Foundations of ExcellenceResults of Surveys

A Presentation by

Arlene Santos-George

April 1, 2008

Objectives

Brief background on FoEProvide an overview of the FoE surveys conducted in the fallPresent the results

Profile of respondentsMethodologyResults

Group Activity

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

9 DimensionsThe 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

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

Faculty/Staff Survey InstrumentSurvey components or factors: 9 dimensionsScaled 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 classificationGenderEthnicityFTPTYears worked at CLCDirect working relationship with new studentsAcademic advisor

New Student Survey OverviewSurvey components or factors: 6 dimensionsScaled questions: “To what degree….?”

1: Not at all; 2: Slight; 3: Moderate; 4: High; 5: Very High7 institutional open-ended questionsCategorical questions:

GenderFTPTTransfer studentWork statusParents’ highest educationLiving arrangementsInvolvement in campus-sponsored activityAverage number of hours spent outside classroom for class preparation

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

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%)

Overall Evaluation Results: New Student SurveyThe 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%)

Faculty, Teaching

Employee Classification

Name N % of Total Responses

Administrative/Professional 35 10.3%

Classified 46 13.6%

Faculty, Primarily Non-teaching 19 5.6%

Faculty, Primarily Teaching 190 56.1%

Specialist 41 12.1%

Faculty/Staff Survey: Profile of Respondents (n = 339)

57% teaching faculty, 6% non-teaching faculty64% female73% full-time79% White, Non-Hispanic89% Worked at CLC at least 1 year57% Hired before the last 5 years80% Work directly w/ students60% Taught class predominantly new students in last 2 years77% Not an academic advisor

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 activitiesThe 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/staffThe institution provides opportunities for students to interact with other students and with faculty/staffThe 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

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%)

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 studentsThe 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/functionsStudent services and faculty partnerships are encouraged by senior institution leadersFaculty/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 conductExcellence 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

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 yearThe 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 communityThe 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 goalsTheir work with new students has been influenced by assessment informationRatings 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

New Student Survey: Profile of Respondents (n = 1157)

62% female62% part-time26% transferred from another college or univ.80% work w/ pay45% work more than 30 hours30% has parents with high school degree of less; 27% college degree74% live off campus with family63% not involved in campus-sponsored activities37% 1 to 5 hours spent outside classroom for class prep; 34% 6 to 10 hrs.

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 rulesFaculty/staff referred the students to the right office when they asked a questionThe 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 opportunitiesAcademic Advising: The college explained the requirements for specific programs and majors. Helped students select coursesThe college communicates the importance of: Academic honesty; Ethical conduct; Acknowledging the source of ideas not your own; and Standards of behavior in an academic communityThey feel that:

The campus is physically safeRespected 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

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 collegeThe college communicated the importance of respecting others with differing opinionsThey felt:

The college helped them to understand how attending college increases knowledge for their personal growthThe college helped them to understand how attending college increases knowledge for their future employmentThe 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

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%)

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/eventsMaking 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 successfulFaculty / 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

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%)

Group Activity

Group Instructions2 Groups: Faculty/Staff; New StudentsCase: 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.