AQIP Action Project Report March 215
5 4 3 2 1 AQIP Action Project (November 214 Strategy Forum) Understanding the needs of part time students BACKGROUND Over the past 1 years, the student profile at Grand Rapids Community College has gone from 55% part time students to 66% part time students (Fall 213 Enrollment Report). We believe that the majority of our student support services were designed and implemented to best meet the needs of the full time learner. The purpose of this project is to better understand the needs of our part time students. The data from this research project will be shared with several college action project teams who are working to improve services for students.
5 4 3 2 1 Understanding the needs of part time students PROJECT ACTIVITIES Prepare a 5-year demographic analysis of part-time students focusing on how they differ from full time students (age, gender, Pell grant status, residence status, developmental education status, program majors, ethnicity) Disaggregate outcome data (course success rate, fall to fall retention rate, 6 year graduation/transfer rate (State of Michigan indicator), CCSSE data) for part time students compared with full time students Hold a focus group with part time students Survey part time students regarding their experience at GRCC Prepare presentation for Strategic Leadership Team
5-Year Demographic Analysis
5 4 3 2 1 PT/FT Status by Gender (%) Part time Female Male Female Male Fall 21 47 53 56 44 Fall 211 48 52 55 45 Fall 212 49 51 55 45 Fall 213 48 52 54 46 Fall 214 49 52 52 48 Conclusions: students are more likely to be male, while part time students are more likely to be female. This pattern has been evidenced since 21
5 4 3 2 1 PT/FT Status by Ethnicity (%) Part time African African Hispanic White American American Hispanic White Fall 21 12 7 75 14 8 71 Fall 211 13 7 71 15 8 7 Fall 212 1 8 71 14 8 69 Fall 213 1 8 7 13 9 69 Fall 214 9 9 7 12 1 69 Conclusions: The percentage of both full time and part time African American students has decreased over the past five years. (Note: % of undecided students has increased) The percentage of both full time and part time Hispanic students has increased slightly
5 4 3 2 1 PT/FT Status by Age (%) Part time 18-21 22-24 >24 18-21 22-24 >24 Fall 21 68 12 18 29 18 51 Fall 211 66 14 21 32 19 48 Fall 212 67 14 19 31 19 47 Fall 213 7 13 17 33 2 44 Fall 214 71 14 15 34 2 41 Conclusions: The percentage of the total student body who attend full time and are between the ages of 18-21 has increased slightly over the past five years; while the percentage of full time students who are 24 or older has decreased. The percentage of part time students who are ag8-21 has increased; while the number of part time students who are 24 or older has decreased considerably.
5 4 3 2 1 PT/FT Status by Residency (%) Part time Nonresident state resident state Out of Non- Out of Resident Resident Fall 21 25 1 74 22 77 Fall 211 24 1 75 23 1 76 Fall 212 24 1 75 24 1 75 Fall 213 24 1 74 25 1 74 Fall 214 26 1 73 25 1 74 Conclusions: There is no difference between part time and full time students as to their residency status
5 4 3 2 1 PT/FT Status by Pell Grant Status (%) Part time No Pell Pell No Pell Pell Fall 21 5 5 59 41 Fall 211 46 54 59 41 Fall 212 48 52 61 39 Fall 213 49 51 63 37 Fall 214 5 5 67 33 Conclusions: Half of full time students receive a Pell grant. This pattern has not changed over time. Just 1/3 of part time students receive a Pell grant. This percent has decreased since 21.
5 4 3 2 1 PT/FT Status by % Taking 1 or more Distance Learning course Part time Fall 21 15 12 Fall 211 17 14 Fall 212 19 17 Fall 213 22 2 Fall 214 24 22 Conclusions: Overall, full time students are more likely to be taking distance learning classes than part time students All students are more likely to be taking a distance learning class in 214 than in 21
Outcome Indicators for and Part time Students
5 4 3 2 1 Fall to winter retention rates for beginning, degree seeking freshman in the fall Part time Fall 9 to Winter 1 87. 7. Fall 1 to Winter 11 86.3 69.8 Fall 11 to Winter 12 84. 69.3 Fall 12 to Winter 13 84.2 65.8 Fall 13 to Winter 14 84.7 67.1 5-year change -2.3% -2.9% Conclusions: new students are more likely than part time students to return for winter semester The trend for both full time and part time students to return for winter semester is decreasing over time
5 4 3 2 1 One year retention rates for first time, degree seeking students Part time Fall 9 to Fall 1 55.7 38.2 Fall 1 to Fall 11 54.8 38.1 Fall 11 to Fall 12 54.9 4.2 Fall 12 to Fall 13 56.8 42.4 Fall 13 to Fall 14 58.1 42.5 5-year change 2.4% 4.3% Conclusions: students are much more likely to return for the next fall semester than part time students The trend for all students to be retained is increasing
5 4 3 2 1 Average GPA for full time and part time students Part time Fall 21 2.71 2.77 Fall 211 2.69 2.75 Fall 212 2.7 2.76 Fall 213 2.67 2.74 Fall 214 2.64 2.73 Conclusions: Average GPA for both part and full time students have decreased since 21 Overall, part time students are more likely to have a higher GPA than full time students
5 4 3 2 1 3-year and 5-year graduation rates 3-year graduation rate 5-year graduation rate Cohort Part time Part time Fall 24 16 3 23 1 Fall 25 15 3 22 9 Fall 26 15 4 22 11 Fall 27 15 4 23 11 Fall 28 15 5 23 11 Conclusions: students are much more likely to graduate at both 3- year and 5-year check points The pattern has not changed over time
CCSSE Survey Results March 213
5 4 3 2 1 Active and Collaborative Learning 1 5 5 47 44 52 XL Colleges GRCC Part time Asked questions in class or contributed to a class discussion Made a class presentation (*FT) Worked with other students during class Worked with other students outside of class (*FT) Tutored other students Participated in a community based project as part of a class (*FT) Discussed ideas with other outside of class
5 4 3 2 1 Student Effort 1 5 49 45 43 5 XL Colleges GRCC Part time Prepared 2 or more drafts of a paper before turning it in (*FT) Worked on a paper or project that required integrating ideas from various sources (*FT) Came to class without completing assignments Number of books read for personal enjoyment Hours spent preparing for class (*FT) Frequency: Peer or other tutoring Frequency: Skill labs or computer labs
5 4 3 2 1 Academic Challenge 1 5 5 46 42 52 XL Colleges GRCC Part time Worked harder that you thought you could to meet expectations Analyzing basic elements of an idea, experience, or theory Synthesizing and organizing ideas in new ways Making judgments about the value of information Applying theories or concepts to practical problems (*FT) Using information to perform a new skill Number of assigned textbooks (*FT) Number of papers or reports (*FT) Exams challenge me to do best work Encouraged me to spend time studying
5 4 3 2 1 Student-Faculty Interaction 1 5 48 45 42 49 XL Colleges GRCC Part time Used email to communicate with an instructor (*FT) Discussed grades or assignments with an instructor Talked about career plans with an instructor or advisor (*FT) Discussed ideas from readings or classes with instructors outside of class (*FT) Received prompt feedback from instructors concerning performance Worked with instructors on activities beyond coursework
5 4 3 2 1 Support for Learners 1 5 49 45 45 46 XL Colleges GRCC Part time Provides the support needed to help me succeed at this college Encourages contact among student from different economic, social, and racial/ethnic backgrounds Help cope with non-academic responsibilities Provide support to thrive socially Provide financial support to help afford your education Frequency: Academic advising Frequency: Career counseling
SENSE Survey Results November 214
5 4 3 2 1 Early Connections 1 5 46 47 47 47 XL Colleges GRCC Part time The very first time I came to this college I felt welcome The college provided me with adequate information about financial assistance A college staff member helped me determine whether I qualified for financial assistance At least one college staff member (other than an instructor) learned my name
5 4 3 2 1 High Expectations & Aspirations 1 5 The instructors at this college want me to succeed I have the motivation to do what it takes to succeed in college I am prepared academically to succeed in college Frequency: Turn in an assignment late Frequency: Not turn in an assignment Frequency: Came to class unprepared Frequency: Skip class 49 46 46 45 XL Colleges GRCC Part time
5 4 3 2 1 Clear Academic Plan & Pathway 1 5 47 48 47 5 XL Colleges GRCC Part time I was able to meet with an academic advisor at times convenient for me An advisor helped me to select a course of study, program, or major An advisor helped me to set academic goals and to create a plan for achieving them An advisory helped me to identify the course I needed to take during my first semester A college staff member talked to me about my commitments outside of school and helped me figure out how many courses to take
5 4 3 2 1 Effective Track to College Readiness 1 5 I learned to improve my study skills I learned to understand my academic strengths and weaknesses I learned skills and strategies to improve my test-taking ability Before I could register, I was required to take a placement test I took a placement test 49 47 49 45 XL Colleges GRCC Part time This college required me to enroll in classes indicated by the placement test
5 4 3 2 1 Engaged Learning 1 5 49 5 48 53 XL Colleges GRCC Part time Ask questions in class or contribute to class discussions Prepare at least two drafts of a paper before turning it in Participate in supplemental instruction Work with others on a project or assignment during/outside of class Use electronic tools to communicate about class Participate in a required study group ouside of class Ask for help from instructors Frequency: Tutoring, computer labs
5 4 3 2 1 Academic and Social Support Network 1 5 49 51 51 51 XL Colleges GRCC Part time Instructors clearly explained academic and student support service to me All instructors clearly explained course grading policies All instructors clearly explained course syllabi I knew how to get in touch with my instructors outside of class At least one student learned my name At least one instructor learned my name I learned the name of at least one other student in my class(es)
Focus Group Results November 214 (11 students attending)
5 4 3 2 1 Why do you attend part time? Percent Reason 46 Work related (must work full time, working two jobs) 15 Financial (don t want to take out loans, paying out of pocket) 15 Academic (just off probation, full time load was too much) 15 Family (have 5 children, have twins at home) 7 Depends on course availability
5 Were you ever a full time student? 4 3 2 1 Percent Reason 5 Yes at one time (school work load too much, classes more meaningful when fewer of them, too scattered when full time) 5 Always a part time student
5 4 3 2 1 Which support services do you use? Percent Support Service 75 Faculty office hours 55 Tutoring 55 Counseling 5 Library 43 Clubs/Activities
5 4 3 2 1 Biggest difference between a part time and full time experience? Issue of FOCUS Being a part time student allows me to focus on fewer classes which contributes to my success As a part time student my focus is divided between school and work/family which decreases the likelihood I will be successful
Student Survey Results November 214 (14% response rate, 78 surveys)
5 4 3 2 1 Survey Highlights Findings 92% Report that GRCC classes are available at the times/locations that students need 86% Report that needed college services (Bookstore, Counseling, Advision, Tutoring, Financial Aids, Cashier s Office, Student Clubs/Organizations) are available at times/locations that students need 83% Travel alone to campus by car 76% Take most of their classes on main campus 4% Take classes during the morning only, 32% evening only
5 4 3 2 1 Survey Highlights Findings 92% Report that GRCC classes are available at the times/locations that students need 86% Report that needed college services (Bookstore, Counseling, Advision, Tutoring, Financial Aids, Cashier s Office, Student Clubs/Organizations) are available at times/locations that students need 83% Travel alone to campus by car 76% Take most of their classes on main campus 7% Report job/employment situation is why they attend part time
5 4 3 2 1 Survey Highlights Findings 52% Study alone on campus when not in class 46% Report they visit Tutoring center or computer labs 45% Have always been part time students, 32% were once full timers, 23% switch back and forth 4% Take classes during the morning only, 32% evening only 37% Believe they do better academically when they attend part time 36% Leave campus immediately after class 29% Can t afford to attend full time