SSI Questions

The Student Satisfaction Inventory is a nationally benchmarked student survey offered through Ruffalo Noel Levitz (RNL).  One key to student success is to assess student satisfaction.  According to RNL, "Successful campuses continuously strive to improve the quality of the student experience. In order to do that, you need to know where to focus your efforts.

The Student Satisfaction Inventory gives you a powerful tool to improve the quality of student life and learning. It measures student satisfaction and priorities, showing you how satisfied students are as well as what issues are important to them. Use this data to:

  • Guide strategic action planning
  • Strengthen student retention initiatives
  • Meet accreditation requirements
  • Identify areas of strength for institutional marketing
  • Chart your progress toward campus goals"
Student Engagement Surveys

The Center for Community College Engagement provide surveys that "ask questions that assess institutional practices and student behaviors and experiences that are correlated highly with student learning and student retention. All are research-based tools appropriate for multiple uses, such as benchmarking and accreditation":

Understanding Survey Results - a guide to means, frequencies, benchmarks and more

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SENSE

The Survey of Entering Student Engagement (SENSE), a product and service of the Center for Community College Student Engagement, helps community colleges discover why some entering students persist and succeed while others are not retained.  Additional information is located on the SENSE website explaining the benchmark survey elements.

This survey was first administered in 2009 with an administration cycle of every three years as part of the Oregon consortium.

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Compares Southwestern to the Oregon consortium colleges, to Achieving the Dream colleges and to the other small colleges participating in SENSE.

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CCSSE

Community College Survey of Student Engagement (CCSSE) survey is a nationally normed survey that is a product and service of the Center for Community College Student Engagement, is a well-established tool that helps institutions focus on good educational practice and identify areas in which they can improve their programs and services for students. The CCSSE is one way to measure the quality of instruction and services provided to students attending Southwestern, allowing for staff to review results and implement continual improvement intiatives to better serve students. Visit the CCSSE website to view national and state data at: http://www.ccsse.org/survey/profiles.cfm

According to the website, the survey is known as "An Improvement Strategy for Community Colleges. The Community College Survey of Student Engagement (CCSSE) provides a much-needed tool for assessing quality in community college education. CCSSE results help colleges focus on good educational practice — defined as practice that promotes high levels of student learning and retention — and identify areas in which community colleges can improve their programs and services for students. All our work is grounded in research about what works in strengthening student learning and persistence."

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This survey was first administered in 2004 and in subsequent years based on grant participation and as of 2011 on a three year cycle as part of the Oregon consortium

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Lists the questions within CCSSE that comprise the benchmarks.

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A report on the high impact practices for student success.

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CCSSE 2014 Breakout Reports and Workshop Materials
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The presentation was provided at a statewide workshop for consortium college participants by CCSSE staff on November 4, 2014.  Based on the presentation and other research referenced by the CCSSE website as well as Southwestern data, the key areas where large differences exist (5 points or more) are:

  • Support for Learners Benchmark: lower benchmark score compared to other small colleges and also very low at Southwestern
  • Enrollment Status - Full/Part-Time: scores varied more than 5 points from comparison colleges  (small colleges and/or Oregon consortium) and was consistently lower at Southwestern
  • Developmental Course Status - scores varied more than 5 points from comparison colleges (small colleges and/or Oregon consortium)
  • Gender: scores varied more than 5 points from comparison colleges (small colleges and/or Oregon consortium) and within Southwestern gender scores varied in some benchmark areas more than 5 points
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IPEDS Survey Definitions/Overview and Student Success Highlights
Data Feedback Reports

All IPEDS reporting is titled with the IPEDS year - this is normally the prior year data.  Example:  2016 IPEDS feedback report is for 2015-16 academic year data.  Example:  2016-17 IPEDS Completion Report is for the 2015-16 academic year data.

Completion and Graduation Rate Reports

Completion (total awards received by students); Graduation Rate Reports (based on cohort students including transfer); and Outcomes (first reported in 2015-16 - completion, transfer, enrolled)

Library Reports

Library reports first required reporting to IPEDS was in 2014-15 by reporting data for the 2013-14 academic year.

Graduate Surveys

The graduate survey analysis changed format in 2013-14 and is now reported as Success Indicator 37: Graduate Survey.

(.pdf, 363K)

Graduate Surveys were conducted via pen and paper prior to 2011, therefore no survey responses are posted for 2011 and prior years.

(.pdf, 313K)
ITS Surveys

The ITS survey will be administered once every 4 years beginning with 2015 to coincide with the program review cycle of once each 4 years.

(.pdf, 78K)

The ITS Media Services survey will be administered once every 4 years beginning with 2016 to coincide with the program review cycle of once each 4 years.

(.pdf, 64K)

The ITS survey will be administered once every 2 years beginning with 2012.

(.pdf, 83K)
Recreation Center
Distance Learning Surveys