colleges 18a. The very first time I came to this college I felt welcome. 4.023.81 18i. The college provided me with adequate information about financial assistance (scholarships, grants, loans, etc.) 3.343.28 18j. A college staff member helped me determine whether I qualified for financial assistance. 2.862.93 18p. At least one college staff member (other than an instructor) learned my name. 3.123.08 The following are some of Items that make up the Early Connections Benchmark. The Items ask student to reflect on the first three weeks of their first semester/quarter. The Item responses are calculated on a five-point scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree. The score below represents the response mean.

25. High Expectations and Aspirations 25 ItemCuestaWASC Colleges 18b. The instructors at this college want me to succeed. 4.264.19 18t. I have the motivation to do what it takes to succeed in college. 4.394.44 18u. I am prepared academically to succeed in college. 4.274.28 The following are some of Items that make up the High Expectations and Aspirations Benchmark. The Items ask student to reflect on the first three weeks of their first semester/quarter. The Item responses are calculated on a five-point scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree. The score below represents the response mean.

26. Clear Academic Plan and Pathway 26 ItemCuestaWASC Colleges 18d. I was able to meet with an academic advisor at times convenient for me. 3.343.33 18e. An advisor helped me to select a course of study, program, or major. 3.163.35 18f. An advisor helped me to select academic goals and to create a plan for achieving them. 3.093.15 18g. An advisor helped me to identify the courses I needed to take during my first semester/quarter. 3.253.47 18h. 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. 2.742.61 The following are some of Items that make up the Clear Academic Plan and Pathway Benchmark. The Items ask student to reflect on the first three weeks of their first semester/quarter. The Item responses are calculated on a five-point scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree. The score below represents the response mean.

27. Effective Track to College Readiness 27 ItemCuestaWASC Colleges 21a. I learned to improve my study skills (listening, note taking, highlighting readings, working with others, etc.) 3.943.96 21b. I learned to understand my academic strengths and weaknesses. 3.863.90 21c. I learned skills and strategies to improve my test-taking ability. 3.593.62 The following are some of Items that make up the Effective Track to College Readiness Benchmark. The Items ask student to reflect on the first three weeks of their first semester/quarter. The Item responses are calculated on a five-point scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree. The score below represents the response mean.

28. Engaged Learning 28 ItemCuestaWASC Colleges 19a. Ask questions in class or contribute to class discussions 2.772.74 19b. Prepare at least two drafts of a paper or assignment before turning it in 2.152.24 19e. Participate in supplemental instruction (extra class sessions with an instructor, tutor, or experienced student) 1.541.61 19n. Ask for help from an instructor regarding questions or problems related to class 2.202.37 19o. Receive prompt written or oral feedback from instructors on your performance. 2.342.29 19q. Discuss ideas from your readings or classes with instructors outside of class. 1.541.57 The following are some of Items that make up the Engaged Learning Benchmark. The Items ask students to reflect on their behavior during their first three weeks of their first semester/quarter. The Item responses are calculated on a on a four-point scale: 1 = Never, 2 = Once, 3 = Two or more times, 4 = Four or more times. The score below represents the response mean.

29. Engaged Learning 29 ItemCuestaWASC Colleges 20.2d. Face-to-face tutoring 1.201.27 20.2f. Writing, math, or other skill lab 1.362.04 20.2h. Computer Lab 1.972.01 Continued… The following are some of Items that make up the Engaged Learning Benchmark. The Items ask students to reflect on their behavior during their first three weeks of their first semester/quarter. The Item responses are calculated on a on a four-point scale: 1 = Never, 2 = Once, 3 = Two or more times, 4 = Four or more times. The score below represents the response mean.

30. Academic and Social Support Network 30 ItemCuestaWASC Colleges 18l. All instructors clearly explained academic and student support services available at this college. 3.693.63 18m. All instructors clearly explained course grading policies. 4.314.24 18n. All instructors clearly explained course syllabi (syllabuses). 4.404.34 18o. I know how to get in touch with my instructors outside of class. 4.354.18 18q. At least one other student whom I didn’t previously know learned my name. 4.304.07 18r. At least one instructor learned my name. 4.364.07 18s. I learned the name of at least one other student in most of my classes. 4.354.18 The following are some of Items that make up the Academic and Social Support Network Benchmark. The Items ask student to reflect on the first three weeks of their first semester/quarter. The Item responses are calculated on a five-point scale: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree. The score below represents the response mean.

31. What Now? 31 Next Steps