el camino college the survey of entering student ......research & planning 1 november 2019 . el...

Research & Planning 1 November 2019

El Camino College The Survey of Entering Student Engagement Overview of 2014, 2016, and 2018 Survey Results

Introduction The Survey of Entering Student Engagement (SENSE), a survey from the Center for Community College Student Engagement, helps community colleges discover why some entering students persist and succeed and others do not. El Camino College (ECC) participated in the SENSE in Fall 2014, Fall 2016, and Fall 2018. This report will compare the results from the 2014, 2016, and 2018 SENSE. Administered during the 4th and 5th weeks of the Fall academic term, SENSE asked students to reflect on their earliest experiences (academic and services-related) with ECC. SENSE serves as a complementary piece to the Community College Survey of Student Engagement (CCSSE), with a more narrowed focus on early student experiences.

SENSE Member Colleges

SENSE data analyses are based on a three-year cohort of entering student data from participating colleges. This approach increases the total number of institutions and students contributing to the national data set, which in turn increases the reliability of the overall results. In addition, the three-year cohort approach minimizes the impact, in any given year, of statewide consortium participation. If a college participated more than one time in the three-year period, the cohort includes data only from that college’s most recent year of participation. The SENSE 2018 cohort includes 269 institutions in 40 states and the District of Columbia. One-hundred and twelve 2018 cohort colleges are classified as small (<4,500), 54 as medium (4,500-7,999), 64 as large (8,000-14,999), and 39 as extra-large institutions (15,000 + credit students). Thirty-three (12%) of the colleges are California Community Colleges.

SENSE Sampling

In SENSE sampling procedures, students are sampled at the classroom level. The survey was administered in classes randomly selected from those courses most likely to enroll entering students, with a random 6sample pulled from all first college-level English and math courses and all developmental reading, writing, and math courses, excluding ESL courses. Of those entering students sampled at ECC, 543 respondents submitted usable surveys. The number of completed surveys produced an overall “percent of target” rate of 36%. The percent of target rate is the ratio of the adjusted number of completed surveys (surveys that were filled out properly and did not fall into any of the exclusionary categories) to the target sample size.

http://www.elcamino.edu/administration/ir/docs/survey/CCSSESurveyResultsECC2014.pdf

http://sse-jupiter/sense/aboutsense/colleges.cfm


Excluded Respondents Exclusions ensure all institutional reports represent the same sampling methods and results are therefore comparable across institutions. Exclusions from institutional reports are made for the following reasons:

The respondent did not indicate whether he or she was enrolled full-time or less than full-time at ECC. The respondent did not indicate whether he or she was an entering or returning student. The survey is invalid. A survey is invalid if a student answered all sub-items of Item 19 as either never

or four or more times. The student reported his or her age as under 18. The student indicated that he or she had taken the survey in a previous class or did not respond to

item 1. Oversample respondents are not included because they are selected outside of SENSE’s primary

sampling procedures.

2014, 2016, and 2018 ECC Student Respondent Profiles Entering student respondents at ECC range in age from 18 to 65+ years old. Ninety-one percent of ECC respondents in 2018 are between 18 and 24 years old. Students at ECC are younger than the SENSE cohort respondents, of which 87% of students are between 18 and 24 in 2018. Forty-seven percent of 2018 ECC entering student respondents are male and 47% are female, which is an even split compared to the 2018 SENSE cohort, which is 43% male and 53% female. The racial/ethnic identification of ECC respondents is similar to ECC’s student population. The majority of ECC respondents are Hispanic/Latino/Spanish while SENSE cohort respondents are mostly white, non-Hispanic; this has remained consistent in the past surveys. 2014 2016 2018 ECC SENSE ECC SENSE ECC SENSE Age 18-24 96% 82% 96% 88% 91% 87% 25 or older 4% 18% 4% 12% 9% 13% Gender Female 53% 54% 53% 58% 47% 53% Male 43% 43% 44% 42% 47% 43% Racial/Ethnic Identification American Indian or Native American 1% 2% 1% 2% 1% 2% Asian, Asian America, or Pacific Islander 11% 3% 13% 4% 13% 4% Black or African American 11% 15% 11% 13% 10% 12% Hispanic, Latino, Spanish 53% 19% 46% 23% 56% 27% White, Non-Hispanic 12% 49% 15% 47% 10% 41%


Twenty-seven percent of ECC entering student respondents report being less than full-time college students, which is the same rate as the 2018 SENSE cohort colleges’ entering student respondents. Population data1 for all students at ECC are 66% less than full-time and 34% full-time. This inverse representation is a result of the sampling technique and the in-class administration process. For this reason, survey results are weighted so that reports will accurately reflect the underlying student population. Seventeen percent of ECC entering student respondents work 21 or more hours per week while two-thirds of the SENSE cohort work 21 or more hours. About half of 2018 ECC respondents do not work for pay; this is a change from the 2014 ECC respondents where 62% did not work. Entering student respondents were asked to indicate their reasons/goals for attending this college; students could choose more than one goal. Fifty-seven percent indicated that completing a certificate is a goal and 70% indicated that obtaining an Associate degree is a goal. Almost all ECC respondents (94%) indicated that transferring to a 4-year college is a goal while 79% of the SENSE cohort had this same goal. Eight percent of ECC entering students responded yes to the question, “Are you an international student or nonresident alien?” ECC has a slightly higher amount of international students than the 2018 SENSE cohort. Fifty-three percent of ECC respondents indicated that neither parent has college experience, which are the criteria for being a first-generation college student. At ECC, 28% of respondents and 21% of the SENSE cohort indicated that English was not their first language. 2014 2016 2018 ECC SENSE ECC SENSE ECC SENSE Enrollment Status Full-time 74% 73% 75% 73% 73% 73% Part-time 26% 27% 25% 27% 27% 27% Working for Pay Do not work 62% 37% 54% 36% 49% 37% 1-20 hours per week 22% 28% 26% 28% 27% 29% 21+ hours per week 16% 35% 19% 36% 17% 34% Educational Goal Certificate 67% 59% 62% 60% 57% 61% Associate Degree 76% 80% 77% 82% 70% 82% Transfer 91% 77% 94% 79% 94% 79% Other Characteristics International student/nonresident alien 7% 5% 6% 6% 8% 6% First-Generation College Student 55% NA 51% 43% 53% 44% English not first language 35% 16% 33% 18% 28% 21%

1 Population data are those reported for the most recent IPEDS enrollment report.


SENSE Benchmarks of Effective Educational Practice SENSE benchmarks are groups of conceptually related survey items that focus on institutional practices and student behaviors that promote student engagement early in the college experience—and that are positively related to student learning and persistence. The six benchmarks of effective educational practice with entering students in community colleges are early connections, high expectations and aspirations, clear academic plan and pathway, effective track to college readiness, engaged learning, and academic and social support network. Benchmarks are used to compare each institution’s performance to that of similar institutions and with the SENSE cohort. Each individual benchmark score is computed by averaging the scores on survey items that make up that benchmark. Benchmark scores are then standardized so that the mean (the average of all participating students) always is 50 and the standard deviation is 25.

Among the six SENSE benchmarks, El Camino College made improvements between 2014 and 2018 results. The highest benchmark score at ECC was that of effective track to college readiness, showing a three percentage point increase from 2014. The second highest benchmark score for ECC was high expectations and aspirations, which was the same as the SENSE benchmark. The lowest benchmark score was early connections, however this benchmark increased from 2014. An area of concern from the SENSE 2014 results was the “clear academic plan and pathway” category, showing a 40% marker. This increased the greatest amount (49%) and is close to surpassing the SENSE national benchmark. The remainder of this section includes question-level details of all six benchmarks.

39%48%

40%

53%46% 45%42%

51%47%

56%48% 47%44%

50% 49%56%

48% 49%

0%

10%

20%

30%

40%

50%

60%

EarlyConnections

HighExpectations &

Aspirations

Clear AcademicPlan & Pathway

Effective Track toCollege

Readiness

EngagedLearning

Academic &Social Support

Network

ECC 2014, 2016, and 2018 Benchmark PerformanceECC 2014 ECC 2016 ECC 2018 SENSE National Score


Benchmark 1: Early Connections When students describe their early college experiences, they typically reflect on occasions when they felt discouraged or thought about dropping out. Their reasons for persisting almost always include one common element: a strong, early connection to someone at the college. In 2018, 65% of respondents indicated that they felt welcomed the first time they came to ECC. This is a three percentage point increase from the previous SENSE survey at ECC in 2014, however, did not surpass the national response rate (76%). In terms of financial aid assistance, 47% of respondents indicated that they were provided financial assistance information, while 30% indicated a staff member helped them determine their financial aid eligibility. Additionally, respondents were asked “was a specific person assigned to you so you could see him/her each time you needed information or assistance?” and a low percentage, 26%, reported yes. Overall, ECC students reported lower levels of agreement than the national cohort sample (31%).

Note: Reporting percentage of those who agreed/strongly agreed Benchmark 2: High Expectations and Aspirations The majority of students arrive at their community colleges intending to succeed and believing that they have the motivation to be successful. When entering students perceive clear, high expectations from college staff and faculty, they are more likely to understand what it takes to be successful and adopt behaviors that lead to achievement. Students then often rise to meet expectations, making it more likely that they will attain their goals. Often, students’ aspirations also climb, and they seek more advanced credentials than they originally envisioned. Eighty-four percent of students were in agreement that their instructors wanted them to succeed. When students were asked “I have the motivation to do what it takes to succeed in college,” 84% of respondents were in agreement. Moreover, 80% of students were in agreement that they are academically prepared to succeed in college.

62%

43%

24%

39%

64%

43%

24%

39%

65%

47%

30%39%

0%

10%

20%

30%

40%

50%

60%

70%

First time at college Ifelt welcomed

College providedinformation aboutfinancial assistance

Staff member helpeddetermine eligibility for

financial aid

At least one staffmember learned my

name

Early Connections2014 2016 2018


Overall, El Camino College responses decreased in all areas from the 2014 SENSE survey and responses were below the national cohort responses.

Note: Reporting percentage of those who agreed/strongly agreed

Entering students were asked about their classroom behaviors and assigned coursework. These classroom behaviors provide additional insight into the tangible actions students take during the semester. When asked how often students “turned in an assignment late,” 72% of respondents answered never, higher than the 2014 responses rate (70%) and significantly higher than the national cohort sample (63%). When asked how often they did not turn in an assignment, 70% answered never while 21% said once. Both of these responses were slight improvements from the previous 2014 SENSE survey and the national survey responses. In addition, students were asked how often they attended class having not completed their assignments or readings. A majority of ECC respondents indicated never (54%) and once (28%). Compared to the 2016 SENSE survey, students that never attended class without completing an assignment and attended class once without completing an assignment decreased by one percentage point. In relationship to the 2018 SENSE national cohort sample, ECC students responded similarly amongst students answering never and once. Lastly, students were asked how often they skipped school. A majority of respondents, 77%, answered never, which was five percentage points decrease from 2014.

85% 88% 84%82%87% 83%84% 84% 80%

0%10%20%30%40%50%60%70%80%90%

100%

The instructors at this collegewant me to succeed

I have the motivation to dowhat it takes to succeed in

college

I am prepared academically tosucceed in college

High Expectations2014 2016 2018


Benchmark 3: Clear Academic Plan and Pathway When a student, with knowledgeable assistance, creates a road map — one that shows where he or she is headed, what academic path to follow, and how long it will take to reach the end goal— that student has a critical tool for staying on track. Students are more likely to persist if they not only are advised about what courses to take, but also are helped to set academic goals and to create a plan for achieving them. Additionally, students who account for other commitment and activities outside of coursework are more likely to achieve their set goals.

70% 71%

57%

82%

24% 23%

34%

13%5% 5% 8% 4%1% 1% 1% 1%

0%10%20%30%40%50%60%70%80%90%

2014

Classroom BehaviorNever Once 2 or 3 Times 4 or more times

73% 76%

58%

77%

23%18%

29%

17%

4% 6%11%

5%1% 1% 2% 1%0%

10%20%30%40%50%60%70%80%90%

2016

72% 70%

57%

77%

23% 21%28%

18%

5% 8% 12%4%1% 2% 4% 1%

0%10%20%30%40%50%60%70%80%90%

Turn in an assignmentlate

Not turn in anassignment

Come to class withoutcompleting readings or

assignments

Skip class

2018


Students were asked various questions regarding their interaction with academic advisors to help aid in attaining their career goals. When asked about their ability to meet with academic advisors during times convenient to them, more than half of respondents (61%) answered agree or strongly agree, which marked an eight percentage-point increase from the SENSE 2014 results. Seventy-seven percent of respondents acknowledged that advisors assisted them with identifying the courses needed for their first semester, while 65% reported having an advisor help them select a course of study, program or major. When students were asked about the type of advice obtained from ECC staff members in general, 30% of respondents strongly agreed/agreed that a staff member had talked to them about outside commitments when determining how many courses to take. Additionally, 55% of students reported that an advisor helped them set academic goals and create a plan for achieving them. This marked a nine percentage-point increase and jumped above the SENSE 2016 cohort by six percentage points.

Note: Reporting percentage of those who agreed/strongly agreed Benchmark 4: Effective Track to College Readiness Nationally, more than 6 in 10 entering community college students are underprepared for college-level work. Thus, significant improvements in student success will hinge upon effective assessment, placement of students into appropriate course, and implementation of effective strategies to ensure that students build academic skills and receive needed support. ECC students were asked about their experience with placement testing. Ninety percent of respondents reported they were required to take a placement test prior to registering for classes and 92% stated having taken a placement test. Furthermore, 83% of students indicated the ”college required me to enroll in classes indicated by my placement test scores during my first semester.”

53%58%

46%

69%

23%

56%61%

53%

72%

30%

61%65%

55%

77%

30%

0%10%20%30%40%50%60%70%80%

I was able to meetwith an academicadvisor at times

convenient for me

An advisor helped meto select a course ofstudy, program, or

major

An advisor helped meto set academic goalsand to create a planfor achieving them

An advisor helped meto identify the coursesI needed to take during

my first semester

A college staff membertalked with me about

my commitmentsoutside of school to

select courses to take

Academic Plan and Pathway2014 2016 2018


Note: Reporting percentage of those who responded Yes The survey also asked questions regarding academic skill building. Students were asked if experiences at ECC helped to improve their study skills and 69% of respondents indicated they agreed or strongly agreed. Additionally, 69% of respondents indicated they learned to “understand their academic strengths and weaknesses” and a little over half of respondents specified learning skills and strategies to improve test-taking ability.


Benchmark 5: Engaged Learning Instructional approaches that foster engaged learning are critical for student success. Because most community college students attend college part-time, and most also must find ways to balance their studies with work and family responsibilities, the most effective learning experiences will be those the college intentionally designs.

93% 92%87%

95% 92%85%

90% 92%83%

20%30%40%50%60%70%80%90%

100%

Before I could register for classes,I was required to take a placementtest to assess my skills in reading,

writing, and/or math

I took a placement test This college required me to enrollin classes indicated by my

placement test scores during myfirst semester/quarter

Placement Testing2014 2016 2018

72%68%

50%

73%65%

52%

69% 69%

52%

0%10%20%30%40%50%60%70%80%

I learned to improve my study skills(listening, note taking, highlightingreadings, working with others, etc.)

I learned to understand myacademic strengths and

weaknesses

I learned skills and strategies toimprove my test-taking ability

Academic Skill Building2014 2016 2018


Respondents were asked various questions about their involvement in institutionalized engaged learning activities. Results indicate combined totals of students that engaged two or more times in learning activities. Fifty-nine percent of students indicated they engaged in asking questions or contributing to class discussions while 58% reported working with other students on a project or assignment during class. The amount of students who participated in supplemental instruction remained consistent since 2014 (between 16% and 17%).

10%

25%

66%

17%

62%

78%

32%38%

18%26% 23%

12%

42%33%

12%

41%

11% 8%16%

4% 5%16%

5% 3%0%

20%

40%

60%

80%

100%

2014

Engaged Learning #1Never Once Two or Three Times 4 or more times

13%

26%

69%

19%

70%80%

28%

42%

15%23%

17%10%

41%

25%

9%

37%

8% 7%19%

7% 7%

21%

5% 3%0%

20%

40%

60%

80%

100%

2016

12%

28%

64%

21%

68%80%

30%35%

21% 25%18%

11%

39%31%

11%

35%

10% 6%

20%

5% 5%

19%

4% 3%0%

20%

40%

60%

80%

100%

Ask questions inclass or

contribute toclass discussions

Prepare at leasttwo drafts of a

paper orassignment

before turning itin

Participate insupplemental

instruction

Work with otherstudents on a

project orassignmentduring class

Work withclassmates

outside of classon class projectsor assignments

Participate in arequired study

group outside ofclass

2018


For activities in which students engaged two or more times, 44% indicated they used an electronic tool to communicate with another student about coursework, while 32% used an electronic tool to communicate with an instructor. Twenty-six percent discussed an assignment of grade with an instructor, and 42% asked an instructor for help regarding questions or problems relating to class.

81%

27%

42% 45%

28%

11%

26% 27%32% 33%

6%

26% 21% 19%29%

3%

21%10%

4%9%

0%

20%

40%

60%

80%

100%

2014


84%

32%38% 40%

25%

9%

24%29% 33% 32%

4%

23% 22% 22%31%

3%

21%11%

5%12%

0%

20%

40%

60%

80%

100%

2016

79%

31%41% 45%

30%

10%

25% 27% 29% 28%

8%

23% 20% 20%28%

3%

21%12%

6%14%

0%

20%

40%

60%

80%

100%

Participate in astudent-initiated

(not required) studygroup outside of

class

Use an electronictool to

communicate withanother student

about coursework

Use an electronictool to

communicate withan instructor about

coursework

Discuss anassignment or grade

with an instructor

Ask for help from aninstructor regarding

questions orproblems related to

a class

2018


Additionally, 42% indicated receiving prompt written or oral feedback from instructors, two or more times. The learning activities with the highest reported responses of no engagement included face-to-face tutoring (81%) and participating in a required (80%) or non-required (79%) study group outside of class; all of these responses are the same or lower than the 2016 rates.

25%

67%

84%

71%

45%

33%

18%9% 11%

17%

33%

8% 4%9%

20%9% 6% 2%

8%18%

0%

20%

40%

60%

80%

100%

2014


26%

65%

83%76%

48%

30%19%

10% 10%19%

32%

11%4% 7%

15%13%5% 3% 7%

18%

0%

20%

40%

60%

80%

100%

2016

29%

70%81%

74%

54%

30%

15% 11% 12%18%

29%

11%5% 7%

12%13%5% 3% 7%

17%

0%

20%

40%

60%

80%

100%

Receive promptwritten or oralfeedback from

instructors on yourperformance

Discuss ideas fromreadings or classes

with instructorsoutside of class

Face-to-facetutoring

Writing, math, orother skill lab

Computer lab

2018


Benchmark 6: Academic and Social Support Network Students benefit from having a personal network that enables them to obtain information about college services, along with the academic and social support critical to student success. However, creating this network can be difficult and colleges must purposefully aid in the creation of those networks. ECC students were asked questions regarding the type of support they received from faculty and peers. Eighty-two percent of students learned the name of at least one other student, while 78% percent of students had at least one instructor learn their name. Eighty-three indicated they knew how to get in touch with an instructor outside of class. The item with the lowest level of agreement (69%) was the topic of instructors clearly explaining academic and student support services at the college, although this was an increase from the 2014 rate (64%).


69%

88%

92%

83%

80%

78%

82%

66%

86%

92%

87%

79%

76%

81%

64%

85%

91%

87%

84%

79%

87%

All instructors clearly explained academic and studentsupport services available at this college

All instructors clearly explained course grading policies

All instructors clearly explained course syllabi(syllabuses)

I knew how to get in touch with my instructors outsideof class

At least one other student whom I didn’t previously know learned my name

At least one instructor learned my name

I learned the name of at least one other student inmost of my classes

Academic and Social Support Network

2014

2016

2018


Selected Findings This section includes the survey questions not included in the SENSE benchmarks.

Academic Experience A positive academic experience is a product of many ingredients, one of which is the amount of time and energy students invest in their academic work and spend collaborating with others. SENSE asks students to respond to several survey items in order to gauge how actively they are involved in their education. Students are given the opportunity to mark never, once, two or three times, or four or more times in response to items such as the following:

• Asked questions in class or contributed to class discussions • Worked with other students on projects during class • Worked with classmates outside of class to prepare assignments

While some students are highly involved in their academic experience (those who marked two or more times), others are less engaged, as illustrated by their responses of never, as displayed in the following graph.

Academic Advising/Planning Most community colleges have academic and goal setting policies to help students start right. Students were asked about their experiences with academic advising and planning. Eighty-five percent of respondents reported knowing about academic advising/planning. Sixty-seven percent of students reported using academic advising/planning at least once. Of those students, 32% reported being very satisfied with the service, while 61% of respondents reported meeting with an

10%17%

62% 58% 56%

15%13%19%

70%60% 58%

13%12%21%

68%59%

54%

14%

0%10%20%30%40%50%60%70%80%

Asked questionsin class or

contributed toclass discussions

Worked withother students on

projects duringclass

Worked withclassmates

outside of classto prepare

assignments

Asked questionsin class or

contributed toclass discussions

Worked withother students on

projects duringclass

Worked withclassmates

outside of classto prepare

assignments

Never 2 or more times

Academic Experience2014 2016 2018


academic advisor at a convenient time, this is also a marked improvement from 2014, growing by seven percentage points. Also, 26% of students reported being assigned to a specific person to see each time they needed assistance. It is also important to ensure students are being helped appropriately when meeting with an academic advisor. The majority of students reported an advisor helped them to identify necessary course to enroll in during their first semester (77%). A majority of the respondents also reported their advisor helping them with selecting a course of study, program, or major (65%), while over half indicated an advisor helped them set academic goals and creating a plan to achieve them (55%).

Note: Reporting percentage of those who agreed/strongly agreed Educational Goals/Reasons for Attending College Community colleges have multiple missions and goals, as do their students. Students responding to the survey were given the opportunity to report their educational goals. Options included completing a certificate, obtaining an Associate degree, or transferring to a 4-year college or university as an educational goal. Students were allowed to indicate more than one goal. The majority of El Camino College students indicated that transferring to a 4-year college or university (94%). The educational goals of obtaining a certificate (57%) or Associate degree (70%) were both down from 2014 rates.

54%

75% 71%77%

56%61%

53%

72%

61% 65%55%

77%

0%10%20%30%40%50%60%70%80%90%

I was able to meet with anacademic advisor at times

convenient for me

An advisor helped me toselect a course of study,

program, or major

An advisor helped me toset academic goals and tocreate a plan for achieving

them

An advisor helped me toidentify the courses I

needed to take during myfirst semester

Academic Advising & Planning2014 2016 2018



Financial Assistance Paying for college can be a large obstacle for some students, and not receiving financial assistance could determine whether or not a student enrolls. It is important for these students to be aware of the financial assistance that is available to them. Three quarters of respondents applied for financial assistance (78%). However, only 68% of students reported being notified about their eligibility for financial assistance and 28% reported receiving funds. The majority of students applied for financial assistance at least one month before classes began (68%) and about a quarter did not apply for assistance.

Note: Reporting percentage of those who responded Yes

62%

83% 87%

62%

77%

94%

57%

70%

94%

0%10%20%30%40%50%60%70%80%90%

100%

To complete a certificate To obtain an Associate degree To transfer to a 4-year college oruniversity

Educational Goals2014 2016 2018

88%76%

26%

74%

57%

28%

78%68%

38%

0%10%20%30%40%50%60%70%80%90%

100%

I applied for financial assistance I was notified I was eligible toreceive financial assistance

I received financial assistance funds

Finanacial Assistance - General2014 2016 2018


Forty-seven percent of respondents agreed or strongly agreed that the college provided adequate information about financial assistance, and only 30% of respondents agreed or strongly agreed that a college staff member helped them determine their qualifications.

Note: Reporting percentage of those who agreed/strongly agreed Orientation and Registration It is important to examine whether students are enrolling at the college with knowledge about the campus and the process of obtaining an education. They can obtain this knowledge through orientation. The majority of students participated in orientation either online (28%) or on-campus (42%) prior to the beginning of classes. Also important to notice is that 17% of the students were not aware of orientation. There was a spike in online orientation participation and a dip in on-campus orientation participation in 2016, but the 2018 rates have returned to the 2014 levels.

45%

18%

8% 5%

24%

51%

16%

6%3%

25%

53%

15%10%

2%

21%

0%

10%

20%

30%

40%

50%

60%

3 or more monthsbefore classes began

1 to 2 months beforeclasses began

Less than 1 monthbefore classes began

After classes began I did not apply forfinancial assistance

Financial Assistance - First Applied for Assistance2014 2016 2018

37%

22%

43%

24%

47%

30%

0%

10%

20%

30%

40%

50%

The college provided me with adequate informationabout financial assistance

A college staff member helped me determinewhether I qualified for financial assistance

Financial Assistance - Information & Eligibility2014 2016 2018


Equally important is to examine students’ enrollment in classes. The graph below shows when students enrolled in their classes. The majority of students enrolled in classes before classes began (88%).

The majority of students reported enrolling in four or more course (43%), with 35% enrolling into three courses, 17% in two, and 6% in one course. After enrollment, the majority of students did not drop a course within the first three weeks of the semester (71%) as seen in the next graph. Of those who did add or drop a course within the first three weeks, 12% discussed their decision with a college staff or instructor. Of those who dropped course, the majority dropped only one course.

25%

40%

5%

17%14%

46%

32%

4%7%

18%

28%

42%

4%

17% 15%

0%5%

10%15%20%25%30%35%40%45%50%

I took part in anonline orientation

prior to the beginningof classes

I attended an on-campus orientation

prior to the beginningof classes

I enrolled in anorientation course as

part of my courseschedule during my

first semester atthis college

I was not aware of acollege orientation

I was unable toparticipate in

orientation due toscheduling or other

issues

Orientation Participation2014 2016 2018

89%

6% 5% 1%

89%

7% 3% 1%

88%

8% 4% 0%0%

10%20%30%40%50%60%70%80%90%

100%

More than 1 week beforeclasses began

During the week beforeclasses began

During the first week ofclass

After the first week ofclasses

Registration for Classes2014 2016 2018


Student-Faculty Interaction A large factor in a student’s academic experience is their engagement and interaction with their professors. Various items on the survey addressed the extent of interaction between student and faculty. Overall, interactions increased from 2014 to 2016 and stabilized in 2018 across all categories. The graph below shows data for students who reported engaging in specific student-faculty interactions at least twice. Students were more likely ask instructors for help regarding class or receive prompt written or oral feedback from instructors on their performance. Students were least likely to discuss ideas from readings or classes with the instructor outside of class. Also, 78% of respondents agreed or strongly agreed that at least one instructor learned their names.

Note: Reporting percentage of those who reported engagement of these activities at least twice

20%13%

67%

18%11%

71%

17%12%

71%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Yes, without discussing my decisionwith a college staff member or

instructor

Yes, after discussing my decisionwith a college staff member or

instructor

No, I did not add or drop anycourses

"Did you add/drop any courses in the first three weeks?"2014 2016 2018

29%23%

38% 39%

15%

33%27%

43% 44%

16%

32%26%

42% 42%

16%

0%

10%

20%

30%

40%

50%

Use an electronictool to communicate

with an instructorabout coursework

Discuss anassignment or grade

with an instructor

Ask for help from aninstructor regarding

questions orproblems related to

a class

Receive promptwritten or oralfeedback from

instructors on yourperformance

Discuss ideas fromyour readings or

classes withinstructors outside of

class

Student Faculty Interaction2014 2016 2018


Student Satisfaction A useful measure of satisfaction is whether a student recommends a service or institution to others. Students were asked if they would recommend El Camino College to a friend or family member. Ninety-five percent report they would make such a recommendation, same as the national SENSE cohort, but an increase from ECC respondents in 2014 (92%). Support Services The table below displays awareness of service, use, and satisfaction of a number of key academic and student support services. The first column reports the percentage of students who say that they are aware of the service; the second column shows the percentage of students who reported having used the service two or more times; the third column shows the percentage of students (who used the service) who report they are Very Satisfied with the service. Over half of the El Camino College respondents reported being aware of nine of the eleven services. The level of awareness for all services increased in 2016 from 2014 levels. The percentage of students using the services two or more times remained similar for 2014 and 2016 respondents. The rates of students being very satisfied with all services increased in 2016 from 2014 rates. The category with the highest rate of students being very satisfied was the services to students with disabilities.

Aware of Service Use Satisfaction* (Yes) (2+ times) (Very) 2014 2016 2018 2014 2016 2018 2014 2016 2018

Academic advising/planning 72% 80% 85% 15% 18% 24% 36% 41% 43%

Career counseling 60% 66% 62% 8% 7% 8% 40% 47% 50% Job placement assistance 30% 33% 29% 2% 2% 2% 25% 37% 39% Face-to-face tutoring 67% 77% 79% 7% 7% 9% 53% 55% 55% Online tutoring 31% 33% 27% 3% 3% 2% 32% 36% 39% Writing, math, or other skill lab 69% 77% 76% 18% 14% 14% 44% 60% 57% Financial assistance advising 64% 72% 75% 12% 15% 15% 34% 40% 47%

Computer lab 83% 84% 82% 38% 34% 29% 58% 58% 73%

Student organizations 51% 57% 56% 7% 6% 6% 37% 44% 44% Transfer credit assistance 45% 46% 52% 3% 4% 5% 39% 50% 48%

Services to disabled students 57% 60% 58% 3% 2% 4% 54% 61% 61% *Sample excludes those who responded N/A to level satisfaction and indicated never using service.

Conclusion and Recommendations Overall, El Camino College saw increases and stabilizations across most measures in the SENSE 2018 results compared to results from the SENSE 2014 and 2016. When comparing benchmark scores in 2018, ECC scores fell below the SENSE cohort scores in all but two of the six categories; with the Early Connections benchmark needing the most improvement. It is recommended that ECC should participate in the SENSE again in Fall 2021 which will allow for continued monitoring of progress towards improvements in student engagement.

el camino college the survey of entering student ......research & planning 1 november 2019 . el...

Documents