2009 Community College of Student Engagement (CCSSE) College Results: Frequency Distributions

Transcription

1 2009 Community College of Student Engagement (CCSSE) College Results: Frequency Distributions Institutional Research & Effectiveness

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3 Frequency Distributions This report summarizes the observed frequencies of occurrence (counts and percentages) of the values for each item on The Community College Student Report. Data are presented for all, part-time, and full-time students at your college, a comparison group, and the Cohort (i.e. all students who participated in CCSSE from 2007 through 2009). Please note, certain demographic items (gender, race/ethnicity, age, and enrollment status) do not appear on this report but can be found in Table 1.

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5 2009 Frequency Distributions Joliet Junior College, Illinois Consortium (weighted data *) Cohort Cohort Cohort Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 1. Did you begin college at this Started here college or elsewhere? Started elsewhere Total a. Asked questions in class or Never contributed to class Sometimes discussions Often Very often Total b. Made a class presentation Never Sometimes Often Very often Total c. Prepared two or more drafts of Never a paper or assignment before Sometimes turning it in Often Very often Total d. Worked on a paper or project Never that required integrating ideas Sometimes or information from various Often sources Very often Total e. Came to class without Never completing readings or Sometimes assignments Often Very often Total f. Worked with other students on Never projects during class Sometimes Often Very often Total g. Worked with classmates Never outside of class to prepare Sometimes class assignments Often Very often Total h. Tutored or taught other Never students (paid or voluntary) Sometimes Often Very often Total i. Participated in a community- Never based project as a part of a Sometimes regular course Often Very often Total * Data was weighted according to the full-time/part-time population data from IPEDS. *Regarding Blank Cells: Please see Table 1 for unweighted sample and population values. F1

6 2009 Frequency Distributions (weighted data *) Cohort Cohort Cohort Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 4j. Used the Internet or instant Never messaging to work on an Sometimes assignment Often Very often Total k. Used to communicate Never with an instructor Sometimes Often Very often Total l. Discussed grades or Never assignments with an instructor Sometimes Often Very often Total m. Talked about career plans with Never an instructor or advisor Sometimes Often Very often Total n. Discussed ideas from your Never readings or classes with Sometimes instructors outside of class Often Very often Total o. Received prompt feedback Never (written or oral) from Sometimes instructors on your Often performance Very often Total p. Worked harder than you Never thought you could to meet an Sometimes instructors standards or Often expectations Very often Total q. Worked with instructors on Never activities other than Sometimes coursework Often Very often Total r. Discussed ideas from your Never readings or classes with others Sometimes outside of class (students, Often family members, coworkers, etc.) Very often Total s. Had serious conversations Never with students of a different race Sometimes or ethnicity other than your own Often Very often Total t. Had serious conversations Never with students who differ from you Sometimes in terms of their religious beliefs, Often political opinions, or personal values Very often Total u. Skipped class Never Sometimes Often Very often Total * Data was weighted according to the full-time/part-time population data from IPEDS. *Regarding Blank Cells: Please see Table 1 for unweighted sample and population values. F2

7 2009 Frequency Distributions (weighted data *) Cohort Cohort Cohort Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 5a. Memorizing facts, ideas, or Very little methods from your courses Some and readings so you can repeat Quite a bit them in pretty much the same form Very much Total b. Analyzing the basic elements of an Very little idea, experience, or theory Some Quite a bit Very much Total c. Synthesizing and organizing ideas, Very little information, or experiences in new Some ways Quite a bit Very much Total d. Making judgments about the value Very little or soundness of information, Some arguments, or methods Quite a bit Very much Total e. Applying theories or concepts to Very little practical problems or in new Some situations Quite a bit Very much Total f. Using information you have read Very little or heard to perform a new skill Some Quite a bit Very much Total a. Number of assigned textbooks, None manuals, books, or book-length Between 1 and packs of course readings Between 5 and Between 11 and More than Total b. Number of books read on your own None (not assigned) for personal Between 1 and enjoyment or academic enrichment Between 5 and Between 11 and More than Total c. Number of written papers or reports None of any length Between 1 and Between 5 and Between 11 and More than Total Mark the box that best represents Extremely easy the extent to which your examinations during the current school year have challenged you to do your best work at this college Extremely challenging Total a. Internship, field experience, coop I have not done, nor plan experience, or clinical assignment to do I plan to do I have done Total * Data was weighted according to the full-time/part-time population data from IPEDS. *Regarding Blank Cells: Please see Table 1 for unweighted sample and population values. F3

8 2009 Frequency Distributions (weighted data *) Cohort Cohort Cohort Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 8b. English as a second language course I have not done, nor plan to do I plan to do I have done Total c. Developmental/remedial reading I have not done, nor plan course to do I plan to do I have done Total d. Developmental/remedial writing course I have not done, nor plan to do I plan to do I have done Total e. Developmental/remedial math course I have not done, nor plan to do I plan to do I have done Total f. Study skills course I have not done, nor plan to do I plan to do I have done Total g. Honors course I have not done, nor plan to do I plan to do I have done Total h. College orientation program or course I have not done, nor plan to do I plan to do I have done Total i. Organized learning communities (linked I have not done, nor plan courses/study groups led by to do faculty or counselors) I plan to do I have done Total a. Encouraging you to spend Very little significant amounts of time Some studying Quite a bit Very much Total b. Providing the support you need to Very little help you succeed at this college Some Quite a bit Very much Total c. Encouraging contact among Very little students from different economic, Some social, and racial or ethnic Quite a bit backgrounds Very much Total d. Helping you cope with your non- Very little academic responsibilities (work, Some family, etc.) Quite a bit Very much Total * Data was weighted according to the full-time/part-time population data from IPEDS. *Regarding Blank Cells: Please see Table 1 for unweighted sample and population values. F4

9 2009 Frequency Distributions (weighted data *) Cohort Cohort Cohort Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 9e. Providing the support you need to Very little thrive socially Some Quite a bit Very much Total f. Providing the financial support you Very little need to afford your education Some Quite a bit Very much Total g. Using Computers in academic work Very little Some Quite a bit Very much Total a. Preparing for class (studying, None reading, writing, rehearsing, doing 1-5 hours homework, or other activities 6-10 hours related to your program) hours hours More than 30 hours Total b. Working for pay None hours hours hours hours More than 30 hours Total c. Participating in college-sponsored None activities (organizations, campus 1-5 hours publications, student government, 6-10 hours intercollegiate or intramural sports, hours etc.) hours More than 30 hours Total d. Providing care for dependents None living with you (parents, children, 1-5 hours spouse, etc.) 6-10 hours hours hours More than 30 hours Total e. Commuting to and from classes None hours hours hours hours More than 30 hours Total a. Other students Unfriendly,unsupportive, sense of alienation Friendly,supportive, sense of belonging Total * Data was weighted according to the full-time/part-time population data from IPEDS. *Regarding Blank Cells: Please see Table 1 for unweighted sample and population values. F5

10 2009 Frequency Distributions (weighted data *) Cohort Cohort Cohort Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 11b. Instructors Unavailable,unhelpful, unsympathetic Available,helpful, sympathetic Total c. Administrative personnel and offices Unhelpful,inconsiderate, rigid Helpful,considerate, flexible Total a. Acquiring a broad general education Very little Some Quite a bit Very much Total b. Acquiring job or work-related Very little knowledge and skills Some Quite a bit Very much Total c. Writing clearly and effectively Very little Some Quite a bit Very much Total d. Speaking clearly and effectively Very little Some Quite a bit Very much Total e. Thinking critically and Very little analytically Some Quite a bit Very much Total f. Solving numerical problems Very little Some Quite a bit Very much Total g. Using computing and Very little information technology Some Quite a bit Very much Total h. Working effectively with others Very little Some Quite a bit Very much Total * Data was weighted according to the full-time/part-time population data from IPEDS. *Regarding Blank Cells: Please see Table 1 for unweighted sample and population values. F6

11 2009 Frequency Distributions (weighted data *) Cohort Cohort Cohort Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 12i. Learning effectively on your Very little own Some Quite a bit Very much Total j. Understanding yourself Very little Some Quite a bit Very much Total k. Understanding people of other Very little racial and ethnic backgrounds Some Quite a bit Very much Total l. Developing a personal code of Very little values and ethics Some Quite a bit Very much Total m. Contributing to the welfare of Very little your community Some Quite a bit Very much Total n. Developing clearer career Very little goals Some Quite a bit Very much Total o. Gaining information about Very little career opportunities Some Quite a bit Very much Total a1. Frequency: Academic Do not know/n.a advising/planning Rarely/never Sometimes Often Total b1. Frequency: Career counseling Do not know/n.a Rarely/never Sometimes Often Total c1. Frequency: Job placement Do not know/n.a assistance Rarely/never Sometimes Often Total d1. Frequency: Peer or other Do not know/n.a tutoring Rarely/never Sometimes Often Total e1. Frequency: Skill labs (writing, Do not know/n.a math, etc.) Rarely/never Sometimes Often Total * Data was weighted according to the full-time/part-time population data from IPEDS. *Regarding Blank Cells: Please see Table 1 for unweighted sample and population values. F7

12 2009 Frequency Distributions (weighted data *) Cohort Cohort Cohort Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 13f1. Frequency: Child care Do not know/n.a Rarely/never Sometimes Often Total g1. Frequency: Financial aid Do not know/n.a advising Rarely/never Sometimes Often Total h1. Frequency: Computer lab Do not know/n.a Rarely/never Sometimes Often Total i1. Frequency: Student Do not know/n.a organizations Rarely/never Sometimes Often Total j1. Frequency: Transfer credit Do not know/n.a assistance Rarely/never Sometimes Often Total k1. Frequency: Services to Do not know/n.a students with disabilities Rarely/never Sometimes Often Total a2. Satisfaction: Academic N.A advising/planning Not at all Somewhat Very Total b2. Satisfaction: Career N.A Counseling Not at all Somewhat Very Total c2. Satisfaction: Job placement N.A assistance Not at all Somewhat Very Total d2. Satisfaction: Peer or other N.A tutoring Not at all Somewhat Very Total e2. Satisfaction: Skill labs (writing, N.A math, etc.) Not at all Somewhat Very Total f2. Satisfaction: Child care N.A Not at all Somewhat Very Total * Data was weighted according to the full-time/part-time population data from IPEDS. *Regarding Blank Cells: Please see Table 1 for unweighted sample and population values. F8