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Student Evaluation of Program Survey

This report uses data from the Student Evaluation Program Survey (SEPS). The annual SEPS is part of Red River College’s commitment to understand the attitudes and feelings of students towards their college experiences.

Each year students, in all programs, are surveyed towards the end of their program of study to gather information on a wide variety of aspects of the College. The data are used across the College to improve programs and services to students. Selected questions from the survey are part of Program Face Validations and are used as key College performance indicators. The survey questionnaire includes demographic questions and forty-four questions concerning students’ experiences with College programs, facilities and services, as well as questions related to co-op or work placements/practicums or clinical placements.

Scope of the Survey: Students from certificate, diploma and advanced diploma programs, as well as from apprenticeship, no award and programs delivered in partnership with external agencies are surveyed during the last term of the program. Students of contract programs are surveyed.

Methodology: The survey is conducted annually during the last term of each program. To ensure anonymity

class time is allocated without the instructor being present. A student volunteer collects survey materials from each student and seals them in a return envelope directed to Research and Planning.

Response Rates: All program students who were in class were surveyed and a proportion of this population responded. The results in this report are based on those respondents. The survey methodology and fielding process does not allow for the calculation of response rates, although, anecdotally, most students in class respond.

Graduate Satisfaction and Employment Survey

As a component of understanding the experiences of RRC graduates, to assist in the evaluation of programs and to ensure public accountability, Red River College surveys its graduates on an annual basis. The survey collects data related to the graduates’ employment status, salary, occupation and skill use. Graduates are also asked to indicate their level of satisfaction with the education received at Red River College. The analyzed data from the completed and returned surveys are presented in an annual report for each program.

Scope of the Survey: Graduates from advanced diploma, diploma and certificate programs, as well as from programs delivered in partnership with external agencies were sent surveys six months following

graduation. The total number of graduates varies by year. Graduates from Apprenticeship programs and Academic Development Services are not included in the survey. Graduates from Continuing Education programs also participated in the survey, using a different survey instrument.

Methodology: The survey fielding consists of two phases. In the first phase a survey questionnaire and personalized letter are sent to each student who graduated. A second survey and letter is sent to those who did not respond to the initial request. In order to maximize the response rates for individual programs, phase 2 involves a telephone survey of the non-responding graduates to phase 1.

Response Rates: All program graduates were surveyed (this is a census) and a percentage of this population responds in each year. The results in this report are based on those respondents. The number of graduates responding varies from year to year with response rates1 tending to be between 60 – 75 percent and cooperation rates2 tending between 65 – 80 Percent.

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Retention, Attrition and Graduation Reporting System

Retention, Attrition and Graduation Reporting systems are not uncomplicated. In general, and for

illustration, retention rates are a measure of academic progression of a group of student from one period of time to the next, while graduation rates are a measure of those students successfully completing their academic program. There are several methodologies that are used by post-secondary educational

institutions to monitor and report. Such methodologies need a common set of definitions and a consistent application of tracking techniques across all programs in an institution.

One very common method used at many universities and college is a cohort system tracking system. In general, such systems track cohorts (the definition of the cohort may vary according to the subject of interest; however, the most common cohorts studied are first-time enrolments in a specified term and in a specific program) across time and do not track individual students. One method in a cohort system is to have retention rates considered as the percentage of students in a given cohort who persist over a specified time.

This is not the method used here at RRC. The student tracking method in place here was developed in conjunction with the Council of Post-Secondary Education and applies to all colleges in Manitoba. The system is a student flow model and tracks individual students (all students) over time to monitor retention, attrition, non-graduation and graduation rates.

The system tracks individual students from entry into a program to their final program status (for RRC and other Manitoba colleges: graduate, non-graduate, premature termination or on-program). The intent is follow as much as possible the “flow” of students as they pursue their college studies.

This system is more time consuming and intensive than a cohort system but does allow the College to understand how students really progress. What this means in programs where transfers and re-admissions occur is that an individual student’s progress through such programs is monitored. If a student graduates, he/she will be reported under the program that he/she graduates from and the student is removed from the count of entering students in the other program. For the other final program statuses, a student will be reported under the program he/she originally started in. This methodology is applied to all college

programs and is a consistent tracking system and is used to aggregate rates for official College reporting to COPSE.

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Program Benchmarking

The College program benchmarking system methodology was developed based on industry process control systems. The system was designed because of the need for College-wide consistently applied standards for programs to assist in improvement and to establish benchmarks that take into account variations from year to year and the nature of survey and student information system data.

The College has two levels of benchmarks, external benchmarks against comparable colleges for aggregate performance ratings and internal standards based on the college overall performance. Individual program performance is compared to the average performance of similar College programs.

This methodology has been adopted to apply to all programs. The overall method ensures the College is benchmarked externally and that academic programs are benchmarked internally against College wide benchmarks standardized within statistically defined parameters. Certificate programs are only compared to certificate programs and diploma programs are only compared to diploma programs.