BUILDING A STRONGER LEARNING COMMUNITY AT CHAFFEY · PDF fileBUILDING A STRONGER LEARNING...

BUILDING A STRONGER LEARNING COMMUNITY AT CHAFFEY COLLEGE EXECUTIVE PRESENTATION OF GALLUP STUDENT POLL DATA

May 2, 2013

Dr. Valerie Calderon, Sr. Education Program Manager Gallup, Inc.

Katie Lyon, Senior Client Development Consultant

2

COPYRIGHT STANDARDS

This document contains proprietary research, copyrighted materials, and literary property of Gallup, Inc. It is for the guidance of your company only and is not to be copied, quoted, published, or divulged to others outside of your organization. Gallup® and Q12® are trademarks of Gallup, Inc. All other trademarks are the property of their respective owners.

This document is of great value to both your organization and Gallup, Inc. Accordingly, international and domestic laws and penalties guaranteeing patent, copyright, trademark, and trade secret protection protect the ideas, concepts, and recommendations related within this document.

No changes may be made to this document without the express written permission of Gallup, Inc.

Copyright © 2013 Gallup, Inc. All rights reserved.

AGENDA

Overview and Participation Hope Index Engagement Index Hope and Engagement Item Level Data Wellbeing Index: Evaluative Wellbeing Experienced Wellbeing Success Centers and Success Guides Summary of Findings

3 Copyright © 2013 Gallup, Inc. All rights reserved.

FALL 2012 PARTICIPATION

The Gallup Student Poll was live for newly enrolled Chaffey College students Tuesday through Saturday from Tuesday, October 23, through Tuesday, November 13, 2012.

The survey was administered via the Web and accessible online. Students were

sent an email invitation to participate in the survey. Students’ personal email addresses were provided to Gallup by the College.

2012 Response Rate: 13%

– 3,141 students were sent invites to participate and 403 students completed the survey. – 37 email invitations were undeliverable


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SURVEY TERMINOLOGY

Hope Index — hopeful, stuck, discouraged

Engagement Index — engaged, not engaged, actively disengaged

Wellbeing Index — thriving, struggling, suffering

Mean — average of responses for an item on a 5-point scale

GrandMean — the average of all items’ means on a 5-point scale, with 5 being the highest

Percentage of “5s” or Top Box — the percentage of respondents who chose the highest response, “strongly agree,” for an item

Distribution — the percentage of participants who gave each item a 1, 2, 3, 4, or 5


HOPE


I know I will graduate from college. There is an adult in my life who cares about my future. I can think of many ways to get good grades.

I energetically pursue my goals.

I can find lots of ways around any problem. I know I will find a good job after I graduate.

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HOPE: IDEAS AND ENERGY FOR THE FUTURE


Hopeful – These students have numerous ideas and abundant energy for the

future. They are skilled at goal-directed thinking and perceive they can navigate pathways to achieve their goals. They are more likely to be engaged at school.

Stuck – These students have few ideas about the future and lack the

requisite motivation to achieve goals.

Discouraged – These students have few ideas and possess negative

conceptualizations of the future. They lack goal orientation and the skills needed to navigate pathways to achieve their goals. They are more likely to be actively disengaged at school.

BY USING RESPONSES TO THE HOPE ITEMS, GALLUP CAN PLACE STUDENTS IN THREE GROUPS:


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CHAFFEY COLLEGE HOPE INDEX

16%

35%

49%

0%

20%

40%

60%

80%

100%

Chaffey College 2012

HopefulStuckDiscouraged

GrandMean: 4.35


ENGAGEMENT


I have a best friend at school. I feel safe in this school. My instructors make me feel my schoolwork is important.

At this school, I have the opportunity to do what I do best every day. In the last seven days, I have received recognition or praise for doing good schoolwork.

(My school is committed to building the strengths of each student.) (In the last month, I volunteered my time to help others.)

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ENGAGEMENT: INVOLVEMENT AND ENTHUSIASM FOR SCHOOL


Engaged – These students are highly involved with and enthusiastic about

school. They contribute to the learning process and likely involve their peers in the learning process as well. They are psychologically committed to school and have most needs met by the learning environment.

Not Engaged – These students are present in the classroom, but they are not

psychologically connected to school or the learning process. These students have some but not all needs met in the learning environment.

Actively Disengaged – These students are not involved with the learning process and may be

undermining that process for themselves and their peers. They are unhappy in school and will share that unhappiness with others.

BY USING RESPONSES TO THE ENGAGEMENT ITEMS, GALLUP CAN PLACE STUDENTS IN THREE GROUPS:


13

CHAFFEY COLLEGE ENGAGEMENT INDEX

28%

38%

34%

0%

20%

40%

60%

80%

100%


EngagedNot EngagedActively Disengaged

Note: Data not shown when n<30

GrandMean: 3.71


Ratio of Engaged to Actively Disengaged: 1.2:1

HOPE AND ENGAGEMENT ITEM LEVEL DATA


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2012 CHAFFEY COLLEGE HOPE AND ENGAGEMENT ITEM MEANS AND TOP BOX (%5)

Copyright © 1993-1998, 2013 Gallup, Inc. All rights reserved.

Chaffey College Item Mean 2012

Chaffey College Item Top Box (%5) 2012

(n=403) (n=403)

Hope GrandMean 4.35

Engagement GrandMean 3.71

Graduate 4.67 78%

Adult Cares 4.70 84%

Get Good Grades 4.40 56%

Pursue Goals 4.24 47%

Ways Around Problem 4.06 34%

Find a Good Job 3.99 42%

Best Friend 2.88 27%

Feel Safe 4.25 49%

Schoolwork Important 4.26 52%

Opportunity to Do Best 3.93 37%

Recognition 3.25 28%

*Committed to Strengths 3.91 35%

*Volunteered Time 3.18 26% *Not included in scale calculations.

31%

18%

9%

16%

9%

17%

8%

17%

6%

10%

15%

19%

20%

13%

13%

12%

17%

18%

20%

20%

14%

9%

31%

34%

43%

27%

12%

34%

30%

34%

20%

34%

19%

78%

84%

56%

47%

34%

42%

27%

49%

52%

37%

28%

35%

26%

Graduate

Adult Cares

Get Good Grades

Pursue Goals

Ways AroundProblem

Find a Good Job

Best Friend

Feel Safe

SchoolworkImportant

Opportunity to DoBest

Recognition

Committed toStrengths

Volunteered Time

%1 (Strongly Disagree) %2 %3 %4 %5 (Strongly Agree)

2012 CHAFFEY COLLEGE DISTRIBUTION OF RESULTS

Note: Numerical values shown when 5% or higher; due to rounding, percentages may sum to 100% +/- 1%

16 Copyright © 1993-1998, 2013 Gallup, Inc. All rights reserved.

Mean

4.67

4.70

4.40

4.24

4.06

3.99

2.88

4.25

4.26

3.93

3.25

3.91

3.18

(n=403)

18%

WELLBEING


How we think about …..

….. and experience our lives.

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WELLBEING

Please imagine a ladder with steps numbered from zero at the bottom to ten at the top. The top of the ladder represents the best possible life for you, and the bottom of the ladder represents the worst possible life for you.

On which step of the ladder would you say you personally feel you stand at this time?

On which step do you think you will

stand about five years from now?

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WELLBEING: HOW WE THINK ABOUT OUR LIVES


Thriving – These students have positive perceptions of their lives. They not only

perceive their present life as good, but they are likely to see the future as even better. These students likely have their basic needs met. They tend to be in good health and have strong social support. They are well-positioned for academic success and are more likely to be engaged with school.

Struggling – These students with lower well-being do not have positive thoughts about

their present and future lives. They may lack basic needs and have weak social support.

Suffering – These students have negative perceptions of their lives. They lack

adequate personal and social resources and are more likely to be actively disengaged with school.

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BY USING RESPONSES TO THE EVALUATIVE WELLBEING ITEM, GALLUP CAN PLACE STUDENTS IN THREE GROUPS:


21

CHAFFEY COLLEGE WELLBEING

53%

47%

0%

20%

40%

60%

80%

100%


ThrivingStrugglingSuffering

GrandMean: 8.64


Note: Numerical values shown when 5% or higher; data not shown when n<30

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WELLBEING: LADDER ITEMS FALL 2012 Please imagine a ladder with steps numbered from zero at the bottom to ten at the top. The top of the ladder represents the best possible life for you, and the bottom of the ladder represents the worst possible life for you. On which step of the ladder would you say you personally feel you stand at this time? On which step do you think you will stand about five years from now?

At this time

In five years 8.64 Fall 2012

6.41 Fall 2012


Note: Based on the Cantril Self-Anchoring Striving Scale

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WELLBEING: HOW WE EXPERIENCE OUR LIVES

Positive Yesterdays: Students who indicate they had a positive yesterday are more likely to be hopeful, engaged and thriving. Were you treated with respect all day yesterday? Did you smile or laugh a lot yesterday? Did you learn or do something interesting yesterday? Did you have enough energy to get things done yesterday? Physical and Social Wellbeing Outcomes: Students who had a positive yesterday are more likely to report fewer health problems and more social interactions. Do you have health problems that keep you from doing any of the

things other people your age normally can do? If you are in trouble, do you have family or friends you can count on to

help whenever you need them?


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2012 CHAFFEY COLLEGE % YES RESPONSES


Chaffey College % Yes 2012

(n=403)

Were you treated with respect all day yesterday? 90%

Did you smile or laugh a lot yesterday? 87%

Did you learn or do something interesting yesterday? 78%

Did you have enough energy to get things done yesterday? 78%

Do you have health problems that keep you from doing any of the things other people your age normally can do?

14%

If you are in trouble, do you have family or friends you can count on to help whenever you need them? 94%

Social Community Physical Financial Career

FIVE WELLBEING DOMAINS*

*Wellbeing, Rath, Tom & Jim Harter, Gallup, 2011.

http://www.gallup.com/poll/wellbeing.aspx

http://www.wbfinder.com/home.aspx



CHAFFEY COLLEGE 15% READY FOR THE FUTURE

Ready: The percentage of students who score in the highest category on each of the three constructs: hopeful, engaged, and thriving.

“

”

SUCCESS CENTERS AND SUCCESS GUIDES


39%

11% 7% 5% 4%

30%

0%

10%

20%

30%

40%

50%

60%

I Have Not Visited 1 Visit 2 Visits 3 Visits 4 Visits 5 or More Visits

Note: 3% reported Don’t Know

n= 158 43 30 18 17 122

HOW MANY VISITS HAVE YOU MADE TO ANY SUCCESS CENTER ON CAMPUS AT CHAFFEY COLLEGE?


24%

45% 41%

53%

0%

10%

20%

30%

40%

50%

60%

Engaged Hopeful

Have Not Visited Visited at Least Once

HOPE AND ENGAGEMENT: HOW MANY VISITS HAVE YOU MADE TO ANY SUCCESS CENTER ON CAMPUS AT CHAFFEY COLLEGE?


n= 138 213 144 218

32%

60%

0%

10%

20%

30%

40%

50%

60%

Yes No

n= 129 239

HAVE YOU TALKED WITH A CHAFFEY COLLEGE SUCCESS GUIDE?


50%

59%

25%

45%

0%

10%

20%

30%

40%

50%

60%

Engaged Hopeful

Yes No

n= 121 214 122 225

HOPE AND ENGAGEMENT: HAVE YOU TALKED WITH A CHAFFEY COLLEGE SUCCESS GUIDE?


STUDENT ENGAGEMENT RELATED TO HOPE


9 %

26%

65%

0% 10% 20% 30% 40% 50% 60% 70%

Discouraged

Stuck

Hopeful

Percent Engaged

When students were ENGAGED, they tended to be more HOPEFUL

Students who were ENGAGED were 2.67

times more likely to be HOPEFUL

STUDENT WELLBEING RELATED TO HOPE

Students who were THRIVING were 1.60 times more likely to be

HOPEFUL

10%

35%

55%

0% 10% 20% 30% 40% 50% 60%

Discouraged

Stuck

Hopeful

Percent Thriving

When students' WELLBEING was THRIVING they tended to be more

HOPEFUL

Copyright © 2013 Gallup, Inc. All rights reserved. 33

BOTH BUILDING STRENGTHS AND VOLUNTEERING SUBSTANTIALLY BENEFIT STUDENTS

Engagement

Hope

Wellbeing

Strengths Volunteering .30

r = .61

.39

.17

.10

.20

**Please note: Values represent correlations **Beta values reflect similar relationships


FIRST GENERATION STUDENTS STRUGGLE MORE WITH ACADEMIC PERFORMANCE

First Generation at College Engagement Hope Wellbeing

Math Grade Reading Writing

Yes Mean Score 3.68 7.57 4.34 3.12 3.55 3.33

NO Mean Score 3.69 7.51 4.34 3.39 3.93 3.66


SUMMARY OF FINDINGS New students are struggling today, but optimistic about their future

opportunities and success. New students have not connected yet with friends. Consider ways to

build social networks through service or other community wellbeing projects.

Ask students how they like to be recognized. Over half of responding students indicated they had visited a Success

Center at least once. – Those who had visited a Success Center are more likely to be engaged

with school and they are somewhat more likely to be hopeful. About one-third of respondents indicated they had talked with a

Chaffey College Success Guide. – Those who had talked with a Success Guide are more likely to be

engaged with school and they are more likely to be hopeful.


CREATING THE FUTURE

“The future is not some place we are going to, but one we are creating. The paths are not to be found, but made. And the

activity of making them changes both the maker and the destination.”

– John Schaar


APPENDIX


36%

53%

33%

44%

0%

10%

20%

30%

40%

50%

60%

Engaged Hopeful

Living Comfortably or Getting ByFinding Difficult or Very Difficult on Present Income

n= 235 138 235 138

HOPE AND ENGAGEMENT AND INCOME


WHICH ONE OF THESE PHRASES COMES CLOSEST TO YOUR OWN FEELINGS ABOUT YOUR HOUSEHOLD'S INCOME THESE DAYS?


16%

42%

12%

22%

7%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Livingcomfortably onpresent income

Getting by onpresent income

Finding itdifficult on

present income

Finding it verydifficult on

present income

Don’t know

n= 65 170 90 48 29

WHICH ONE OF THESE PHRASES COMES CLOSEST TO YOUR OWN FEELINGS ABOUT YOUR HOUSEHOLD'S INCOME THESE DAYS?


59%

34%

7%

0%

10%

20%

30%

40%

50%

60%

Living Comfortably orGetting By

Finding Difficult or VeryDifficult on Present Income

Don’t Know

n= 235 138 29

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