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Key Findings 2004/2005

The CCSSE Workgroup has met every other Friday afternoon since the beginning of the fall 2005 semester to review survey results and discuss the findings. Members of the Workgroup have presented CCSSE data throughout campus and will continue to do so. There will also be interest-specific reports disseminiated as the Workgroup continues to meet.

Key Finding 1:

There is a significant disconnect between full-time and part-time students' levels of engagement (as measured by the five benchmarks) at SFCC, particularly in the 2005 data. While most community colleges surveyed have 9-10% point gaps when comparing students by enrollment status, SFCC has 18-23% point gaps. Additionally, these gaps occur in all five benchmarks, including academic challenge, which is one of two benchmarks focusing particularly on instructional activities.

Key Finding 2:

In 2004, 40% of the survey respondents indicate they have advanced degrees; in 2005, 35% have degrees. This high percentage sets SFCC apart from national trends (7-11%) and certainly emphasizes the unique composition of both Santa Fe itself and our student body.

Key Finding 3:

A full 63% rarely go to an adviser or don't know anything about academic advising. Of those who do go, 34% are "dissatisfied to very dissatisfied" with the advising they receive with regard to course requirements and scheduling. Only 21% report seeing either someone in the ESS or an officially assigned adviser.

Recommendation 1:

Design secondary surveys targeted to courses in general education core.

Followup: This survey has been conducted and results are currently being analyzed.

Recommendation 2:

Clarify SFCC graduation rates to community (local and state) in light of the high percentage reporting advanced degrees.

Followup: The Office of Institutional Research is attempting to verify the CCSSE sample data against the entire SFCC student population. Additionally, the 2006 survey data shows 36% reporting advance degrees; thus the pattern holds firm each year.

Recommendation 3:

Modify academic advising system for degree-seeking students. The Workgroup is proposing several modifications:

  • Design aggressive marketing campaign for the ESS/Divisional Advising Model.
  • Incorporate voluntary faculty advisers back into advising system. Faculty advisers can receive incentive pay for advising or can serve as advisers are part of the "service to college" contract requirement.
  • Offer temporary PANS to Developmental Studies faculty in August when the bulk of new students arrive (and are predominantly in need of skills remediation).
  • Allow division counselors to serve as advising coordinators within division, assigning advisees to the faculty and providing training/resources for faculty advisers.
  • Establish mandatory advising process for all degree-seeking students, full or part-time. Students who have declared degrees should "see" (in person, on phone, via email) an assigned adviser a minimum of once during an academic year or be blocked from registration. Advising "festivals" can be implemented four weeks prior to each registration period.

Followup: This recommendation has been all or partially incorporated into Year 2 of the Achieving the Dream workplan. Implementation depends on identification of necessary resources and training for involved personnel.

For more information, please contact Susan Lemke, (505) 428-1520, susan.lemke@sfcc.edu.

Santa Fe Community College | 6401 Richards Ave. | Santa Fe, New Mexico 87508 | (505) 428-1000