Cohort Data Overview

Overview

About the Online Reporting System
SENSE 2016 College Participant Overview
Student Respondent Profile
SENSE Sampling
Communication Tools

Welcome to the online reporting system for the 2016 Survey of Entering Student Engagement (SENSE).

About the Online Reporting System

The online reporting system contains multiple resources for colleges to utilize in accessing and understanding their institutional results. Brief descriptions of information contained within the options in the left vertical navigation bar are outlined below:

Understanding Survey Results: This page provides basic information about excluded respondents, types of available institutional reports, weighting, and student-level breakout definitions.

Standard Reports: This page contains the college's standard 2016 Institutional Reports and raw data file.

Custom Report Requests: This page provides colleges an opportunity to generate custom benchmark, means, and frequency reports with optional comparisons and breakouts.

Completed Report Requests: Custom reports will be housed on this page for fifteen calendar days from the date of report creation.

Feedback: The Center welcomes college feedback on the SENSE online reporting system. If you have questions or concerns while using the online reporting system, you may also e-mail SENSE.

SENSE 2016 Cohort Overview

SENSE utilizes a three-year cohort (2014 through 2016) of participating colleges in all of its data analyses, including the computation of benchmark scores. This cohort is referred to as the 2016 SENSE Cohort. The 2016 SENSE Cohort participants include 266 institutions from 39 states and the District of Columbia. One-hundred and three colleges are classified as small (<4,500), 67 as medium (4,500-7,999), 63 as large (8,000-14,999), and 33 as extra-large institutions (15,000 + credit students). Sixty-six of the colleges are classified as urban-serving, 52 as suburban-serving, and 137 as rural-serving.

Student Respondent Profile

Characteristics of 2016 Cohort Respondents

Student Characteristic
Survey Respondents (Entering Students)
All Students at SENSE Member Colleges

Enrollment Status
   Full-time students
   Part-time students

 
73%
27%
 
39%
61%

Sex
   Male
   Female

 
44%
53%
 
42%
58%

Race/Ethnicity
   White, Non-Hispanic
   Black or African American
   Hispanic/Latino/Spanish
   American Indian/Native American
   Asian/Asian American/Pacific Islander
   Other
   International Student/Foreign National

47%
13%
23%
2%
4%
4%
6%

57%
13%
18%
1%
3%
7%
1%

Age
   18 to 19
   20 to 21
   22 to 24
   25 to 29
   30 to 39
   40 to 49
   50 to 64
   65+

73%
9%
6%
5%
4%
2%
1%
0%

23%
16%
13%
12%
13%
6%
4%
1%

Percentages may not total 100% due to rounding.

SENSE Sampling

Students are randomly sampled from the population of all first-college-level English and math courses, developmental education courses, and student success courses (at some colleges). Full-time students, who by definition are enrolled in more classes than part-time students, are more likely to be sampled. To adjust for this sampling bias, a statistical weighting procedure is applied to SENSE results when an analysis contains both full-time and part-time students. Weighting is uniquely calculated for each institution and is based on the most recent publicly available IPEDS enrollment figures. More information on weighting can be found on the Understanding Survey Results page. Colleges can produce reports via the Custom Report Requests page with the statistical weighting feature disabled if they feel this is more appropriate.

Tools

The Center has created a variety of tools for colleges to utilize in working with their data and sharing their institutional results. These resources are available in the Tools section of the SENSE website, including two key communication templates, the Drop-In Overview Report Template and Drop-In Overview Presentation Template.

Center for Community College Student Engagement
—a Research and Service Initiative—
Program in Higher Education Leadership | Department of Educational Leadership and Policy  | College of Education
The University of Texas at Austin
Comments to: webmaster@cccse.org