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As California’s community colleges (CCC) respond to

the state’s Student Success Task Force recommendations,

many constituents are considering how student support

can be implemented to improve completion. College

practitioners, policymakers and advocacy groups are all

exploring how to preserve delivery of existing supports,

while at the same time, rethink ways to effectively engage

more students with the assistance they need to succeed.

To inform this dialog at both institutional and system

levels, the RP Group asked nearly 900 students from

13 California community colleges what they think

supports their educational success, paying special

attention to the factors African Americans and Latinos

cite as important to their achievement.

Students offer considerable insight into what they find

particularly supportive in their educational process

and how institutions can advance their progress and

achievement. As colleges work to reimagine student

support and increase completion, their learners can

contribute important perspectives on a number of key

questions. How can colleges help students find direction

and develop clear plans for success? Who is best

positioned to provide support, what do these different

players need to do and how can they effectively work

together? What factors are critical to students’ learning

and completion? Given these tough economic times, what

vital supports may need strategic investment and which

ones can colleges deliver with minimal or no cost?

These are the questions that drive Student Support

(Re)defined—a multiyear study that aims to understand

how, in an environment of extreme scarcity, community

colleges can deliver support both inside and outside the

classroom to improve success for all students (see sidebar,

Student Support (Re)defined).

California’s community colleges face powerful

pressures to change the scope and focus of their work

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http://californiacommunitycolleges.cccco.edu/PolicyinAction/StudentSuccessTaskForce.aspx

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as they negotiate multiple challenges—increased enrollment demands,

significant budget constraints and intensified focus on student attainment,

particularly for underrepresented minority groups. It has become

common knowledge that many CCC students never reach the educational

goals they set out to achieve.1 Moreover, African-American and Latino

learners are even less likely to complete certificates, degrees or transfer

than other groups.2

Yet, CCCs are heeding these challenges and demands as an opportunity.

Innovation and reform efforts designed to improve completion using

targeted student supports are underway at institutions across California.

It is with this context in mind that the RP Group launched this research,

with an eye to providing actionable evidence that the colleges and the

CCC system can use as they work to embrace these challenges and initi-

ate change.

1 Hayward, C. (2011). The Transfer Velocity Project: A Comprehensive Look at the Transfer

Function. Journal for Applied Research in Higher Education, 18.2, 21-32

2 Bahr, P. R. (2010). The bird’s eye view of community colleges: A behavioral typology of

first time students based on cluster analytic classification. Research in Higher Education,

51, 724-749


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http://www.rpgroup.org/content/research-framework

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The RP Group purposefully designed

Student Support (Re)defined to have student

perspectives drive the study and to contribute

to the growing body of research that adds their

voices and experiences to the subject of support.

Moreover, the RP Group anticipates that student

perspectives gathered in this first phase will both

(1) offer concrete strategies for community college educators to consider and

(2) keep the dialog about redefining support services focused on students in

both the practitioner and dissemination phases of this project.

To launch Student Support (Re)defined, the RP Group engaged a range of

colleges to participate in this first phase of research. In an attempt to capture

a broad representation of the California community college system, 15

institutions were selected and invited to take part in the study due to their

geographic and demographic diversity (e.g., campus location, transfer rates,

college size, urban or rural setting and student population). Thirteen colleges

elected to participate (see map, Participating Colleges).

Using a mixed-methods approach, the RP Group implemented both

quantitative and qualitative measures to gather students’ perspectives from

participating colleges on the following overarching research question:

In an environment of extreme scarcity, which student support activities can

be delivered inside and outside of the classroom to improve success for all

students and, in particular, for African-American and Latino learners?

The RP Group employed two primary methods that resulted in feedback

from nearly 900 students, including phone surveys with 785 students (current

students, leavers and completers3) and focus groups with 102 participants

from four colleges (students enrolled in spring 2012). Survey participants

were selected based on a stratified random sample of 10,918 students that

oversampled African Americans and Latinos from each college in order to

ensure adequate representation from these two groups. These activities aimed

3 For the purposes of this study, “current students” are those who enrolled in the fall 2011

term, “completers” are those who had obtained a certificate or degree between fall 2010 and

spring 2011 and “leavers” are those who were enrolled in spring 2011, but not enrolled in

fall 2011 and had not earned a certificate or degree prior to fall 2011.

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to capture students’ input and feedback on what they viewed

as important to supporting their success.

The research team additionally linked quantitative data from

the CCC Chancellor’s Office on students’ demographics

and academic history to their survey responses in order to

examine the results of different populations (see sidebar,

Student Survey QuickStats). Subpopulations were identified

and examined to determine particular patterns or trends.

Specifically, we reviewed responses by enrollment status

(completer, leaver or current student), gender, ethnicity, age,

first-generation status, field of study, record of educational

plan and special program participation (financial aid,

Extended Opportunities Programs and Services [EOPS] and

Disabled Students Programs and Services [DSPS]). Three

general questions guided this phase of research:

1. In reflecting on the six factors of success, what

supports—both inside and outside the classroom—do

students identify as important to their success as

community college learners?

2. What is the relationship among the six factors of success?

3. How do the above results vary for different groups of

students?

The research team analyzed the findings for factors that

appeared to be particularly effective with Latino and African-

American students and explored if these factors may also

be effective for students of all ethnicities. Additionally, the team worked to

identify themes in the findings that speak directly to how colleges can support

students more effectively, and in turn, improve their students’ success.

In keeping with the RP Group’s emphasis on an applied inquiry model, this

study employs an action research framework. Moving forward, the RP Group

will involve participants and researchers in a reflective process to regularly

examine these and other study findings. This process will help guide, refine

and revise the proposed research activities and approaches based on what both

researchers and practitioners observe and learn.

For a full description of the study’s methodology, including how the colleges

were selected, the criteria used to create the student sample and the data analyses

performed, please visit: http://www.rpgroup.org/content/research-framework.

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Given current and anticipated future

budget constraints and increased calls

for reform, now is the time for colleges

to redefine support in a way that aligns

with what students say they need to

succeed. When considering the overall

findings, five distinct themes emerge.

These key themes supply colleges

with a framework for reflecting on the

outcomes they want for their students.

They also offer colleges a launch pad for identifying how support can be

strategically integrated across institutional divisions and into students’

experience both inside and outside the classroom, from entry to exit. Finally,

the themes imply many ideas for change designed to connect more students

to necessary support, ranging from actions that individuals and programs can

take immediately to those that will require systemic reform of institutional

structures. Key themes include the following:

P3??8=89'0884'13'C39182'91548019T'B37E:730N"While this

research acknowledges students as key agents in their own educational

success, it also highlights that the motivation learners bring to their

college experience may not be enough to guarantee completion. Moreover,

some students may arrive without this drive and need even more help

developing the required focus and direction.

P3??8=89'B591'18:6;'91548019';3M'13'9566884'<0'1;8'D391986304:2@'80E<230B801N These findings also imply that

colleges must show students how to translate their motivation into

success. Students need assistance building the specific skills and knowledge

necessary to navigate their community college and thrive in this environment,

particularly those who are new to higher education or who arrive without a

specific goal in mind.

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P3??8=89'0884'13'912561528'95DD321'13'809528':??'R9<I'9566899'C:61329S':28':44289984N'This research indicates that (1) students find

all six success factors (directed, focused, nurtured, engaged, connected

and valued) to be important to their progress and achievement and (2)

different factors interact with each other in various ways to contribute to their

success. Students noted how experiencing one factor often led to realizing

another, or how two factors were inextricably linked to each other. Since

students do not experience these factors in isolation, these findings imply

that colleges should consider solutions that can help students attain multiple

factors at once.

P3??8=89'0884'13'D23E<48'63BD28;809<E8'95DD321'13';<9132<6:??@'50482982E84'91548019'13'D28E801'1;8'8U5<1@'=:D'C23B'=23M<0=N'Comprehensive support is more likely to address

the multiple needs—academic, financial, social and personal—identified by

African-American, Latino and first-generation students participating in this

study. These students were more likely to cite a lack of academic support,

the absence of someone at the college who cared about their success and

insufficient financial assistance as reasons for them not to continue their

education. While it may not be feasible to expand existing special populations

programs, colleges must find a way to provide a significant portion of these

student groups with comprehensive support—at scale. If they do not, the

equity gap will likely continue to grow.

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B801V'F51'C:65?1@'B591'1:G8'1;8'?8:4N Student responses highlight

how everyone on a campus can affect their achievement. They under-

score the importance of colleges promoting a culture where all individuals

across the institution understand their role in advancing students’ success. Yet,

across the board, students most commonly recognized faculty as having the

greatest potential impact on their educational journeys. Instructors can sup-

port student achievement by finding ways to incorporate elements of the six

success factors into course content and delivery. Faculty can also work with

others across the college to integrate different types of support into the class-

room and help connect students with any assistance they might need outside

their coursework.

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This stage of the research asked students broadly

what contributed to their community college success

and then gathered their specific experience with and

perspectives on each of the six success factors—

focused, directed, nurtured, engaged, connected and

valued. The following section presents a summary

of students’ responses by success factor, including

a definition of each factor, key findings about that

factor from both the survey and focus groups and any

significant highlights by survey participant subgroup

(i.e., student type, ethnicity, age, gender, field of study,

participation in a special program, first generation

status, education plan holder). This section primarily

focuses on findings that faculty and instructional

administrators, counselors and other support

professionals, staff and administrative leaders might

find actionable. Students’ will also find some insights

about what they can do to improve their chances for

completion.

As the RP Group constructed and defined these six

success factors for the purposes of this research,

students did not always talk about what they find

supportive of their achievement based on these discrete

and separate elements. This research underscored the

value of having each of these success factors present

in a student’s experience and uncovered relationships

among these different drivers of success. At the same

time, students placed higher value on and made stronger

associations between particular factors. Consequently,

we present key findings on these six factors in order

of importance and association according to the study’s

participants: focused and directed first, nurtured second,

followed by engaged and connected and then valued.


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$<286184':04'-365984"

When discussing what contributed to

their success, students prioritized and

made inextricable links between having

a specific educational goal and plan

(directed) and staying motivated to

achieve that goal (focused).

Many participants indicated

that having a goal helped

them remain motivated

while others stated that

staying focused on school

helped them clarify a

direction and establish

a specific outcome over

time. Students provided

unique insights on each

factor as described

in the highlighted

findings below; at

the same time, many

of their perspectives

also underscore the

interconnectedness of

these two elements.

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Simply put, having direction is vital to students’ success. Students

participating in both the surveys and focus groups identified having

direction as a top driver of their achievement. Over three quarters (79%)

of survey respondents stated that making a connection between their

success in college and their life goals was very important to their

own progress. Accordingly, survey respondents who indicated having

direction was important to their success pointed to a range of reasons,

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such as wanting a better life (34%),

wanting to complete their program or

achieve transfer (25%) or wanting a

particular career (12%). Focus group

participants echoed these sentiments.

These students most frequently

rated directed as the primary factor

driving their achievement and often

attributed their success to having a

specific goal and taking action.

When observing indicators for having

direction, a large majority of survey

respondents reported that they either

decided on their educational goal before

coming to a community college (58%) or within their first year of

enrollment (27%). Nearly all (99%) stated a primary goal for attending

college; top goals included transferring (46%) or earning an associate’s

degree (30%). The percentage of students indicating transfer as their goal

ranged from a low of 23% to a high of 67% among the 12 colleges. The

percentage of students indicating an associate’s degree as their primary goal

ranged from a low of 16% to

a high of 43%. Most survey

respondents reported knowing

what they needed to do to

achieve their goal, such as the

courses they needed to take

to complete or the transfer

requirements they needed to

fulfill (see Table 1).

At the same time, many focus

group participants shared

that while they had found

direction, they and their

peers were often challenged to do so. Given both the priority participants

place on having a goal and their reported struggles to find direction,

this research suggests that students need support—both in the form of

tools and people—that help them establish an end-point, identify what

courses they need to take and allow them to track progress toward their

educational goals. A primary mechanism for goal development and tracking

appears to be the educational plan (ed plan). Most focus group participants

self-reported that they found direction by selecting a major and mapping

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out related academic requirements semester by semester. Analysis of survey

participant data shows that over one third (36%) had an ed plan on record.

Some focus group participants spoke about struggling to find information and

establish plans upon enrollment and suggested that colleges should be more

proactive in reaching out to students upon entry and helping them establish

a direction.

Additionally, students indicated that counselors and faculty need to play a

key supporting role in helping students with both goal selection and ed

plan development and tracking. Focus groups yielded a range of students’

perspectives on the ways these two critical players can offer assistance. Some

participants reported that seeing a counselor immediately upon enrollment

was instrumental in helping them plan their education and navigate the

institution. Others noted that counselors they met through special programs

like Educational Opportunities Programs and Services (EOPS) and Disabled

Students Programs and Services (DSPS) provided them important direction

and guidance. Given the role students say counselors can take in offering

direction and guidance, being more proactive with undecided and first-

generation students could make a significant difference in the progress

and success of these learners.

Similarly, focus group participants across all four colleges emphasized

the need for faculty to take an active role in helping students find

direction. They underscored the value of faculty involvement in helping

learners establish goals and plans for achieving those goals. Several students

mentioned the value of faculty insights when exploring and choosing

particular programs and/or career paths and suggested discipline-specific

advising by instructors.

That said, both survey and focus group participants also emphasized

the importance of students taking initiative, seeking out information

that helps them identify their education and career goals, and checking

multiple sources to ensure this information is accurate. When offering

advice to their peers about how to be directed, survey participants most often

suggested students be proactive in finding information on what classes and

requirements they need to complete followed by specific advice on what and

how many classes to take and when to take them.

!#XW*)#('Y.WYZ.WY"!N When looking at specific subgroups of survey

respondents, completers and current students, those with an ed plan and

students with a field of study (nine or more earned units in one discipline)

particularly stood out as those who both valued and acted on finding direction.

Completers and current students (versus leavers), those with an ed plan


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(versus those without) and those with field of study (versus those without)

were more likely to indicate having direction and seeing a connection between

their success in college and their life goals was very important to their

achievement. Additionally, completers and those with a field of study were

also more likely to have received counseling. Those with an ed plan were

much more likely to have received an assessment.

Discussion QuestionsG' H2:'62"/'I2-3'.288"&"')"8>'/(-6"$(/'#$6'6%3".@2$<

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G' M)1('3"/2-3."/'1$6'(228/'62'N1.-8(IC'.2-$/"823/'1$6'2()"3'/(-6"$('

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62"/'I2-3'.288"&"'6%3".('()"'/(-6"$(/':)2'K2/('$""6'(2'J-%86'()"/"'

/-.."//'/9%88/'(2'()"/"'.2-3/"/L

!!!


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9"">%$&'()"%3'"I"/'2$'()"'>3%R";

While emphasizing the need for a specific goal and plan of action,

students also stressed that staying focused on achieving their goal

was critical to success. When asked which of the six factors was

most important to their achievement, the largest percentage of survey

respondents (40%) cited being focused. When looking more closely at

this factor, students primarily described being focused as having motivation,

doing the work required for class and managing their time. Similarly, when

offering advice to their peers, students also most frequently recommended

staying focused (55%), including studying and doing homework, working

hard and attending classes as well as not procrastinating, stopping out or

“giving up.”

Surveys and focus groups also gathered student perspectives on what

encourages (or impedes) their motivation, offering interesting insight into

where educators might take action to cultivate focus. When asked about

what motivates them to attend their classes, participants rated several

reasons as very important

including the desire to pass the

class and wanting to get a good

grade in the class (see Table 2).

When asked why they might

miss a class, survey participants

most commonly cited as very

important the need to care for

family followed by the need for

work (see Table 3). When asked

about what made them return to

school each semester, top reasons

cited by survey respondents

included having earned good

grades, being able to register for the

classes they need and having the

money to pay for college. Notably,

least important to students’ class

attendance or semester-to-semester

persistence were the expectations or

attendance of friends (see Table 4).

'2HN)&4

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Additionally, some focus

group participants described

experiencing and recognizing

some success and progress

toward a goal as helping them

remain focused. Students spoke

of tracking their progress from

semester to semester by meeting

regularly with a counselor to

monitor their achievements,

revise their ed plans and select

additional courses. Others

discussed using degree audit or

other web-based systems hosted

by their college that allowed them

to look at their advancement

from term to term. Students

additionally reported monitoring

their progress on a day-to-

day basis through the ongoing

feedback of instructors through

tests, assignments, quizzes and

projects. These findings suggest

that while students’ own

intrinsic drive is important to

their progress and achievement,

there are many opportunities

for faculty, counselors and

support professionals, college

leaders and staff to take

action and engender students’

motivation and movement

toward their goals.

!#XW*)#('Y.WYZ.WY"!N'When considering the role of

being focused in the success

of specific subgroups, the

persistence of African-American

and Latino students seemed

particularly impacted by

finances. African-American and

Latino students placed a higher

importance on receiving financial

'2HN)&7

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aid as a factor in their decision

to return to school each term

than students of other ethnicities.

Among those who skipped a term

or left the college all together,

African-American students were

more likely than others to cite a

lack of money to pay for college

and/or a lack of financial aid as

a very important factor in their

choice not to return. Additionally,

among leavers, African-American

and Latino students were more likely

to cite the inability to register for classes as

a critical factor in their decision not to re-enroll.

Students’ views on focus also appeared to vary by age. While not critical

to survey participants overall, the motivation of younger students appeared

particularly connected to the presence of their friends. For example, younger

students (specifically those under 20) said it was important to their decision to

continue or complete their education that their friends were also returning to

school. That said, friends also surfaced as an important driver for those 44 and

older. For those in this age group, the presence of friends in class served as a

significant motivator.

Discussion QuestionsG' 'S$'I2-3'.1K>-/C':)1('13"'/2K"':1I/'()1('

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&5215284,>9SEG89O&B&:E9:E&>a&AB@89O&cDE@E&:<=CE9<:V&:=AAE::&8:&

8gJ>@<B9<&B9C&EYJEA<EC&5+(-6"$(/'N""8'/2K"J26I':1$(/'1$6'

)"8>/'()"K'/-..""6;

Like having focus and direction, students strongly indicated that

feeling nurtured was vital to their success. When asked about which

of the six factors was most important to their achievement, feeling nurtured

(22%) was the second most common response (behind being focused). Focus

group participants echoed this sentiment, with students across all four colleges

indicating that receiving care and concern from others was a critical motivator

in their academic progress and success. Moreover, this research suggests

that when someone cares about a student and his or her achievement,

that student is also likely to experience the other factors for success.

Participants often stated that receiving this kind of support led them to

develop a direction, maintain focus, be engaged and/or feel connected.

With the emphasis placed by students on this factor and given the tendency

to equate it with “mothering,” it is important to note

that the discussion of nurturing offers a particular

area of support that can benefit from redefinition.

As recognized throughout this report, students

are clearly active agents in their educational

process. Yet, this research underscores that students

still need to feel others care about them and their

success. The sources of nurturing and the range

of ways students identified feeling nurtured

underscore the diversity of approaches educators

can take to make students know that their success

counts.

In terms of sources of nurturing, students

cited friends, fellow classmates and family

members who encouraged them as they pursued

their educational goals, providing support and

assistance to keep them focused and motivated. Students

also spoke of caring counselors, particularly those who helped them with

course scheduling and transfer planning, and who provided words of

encouragement. In addition, staff, from administrative assistants to librarians

to lab technicians, played a key role in nurturing students by taking an interest

in their success and providing assistance and support.

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While survey participants most commonly identified nurturing from

family (51%) as key to their success, students also suggested that

faculty were a top source of this support. Among survey participants, nearly

a third (32%) said nurturing from teachers was critical to their achievement

and an overwhelming percentage (94%) indicated that it was either very or

somewhat important to them that their instructors cared about them. The

percentage of students who indicated it was very important ranged from a

low of 37% to a high of 67% among the 12 colleges. The range of students

indicating somewhat important ranged from 22% to 57%. At the same time,

when asked to recall a time when someone cared about them on campus,

18% indicated they could not cite a specific instance—ranging from 10% to

29% across the 12 colleges. For those who were able to identify a particular

occasion, a majority of survey participants identified a teacher.

Notably, students in both the survey and focus groups identified a broad

range of ways that faculty provide nurturing, from small gestures to more

comprehensive approaches. Many participants described faculty who provided

direct and tangible assistance and support, who took an interest in students’

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!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 46

success and who understood that

individual students are whole

people with whole lives. Survey

participants indicated several

actions their instructors could

take to make them feel cared

for including making sure

they understand the course

material, making them feel

that it is important that they

do well and ensuring they have

an opportunity to participate

in class discussions (see Table

5). Focus group participants

additionally noted that faculty

showed they cared when they

believed in and did not give up on

students and when they went out

of their way to help them learn

and realize their full potential.

Students also emphasized the less

time-intensive ways their faculty

made them feel nurtured. Focus

group participants cited simple

gestures, such as knowing their

names and asking how they were

doing. Participants’ responses to questions about nurturing implied that faculty

do not have to develop deep relationships with each student in order to show

learners that their success matters. Rather, students implied that small and

informal gestures and symbols of nurturing can go a long way to making

them feel that they and their success is important to their teachers and

the college community as a whole.

!#XW*)#('Y.WYZ.WY"!N"Nurturing surfaced as a critical success factor

for several groups of students, notably African-American and first-generation

learners. Nearly two thirds of African-American students indicated that others

wanting them to succeed considerably impacted their success in college.

Among those participants enrolled at the time of the study, African Americans

were more likely than others to rate having someone at the college who cared

about their success (alongside getting academic support) as critical to their

decision to continue their education.

'2HN)&q

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Similarly, feeling nurtured at their institution appeared important to first-

generation students. These survey participants were more likely to indicate that an

instructor caring about them was very important to their achievement. Moreover,

first-generation students who had left their college at the time of this research were

more likely to indicate that having no one at the institution who cared about their

success significantly influenced their decision not to return.

Among other subgroups, particular age groups (including those 20 and 21

years of age and those 44 and older) and EOPS participants indicated that

having a counselor or instructor who cared about their success factored

significantly in their decision to return to or complete their education.

Completers and current students (versus leavers) were also more likely to feel

that it was critical for their performance to be important to the instructor and

for their teacher to make sure they understood the material.

Discussion QuestionsG' 'M)1('62'I2-'.-33"$(8I'62'(2'/)2:'/(-6"$(/'I2-'.13"'

1J2-('()"K'1$6'()"%3'/-.."//L

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%0=:=84':04'P30086184'

Like directed and focused, students made strong associations between being

engaged and feeling connected to their colleges—often talking about the ways

they experience each factor synonymously. While students placed a higher

degree of importance on being engaged when

discussing what supports their success, they

often reported that active involvement both

inside and outside their classrooms led to

a sense of connection. The key findings

below offer students’ perspectives

on each of these factors while, again,

demonstrating their inter-related nature.

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Students recognized active

engagement as integral to their

success. When asked about

the most important factor

to their success, the third

largest percentage of survey

respondents (18%) cited being

engaged (after being focused

and feeling nurtured). When

describing engagement, students

most commonly reported that having

teachers who engaged them in class was key to their success

(48%), followed by receiving academic support such as tutoring

(16%), taking classes that actively engage students in their

learning (9%), being involved in a particular academic program (8%) and

participating in extracurricular activities (7%).

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Accordingly, students emphasized that engagement happens both inside

and outside of class. Focus group participants frequently stated that having

both academic and extracurricular engagement was critical to realizing

their success. Some students specifically referenced how being involved

in the campus community helped them find interest and stay motivated

in their classes. Similarly, others indicated that participation in particular

extracurricular activities such as athletics or support programs like EOPS

required them to stay focused on their coursework and to maintain good

academic standing.

At the same time, some focus group

respondents noted that many

learners do not necessarily

understand the value and

importance of engagement—

both in their courses and on their

campuses—to their academic

success. These students suggested

that their peers need to be more

proactive in getting involved in

their college experience and that

institutions could better inform

students about engagement

opportunities (e.g., in student

success courses, through club days

or extracurricular activity fairs).

These findings also strongly suggest

that faculty have a critical role in

promoting students’ engagement

through the relationships they develop

with their learners, the instructional

approaches they take and the connections they

help students make with their peers and the college. When asked about

a time when they learned the most in a class, participants indicated

the most important factors were the instructor (1) caring about

their students, (2) challenging learners to do the best they could and

(3) being interested in what their students thought. Other top approaches

taken by faculty that students cited as engaging included delivering

relevant coursework with real-world, practical applications and providing

opportunities for learners to work with a variety of students in class

(see Table 6).

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!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 4q

Focus group participants echoed these findings when identifying specific ways

faculty promote student engagement. Students described engaging faculty as

those who:

• Provided feedback to students

• Showed energy and passion for their subject matter

• Demonstrated their care for students by asking personal questions

• Created opportunities for open dialog and engagement in class

• Expected more from students’ academic performance

• Rewarded participation with extra credit

• Promoted opportunities to get involved in the college outside of their

courses

Access to and involvement in academic support programs and

experiences also surfaced in survey responses as a key facilitator of

students’ engagement, particularly for specific student populations (see

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10+*(4+,3)66

[[r

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Subgroup highlights

below). Categorical

programs and special

support initiatives stood

out as providers of these

services. When offering

advice to their peers,

several survey respondents

suggested students

proactively take advantage of

resources at the college, particularly DSPS, EOPS, Puente

or TRIO. Similarly, some focus group participants spoke of

receiving important academic and other support from these

special programs as well as from other home-grown initiatives. These students

often indicated that they received not only critical academic assistance through

these programs but also were able to make connections to a community of

peers and educators and links to resources across the institution.

!#XW*)#('Y.WYZ.WY"!N Engagement surfaces as an important success

factor for a number of subgroups in various ways. EOPS participants were

more likely to state that being engaged was important to their learning and

were more likely to advise their peers to be engaged in order to achieve

success than non-EOPS participants. Recommendations to stay engaged

increased with age, from 4% for those under 20 years of age to over 10% for

those 35 or older.

Faculty and their instructional approach also figured prominently in the

engagement of several different subgroups. Completers, EOPS and DSPS

participants, older students and those with a field of study all indicated

that the expectations of, being challenged by and receiving feedback

from their instructors significantly impacted their learning. Completers,

EOPS and DSPS participants, female students and those with a field of

study also placed a high value on classes that were not all lecture, actively

engaged students, had practical applications and included hands-on activities.

Additionally, African-American, Latino and first-generation students were

more likely to indicate that working with students of diverse backgrounds and

experiences was important to their learning.

Access to and receipt of academic support stood out as critical to several

subgroups, particularly African Americans. Of the completers and current

students who had skipped a term of college, lack of academic support

was a very important factor in deciding not to enroll for 30% of African

Americans and 20% of Latinos (versus 7% of whites). Similarly, among

!"#$%&%'()*&$+,--./0$-/.1/%)$%0$)2$&.33(1(4$

O8SE:&G>=&B&ADB9AE&<>&A>9;9=E&:<=CG89O&c8<D&

aEII>c&:<=CE9<:&B9C&c8<D&B&:=JE@S8:EC&89:<@=A<>@&

cD>&DB:&<BfE9&<DE&A>=@:Ei&'DEG&AB9&O=8CE&G>=&<>&

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leavers, African Americans were more likely than Latinos or whites to

indicate that a lack of academic support was very important in their

decision not to return; more than a quarter of those 44 years of age and older

reported the same.

Discussion QuestionsG' 'P$':)1(':1I/'62'N1.-8(I'183"16I'>32K2("'.81//322K'

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G' 'M)1('>32N"//%2$18'6"7"82>K"$('1$6'2$&2%$&'/->>23('62'N1.-8(I'$""6'

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Although students appeared to prioritize this factor somewhat lower

than others when discussing what facilitated their success, these findings

suggest that feeling connected goes hand-in-hand with being engaged.

Students reported feeling connected when they were involved in their college

community—both inside and outside the classroom. Focus group participants

indicated they achieved a sense of connection by joining clubs, making

friends, helping peers and forming study groups. Some students reported

this kind of involvement was particularly important for those who come to

college without an educational focus—allowing students to stay involved

while they clarified their goals and direction.

As with engagement, students suggested that faculty have a key role in

fostering their sense of connection by promoting their involvement in

the college, both during and outside of class time. When asked what made

them feel connected, survey respondents most commonly reported faculty

(20%), followed by a particular class they took (10%), other students (6%)

or a counselor (5%). Focus group participants further reported that faculty

facilitated their sense of connection by showing

they care about students, delivering course

content in an engaging way, promoting

connections between students and

informing students about resources

available to assist in their success.

These findings also suggest that

institutions need to pay special

attention to cultivating a sense of

connection because there are fewer

anchors than in other educational

contexts. Specifically, community

colleges have high numbers of part-

time faculty and students and are

viewed as a stepping stone to a longer

term goal. When asked if they feel

connected to the college, 77% of survey

respondents said yes, with the responses

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><DE@&>9&B&bEUE@&IESEI&<DB9&cE&J@>bBbIG&c>=IC&

DBSE&EB@I8E@i&'>&BA<=BIIG&f9>c&<DE&JE>JIE&B9C&f9>c&

G>=@&<EBADE@&g>@E?&8<&aEI<&I8fE&cE&cE@E&BII&f89C&>a&

A>99EA<EC?&B9C&8<&cB:&I8fE&cE&AB9&BA<=BIIG&:JEBf&<>&

EBAD&><DE@&B9C&B:f&EBAD&><DE@&k=E:;>9:&bEUE@&<DB9&

8a&cE&DBC&C>9E&8<&<c>&cEEf:&BO>&B9C&cE&C8C9V<&DBSE&

!"#$%&'$()'!*')+<02.-/'=32->'?13@.%>1$('

!"#$%&'!"#$%&$'

!"#$"#%&!"#$%&

!"#$#%&P30086184


!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 4\

ranging from a low of 69% to

a high of 86% among the 12

colleges. Additionally, analysis

of survey results also revealed

that time spent on campus

outside of class also correlated

positively with participants’

sense of connection across all

student types. Simply stated, the

more time spent on campus

outside of class time, the

more connected all students

indicated they felt.

At the same time, survey findings

indicate that students spend

little time on campus outside of

class and, when they are on campus,

they are often alone. Approximately 41%

reported spending fewer than five hours a

week on campus outside of class, 36% between five

and ten hours and 20% more than ten hours (see Figure 1).

When asked how they spent their time on campus when not in class, the most

common response was studying alone followed by spending time on campus

studying with friends and hanging out alone (see Table 7). In focus groups,

some students discussed the limitations of the community college setting

in creating connections.

Some students did not see

the need to feel connected

to the college because

they viewed community

college as a stepping

stone to bigger and better

things, a place to spend

a short time, get what is

needed and leave. Some

students also observed

that their faculty can seem

disconnected, particularly

part-time instructors,

which made their own

sense of connection

more tenuous.

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!#XW*)#('Y.WYZ.WY"!N Having and valuing college connections

appeared to vary by some subgroups. Completers reported feeling more

connected and having spent more time on campus on average than current

students or leavers. EOPS participants and financial aid recipients were more

likely to be on campus five hours or more per week outside of class time.

First-generation students and students with a field of study were more likely to

report spending over ten hours per week on campus outside of class time and to

indicate that connectedness was very important to their success. First-generation

students were also more likely to say that it was a counselor who made them feel

connected.

Connections with peers and friends seemed particularly important for

specific populations. African Americans (versus Latinos) were more likely

to reference other students when speaking of a time they felt connected.

That said, African Americans and Latinos were more likely to study alone

while on campus than other students. Moreover, African Americans were

also more likely to report hanging out alone while on campus compared to

other students. These findings suggest that African-American students in

particular might benefit from supports that formally connect them with

their peers outside of class time.

As with being focused, younger students were more likely to indicate

that feeling connected was important to their success and friends also

appeared to have a particular impact on this age group. These students,

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,+"1%"21&%",+";28<"+=<"/%"/%(,",+"#,=';"

0(':%4;',8.!"?0,"'6"8+074%"#2,"2"*+330(',8"

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>(+/;"8+0"/%(,",=%4%<";+"8+0"-+(7,"4%2&&8"

(%%-",+"1%"*+((%*,%-!"9"3%2("/%"(%%-",+"

1%"'(:+&:%-";+"/%"*2(",42(;6%4!"9,7;"+("8+04"

BJJI8AB;>9?&b=<&<DE&A>IIEOE&8<:EIa&8:9V<&SE@G&

8gJ>@<B9<&<>&G>=@&BJJI8AB;>9i&

<02.-/'=32->'?13@.%>1$('

M>:<&>a&gG&<EBADE@:&B@E&JB@<R;gE&B9C&<DEG&DBSE&

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:EE&D>c&BAA>gg>CB;9O&<DE&<EBADE@:&B@E?&>@&

D>c&g=AD&<DEG&AB9&bE&bEAB=:E&<DEGV@E&9ESE@&

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<DEG&DBSE&:>&gB9G&C8LE@E9<&:<=CE9<:&DE@E&B9C&

B<&><DE@&:AD>>I:&B9C?&:>?&8<V:&DB@C&a>@&<DEgi&'DE&

bE:<&G>=&AB9&C>&8:&EgB8I&<DEg&B9C&OE<&B&@E:J>9:E&

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<02.-/'=32->'?13@.%>1$('


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especially those under 20, said their decision to continue or complete their

education was considerably influenced by their friends returning to school. At the

same time, older learners also appeared to be effected by their relationships on

campus. Students 44 and over reported that having a personal connection to other

students, staff or instructors factored significantly into to their success.

Discussion QuestionsG' 'S$'I2-3'.1K>-/C':)1('13"'/2K"':1I/'()1('

16K%$%/(31(23/C'N1.-8(I'1$6'/(1O')"8>'/(-6"$(/'N""8'1'

/"$/"'2N'.2$$".@2$'(2'()"'.288"&"L

G' 'P$':)1(':1I/'.1$'()"'.288"&"'.3"1("'/>1."/':)"3"'

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1/'1':)28"L

G' 'H2:'62"/'I2-3'.288"&"')"8>'N1.-8(I'1$6'/(1O'N""8'.2$$".("6'(2'I2-3'

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1$6T23'%$6%3".(8I'(2'/(-6"$(/U'/-.."//L

!!!


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Q:?584/@>S8C89O&:<=CE9<:&c8<D&>JJ>@<=98;E:&<>&A>9<@8b=<E&<>&

B9C&E9@8AD&<DE&A>IIEOE&A=I<=@E&B9C&A>gg=98<G&5+(-6"$(/U'

/9%88/C'(18"$(/C'1J%8%@"/'1$6'",>"3%"$."/'13"'3".2&$%R"6V'()"I'

)17"'2>>23(-$%@"/'(2'.2$(3%J-("'2$'.1K>-/'1$6'N""8'()"%3'

.2$(3%J-@2$/'13"'1>>3".%1("6;

Survey participants prioritized valued lowest when discussing which

of the factors was most important to their success. Similarly, focus group

participants often struggled to understand this success factor and feeling valued

on their campus was not often the first thing that came to their minds as a top

driver of their achievement. At the same time, when asked specifically about

this success factor, students were able to describe a variety of contributions

that they had made to their college and indicated that having the opportunity

to make these contributions had played a role in their success. Nearly three

quarters of survey participants stated that it was somewhat or very

important that they added value to their college. When asked if they felt like

they contributed to their campus community, 68% said yes, with the responses

ranging from a low of 60% to a high of 84% among the 12 colleges.

When asked about specific activities that were likely to make them feel

valued, roughly three quarters of survey participants cited giving back

through community service and providing feedback to instructors as key

opportunities. Other activities identified as important to students included

#&c>@fEC&89&B&JB@;A=IB@&WEIC&:>&#&b@89O&gG&

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<02.-/'=32->'?13@.%>1$('

!"#$%"$&&'($)*+,"-."$/(0*+'"%01,+/02"

/(0"-+)$1%+"$"&'(3+%%('"4(0"!/5(65+,"-10"

-+)$1%+"#+"#+'+"7/"0*+"%$8+")6$%%9":*+."

3+60"!"#$%"3'7+/,6."+/(14*"%("0*+."$%;+,"

8+"0("%*(#"0*+8"*(#"0(",("$/"(/67/+"

)6$%%2"#*$0"0("6((;"$02"#*+'+"0("4(2"#*+'+"

0("$/%#+'"9"9"9"0*+."#+'+")(/31%+,9"<("!"

CEW98<EIG&aEI<&SBI=EC&bEAB=:E&#Vg&9><&B&

JB8C&<=<>@&B9C&#Vg&9><&B&J@>aE::>@&GE<&<D8:&

%01,+/0"3+60")(83('0$-6+"+/(14*"=#70*"

8+>"0("$%;"3('"*+6&9

<02.-/'=32->'?13@.%>1$('

!"#$%&'!"#$%&$'

!"#$"#%&Q:?584

!"#$#%&!"##$%&$'


!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 77

sharing family history, culture and

traditions and mentoring other

students (see Table 8). Many

students said they had participated

in these activities, with the most

(84%) reporting having provided

feedback to instructors and the

least (26%) having participated

in leadership roles. Focus

group participants additionally

highlighted feeling that they added

value when they were able to help others,

in particular their peers.

!#XW*)#('Y.WYZ.WY"!N While not recognized by students

overall as a critical factor to their

success when compared to the

other factors, adding value and

feeling valued surfaced as more

important to certain subgroups,

particularly underrepresented and

nontraditional populations. When

looking at survey responses,

African-American and Latino

students, EOPS participants and

first-generation college students

were more likely to indicate that

feeling as though they added value

to their campuses was important

to their success. For African-

American and Latino students,

sharing family history and culture

in ways that made them feel proud

of who they were and taking on

leadership roles at their college

surfaced as particularly important to

their sense of worth. Similarly, first-

generation and EOPS participants underscored the importance of having their

cultures respected; first-generation students were also more likely to prioritize

the opportunity to provide feedback on college happenings.

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In addition, the older the student, the more likely they were to place high

importance on adding value to their institution. Survey participants 44

years and older were more likely to report that adding value to their college

was a significant contributor to their success. These students (as well as those

under 20) also noted that having their culture respected was also particularly

important to their achievement. Older students participating in focus

groups additionally spoke about the merits of sharing their knowledge and

experience, particularly in an effort to help younger students make efficient

and effective use of their time in college.

Finally, as with most of the success factors discussed above, stark differences

surfaced between students who were either currently enrolled or who had

completed and those who had stopped attending (leavers). Completers and

current students were more likely to indicate that having something to offer

and feeling respected for their culture was very important to their success.

Additionally, completers were more likely to feel that adding value and the

opportunity to give back to their community supported their achievement.

Leavers, on the other hand, were more likely to report that having

something to offer and feeling valued for their contributions were not

important to their success.

Discussion QuestionsG' 'P$':)1(':1I/'.1$'/(-6"$(/'J"'.2$$".("6'(2'

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9><&BIcBG:&g=<=BIIG&EYAI=:8SE?&@EIB<EC&W9C89O:&B@E&D8ODI8OD<EC&bG&:=AAE::&aBA<>@i&

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The students engaged in this research offered a multitude of ways the many

actors in their community college lives—faculty, counselors and student

services professionals, administrators, staff and their peers alike—can support

their success. The following section offers a series of suggestions for action by

constituent group, including students themselves, some of which are already

in progress at colleges participating in this study. Most suggestions come

directly from students, while the research team derived others based on what

participants said. Related success factors are mapped to each suggestion.

Students’ recommendations range in terms of the time, money and

professional development required for implementation and some raise

policy considerations. We recognize that because these are students’ ideas

for action, many critical policy and practice suggestions may be missing. For

example, the recommendations for college administrators are particularly light.

However, these ideas will inform the next stage of Student Support (Re)defined. They

will offer the basis for research and dialog with community college practitioners

about how roles, responsibilities, structures and systems may need to change for

more students to receive the support they say they need to succeed.

-:65?1@

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$EY<&"<EJ:

We recognize that the Year 1 student perspectives research may raise many

questions about how practitioners should act on these findings. The next

phase of our research will focus on engaging college practitioners in a

dialog to explore answers to some of these questions and collecting concrete

examples of programmatic strategies designed to help students experience

the six success factors at scale. To begin, we will develop an inquiry guide

that helps practitioners (1) use the key themes and findings presented in this

report to assess their own college’s approach to support and (2) identify

opportunities for feasible institutional reform. We will pilot this inquiry guide

with colleges participating in the study and then make it widely available

through various presentations and meetings with community college

educators throughout the state. Next, given that many of the Year 1 key

themes and findings imply the need for structural and systemic change, we

will examine and profile examples of colleges both in California and across

the nation that have pursued coherent, strategic institutional initiatives to

improve student support and increase completion. The RP Group will likely

release the results of the study’s second phase in between fall 2013 and spring

2014. Readers can find the most current project results, resources and updates

at: http://www.rpgroup.org/projects/student-support.


http://www.rpgroup.org/projects/student-support

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(R e)deÞned Using student voices - Berkeley City … · ()$'&*+#,)"&'+&-)().#$)&" ! //+-'&&0&&12$...

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