Planning & Institutional Effectiveness

Institutional Data

Student Surveys

  • CCSSE Spring 2025

    The 2025 Community College Survey of Student Engagement (CCSSE) offers insight into how Los Medanos College (LMC) students experience their education, focusing on active and collaborative learning, student effort, academic challenge, student-faculty interaction, and learner support. CCSSE compares LMC to similar-sized U.S. colleges.

    These benchmark scores offer insights into student engagement by grouping related survey items into key areas. Each benchmark represents a composite score derived from specific survey questions that measure similar aspects of the student experience. The benchmark scores for all colleges in the SENSE Cohort have a mean of 50 and a standard deviation of 25 – allowing the college to compare our student’s experiences to students at like institutions. LMC’s highest-scoring benchmark was Active and Collaborative Learning at 51.1, followed by Academic Challenge at 49.6 and Support for Learners at 48.3. These results show that many students participate in important learning activities and feel supported as they pursue their goals.

    However, the results also indicate opportunities to strengthen the student experience, as LMC scored significantly lower than the current three-year cohort in the following areas. Scores were 45.5 for Student-Faculty Interaction and 44.3 for Student Effort, underscoring the need for continued work on student participation, academic persistence, and connections with faculty.

    Specific findings show that LMC students engage more in key areas. For instance, 62.1% often or very often work with other students on class projects, 36.9% make class presentations, and 24.7% work with classmates outside class to prepare assignments. Also, 65.8% are assigned 5 or more textbooks, manuals, or book-length readings, and 27.6% use career counseling services two or more times. These results show students actively participating in class activities and using services that support their educational progress.

    Despite positive indicators, the survey reveals that student engagement in key activities remains low: only 35.8% reported preparing two or more drafts of a paper or assignment before turning it in, while smaller percentages engaged with instructors on activities beyond coursework (8.3%), used peer or other tutoring 5 or more times (6.5%), or accessed the computer lab 5 or more times (8.1%). Additionally, only 28.5% of students received quite a bit or a lot of help coping with non-academic responsibilities, such as work, family, and other commitments affecting their education. These factors reinforce areas where LMC can focus its improvement efforts.

    The 2025 CCSSE results highlight LMC’s strengths in Active and Collaborative Learning and Academic Challenge, while identifying Stronger Student Effort and Student-Faculty Interaction as key areas for growth. Addressing these gaps will enhance engagement and support.

     

  • Real College Survey 2025
    • Real College California 2025 - Los Medanos College (Dashboard)
  • SENSE Fall 2024

    The 2024 Survey of Entering Student Engagement (SENSE) reveals how entering students experience Los Medanos College (LMC) in their first weeks. It covers areas such as early connections, academic planning, support, engaged learning, college readiness, and expectations, and compares LMC’s results with those of similar-sized U.S. colleges.

    These benchmark scores offer insights into student engagement by grouping related survey items into key areas. Each benchmark represents a composite score derived from specific survey questions that measure similar aspects of the student experience. The benchmark scores for all colleges in the SENSE Cohort have a mean of 50 and a standard deviation of 25 – allowing the college to compare our student’s experiences to students at like institutions. LMC's highest benchmark was Academic and Social Support Network at 51.6, followed by Engaged Learning at 49.8. These findings indicate that many entering students experience meaningful classroom interactions and support as they begin their college journey.

    However, the results also indicate opportunities to improve students' early experiences, as LMC scored significantly lower than the current three-year cohort in several areas. Scores included 40.8 on Effective Track to College Readiness, 38.8 on Early Connections, 37.4 on High Expectations and Aspirations, and 34.7 on Clear Academic Plan and Pathway, underscoring the need for continued work on early advising, pathway planning, student expectations, and readiness support.

    In addition to benchmarks, specific findings indicate high student engagement at LMC. For example, 83.2% agreed that at least one student they did not previously know learned their name. Also, 86.6% said they worked with other students on a project or assignment in class. Additionally, 78.8% asked an instructor for help, 85.0% received prompt feedback, and 41.4% used the computer lab. In all these indicators, students responded more affirmatively than the cohort average.

    Yet, despite these positive indicators, the survey highlights areas for improvement where responses were below cohort averages. Only 55.0% of LMC students said an advisor helped select a course of study or first-term courses, and just 20.2% reported discussing outside commitments with college staff to decide how many courses to take. These findings point to specific gaps in support, including advising and workload planning.

    Additionally, only 26.2% of students received early financial guidance, and only 32.2% never turned in assignments late. These results suggest that while students connect in class, some need more support regarding their paths, course loads, and finances. These patterns persist across several aspects of the college experience.

    The 2024 SENSE results highlight LMC’s strengths in Engaged Learning and Academic and Social Support Network, while identifying Clear Academic Plan & Pathway, Early Connections, and High Expectations & Aspirations as key areas for growth. Focusing on these gaps will help students build effective paths to their goals.

  • NACCC Fall 2021 Student Results
    Narrative 1

 

Employee Surveys

 

Please contact the Office of Planning & Institutional Effectiveness via email at rskrypnyk973@email.4cd.edu  to request additional institutional research or data, and/or to request archived research reports.