(r e)deÞned using student voices - berkeley city … ·...
TRANSCRIPT
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 6
Student Support (Re)defined
Using student voices to redefine support!()*+,-../01*2+,-33454+6*/740*6+6)2+
89:;<=;>9:?&89:<@=A<>@:&B9C&><DE@:&+
,)0+7-+*-+(438+*(4.+6/,,447
FB<DG&H>><D?&(B@IB&,>>JE@?&
FEIIEG&FB@B9CKEL?&M8ADBEI&NB@OE?&
$B<DB9&/EIIEO@89?&->OPB8@&/=@9EII?&
(8B9E&->C@8O=EQRF889>?&)SB&"AD8>@@89O&
B9C&'E@@E9AE&T8IIEU
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 4
.0123456730 7
&&&&&&-EBCE@V:&%=8CE 9
&&&&&&(EW989O&<DE&X"8Y&"=AAE::&.BA<>@:Z :
*898:26;'$89<=0':04'>81;343?3=@ ;
A8@'";8B89'C23B'!154801'(829D867E89'*898:26; <
A8@'-<04<0=9'F@'!566899'-:6132 66
&&&&&(8@EA<EC 64
+++++=-,/647 6[
&&&&&$=@<=@EC 6\
+++++>05)547 47
+++++?-004,*47 4]
+++++@)3/47 74
!1548019'!D8:G/'!5==897309'C32'H6730 7[
&8I1'!18D9 ^5
A)B34+-C+?-0*40*6
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 7
.0123456730
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
"<=CE9<&"=JJ>@<&_-E`CEW9EC&8:&
B&<D@EERGEB@&:<=CG&_4566R456^`&
a=9CEC&bG&'DE&F@E:OE&.>=9CB;>9&
cDE@E&<DE&-/&%@>=J&c8IId
e& 2:f&:<=CE9<:&cDB<&aBA<>@:&
B@E&g>:<&8gJ>@<B9<&<>&<DE8@&
:=AAE::?&JBG89O&:JEA8BI&
BUE9;>9&<>&cDB<&2a@8AB9&
2gE@8AB9:&B9C&NB;9>:&A8<E&B:&
A@8;ABI&<>&<DE8@&BAD8ESEgE9<&
_3EB@&6`
e& )9OBOE&J@BA;;>9E@:&89&
B::E::89O&<DE8@&>c9&A>IIEOE:V&
BJJ@>BAD&<>&:=JJ>@<&bB:EC&>9&
D()*+6*/740*6+6)2+*(42+0447+
<>&:=AAEEC&B9C&8CE9;aG89O&
>JJ>@<=98;E:&a>@&@EIB<EC&
89:;<=;>9BI&ADB9OEh&J@>WIE&
EYBgJIE:&>a&A>IIEOE:&<DB<&DBSE&
J=@:=EC&A>DE@E9<&89:;<=;>9BI&
ADB9OE&<>&8gJ@>SE&:<=CE9<&
:=JJ>@<&_3EB@&4`
e& /@>g><E&C8BI>O&B9C&BA;>9&B<&
B-*(+*(4+,-33454+)07+626*4.+
IESEI:&Bb>=<&D>c&<>&E9A>=@BOE&
89:;<=;>9BI&BJJ@>BADE:&
<DB<&:<@B<EO8ABIIG&8gJ@>SE&
:<=CE9<&:=JJ>@<&B9C&89A@EB:E&
A>gJIE;>9?&JB@;A=IB@IG&a>@&
D8:<>@8ABIIG&=9CE@@EJ@E:E9<EC&
J>J=IB;>9:&_+9O>89O?&a>A=:EC&
89&3EB@&7`
Student Support (Re)defined
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% E
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
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 9
-EBCE@V:&%=8CE'D8:&@EJ>@<&:=ggB@8QE:&C8:A>SE@8E:&a@>g&<DE&-/&%@>=JV:&3EB@&6&
EYBg89B;>9&>a&:<=CE9<&:=JJ>@<i&'DE&-/&%@>=J&CE:8O9EC&<D8:&@EJ>@<&a>@&
<D>:E&89<E@E:<EC&89&BCSB9A89O&:<=CE9<:V&:=AAE::?&89AI=C89O&A>gg=98<G&
A>IIEOE&IEBCE@:?&aBA=I<G&B9C&89:<@=A;>9BI&BCg898:<@B<>@:?&:<=CE9<&
:E@S8AE:&J@>aE::8>9BI:?&:<BL&B9C&:<=CE9<:&<DEg:EISE:i&!98SE@:8<G&
J@BA;;>9E@:?&BCS>ABAG&O@>=J:&B9C&J>I8AGgBfE@:&gBG&BI:>&bE9EW<&a@>g&
<DE:E&W9C89O:&cDE9&A>9:8CE@89O&J>I8AG&B9C&a=9C89O&CEA8:8>9:&<DB<&
8gJBA<&EL>@<:&<>&8gJ@>SE&A>gJIE;>9&B9Cj>@&<DE&CEI8SE@G&>a&:<=CE9<&
:=JJ>@<i&TE&89<E9C&a>@&<D8:&C>A=gE9<&<>d
e& /@>S8CE&B&CE<B8IEC&CE:A@8J;>9&>a&:<=CE9<&JE@:JEA;SE:&>9&cDB<&!"#$+
W9C&:=JJ>@;SE&B9C&<DE8@&:=OOE:;>9:&a>@&D>c&<>&bE:<&gEE<&<DE8@&9EEC:
e& /@>g><E&B&C8BI>O&Bb>=<&D>c&JE>JIE&89&C8LE@E9<&@>IE:&BA@>::&<DE&
A>IIEOE&AB9&=:E&<D8:&@E:EB@AD&<>&8gJ@>SE&:<=CE9<&:=AAE::
e& NBG&<DE&a>=9CB;>9&a>@&3EB@&4&@E:EB@AD&a>A=:EC&>9&E9OBO89O&
A>gg=98<G&A>IIEOE&J@BA;;>9E@:&89&C8:A=::8>9:&Bb>=<&D>c&<>&CEI8SE@&
B9C&:ABIE&:=JJ>@<:&<DB<&c>@f&
'D8:&@EJ>@<&bEO89:&c8<D&B&b@8Ea&>SE@S8Ec&>a&<DE&@E:EB@AD&CE:8O9&B9C&
gE<D>C>I>OGi&TE&<DE9&>LE@&B&D8ODRIESEI&:=ggB@G&>a&<DE&fEG&<DEgE:&
>@&8gJI8AB;>9:&a@>g&<DE&:<=CE9<&JE@:JEA;SE:&W9C89O:i&*8:4829'
6:0'J04':'C5??'4<96599<30'3C'1;898'G8@'1;8B89'<0'!"#$%&$'()*$+%
&#,%-"),%.))(%$/%&'00))(':1';KD/LLMMMN2D=235DN32=L6301801L
28D3219OD289801:7309O:04O28935268!N'.>II>c89O?&cE&D8ODI8OD<&:<=CE9<&
JE@:JEA;SE:&>9&EBAD&>a&<DE&X:8Y&:=AAE::&aBA<>@:Z&<DB<&:E@SE&B:&<DE&
a@BgEc>@f&a>@&<D8:&:<=CG&_:EE&Ji&^?&!"#$%$&'()"'*+%,'+-.."//'01.(23/4`i&
-EBCE@:&c8II&W9C&C8:A=::8>9&k=E:;>9:&EgbECCEC&<D@>=OD>=<&<D8:&
:EA;>9&<>&:;g=IB<E&@ElEA;>9&>9&B9C&C8BI>O&Bb>=<&<DE&89C8S8C=BI&
:=AAE::&aBA<>@&W9C89O:i&TE&BI:>&J@>S8CE&:ESE@BI&:=OOE:;>9:&a>@&
BA;>9m>LE@EC&bG&:<=CE9<:&89&<DE&:<=CGm<DB<&AB9&bE&=:EC&bG&C8LE@E9<&
A>9:;<=E9<&O@>=J:&B<&<DE&A>IIEOE&<>&:=JJ>@<&<DE8@&:=AAE::i&.89BIIG?&cE&
:DB@E&89a>@gB;>9&Bb>=<&<DE&:<=CGV:&9EY<&:<EJ:i
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% :
2&O@>c89O&b>CG&>a&ES8CE9AE&89C8AB<E:&
<DB<&:<@B<EO8A&:=JJ>@<:mCEI8SE@EC&
89:8CE&B9C&>=<:8CE&<DE&AIB::@>>gm
AB9&89A@EB:E&:<=CE9<:V&Bb8I8;E:&
<>&BAD8ESE&A>gJIE;>9&B9C&
<@B9:aE@i&'D8:&@E:EB@AD&
6/5546*6+*()*+6*/740*+
:=JJ>@<&BA;S8;E:&g=:<&bE&
_6`&89<EO@B<EC&89<>&:<=CE9<:V&
CB8IG&EYJE@8E9AE&B9C&
_4`&89AI=CEC&89&<DE&>SE@BII&
A=@@8A=I=gi&'DE&-/&%@>=JV:&
@ES8Ec&>a&IEBC89O&:<=C8E:&>9&
:<=CE9<&:=JJ>@<&a>=9C&<DB<&
ELEA;SE&:=JJ>@<m89&BCC8;>9&
<>&bE89O&89<EO@B<EC&B9C&
89<@=:8SEmDEIJ:&:<=CE9<:&bEA>gEd
$<286184/+:<=CE9<:&DBSE&B&O>BI&B9C&
f9>c&D>c&<>&BAD8ESE&8<&
-365984/":<=CE9<:&:<BG&>9&<@BAfmfEEJ89O&<DE8@&
EGE:&>9&<DE&J@8QE
&5215284/'6*/740*6+C443+6-.4B-72+D)0*6+)07+(4386+*(4.+*-+6/,,447+
%0=:=84/':<=CE9<:&BA;SEIG&JB@;A8JB<E&89&AIB::&B9C&EY<@BRA=@@8A=IB@&BA;S8;E:&
P30086184/":<=CE9<:&aEEI&I8fE&<DEG&B@E&JB@<&>a&<DE&A>IIEOE&A>gg=98<G&
Q:?584/':<=CE9<:V&:f8II:?&<BIE9<:?&Bb8I8;E:&B9C&EYJE@8E9AE:&B@E&@EA>O98QECh&
<DEG&DBSE&>JJ>@<=98;E:&<>&A>9<@8b=<E&>9&ABgJ=:&B9C&aEEI&<DE8@&
A>9<@8b=;>9:&B@E&BJJ@EA8B<EC&
'DE:E&X:8Y&:=AAE::&aBA<>@:Z&a>@g&<DE&bB:8:&a>@&<DE&-/&%@>=JV:&:<=CE9<Ra>A=:EC&
89SE:;OB;>9&>a&:=JJ>@<i&-EBCE@:&AB9&W9C&A>gJIE<E&CEW98;>9:&IB<E@&89&<D8:&@EJ>@<&
B:&cEII&B:&B&a=II&C8:A=::8>9&>a&<DE:E&aBA<>@:&89&<DE&:<=CGV:&I8<E@B<=@E&@ES8Ec&B<&+
DUJdjjccci@JO@>=Ji>@OjA>9<E9<j@E:EB@ADRa@BgEc>@f"
-365984$<286184
&5215284Q:?584
%0=:=84P30086184
(EW989O&<DE&R!<I'!566899'-:61329S
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% ;
*898:26;'$89<=0'n&ME<D>C>I>OG&
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.
!
"#$%&'&(#%&)*!+,--.*./!
/B@;A8JB;9O&?-334546
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% ]
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.
"<=CE9<&"=@SEG&o=8Af"<B<:&
'><BI&@E:J>9CE9<:d&p]q
)9@>IIgE9<&:<B<=:d&7[r&A=@@E9<&:<=CE9<:?&
74r&A>gJIE<E@:?&74r&IEBSE@:
,>IIEOE&@EJ@E:E9<B;>9d&EBAD&89:;<=;>9&
@EJ@E:E9<EC&p&s&66r&>a&<DE&:BgJIE&
)<D98A8<Gd&74r&cD8<E?&76r&NB;9>?&
4qr&2a@8AB9&2gE@8AB9?&64r&><DE@&
.8@:<ROE9E@B;>9&:<B<=:d&75r&
)C=AB;>9BI&O>BId&^[r&<@B9:aE@?&75r&
B::>A8B<EV:&CEO@EE?&67r&X><DE@?Z&
[r&AE@;WAB<E?&qr&g=I;JIE&O>BI:
(EA8:8>9&J>89<&a>@&EC=AB;>9&O>BId&q]r&
bEa>@E&E9@>IIgE9<?&4pr&c8<D89&W@:<&GEB@?&
6qr&BtE@&W@:<&GEB@
,=@@E9<IG&EgJI>GECd&[[r
2SE@BOE&;gE&c>@fEC&JE@&cEEfd&
4]ip&D>=@:
2::E::gE9<&<E:<&JB@;A8JB;>9d&p6r&
,>=9:EI89O&JB@;A8JB;>9d&^5r
)C=AB;>9&JIB9&>9&@EA>@Cd&7[r
"JEA8BI&J@>O@Bg&JB@;A8JB;>9d&[6r&
@EAE8SEC&9EECRbB:EC&W9B9A8BI&B8C?&
6^r&)+/"?&pr&("/"
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% <
A8@'";8B89'a@>g&"<=CE9<&/E@:JEA;SE:&-E:EB@AD
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.
#
$
'>&a=@<DE@&EYJI>@E&<DE:E&fEG&
<DEgE:?&89AI=C89O&@EIB<EC&
C8:A=::8>9&k=E:;>9:?&JIEB:E&
S8:8<&!"#$%&$'()*$+%&#,%-"),%
.))(%-/%&'00))(%)*+DUJdjj
ccci@JO@>=Ji>@OjA>9<E9<j
@EJ>@<:RJ@E:E9<B;>9:RB9CR
@E:>=@AE:"
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 65
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.
%E82@308';:9':'23?8'13'D?:@'<0'95DD3270='9154801':6;<8E8O
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.
%
&
'
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 66
!"#$%&%'()$*+(
,*+-."/"$0(#%1(!"#2"$0
!"#$%&'#%()*+(%(',#*-'."##%+/'
(/"0%+/(1'2%3$%#('3+0'.*-)2%/%#('
@ESEBIEC&:<B@f&C8LE@E9AE:&89&cDB<&
<DE:E&O@>=J:&W9C&:=JJ>@;SE&
>a&<DE8@&EC=AB;>9BI&EL>@<:i&
,>gJIE<E@:m<D>:E&cD>&EB@9EC&
B&AE@;WAB<E&>@&B::>A8B<EV:&
CEO@EEmIB@OEIG&@EA>O98QEC&BII&:8Y&
:=AAE::&aBA<>@:&B:&A@8;ABI&<>&<DE8@&
:=AAE::i&+9&<DE&><DE@&DB9C?&IEBSE@:&
DBC&GE<&<>&B@@8SE&B<&<D8:&JIBAE&>a&
BJJ@EA8B;>9?&OE9E@BIIG&89C8AB;9O&
<DB<&9>9E&>a&<DE:E&aBA<>@:&cB:&
8gJ>@<B9<&<>&<DE8@&BAD8ESEgE9<i&
,=@@E9<&:<=CE9<:V&@E:J>9:E:&g>:<IG&
AI>:EIG&BI8O9EC&c8<D&<D>:E&>a&
A>gJIE<E@:i&
'DB<&:B8C?&g>:<&IEBSE@:&@EJ>@<EC&
<DEG&JIB99EC&<>&@ERE9@>II&89&<DE&
a=<=@E?&89C8AB;9O&<DB<&89:;<=;>9:&
DBSE&B9&>JJ>@<=98<G&<>&b><D&
@ERE9OBOE&<DE:E&IEB@9E@:&B9C&
89<E9;>9BIIG&b=8IC&<DE:E&:=AAE::&
aBA<>@:&89<>&<DE8@&EYJE@8E9AEi&
,>IIEOE:&g8OD<&A>9:8CE@&D>c&<>&
:<@B<EO8ABIIG&@EBAD&>=<&<>&<DE:E&
:<=CE9<:?&cD>&<>&J@8>@8;QE&a>@&
@EA>99EA;>9&B9C&D>c&<>&:=JJ>@<&
<DE8@&@ERE9<@Gi
A8@'-<04<0=9'bG&"=AAE::&.BA<>@&
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.
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 64
$<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.
$<286184uEIJ89O&:<=CE9<:&AIB@8aG&<DE8@&B:J8@B;>9:?&:EIEA<&B9&
EC=AB;>9BI&a>A=:&<DEG&JE@AE8SE&B:&gEB989Oa=I&B9C&A@EB<E&B&JIB9&
<DB<&g>SE:&<DEg&a@>g&E9@>IIgE9<&<>&O>BI&BAD8ESEgE9<&5+(-6"$(/'
)17"'1'&218'1$6'9$2:')2:'(2'1.)%"7"'%(;
Simply put, having direction is vital to students’ success. Students
participating in both the surveys and focus groups identified having
direction as a top driver of their achievement. Over three quarters (79%)
of survey respondents stated that making a connection between their
success in college and their life goals was very important to their
own progress. Accordingly, survey respondents who indicated having
direction was important to their success pointed to a range of reasons,
!"#$%&'"()%&*"+,-./)0"*,)/"$1&0"%&"
$1&0"2%#$"$13%&*"1"*,145"!+"6,."
0,&7#"$13)"1"*,148"6,.79)"&,#"*,%&*"
#,"()"+,-./)05
<02.-/'=32->'?13@.%>1$(
!"#$%&$"&'$%()*+%,"-.+%/-"0%1"0%%
<>&:<B@<i&#&C8C9V<&v&#Vg&<DE&W@:<&89&gG&aBg8IG&%
<>&O>&w<>&A>IIEOExi&#&C8C9V<&f9>c&D>c&<>&BJJIG&v&
8<&cB:&EB:G&b=<&<DE@EV:&B&aEB@?&B&aEB@&Bb>=<&O>89O&
*"#$01$2$%3-,%1345-6%-"%6)5,3-7$8%9-,%+13+.*%3%
b8O&8::=E?&cDE9&9Ec&:<=CE9<:&A>gE&<D@>=OD&<DE&
C>>@&<>&:EE&B&A>=9:EI>@&a>@&<DE&W@:<&:EgE:<E@?&<DB<V:&
:AB@Gi&29C&8a&B&A>=9:EI>@&:A>L:&B<&G>=?&<DB<&@8OD<&
<DE@E&K=:<&b@EBf:&G>=@&A>IIEOE&EC=AB;>9?&K=:<&b@EBf:&
8<&a>@&B&O>>C&GEB@?&B&O>>C&:EgE:<E@i&'DB<V:&cDG&
JE>JIE&C@>J&>=<&B9C&cDG&<DEG&C>&bBCIGi
<02.-/'=32->'?13@.%>1$(
!"#$%&'$<286184
!"#$"#%&!"#$%&
!"#$#%&!"##$%&$'
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 67
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
!"#$%&"'&(&")*("+,-&($+"$(./"$01".'&0"!"2*."
>LE@EC&<>&<BfE&:ESE@BI&D=gB9&@E:>=@AE:&B9C&
b=:89E::&AIB::E:i&#&cB:&C>89O&cEII&89&<DE:E&
AIB::E:&B9C&K=:<&O>89O&BI>9O&B9C&<DE&J@>aE::>@&
B:fEC&gE?&XTDB<&B@E&G>=&DE@E&a>@y&TDB<&
B@E&G>=&C>89OyZ&#&:B8C?&X1=:<&DBS89O&a=9&B9C&
:<=LiZ&uE&:B8C?&X3>=&@EBIIG&9EEC&<>&a>A=:&>9&
:>gE<D89OiZ&">&8<&cB:&<DE&89:<@=A<>@&<DB<&
DEIJEC&gE&AD>>:E&B&C8@EA;>9i&
'<02.-/'=32->'?13@.%>1$(
A2'B""('A)"%3'=218/C'+(-6"$(/'D$":E 'F
,>=@:E:&$EECEC ]\r
'E:<:&-Ek=8@EC ][r
'@B9:aE@&-Ek=8@EgE9<: ]7r
%/2&-Ek=8@EC ]5r
'2HN)&6
!1548019T'A03M?84=8'3C'*8U5<28B8019'C32'W3:?
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 6^
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
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 6q
(versus those without) and those with field of study (versus those without)
were more likely to indicate having direction and seeing a connection between
their success in college and their life goals was very important to their
achievement. Additionally, completers and those with a field of study were
also more likely to have received counseling. Those with an ed plan were
much more likely to have received an assessment.
Discussion QuestionsG' H2:'62"/'I2-3'.288"&"')"8>'/(-6"$(/'#$6'6%3".@2$<
J2()'%$/%6"'1$6'2-(/%6"'()"'.81//322KL
G' M)"$C':)"3"'1$6')2:'13"'/(-6"$(/'>327%6"6':%()'
/>".%#.'%$N23K1@2$'1J2-(')2:'(2'6"7"82>'1$'
"6-.1@2$18'>81$L'H2:'%/'()1('>81$'3"7%/"6'1/'$""6"6L
G' M)1('6%O"3"$('/->>23('1>>321.)"/'1$6'/(31("&%"/'13"'$""6"6'N23'
/(-6"$(/':%()'1'.8"13'&218'%$'K%$6'7"3/-/'()2/"':)2'13"'-$6".%6"6L
G' M)1('3"/2-3."/'1$6'(228/'62'N1.-8(IC'.2-$/"823/'1$6'2()"3'/(-6"$('
/"37%."/'>32N"//%2$18/'$""6'%$'236"3'(2'%$.23>231("'1.@7%@"/'1('()"'
.2-3/"'8"7"8'()1(')"8>'/(-6"$(/'6"7"82>'6%3".@2$L
G' P$':)1(':1I/'.1$'N1.-8(I'3"&-8138I'%$.23>231("'1.@7%@"/'()1(')"8>'
/(-6"$(/'(2'/""'()"'.2$$".@2$'J"(:""$'()"%3'"6-.1@2$'1$6'()"%3'82$&Q
("3K'&218/L
G' M)%.)'.2K>2$"$(/'2N'1'/(-6"$('/-.."//'.2-3/"'62'I2-'()%$9'>327%6"'
()"'K2/('%K>23(1$('1$6'-/"N-8'%$N23K1@2$'(2'I2-3'/(-6"$(/L'H2:'
62"/'I2-3'.288"&"'6%3".('()"'/(-6"$(/':)2'K2/('$""6'(2'J-%86'()"/"'
/-.."//'/9%88/'(2'()"/"'.2-3/"/L
!!!
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 6[
-365984'.>:<E@89O&:<=CE9<:V&g>;SB;>9&B9C&DEIJ89O&<DEg&CESEI>J&<DE&
:f8II:&9EECEC&<>&BAD8ESE&<DE8@&O>BI:'5+(-6"$(/'/(1I'2$'(31.9<
9"">%$&'()"%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
!1548019T'>37E:7309'C32'HK804<0='P?:99'"
_/E@AE9<BOE&89C8AB;9O&XSE@G&8gJ>@<B9<Z`
3>=&cB9<&<>&JB::&<DE&AIB:: \[r
3>=&cB9<&<>&OE<&B&O>>C&O@BCE \^r
3>=&B@E&IEB@989O&B&I>< p\r
3>=&cB9<&<>&:D>c&G>=@&aBg8IG&G>=&AB9&
6/,,447+10+,-33454
pqr
3>=@&89:<@=A<>@&EYJEA<:&G>=&<>&BUE9C [6r
3>=&I>SE&G>=@&AIB::E:&B9C&cB9<&<>&bE&<DE@E q[r
3>=&C>9V<&cB9<&<>&C8:BJJ>89<&B9G>9E qqr
3>=@&a@8E9C:&EYJEA<&G>=&<>&A>gE 6qr
3>=@&a@8E9C:&B@E&<DE@E 6^r
-365984!"#$%&$'
!"#$"#%&!"#$%&
!"#$#%&!"##$%&$'
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 6p
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
!1548019T'*8:9309'C32'!G<DD<0='P?:99''"
_/E@AE9<BOE&89C8AB;9O&XSE@G&8gJ>@<B9<Z`
3>=&DBC&<>&<BfE&AB@E&>a&G>=@&aBg8IG q7r
3>=&DBC&<>&c>@f 74r
3>=&A>=IC9z<&W9C&AD8IC&AB@E 4^r
3>=&A>=IC9z<&W9C&<@B9:J>@<B;>9 6[r
3>=&B@E&9><&IEB@989O&B9G<D89O&=:Ea=I 67r
3>=&AB9&K=:<&@EBC&<DE&<EY<b>>f 64r
3>=&J@>bBbIG&c>9z<&JB::&<DE&AIB::&B9GcBG \r
3>=&DBC&9><&C>9E&<DE&D>gEc>@f \r
3>=@&89:<@=A<>@&C>E:9z<&f9>c&G>=?&:>&G>=&c>9z<&
B4+.16647
\r
3>=&aEEI&<DB<&9>b>CG&AB@E:&8a&G>=&O>&>@&9>< pr
'2HN)&^
-:61329'.0[5806<0='!1548019T'(829<918068'''"
_/E@AE9<BOE&89C8AB;9O&XSE@G&8gJ>@<B9<Z`
HE89O&BbIE&<>&@EO8:<E@&a>@&<DE&AIB::E:&<DB<&
2-/+0447
]]r
-EAE8S89O&O>>C&O@BCE: ][r
uBS89O&<DE&g>9EG&G>=&9EEC&<>&JBG&a>@&A>IIEOE ppr
%E{9O&<DE&BABCEg8A&:=JJ>@<&G>=&9EEC&<>&C>&
cEII&89&G>=@&AIB::E:
pqr
uBS89O&@EI8BbIE&B9Cj>@&BL>@CBbIE&<@B9:J>@<B;>9 p5r
uBS89O&:>gE>9E&B<&<DE&A>IIEOE&I8fE&B&A>=9:EI>@&
>@&89:<@=A<>@&cD>&AB@E:&Bb>=<&G>=@&:=AAE::
[pr
-EAE8S89O&W9B9A8BI&B8C [^r
uBS89O&@EI8BbIE&B9Cj>@&BL>@CBbIE&AD8IC&AB@E ^6r
uBS89O&A>IIEOE&a@8E9C:&cD>&B@E&BI:>&@E<=@989O&
<DB<&:EgE:<E@
46r
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 6]
aid as a factor in their decision
to return to school each term
than students of other ethnicities.
Among those who skipped a term
or left the college all together,
African-American students were
more likely than others to cite a
lack of money to pay for college
and/or a lack of financial aid as
a very important factor in their
choice not to return. Additionally,
among leavers, African-American
and Latino students were more likely
to cite the inability to register for classes as
a critical factor in their decision not to re-enroll.
Students’ views on focus also appeared to vary by age. While not critical
to survey participants overall, the motivation of younger students appeared
particularly connected to the presence of their friends. For example, younger
students (specifically those under 20) said it was important to their decision to
continue or complete their education that their friends were also returning to
school. That said, friends also surfaced as an important driver for those 44 and
older. For those in this age group, the presence of friends in class served as a
significant motivator.
Discussion QuestionsG' 'S$'I2-3'.1K>-/C':)1('13"'/2K"':1I/'()1('
16K%$%/(31(23/C'N1.-8(I'1$6'/(1O')"8>'/(-6"$(/'/(1I'
K2@71("6'(2'3"18%R"'()"%3'1.16"K%.'&218/L
G' 'M)"$'13"'/(-6"$(/'K2/('8%9"8I'(2'J".2K"'8"//'
K2@71("6'1$6':)1('.1$'J"'62$"'(2')"8>'()"K'
3"K1%$'N2.-/"6L
G' 'H2:'.1$'/(-6"$(/'J"'K2J%8%R"6'(2')"8>'()"%3'>""3/'J".2K"'1$6'/(1I'
K2@71("6L
G' 'M)1('/(3-.(-3"/'.2-86'J"'>-('%$'>81."'(2')"8>'/(-6"$(/'K2$%(23'1$6'
(31.9'()"%3'>32&3"//'(2:136'()"%3'&218/L
!"#$%#&'(()*)#+),-./)0#/1)%#123)#2#
45)*6))#+'67-8#-%-/)$#+1)6)#9#&2"#*'#
2"5#&1)&7#2((#/1)#&(2--)-#9:3)#/27)";#
29C&#&fEEJ&I>>f89O&B<&8<&cDE9&#Vg&B&I8UIE&
5'+";#9#/1."70#4!10#9:$#2($'-/#/1)6);8#
">?&8<V:&f89C&>a&B&b8O&g>;SB<>@i&#&:EE&gG&
*625)-#2"5#+12/#9:3)#2&&'$<(.-1)5#2"5#
8<&I8t:&gG&:J8@8<:i
<02.-/'=32->'?13@.%>1$('
!!!
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 6\
&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.
!"#$$%"&'(&")'$*$+$,"-./$.*$"
)(*&-"/$"&."-011$$2"(*2"3-"
:=JJ>@;SE&>a&gE?&<DE9&#&Bg&
g>;SB<EC&<>&c>@f&DB@CE@&B9C&bE&
:=AAE::a=Ii&'DE&g>;SB;>9&<DEG&
4,.+32$"/$"3-"+3&(%"&."/$"40-'3*5"
gG:EIa&B9C&bE89O&a>A=:EC?&E9OBOEC&
(*2"23,$1&$2"&.)(,2-"-011$--6
<02.-/'=32->'?13@.%>1$(
!"#$%&'!"#$%&$'
&5215284!"#$%&
!"#$#%&!"##$%&$'
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 45
While survey participants most commonly identified nurturing from
family (51%) as key to their success, students also suggested that
faculty were a top source of this support. Among survey participants, nearly
a third (32%) said nurturing from teachers was critical to their achievement
and an overwhelming percentage (94%) indicated that it was either very or
somewhat important to them that their instructors cared about them. The
percentage of students who indicated it was very important ranged from a
low of 37% to a high of 67% among the 12 colleges. The range of students
indicating somewhat important ranged from 22% to 57%. At the same time,
when asked to recall a time when someone cared about them on campus,
18% indicated they could not cite a specific instance—ranging from 10% to
29% across the 12 colleges. For those who were able to identify a particular
occasion, a majority of survey participants identified a teacher.
Notably, students in both the survey and focus groups identified a broad
range of ways that faculty provide nurturing, from small gestures to more
comprehensive approaches. Many participants described faculty who provided
direct and tangible assistance and support, who took an interest in students’
!"#$%&%'"($)%*+%$,-',-($./%&%'"($)%*+%01%23'"%456%
<EBADE@&bEAB=:E&<DB<&AIB::&8:&89<E9:Ei&#<V:&B&WSE&
,$('%78399%3$:%('%;39%3%8*'%($%'"#%<#.($$($.%+*-%3%
=#-9*$%;"*%73$>'%"3$:8#%03'"?%&%;*,8:%'38)%'*%
'"#%=-*+#99*-%3$:%&%93(:/%@&%73$>'%"3$:8#%'"#%78399?%
&%'"($)%&>0%.*($.%'*%<#%:-*==($.%*,'?A%
B*%9"#%;39%3<8#%'*%)##=%0#%"#-#?%B"#%;#87*0#:%
gE&C=@89O&DE@&>|AE&D>=@:&B9C&:DE&DEIJEC&gE&
JE@:>9BIIG&i&i&i&:DE&OBSE&gE&Eg>;>9BI&:=JJ>@<&B9C&
9"#%-#3881%73-#:?%B"#%;39%389*%($'#-#9'#:%;"#-#%
gG&a=<=@E&cB:&O>89O&B9C&OBSE&gE&BCS8AEi&"DE&
93(:/%@C"/%3-#%1*,%'"($)($.%*+%.*($.%'*%D*-'"-(:.#E%
F*,%:*$>'%;3$'%'*%'3)#%'"*9#%$*$7-#:('%78399#9?%
F*,%;3$'%'*%-#3881%#3-$%1*,-%.-3:#?A%B"#%-#3881%
73-#9%3<*,'%"#-%9',:#$'9?%B*/%'"3'>9%;"#-#%&%.*'%
01%$*,-(9"0#$'?
<02.-/'=32->'?13@.%>1$('
'DE&W@:<&CBG&#&ABgE&<>&ABgJ=:&<>&@EO8:<E@?&
#&cB:&I>:<&B9C&C8C9V<&f9>c&cDE@E&<>&O>i&
#&=989<E9;>9BIIG&E9CEC&=J&89&("/"&>|AE&B9C&
<DE@EV:&B&IBCG&<DB<&:8<:&89&a@>9<i&i&i&i&"DE&cB:&SE@G&
DEIJa=I&<>&gEi&"DE&BA<=BIIG&<>IC&gE&EYBA<IG&cDB<&
#&DBSE&<>&C>i&i&i&i&"DE&ESE9&:B<&C>c9&c8<D&gE&>9&
<DE&A>gJ=<E@&<>&DEIJ&gE&W98:D&gG&@EO8:<@B;>9i&
29C&:DE&DB:&bEE9&SE@G&DEIJa=I&:89AE&<DE9i&
#&@EBIIG&aEEI&<DB<&i&i&i&cDE9&:>gEb>CG&AB@E:&
Bb>=<&G>=?&8<&gBfE:&G>=&g>@E&@E:J>9:8bIEi&
HEAB=:E&:DEV:&bEE9&<Bf89O&AB@E&>a&gE?&#&<D89f&
<DB<&#&DBSE&<>&C>&gG&bE:<i&TDE9ESE@&:DE&<BIf:&
Bb>=<&gE&:DE&:BG:?&X'D8:&8:&<DE&:<=CE9<&<DB<&
#&DEIJEC&B9C&DEV:&:>&:=AAE::a=IiZ&
<02.-/'=32->'?13@.%>1$('
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&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
\:@9'.0912561329'>:G8'!1548019'-88?'";8@'P:28'''"
_/E@AE9<BOE&89C8AB;9O&XSE@G&8gJ>@<B9<Z`
3>=@&89:<@=A<>@&gBfE:&:=@E&<DB<&G>=&
=9CE@:<B9C&<DE&gB<E@8BI
\5r
3>=@&89:<@=A<>@&gBfE:&G>=&aEEI&<DB<&8<&8:&
8gJ>@<B9<&<>&D8gjDE@&<DB<&G>=&C>&cEII
]7r
3>=@&89:<@=A<>@&gBfE:&:=@E&<DB<&G>=&DBSE&
B9&>JJ>@<=98<G&<>&JB@;A8JB<E&89&AIB::&
716,/661-06
]6r
3>=@&89:<@=A<>@&C8@EA<:&G>=&<>&><DE@&@E:>=@AE:&
<DB<&g8OD<&DEIJ&G>=&JE@a>@g&bEUE@&89&AIB::
]5r
3>=@&89:<@=A<>@&DEIJ:&G>=&gBfE&A>99EA;>9:&
bE<cEE9&<DE&AIB::&B9C&G>=@&JE@:>9BI&O>BI:?&
89<E@E:<:&B9C&EYJE@8E9AE:
p7r
3>=@&89:<@=A<>@&B:f:&a>@&G>=@&aEECbBAf&>9&<DE&
A>=@:E&A>9<E9<&B9C&D8:jDE@&89:<@=A;>9
[6r
3>=@&89:<@=A<>@&<BfE:&B9&89<E@E:<&89&G>=&B9C&
G>=@&I8aE
q5r
3>=@&89:<@=A<>@&gBfE:&G>=&aEEI&G>=&:DB@E&
6-.4*(105+10+,-..-0
^qr
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 44
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
G' 'P$':)1(':1I/'.1$'()"'%$/@(-@2$'K19"'",>8%.%('
(2'/(-6"$(/C'>[email protected]')%/(23%.188I'-$6"33">3"/"$("6'1$6'#3/(Q
&"$"31@2$'/(-6"$(/C'()1('/2K"2$"'1('()"'.288"&"'.13"/'1J2-('()"K'
1$6'()"%3'/-.."//L
G' 'M)1('(I>"/'2N'/->>23('.1$'.288"&"/'>327%6"'(2'N1.-8(I'1$6'/(1O'(2')"8>'
()"K'-$6"3/(1$6'()"'31$&"'2N':1I/<J2()'/K188'1$6'813&"<(2'/)2:'
()"I'.13"'1J2-('/(-6"$(/'1$6'()"%3'/-.."//L'
G' 'M)1('.1$'.288"&"/'62'(2'"$.2-31&"'1$6T23'N1.%8%(1("'/(-6"$(/'
$-3(-3%$&'2()"3'/(-6"$(/L
!!!
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 47
%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.
%0=:=84'2A;SEIG&89S>IS89O&:<=CE9<:&89&
gEB989Oa=I&B9C&B=<DE9;A&
EC=AB;>9BI&EYJE@8E9AE:&B9C&
BA;S8;E:&89:8CE&B9C&>=<:8CE&<DE&
AIB::@>>g'5+(-6"$(/'1.@7"8I'
>13@.%>1("'%$'.81//'1$6'
",(31.-33%.-813'1.@7%@"/;
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%).
!"#$%&$'&()*)&%&(+,$-*..&(/$
0($+-&$12*//#""%3$"4+/05&$"6$+-&$
AIB::@>>g&B9C&89&BA;S8;E:i&i&i&i&
.>@&gE&8<V:&8gJ>@<B9<&<>&C>&BII&<D@EEi&
7-*+8/$94/+$+-&$+:.&$"6$2&*#(&#$;$*%$
bEAB=:E&#Vg&9><&K=:<&DE@E&<>&i&i&i&bE&
0($+-&$12*//#""%$*(5$&()*)&$0($+-&$
AIB::@>>g&B9C&<DE9&IEBSE&B9C&9><&
E9OBOEi&#&DBSE&<>&bEAB=:E&><DE@c8:E&
#VII&a>@OE<&cDB<&#&K=:<&IEB@9EC&>@&8<V:&B&
cB:<E&>a&;gE&a>@&gE&<>&bE&DE@Ei&
<02.-/'=32->'?13@.%>1$('
!"#$%&'()**+,-'.,+/'-01'(20++3'
3$41'56789'-0"-',1"33:';+,4('"('"%'
89AE9;SE&<>&C>&cEII&89&:AD>>Ii&%><&
<>&fEEJ&G>=@&O@BCE:&=J&:>&G>=&AB9&
fEEJ&OE{9O&<DB<&a@EE&:<=Li
<+-37"I'?13@.%>1$('
!"#$%&'!"#$%&$'
!"#$"#%&!"#$%&
%0=:=84!"##$%&$'
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 4^
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).
'DE&W@:<&;gE&#&aEI<&BA<=BIIG&E9OBOEC&8:&cDE9&
<DE&J@>aE::>@&c>=IC&:EIEA<&:<=CE9<:&<>&BA<=BIIG&
:BG&:>gE<D89O&<DB<V:&>9&w<DE8@x&g89C&cD8AD&
BII>cEC&<DEg&<>&BA<=BIIG&<D89f&Bb>=<&<DE&
<>J8A&<DB<&8:&bE89O&C8:A=::EC&89&AIB::&>@&O8S89O&
<DE&:<=CE9<:&B&ADB9AE&<>&i&i&i&:JEBf&>=<&i&i&i&i&
#9&gG&gB<D&AIB::?&cEV@E&BbIE&<>&O>&=J&B9C&C>&
J@>bIEg:&B9C&OE<&c>@f:DEE<:&B9C&DEIJ&>=<&
><DE@&:<=CE9<:i&29C&g>:<&gB<D&AIB::E:&i&i&i&<DB<&
#VSE&<BfE9&>9&ABgJ=:?&8<V:&g>@E&I8fE&DE@EV:&<DE&
IE::>9?&ESE@G>9E&bE&k=8E<i&i&i&i&'D8:&8:&g>@E&I8fE&
B&:>A8BI&AIB::&B9C&#VSE&9ESE@&BA<=BIIG&E9OBOEC&
89&gB<Di&#Vg&9><&A>9WCE9<&89&gB<Di&">&GE:?&
#Vg&BA<=BIIG&IEB@989O&B&I><i
Q02.-/'=32->'?13@.%>1$('
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&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
'2HN)&[
-:61329'1;:1'>:G8'!1548019'-88?'Z<G8'";8@'H28'Z8:20<0='''"
_/E@AE9<BOE&89C8AB;9O&XSE@G&8gJ>@<B9<Z`
'DE&89:<@=A<>@&ADBIIE9OEC&G>=&<>&C>&<DE&bE:<&G>=&A>=IC ]5r
'DE&89:<@=A<>@&@EBIIG&AB@EC&Bb>=<&<DE&:<=CE9<: ]5r
'DE&89:<@=A<>@&cB:&89<E@E:<EC&89&cDB<&:<=CE9<:&<D>=OD< p]r
3>=&A>=IC&@EIB<E&<>&cDB<&G>=&cE@E&:<=CG89O ppr
'DE&A>=@:E&DBC&@EBI&c>@IC?&J@BA;ABI&BJJI8AB;>9: [\r
'DE&AIB::&cB:9V<&BII&IEA<=@Eh&:<=CE9<:&cE@E&BA;SEIG&E9OBOEC [\r
'DE&89:<@=A<>@&OBSE&G>=&@EO=IB@&aEECbBAf&Bb>=<&G>=@&JE@a>@gB9AE&
10+*(4+,3)66
[[r
'DE&A>=@:E&cB:&DB9C:R>9&B9C&E9OBOEC&G>=&89&C8LE@E9<&J@>KEA<:&B9C&
EYJE@8E9AE:
[[r
3>=&DBC&>JJ>@<=98;E:&<>&c>@f&c8<D&C8LE@E9<&f89C:&>a&:<=CE9<: q]r
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 4[
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>=&<>&
cDB<&<DE&<EBADE@&cB9<:i
<+-37"I'?13@.%>1$('
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 4p
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'
1$6'.1K>-/'"$&1&"K"$('1('I2-3'.288"&"<%$'()"%3'
.2-3/"/'1$6T23'>32&31K/L'M)%.)'"6-.1@2$18'
>32&31K/'2$'I2-3'.1K>-/'62'()%/'>[email protected]':"88L
G' 'M)1('>32N"//%2$18'6"7"82>K"$('1$6'2$&2%$&'/->>23('62'N1.-8(I'$""6'
(2'"$/-3"'()"I'13"'-/%$&'"$&1&%$&C'/(-6"$(Q."$("3"6'>"61&2&%.18'
1>>321.)"/'%$'()"%3'.2-3/"/'1$6'>32&31K/L
G' 'P$':)1(':1I/'.1$'1.16"K%.'/->>23(/'J"'/(3-.(-3"6'1$6'2O"3"6'(2'
3"1.)'K23"'/(-6"$(/'%$/%6"'1$6'2-(/%6"'()"'.81//322KL
G' 'M)1('2>>23(-$%@"/'",%/('2$'.1K>-/'N23'/(-6"$(/'(2'J"'1.@7"8I'
%$7287"6'%$'",>"3%"$."/'1$6'1.@7%@"/'2-(/%6"'2N'.81//'()1(':%88')"8>'
()"K'J"TJ".2K"'K23"'"$&1&"6'8"13$"3/L
!!!
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 4]
P30086184',@EB;9O&A>99EA;>9:&bE<cEE9&:<=CE9<:&B9C&<DE&89:;<=;>9&
B9C&A=I;SB;9O&@EIB;>9:D8J:&<DB<&=9CE@:A>@E&D>c&:<=CE9<:V&
89S>ISEgE9<&c8<D&<DE&A>IIEOE&A>gg=98<G&AB9&A>9<@8b=<E&<>&
<DE8@&BABCEg8A&B9C&JE@:>9BI&:=AAE::&5+(-6"$(/'N""8'8%9"'()"I'
13"'>13('2N'()"'.288"&"'.2KK-$%(I;
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
'D8:&:EgE:<E@?&gG&)9OI8:D&<EBADE@&:<B@<EC&>L&<DE&
AIB::&bG&C>89O&B9&8AE&b@EBfE@i&">?&B<&W@:<?&8<&cB:&I8fE&
cEV@E&BII&K=:<&DE@E&<>&<BfE&B&AIB::&B9C&<DE9&8<&cB:&
>fBG?&cEV@E&:<=CE9<:&B9C&cE&BII&O><&<>&f9>c&EBAD&
><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.
'2HN)&p
\:@9'!1548019'!D804'"<B8'30'P:BD59')519<48'3C'P?:99
F*/72+)3-04 ]6r
"<=CG&c8<D&a@8E9C: qpr
G)05+-/*+)3-04 q7r
uB9O&>=<&c8<D&a@8E9C: ^[r
+<DE@&BA;S8<G 46r
,I=b:&>@&:<=CE9<&O>SE@9gE9< 6^r
+9&ABgJ=:&K>b \r
.#%!-)&6
"<B8'30'P:BD59')519<48'3C'P?:99''"
_u>=@:&JE@&cEEf`
-8M82'1;:0'"]';3529LM88G
%#(
')(
'(
]O^_';3529L"M88G
&03104+-032
-8M82'1;:0'"]';3529LM88G-8M82'1;:0'"]';3529LM88G
]O^_';3529L"M88G]O^_';3529L"M88G
`_a>328'1;:0'^_';3529LM88G
>328'1;:0'^_';3529LM88G
>328'1;:0'^_';3529LM88G
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 75
!#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,
!"!"!"#$%%&'()"*+((%*,%-."/+0&-"1%"2"&+,"3+4%"
'35+4,2(,"'6"/%"/%4%(7,"2,"2"*+330(',8"
*+&&%)%!""96"/%"/%4%"2,"#2"0(':%4;',8.<"+6"
*+04;%"',7;"'35+4,2(,"1%*20;%"/%"/2(,"!"!"
!"",=%3",+">(+/"/=+"/%"24%"2(-"/%"/2(,"
,+"1%"21&%",+";28<"+=<"/%"/%(,",+"#,=';"
0(':%4;',8.!"?0,"'6"8+074%"#2,"2"*+330(',8"
*+&&%)%.<"8+0"-+(7,7"4%2&&8"*24%"'6"2(8+(%"
>(+/;"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&
75Rg89=<E&>|AE&D>=@:&JE@&cEEfi&">&#&@EBIIG&C>9V<&
:EE&D>c&BAA>gg>CB;9O&<DE&<EBADE@:&B@E?&>@&
D>c&g=AD&<DEG&AB9&bE&bEAB=:E&<DEGV@E&9ESE@&
DE@Ei&M>:<&>a&<DEg&C>9V<&ESE9&I8SE&9EB@bG&>@&
<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&
bBAf&B&A>=JIE&CBG:&IB<E@i&#&C>9V<&:EE&D>c&B9Gb>CG&
O@BC=B<E:&DE@E?&<>&<EII&G>=&<DE&<@=<Di&
<02.-/'=32->'?13@.%>1$('
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 76
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$'()"'.288"&"'.3"1("'/>1."/':)"3"'
/(-6"$(/'.1$'J-%86'>"3/2$18'.2$$".@2$/'()1('1882:'()"K'(2'/->>23('
1$6'"$.2-31&"'"1.)'2()"3L
G' 'H2:'.1$'()"'@K"'/(-6"$(/'/>"$6'%$'()"'.81//322K'J"'/(3-.(-3"6'(2'
)"8>'()"K'J"'K23"'.2$$".("6'(2'()"%3'>""3/C'N1.-8(I'1$6'()"'%$/@(-@2$'
1/'1':)28"L
G' 'H2:'62"/'I2-3'.288"&"')"8>'N1.-8(I'1$6'/(1O'N""8'.2$$".("6'(2'I2-3'
%$/@(-@2$'1$6'6"7"82>'1$'1:13"$"//'2N')2:'()"%3':239'8%$9/'6%3".(8I'
1$6T23'%$6%3".(8I'(2'/(-6"$(/U'/-.."//L
!!!
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 74
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&
J@>aE::8>9BI&EYJE@8E9AE&<>&<DE&AIB::@>>g&B9C&#&aEEI&
<DB<V:&SBI=ECi&#VSE&bEE9&<>IC&#&b@89O&B9&E9>@g>=:&
J@>aE::8>9BI&bBAfO@>=9C?&:JEA8WABIIG&89&CEbB<E:&
B9C&89&B9:cE@89O&k=E:;>9:&Bb>=<&gG&J@>aE::8>9BI&
EYJE@8E9AE&B9C&>@OB98QB;>9&i&i&i&&#Vg&BbIE&<>&gBfE&
B@O=gE9<:&Bb>=<&cDG&G>=&C>9V<&C>&AE@<B89&<D89O:&i&
i&i&">?&GEBD?	&<DB<&:E9:E?&#&aEEI&SE@G&SBI=ECi
<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.
!"#$%&$'("$)"*''+",%+-'("./'0"!"/'+1'(")-$"
.2$/"3+-4#5"!67"428"20$)"3+-4#")0"3%71-#"%0("
!"20#12&'")$/'&"#$-('0$#"$)"8)"%0("&-0"*)&"
>|AEi&'>&gE?&<DB<V:&bE89O&SBI=EC?&bE89O&B&
&'#)-&3'"*)&"#)7')0'"'+#'"5"5"5"5"
<02.-/'=32->'?13@.%>1$('
'2HN)&]
H67E<789'1;:1'>:G8'!1548019'-88?'Z<G8'";8@'H28'
H44<0='Q:?58'13'1;8'P3??8=8''"
_/E@AE9<BOE&89C8AB;9O&XSE@G&8gJ>@<B9<Z`
%8S89O&bBAf&<>&<DE&IB@OE@&A>gg=98<G&<D@>=OD&
A>gg=98<G&:E@S8AE
p[r
/@>S8C89O&aEECbBAf&>@&:=OOE:;>9:&<>&G>=@&
89:<@=A<>@:&>9&cDB<&G>=&A>SE@&>@&C>&89&G>=@&
,3)6646
p^r
"DB@89O&G>=@&aBg8IG&D8:<>@G&B9C&<BIf&Bb>=<&
G>=@&A=I<=@E&B9C&<@BC8;>9:&89&cBG:&<DB<&
gBfE&G>=&aEEI&J@>=C&>a&cD>&G>=&B@E
[[r
%8S89O&aEECbBAf&>9&cDB<V:&DBJJE989O&B<&<DE&
,-33454
[qr
"=JJ>@;9O&B9C&gE9<>@89O&G>=@&aEII>c&
6*/740*6
[qr
'Bf89O&>9&IEBCE@:D8J&@>IE:&_EiOi?&:<=CE9<&
O>SE@9gE9<?&:<=CE9<&BgbB::BC>@`
[7r
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 7^
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'
8"16"3/)%>C'K"$(23/)%>'1$6'/"37%."'2>>23(-$%@"/'
J2()'2$'.1K>-/'1$6'%$'()"'813&"3'.2KK-$%(IL
G' 'M)1('2>>23(-$%@"/'183"16I'",%/('23'.2-86'J"'6"7"82>"6'()1('1882:'
/(-6"$(/'(2'>327%6"'.2$/(3-.@7"'%$>-('1$6'N""6J1.9'2$':)1(')1>>"$/'
1('()"'.288"&"C'J2()'%$/%6"'1$6'2-(/%6"'()"'.81//322KC'1$6'()32-&)'
N23K18'1$6'%$N23K18'K"1$/L
G' 'H2:'.1$'()"'%$/@(-@2$'.3"1("'/1N"'/>1."/':)"3"'/(-6"$(/'.1$'
/)13"'()"%3'.-8(-318C'N1K%8I'1$6':239'",>"3%"$."/'1$6'8"13$'N32K'
()2/"'2N'2()"3/L
G' 'H2:'.1$'I2-3'.288"&"'"$.2-31&"'N1.-8(I'1$6'/(1O'(2'8229'N23'1$6'
3".2&$%R"'/(-6"$(/U'-$%W-"'(18"$(/C'/9%88/C'1J%8%@"/'1$6'",>"3%"$."/'
1$6'"K>2:"3'()"K'(2'8%$9'/(-6"$(/':%()'2>>23(-$%@"/'(2'/)13"'()"/"'
:%()'2()"3/L'
!!!
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 7q
!5DD3270='HC2<6:0OHB82<6:0V'Z:703':04'"-<291OW8082:730'P3??8=8'!1548019
29BIG:8:&>a&:=@SEG&W9C89O:&bG&E<D98A8<G&B9C&W@:<ROE9E@B;>9&:<B<=:&>LE@:&
J@EI8g89B@G&89:8OD<&89<>&cD8AD&B:JEA<:&>a&<DE&:8YS&:=AAE::&aBA<>@:&<DE:E&
J>J=IB;>9:&W9C&JB@;A=IB@IG&8gJ>@<B9<i&2:&E<D98A8<G&B9C&A>IIEOE&O>89O&:<B<=:&B@E&
9><&BIcBG:&g=<=BIIG&EYAI=:8SE?&@EIB<EC&W9C89O:&B@E&D8ODI8OD<EC&bG&:=AAE::&aBA<>@i&
$<286184':04'-365984/+"<=CE9<:&B<&A>IIEOE:&c8<D&D8OD&JE@AE9<BOE:&>a&2a@8AB9&
2gE@8AB9:&cE@E&IE::&I8fEIG&<>&DBSE&@EAE8SEC&A>=9:EI89O&>@&DBSE&B9&EC&JIB9i&
u>cESE@?&<DE:E&:BgE&:<=CE9<:&A8<EC&DBS89O&J@>O@Bg:&B9C&:E@S8AE:&BSB8IBbIE&<>&
DEIJ&<DEg&:=AAE::a=IIG&9BS8OB<E&A>IIEOE&B:&8gJ>@<B9<&<>&<DE8@&:=AAE::i&+9&<DE&
><DE@&DB9C?&:<=CE9<:&B<&A>IIEOE:&c8<D&D8OD&<@B9:aE@&@B<E:&Bg>9O&NB;9>:&B<&,,,:&
>@&D8OD&JE@AE9<BOE:&>a&NB;9>:&cE@E&g>@E&I8fEIG&<>&DBSE&@EAE8SEC&A>=9:EI89Oi&
2a@8AB9R2gE@8AB9&B9C&NB;9>&IEB@9E@:&cE@E&BI:>&g>@E&I8fEIG&<>&=9CE@:A>@E&<DE&
8gJ>@<B9AE&>a&W9B9A8BI&B8C&<>&<DE8@&JE@:8:<E9AE&a@>g&<E@g&<>&<E@g?&A8;9O&<DE&
Bb:E9AE&>a&<D8:&f89C&>a&:=JJ>@<&B:&B&fEG&aBA<>@&a>@&<D>:E&cD>&IEt&>@&:f8JJEC&
B&:EgE:<E@i&"8g8IB@IG?&<DE&89Bb8I8<G&<>&@EO8:<E@&a>@&AIB::E:&BI:>&:=@aBAEC&B:&B&
g>@E&A@8;ABI&bB@@8E@&<>&@ERE9@>IIgE9<&a>@&<DE:E&<c>&O@>=J:&>a&:<=CE9<:&cDE9&
A>gJB@EC&<>&><DE@&JB@;A8JB9<:i&
&5215284/+2a@8AB9R2gE@8AB9&JB@;A8JB9<:&B9C&W@:<ROE9E@B;>9&A>IIEOE&
:<=CE9<:&cE@E&BI:>&g>@E&I8fEIG&<>&@EJ>@<&<DB<&><DE@:&cB9;9O&<DEg&<>&:=AAEEC&
A>9:8CE@BbIG&8gJBA<EC&<DE8@&:=AAE::&89&A>IIEOE&B9C&<DE8@&JE@:8:<E9AE&a@>g&
:EgE:<E@&<>&:EgE:<E@i&.8@:<ROE9E@B;>9&:<=CE9<:&JB@;A=IB@IG&89C8AB<EC&<DB<&B9&
89:<@=A<>@&AB@89O&Bb>=<&<DEg&cB:&8gJ>@<B9<&<>&<DE8@&BAD8ESEgE9<&B9C&<DB<&<DE&
Bb:E9AE&>a&<D8:&:=JJ>@<&89l=E9AEC&<DE8@&CEA8:8>9&*/$&<>&@E<=@9i
%0=:=84':04'P30086184/'#9&<E@g:&>a&A>9;9=>=:&E9OBOEgE9<?&B&IBAf&>a&
BABCEg8A&:=JJ>@<&:=@aBAEC&B:&JB@;A=IB@IG&8gJ>@<B9<&<>&<D>:E&2a@8AB9R2gE@8AB9&
B9C&NB;9>&:<=CE9<:&cD>&:f8JJEC&B&<E@g&B9C&2a@8AB9&2gE@8AB9:&cD>&DBC&IEt&
<DE8@&A>IIEOE:i&
,>9SE@:EIG?&2a@8AB9R2gE@8AB9?&NB;9>&B9C&W@:<ROE9E@B;>9&:<=CE9<:&cE@E&BII&
g>@E&I8fEIG&<>&89C8AB<E&<DB<&c>@f89O&c8<D&B&C8SE@:8<G&>a&:<=CE9<:&J@>g><EC&<DE8@&
IEB@989O&B9C&:E9:E&>a&89S>ISEgE9<i&2CC8;>9BIIG?&2a@8AB9&2gE@8AB9:&cE@E&g>@E&
I8fEIG&<>&@EaE@E9AE&JEE@:&cDE9&<BIf89O&Bb>=<&B&;gE&<DEG&aEI<&A>99EA<EC&<>&<DE8@&
A>IIEOEi&u>cESE@?&2a@8AB9R2gE@8AB9&B9C&NB;9>&JB@;A8JB9<:&cE@E&BI:>&g>@E&
I8fEIG&<>&:BG&<DEG&J@8gB@8IG&:JE9<&;gE&>9&ABgJ=:&:<=CG89O&>@&DB9O89O&>=<&BI>9Ei&
Q:?584/+2a@8AB9R2gE@8AB9?&NB;9>&B9C&W@:<ROE9E@B;>9&JB@;A8JB9<:&cE@E&BII&g>@E&
I8fEIG&<>&@EJ>@<&<DB<&aEEI89O&<DEG&b><D&BCCEC&SBI=E&<>&<DE8@&ABgJ=:&B9C&cE@E&SBI=EC&
a>@&<DE:E&A>9<@8b=;>9:&cE@E&8gJ>@<B9<&<>&<DE8@&BAD8ESEgE9<i&'DE:E&J>J=IB;>9:&BII&
BI:>&89C8AB<EC&<DB<&:DB@89O&aBg8IG&D8:<>@G&B9C&A=I<=@E&89&cBG:&<DB<&gBCE&<DEg&aEEI&
J@>=C&WO=@EC&J@>g89E9<IG&89<>&<DE8@&:E9:E&>a&c>@<D&>9&ABgJ=:i&
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 7[
!1548019'!D8:G/'"=OOE:;>9:&a>@&2A;>9
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@
& &uEIJ&:<=CE9<:&a>@g&B&O>BI&bG&J@>S8C89O&C8:A8JI89ER:JEA8WA&O=8CB9AE&B9C&
BCS8:89O&B:&JB@<&>a&<DE&:<@=A<=@E&>a&G>=@&AIB::E:&_C8@EA<EC?&a>A=:EC`&
& &/@>S8CE&@EO=IB@?&A>9:<@=A;SE&aEECbBAf&>9&:<=CE9<:V&JE@a>@gB9AE&B9C&
J@>O@E::&_E9OBOEC?&a>A=:EC`
& &+LE@&>JJ>@<=98;E:&a>@&:<=CE9<:&<>&:DB@E&89J=<&>9&G>=@&A>=@:E_:`&_E9OBOEC?&
SBI=EC`
& &"D>c&:<=CE9<:&G>=&AB@E&<D@>=OD&:8gJIE&OE:<=@E:&I8fE&f9>c89O&<DE8@&9BgE:&
B9C&B:f89O&D>c&<DEG&B@E&C>89O&_E9OBOEC?&9=@<=@EC`
& &,BII&>9&:<=CE9<:&89&AIB::&B9C&>LE@&>JJ>@<=98;E:&a>@&>JE9&C8BI>O&
_E9OBOEC?&SBI=EC`
& &+LE@&cBG:&a>@&:<=CE9<:&<>&89A>@J>@B<E&B9C&D>9>@&<DE8@&>c9&A=I<=@E?&
D8:<>@G&B9C&<@BC8;>9:&_A>99EA<EC?&SBI=EC`
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 7p
& &uBSE&AIEB@IG&B@;A=IB<EC&B9C&D8OD&EYJEA<B;>9:&a>@&:<=CE9<:?&<DE8@&
JE@a>@gB9AE&B9C&A>gJIE;>9&_E9OBOEC`
& &)9OBOE&:<=CE9<:&89&DB9C:R>9&IEB@989O&B9C&J@BA;ABI&BJJI8AB;>9:&<DB<&DEIJ&
<DEg&gBfE&<DE&A>99EA;>9&bE<cEE9&<DE8@&A>gg=98<G&A>IIEOE&EYJE@8E9AE&
B9C&I8aE&O>BI:&_E9OBOEC`
& &)9A>=@BOE&:<=CE9<:&<>&A>99EA<&c8<D&JEE@:&B9C&>LE@&89RAIB::&>JJ>@<=98;E:&
<>&C>&:>&_E9OBOEC?&SBI=EC`&
& &-EcB@C&:<=CE9<:V&JB@;A8JB;>9&89&AIB::&_EiOi?&c8<D&EY<@B&A@EC8<&>@&B:&JB@<&>a&
<DE8@&O@BCE`&_E9OBOEC?&SBI=EC`
& &/@>S8CE&>@&A>99EA<&:<=CE9<:&c8<D&BABCEg8A&:=JJ>@<&>=<:8CE&>a&AIB::&
_E9OBOEC?&A>99EA<EC`
& &uEIJ&:<=CE9<:&IEB@9&Bb>=<&><DE@&:=JJ>@<&@E:>=@AE:&B9C&>JJ>@<=98;E:&<>&
OE<&89S>ISEC&89&EY<@BA=@@8A=IB@&BA;S8;E:&_E9OBOEC?&A>99EA<EC?&SBI=EC`
& &"DB@E&c8<D&:<=CE9<:&G>=@&>c9&:=AAE::&:<>@G?&G>=@&EC=AB;>9BI&B9C&AB@EE@&
JB<D:&_E9OBOEC?&9=@<=@EC`
& &-EA>O98QE&:<=CE9<:V&J><E9;BI&B9C&E9A>=@BOE&<DEg&<>&=:E&<DE8@&:f8II:&B9C&
Bb8I8;E:&<>&DEIJ&><DE@:&_E9OBOEC?&9=@<=@EC?&SBI=EC`
P35098?329':04'!154801'!82E<689'(23C899<30:?9'
& &/@>BA;SEIG&B:f&:<=CE9<:&Bb>=<&<DE8@&O>BI:&B9C&DEIJ&<DEg&a>@g&B&:JEA8WA&
C8@EA;>9&EB@IG&89&<DE8@&A>IIEOE&EYJE@8E9AE&_C8@EA<EC`
& &HB:EC&>9&<DE8@&O>BI:?&J@>S8CE&:<=CE9<:&c8<D&B&@EBI8:;A&:E9:E&>a&<DE&;gE&<DEG&B@E&
I8fEIG&<>&:JE9C&B<&<DE&89:;<=;>9h&EYJIB89&<DB<&g>:<&:<=CE9<:&:JE9C&g>@E&<DB9&
<c>&GEB@:&B9C&DEIJ&<DEg&=9CE@:<B9C&<DE&8gJ>@<B9<&@>IE&<DE8@&A>gg=98<G&A>IIEOE&
EYJE@8E9AE&c8II&JIBG&89&<DE8@&EC=AB;>9BI&K>=@9EG&_C8@EA<EC?&a>A=:EC`
& 	<EO@B<E&AB@EE@&A>=9:EI89O&B9C&K>b&A>9:8CE@B;>9:&89<>&BABCEg8A&BCS8:89O&
_C8@EA<EC`
& &"EEf&>=<&W@:<ROE9E@B;>9&B9C&=9CEAIB@EC&:<=CE9<:&<>&J@>S8CE&:JEA8BI8QEC&
B::8:<B9AE&_C8@EA<EC`
& &,>99EA<&B:&gB9G&:<=CE9<:&B:&J>::8bIE&<>&:JEA8BI&J@>O@Bg:&I8fE&)+/"?&("/"&B9C&
D>gERO@>c9&:=JJ>@<&898;B;SE:&<DB<&DEIJ&<DEg&8CE9;aG&B&C8@EA;>9&EB@IG&>9&
B9C&@EAE8SE&>9O>89O&O=8CB9AE&a>@&@EBAD89O&<DE8@&O>BI:&_C8@EA<EC?&a>A=:EC`
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 7]
& &)9A>=@BOE&:<=CE9<:&<>&CESEI>J&EC=AB;>9BI&JIB9:&B9C&J@>S8CE&gEADB98:g:&
a>@&:<=CE9<:&<>&@EO=IB@IG&@ES8Ec&<DEg?&E8<DE@&>9I89E&>@&B<&B&A>=9:EI89O&
:E::8>9&&_C8@EA<EC?&a>A=:EC`
& &/@>g><E&:=JJ>@<&@E:>=@AE:&<>&b><D&:<=CE9<:&B9C&aBA=I<G&_a>A=:EC?&E9OBOEC`
& &uEIJ&:<=CE9<:&IEB@9&Bb>=<&E9OBOEgE9<&>JJ>@<=98;E:&89AI=C89O&
EY<@BA=@@8A=IB@&BA;S8;E:&B9C&AI=b:&_E9OBOEC?&A>99EA<EC?&SBI=EC`
& 	a>@g&:<=CE9<:&>a&>JJ>@<=98;E:&a>@&<DEg&<>&A>9<@8b=<E&<>&<DE&A>IIEOE&>@&
I>ABI&A>gg=98<G&_SBI=EC`
& &)YJ@E::&<>&:<=CE9<:&<DB<&G>=&AB@E&Bb>=<&<DE8@&:=AAE::m89&BCC8;>9&<>&
J@>S8C89O&<B9O8bIE&O=8CB9AE&B9C&BCS8:89O&_9=@<=@EC`
& &-EA>O98QE&:<=CE9<:V&J><E9;BI&B9C&E9A>=@BOE&<DEg&<>&=:E&<DE8@&:f8II:&B9C&
Bb8I8;E:&<>&DEIJ&><DE@:&_E9OBOEC?&9=@<=@EC?&SBI=EC`
H4B<0<912:1329
& &,@EB<E&>JJ>@<=98;E:&a>@&:<=CE9<:&<>&@EAE8SE&B::8:<B9AE&B9C&89a>@gB;>9&=J>9&
E9<@G&<DB<&DEIJ:&<DEg&:EIEA<&B9C&JIB9&a>@&B9&EC=AB;>9BI&C8@EA;>9&&_EiOi?&
E:<BbI8:D&B&cEIA>gE&AE9<E@&>@&>9ER:<>JR:D>J&a>@&E9@>IIgE9<&:E@S8AE:`&_C8@EA<EC`
& &"=JJ>@<&A>IIEOE&J>I8AG&<DB<&E9A>=@BOE:&gB9CB<>@G&E9@>IIgE9<&89&:<=CE9<&
:=AAE::&AIB::E:&>@&EC=AB;>9BI&JIB9989O&<DB<&:JEA8WABIIG&BCC@E::E:&D>c&<>&
gBfE&B9C&<@BAf&J@>O@E::&<>cB@C&O>BI&BAD8ESEgE9<&B9C&E9OBOE&c8<D&<DE&
A>IIEOE&b><D&89:8CE&B9C&>=<:8CE&<DE&AIB::@>>g&_C8@EA<EC?&a>A=:EC?&E9OBOEC?&
A>99EA<EC`
& &T8CEIG&J@>g><E&>JJ>@<=98;E:&a>@&:<=CE9<:&<>&E9OBOE&89&AI=b:?&EY<@BA=@@8A=IB@&
BA;S8;E:&B9C&ABgJ=:&IEBCE@:D8J&_E9OBOEC?&A>99EA<EC?&SBI=EC`
& &,>9:8CE@&cBG:&<>&b>I:<E@&<DE&A>gg=98<G&A>IIEOE&8gBOE&9><&B:&B9&
EC=AB;>9BI&:<>JR>SE@&b=<&B:&B&JIBAE&>a&J@8CE&B9C&c>@<D&89&<DE&:<=CE9<:V&
J>:<:EA>9CB@G&EYJE@8E9AE&_E9OBOEC?&A>99EA<EC`
!1:b'
& &MBfE&:<=CE9<:&aEEI&cEIA>gE&>9&ABgJ=:&_9=@<=@EC`
& &uEIJ&:<=CE9<:&9BS8OB<E&<DE8@&cBG&<>&>|AE:?&:E@S8AE:&B9C&:=JJ>@<:&_E9OBOEC?&
A>99EA<EC`
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% 7\
& &-EA>O98QE&D>c&G>=@&>c9&@>IE&B<&<DE&A>IIEOE&A>9<@8b=<E:&C8@EA<IG&>@&
89C8@EA<IG&<>&:<=CE9<&:=AAE::&_A>99EA<EC`
& &)YJ@E::&<>&:<=CE9<:&<DB<&G>=&AB@E&Bb>=<&<DE8@&:=AAE::&B9C&<DB<&G>=&B@E&
<DE@E&<>&:=JJ>@<&<DE8@&BAD8ESEgE9<&_9=@<=@EC`
& &-EA>O98QE&:<=CE9<:V&J><E9;BI&B9C&E9A>=@BOE&<DEg&<>&=:E&<DE8@&:f8II:&B9C&
Bb8I8;E:&<>&DEIJ&><DE@:&_E9OBOEC?&9=@<=@EC?&SBI=EC`
!1548019'
& &HE&g>;SB<EC&B9C&CEC8AB<EC&<>&BAD8ES89O&B9&EC=AB;>9BI&O>BI&_a>A=:EC?&
C8@EA<EC`
& &"EEf&>=<&G>=@&>c9&89a>@gB;>9&>9&<DE&@Ek=8@EgE9<:&a>@&G>=@&CE:8@EC&
AE@;WAB<E?&CEO@EE&B9Cj>@&<@B9:aE@&CE:;9B;>9&89AI=C89O&cDB<&AIB::E:&<>&
<BfE&B9C&cDE9&<>&<BfE&<DEg&_C8@EA<EC?&a>A=:EC`
& &TDE9&>b<B8989O&89a>@gB;>9?&ADEAf&g=I;JIE&:>=@AE:&89AI=C89O&cEb:8<E:?&
A>=9:EI>@:?&aBA=I<G?&BI=g98&B9C&AIB::gB<E:&_C8@EA<EC?&a>A=:EC`
& &+@OB98QE&JEE@RIEC&EC=AB;>9BI&JIB9989O&<D@>=OD&:<=CE9<&IEBCE@:D8J&O@>=J:&
_C8@EA<EC?&a>A=:EC`
& &.>@g&:<=CG&O@>=J:&_E9OBOEC?&A>99EA<EC`
& &.>@gBIIG&>@&89a>@gBIIG&gE9<>@&aEII>c&:<=CE9<:&_E9OBOEC?&A>99EA<EC?&
SBI=EC`
& &/@>BA;SEIG&gEE<&JE>JIE&89&AIB::&B9C&EYADB9OE&A>9<BA<&89a>@gB;>9&
_E9OBOEC?&A>99EA<EC?&SBI=EC`
& &1>89&:<=CE9<&AI=b:&B9C&>@OB98QB;>9:&_E9OBOEC?&A>99EA<EC?&SBI=EC`
& &uEIJ&><DE@&:<=CE9<:&IEB@9&Bb>=<&@E:>=@AE:&BSB8IBbIE&B<&<DE&A>IIEOE&
_E9OBOEC?&A>99EA<EC?&SBI=EC`
& &"DB@E&G>=@&>c9&J@>aE::8>9BI?&EC=AB;>9BI&B9C&I8aE&EYJE@8E9AE&c8<D&><DE@&
:<=CE9<:&_E9OBOEC?&A>99EA<EC?&SBI=EC`
& &)9A>=@BOE&EBAD&><DE@&<>&BAA>gJI8:D&G>=@&89C8S8C=BI&O>BI:&_a>A=:EC?&
E9OBOEC?&A>99EA<EC?&SBI=EC`
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% ^5
$EY<&"<EJ:
We recognize that the Year 1 student perspectives research may raise many
questions about how practitioners should act on these findings. The next
phase of our research will focus on engaging college practitioners in a
dialog to explore answers to some of these questions and collecting concrete
examples of programmatic strategies designed to help students experience
the six success factors at scale. To begin, we will develop an inquiry guide
that helps practitioners (1) use the key themes and findings presented in this
report to assess their own college’s approach to support and (2) identify
opportunities for feasible institutional reform. We will pilot this inquiry guide
with colleges participating in the study and then make it widely available
through various presentations and meetings with community college
educators throughout the state. Next, given that many of the Year 1 key
themes and findings imply the need for structural and systemic change, we
will examine and profile examples of colleges both in California and across
the nation that have pursued coherent, strategic institutional initiatives to
improve student support and increase completion. The RP Group will likely
release the results of the study’s second phase in between fall 2013 and spring
2014. Readers can find the most current project results, resources and updates
at: http://www.rpgroup.org/projects/student-support.
!"#$%&"'!#(()*"'+*%,'$%-.&%$/'!"#$%&"'!()$'&*+#,)"&'+&-)().#$)&"!//+-'&&0&&12$!2-3&4567&&0&&!!!"#$%#&'$"&#% ^6
-32'B328'<0C32B:730c,>9<BA<&(@i&(B@IB&,>>JE@?&(8@EA<>@&>a&-E:EB@AD&B9C&)SBI=B;>9?&+
CA>>JE@}@JO@>=Ji>@5"+
'DE&-E:EB@AD&B9C&/IB9989O&%@>=J&a>@&,BI8a>@98B&,>gg=98<G&,>IIEOE:&_-/&%@>=J`&
:<@E9O<DE9:&<DE&Bb8I8<G&>a&,BI8a>@98B&A>gg=98<G&A>IIEOE:&<>&=9CE@<BfE&D8OD&k=BI8<G&
@E:EB@AD?&JIB9989O&B9C&B::E::gE9<:&<DB<&8gJ@>SE&ES8CE9AERbB:EC&CEA8:8>9&
gBf89O?&89:;<=;>9BI&ELEA;SE9E::&B9C&:=AAE::&a>@&BII&:<=CE9<:i
!154801'!5DD321'd*8e48J084'(23f861'"8:B
!"#$%&''#()%$)"*%$%)&+,-'DE&-/&%@>=JV:&c>@f&>9&A>:<&ELEA;SE&:<=CE9<&:=JJ>@<&a>@&=9CE@@EJ@E:E9<EC&
g89>@8<G&O@>=J:&8:&:=JJ>@<EC&bG&B&<D@EERGEB@&O@B9<&a@>g&'DE&F@E:OE&
.>=9CB;>9&_1=9E&4566&s&1=9E&456^`
FEIIEG&FB@B9CKEL&
M8ADBEI&NB@OE&
$B<DB9&/EIIEO@89
->OPB8@&/=@9EII
(8B9E&->C@8O=EQRF889>
)SB&"AD8>@@89O&
*89>C&*E@gB&
'E@@E9AE&T8IIEU&
2C>@E&(BS8C:>9&
N>B99&">IEg&
(B@IB&,>>JE@&
M8ADEIIE&HB@<>9&
H)*(2+I--*(+
/@8GBCB@:D898&,DBJI><&
->b&1>D9:<>9E&
the Research & Planning Group for California Community Colleges