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'I W's-u;— .x-M C7914»; - l “I" '4‘ a .ul 3- } k“)! ‘ .r-i . ‘ . "Mac -;- ‘ch-fi“ LIBRARIES Mill Illlllll Milli “Will Willi ill This is to certify that the dissertation entitled A Study of Student Demographics, Class Scheduling, Weekend Program Offerings, And Their Relationship For An Urban Based Multi-Campus Community College presented by Stephen Lee Goddard has been accepted towards fulfillment of the requirements for PhD degree in Educational Administration Major pro e sor Date //////r/y//(]3 MSU is an Affirmative Action/Equal Opportunity Institution 0-12771 $144,V(«%/1 LIBRARY M-lchlgan State1 Unlverslty ‘A‘ PLACE Ill RETURN BOX to roman this checkout from your record. TO AVOID FINES return on or before date duo. DATE DUE DATE DUE DATE DUE ; . { mi r h i va l MSU IoAn Affirmative Action/Ema! Opponunlty lmtltwon Wm: A STUDY OF STUDENT DEMOGRAPHICS, CLASS SCHEDULING, WEEKEND PROGRAM OFFERINGS, AND THEIR RELATIONSHIP FOR AN URBAN BASED MULTI-CAMPUS COMMUNITY COLLEGE By Stephen Lee Goddard A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Educational Administration 1993 ABSTRACT A STUDY OF STUDENT DEMOGRAPHICS, CLASSES SCHEDULING, WEEKEND PROGRAM OFFERINGS, AND THEIR RELATIONSHIP FOR AN URBAN BASED MULTI-CAMPUS COMMUNITY COLLEGE BY Stephen L. Goddard The purpose of this study was to determine student demographics, scheduling preferences, perceived need for weekend programs, and the relationships between the first three factors of resident and non-resident students who attend Oakland Community College in Oakland County, Michigan. Of specific interest to the researcher was the identification of four factors which could bare on the institutions ability to meet its students needs. The first factor being the demographics of the students on each of the five Oakland Community College campuses. Second, the students perception of the need for alternative scheduling formats. Third, the students perception of the need for Oakland Community College to host a Weekend College offering traditional two year community college curriculum as well as articulated baccalaureate and graduate programs sponsored by four year institutions. Finally to determine the relationships between the first three factors and their impact upon each of Oakland Community College's five campuses. Stephen L. Goddard Questionnaires will be sent to randomly selected classes at all of Oakland Community Colleges campuses. ‘The selection of classes to be surveyed will represent the four most commonly used delineations of classes: day sections (8:00am - noon), afternoon sections (1:00pm - 5:00pm), evening sections (6:00pm - 10:00pm), and by arrangement classes. Analysis of the data received from the questionnaires will provide information which hopefully will be valuable to Oakland Community College, other urban based multi-campus community colleges, and four year institutions. Copyright By STEPHEN L. GODDARD 1993 To Mary Your strength, support, and sacrifice have given me the inspiration to pursue and complete this dream. ACKNOWLEDGMENTS If it had not been for the support of my wife, Mary, through the long days and late nights which were required this degree would never have been possible. Thanks to my daughter Erin and my son Ken, my loving children, who always smiled and were happy to see their student/father. Thanks, to Dr. Eldon Nonnamaker, my chairperson, for his interest and concern in my life beyond my just being a student. Eldon your philosophies and your deep concern will be.a guiding light in my educational career; To the remaining members of my committee Dr. Louis Hekhuis, Dr. Fred.Whims, and Dr. Howard Hickey thank you for your patience and the opportunity to grow as an educator. I want to take this opportunity to thank Dr. Donald Nichols whose continual support and encouragement I've greatly appreciated. To Mr. Douglas Gaynor, and Dr. William O'Mahoney thank you for providing me outstanding examples of professionalism which will be models I will strive to meet. I want to mention my late father whose life was cut short by cancer. His courage and his caring for his fellow man will always be a cherished memory. To my mother, Thanks, for vi without your support and encouragement during my early years I would never have learned to finish what I started. vii TABLE OF CONTENTS LIST OF TABLES O O O O O O O O O O O O 0 Chapter I. II. INTRODUCTION TO THE PROBLEM AND Statement of the problem . . . Purpose of the study . . Demographics . . . . . . Scheduling . . . . . . . Programming . . . . . . Relationships . . . . . Significance of study . Research Methodology . . . . Population . . . . . . . Design of Study . . . . Subject Selection . Data Collection Analysis of Data Assumptions . . . . . Delimitations . . . . Definition of Terms . . . . . . Summary . . . . . . . . . . . . REVIEW OF THE LITERATURE . . . Teaching on Weekends . . . . . Comprehensive Program . . . . . Satellite Weekend Colleges . . Interactive, Interdisciplinary Weekend Program Graduate Weekend Program . . . Shopping Center Weekend College Weekend College in Residence . Demographics . . . . . . . . . Scheduling Preferences . . . . Curriculum Preferences . . . . Oakland Community College . . . Oakland County Population Trends Enrollment Trends . . . . Student Intentions Study . viii O O O O O O O O O H OOODQQQO‘O‘O‘U‘IbUUNNl—J Hid H p 11 13 14 14 15 15 16 17 20 21 24 25 27 31 III. DESIGN OF THE STUDY . . . . . . . . . . . . . . 35 Subjects . . . . . . . . . . . . . . . . . . 35 Instrument for Data Collection . . . . . . . . 36 Protection of Human Rights . . . . . . . . . . 39 Procedure for Collection of Data . . . . . . . 39 Returned Questionnaires . . . . . . . . . . . . 41 Methods of Data Analysis . . . . . . . . . . . 42 IV. ANALYSIS OF DATA . . . . . . . . . . . . . . . 43 Survey Return and Data Handling . . . . . . . . 43 Summary of Survey Coding . . . . . . . . . . . 47 Data Related to Research Questions . . . . . . 48 Research Question I . . . . . . . . . . . 48 Research Question II . . . . . . . . . . . 89 Research Question III . . . . . . . . . 114 V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS, REFLECTIONS AND IMPLICATIONS O O O O O O O O O O O O O O 124 Summary . . . . . . . . . . . . . . . . . . . 124 Major Findings . . . . . . . . . . . . . . . 125 Conclusions . . . . . . . . . . . . . . . . . 135 Recommendations . . . . . . . . . . . . . . . 136 Reflections . . . . . . . . . . . . . . . . . 147 Implications for fu ther research . . . . . . 148 APPENDICES A. SAMPLES OF COVER LETTERS TO ACCOMPANY THE QUESTIONNAIRE . . . . . . . . . . . . . . . . 149 B O QUESTIONNAIRE O O I O O O O O O O O O O O I O O 1 5 3 C. LETTERS OF PERMISSION FOR CARRYING OUT THE STUDY 158 REFERENCES . . . . . . . . . . . . . . . . . . . . . . 160 ix Tables LIST OF TABLES 1985-1995 Population Profile Oakland County Michigan, Oakland County Planning Comission .......... ................... .. Oakland County Population by Age 1985, 1990, 1995, Oakland County Planning Comission ...................... Fall 1985 Oakland Community College District Enrollment by Sex and Age ...... Fall 1990 Oakland Community College District Enrollment by Sex and Age ....... Fall 1991 Oakland Community College Student Intention Report Student Gender and Status by Campus ..... Fall 1991 Oakland Community College Student Intention Report Most Important Reasons for Attending College This Term ........ ..... . ....... .. Fall 1991 Oakland Community College Student Intention Report Amount of Education Planned by Students............................. Fall 1991 Oakland Community College Student Intention Report Students’ Transfer Intentions ........... Fall 1991 Oakland Community College Student Intention Report Employment Hours Planned Per Week ....... Page 25 26 28 28 31 32 32 33 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. Fall 1991 Oakland Community College Student Intention Report Desired Time of Day of Classes Return Rate of Initial Mailing of Survey and Follow-up’s Spring 1992Term0.0......OOOOOOOOOOOOOOOO0.0.0.... Distribution of Survey Respondents to the Five Oakland Community cellegecampuses......OOOOOOOOOOOOOOOOO... Oakland Community College Enrollment Statistics Spring 1992 Term.by Campus ..... Time of Day of Respondents Course .... ...... . Course Respondents Enrolled - when Surveyed .. ...... .... ................. Respondents Gender ........... ..... . ......... Respondents Gender by Campus ............... Spring 1992 Student Gender by Campus Official Enrollment Report Office of Institutional Planning andAnalYSisoccOOOOOOOOOOOOOOOOOOO....... Respondents Marital Status .................. Respondents Marital Status by Campus ........ Number of Dependents ........................ Number of Dependent Children by Gender ...... Age by Gender ........ ..... ................ .. Current Age of Respondents bycamPUSbYGender......OOOOOOOOOOOOOOOOOO Spring 1992 Mean Student Age by Campus ....... Current Age of Respondents Spring 1992 ....... Oakland Community College District Enrollment by Sex and Age Fall 1990 Term ... xi 33 40 44 45 46 47 49 49 50 51 52 52 53 53 54 55 56 56 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. Reason for Taking Classes Spring 1992Term......OOOOOOOOOOOOOOOOOO. ........ Respondents Primary Reason for Taking Classes by Campus ...... Employment Status of Respondents ..... ....... Respondents Employment Status by Campus ..... Hours Worked Per Week by Respondents byCampus .......... Hours Werked Per Week by Gender ............. Hours Worked Per Week by Gender by Campus ... Costs Paid by Employer . ..... Costs Paid by Employer by Campus ............ Resident.of Oakland County .................. Non Oakland County Residents by Campus ...... Student Residency Status Spring 1992 Term Source: OCC Office of Institutional Planning and Analysis . . . . . . . . . . . . ......... Respondents Credits Taken Spring 1992 Term ............... Credits by Gender ........................... Credits Taken by Gender by Campus ........... Greatest Effect on Enrolling ................ Greatest Effect upon by Campus .. ............ Formal Education Since High School .......... Formal Education Completed Beyond High School byCampus ...... Services.Requested by Respondents ......... .. Services Requested by Respondents byCampus........... ...... . ............... Best Day of Week to.Attend Classes .......... xii 57 59 61 61 62 63 64 65 66 66 67 67 68 68 69 7O 72 73 74 75 76 91 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. Best Day of Week to Attend Classeskanampus ............ ........ ..... Best Time of Day to Attend Classes ..... ..... Best Time of Day to Attend ClassesbyCampus........... ........ Preference for Class Scheduling College-Wide ................... ........ ... Preference for Class Scheduling by Campus ................... ...... ....... Preference for Class Scheduling bYGendercoco-0.0000000000000000.ooooooooo Respondents Request for Increased OfferingsO..00..OOOOOOOOOOOOOOO0.0.0.0.... Respondents Request for Increased Offerings bycampusO.I.00.00.0000.........OOOOOOOOOO Respondents College-Wide Willing to Attend On the Weekend If They Could Obtain Their EducationalGoals Respondents Willing to Attend On The Weekend If They Could Obtain Their Educational Goalstanampus ........................... Willing to Attend by Gender .......... ..... .. Effect on Weekday Enrollment by Respondents Enrolling In Weekend Format . . . . . . . . . . . . . . . . Saturday/Sunday Effect On Weekday Enrollment kanampus ...... ............................ Best Time of Day for Classes Unsaturdaycooooooooooo00000000000000.0000. Best Time of Day for Classes on Saturday byCampus..... ......... . ..... Best Time of Day for Classes onsunday.................................. Best Time of Day for Classes on Sunday byCampus .................. Requested Degree Programs forWeekends........ ............ xiii 92 93 94 95 96 96 97 98 100 100 101 102 103 104 105 106 107 115 68. Requested Degree Programs for Weekends kanampus ...... . ...... ................ ..... 116 69. Requested Programs/Classes for Weekends College-Wide............. ..... ..... ........ 117 70. Requested Programs/Classes for Weekends bycampusO....OOOOOOOOOOOIOOIOOOOOOOOI ..... 119 xiv CHAPTER I INTRODUCTION TO THE PROBLEM AND THE STUDY Oakland Community College (OCC) is an urban-based multi- campus two year institution chartered in 1964 by the electorate of Oakland County, Michigan. Classes began at two campus sites with an opening enrollment of 3,860 students in the fall of 1965. By the fall of 1989 Oakland Community College had expanded to five campuses with several extension services and a student population of more then 28,000 students. This represented a 700% increase in enrollment over twenty-four years. Enrollment for the fall 1991 term reached 29,084 (1). The OCC district encompasses 900 square miles and a population in excess of 1,112,000. OCC is an open-door institution of higher education. Admission to credit classes is available to all high school graduates, to transferring students, and to anyone 18 years of age or older. .A selection process is necessary in certain specialized programs. Among its program offerings are pre-professional transfer associate degrees, career associate degrees, certificate programs, and an associate degree in general studies. 3 STATEMENT OF THE PROBLEM The primary student.population served by the urban based 1 2 multi-campus of OCC resides within Oakland County. Demographic trends indicate that the student population OCC serves is changing. Increased enrollments are projected in the 35 and over age group. Female enrollment is anticipated to surpass 58% of the total students enrolled" In the coming years there will be a considerable number of potential students in the 35-50 year old age bracket. Since 1974 OCC has used a scheduling and program format, designed to meet the needs of a more traditional high school age graduating student. Determining the changing needs for the current older, female dominated, working adult student population could be a key to maintaining current enrollment and program stability. OCC could well meet the challenge of this new student community by offering alternative scheduling formats and such non-traditional approaches as a weekend programming concept, in addition to continuing currently successful programs and thezdevelopment.of new'programs at the college. PURPOSE OF THE STUDY The purpose of this research is fourfold: (1) to determine specific demographic factors with respect to the students currently attending OCC's five campuses, (2) to determine if OCC needs to alter its current scheduling practices (on each of it's five campuses) and institute a Weekend-College to better meet students perceived need for more flexible scheduling, (3) to determine whether or not 3 students currently enrolled perceive a need for OCC to expand and/or change its present variety of program offerings to also include articulated baccalaureate and graduate degree programs sponsored by four year institutions, (4) toidetermine what, if any, correlations exist between any or all of these findings which could provide the college with some useful insights for appropriate class scheduling and curriculum planning. DEMOGRAPHICS: Data from the survey will provide information specific to the types of students who are attending each of the five OCC campuses. Students perceptions of educational and professional background and goals, family responsibilities, reasons for enrolling, and types of assistance required will be questioned. SCHEDULING: The survey' will identify any interest by currently enrolled students in alternate forms of scheduling on each of OCC's five campuses. Specific questions have been included to determine the amount of interest students have in a Weekend- College, as well as what population it would serve. The survey includes questions to idetermine what impact participation in a Weekend-College would have on the enrollment in the Weekday-College at each of the five campuses. PROGRAMMING: The survey will identify current OCC programs which if 4 offered by the ‘Weekend-College would be of interest to students on each of ofhe five OCC campuses. Also included in the survey will be questions designed specifically to determine student interest in articulated upper division programs, graduate programs, and general interest courses. RELATIONSHIPS: The last portion of the study will be an attempt to determine what specific relationships-exist among the three areas. The dependent variable in the analysis of the relationships will be the perceptions of the currently enrolled students on each of the five campuses. In studying the relationships, the independent 'variable 'will be ‘the demographics of the currently enrolled students on each.of the five OCC campuses. If it is determined that there are specific trends, then OCC will have specific data on which to address the needs of the student community. It is hoped that by analyzing the data from these three areas, specific relationships can be identified. From the identification of specific relationships, appropriate actions can be initiated to better insure success in meeting the present and future needs of the student community. The following questions have been developed to assist in this study: 1. What are the demographic characteristics of the current students attending each of the five campuses 5 of Oakland Community College? 2. Ideally, what perceptions do students have of scheduling/programming preferences of classes and programs offered by Oakland Community College? 3. Ideally, what educational programming would students on each of Oakland Community College campuses be interested in the college hosting other than two year associate degree and certificate programs? The purpose of this research is to study the perceptions of students currently enrolled on each of OCC's five campuses. The survey will investigate demographic factors of students currently enrolled at Oakland Community College. Included in the survey will be questions concerning the student’s perceptions of needed changes in scheduling practices on each of the five campuses. Finally the survey will question perceived needs by the students in relation to OCC's current programming and to OCC's hosting articulated undergraduate and graduate programs on the weekends. SIGNIFICANCE OF THE STUDY Since the mid 1970's Oakland Community College has not specifically surveyed the student community about changing the scheduling format and expanding the programs at the college. Internal environmental scanning can identify key trends affecting the future of Oakland Community College. Such key factors as demographic population trends, educational goals, professional goals, and required support services must be carefully considered. With changing demographics, the need for accountability to the student community becomes critical. At the local level, future additional funding could be closely linked to services provided by the institution to the student community. OCC's ability to respond and adapt to the changing student community needs, as determined by this study, will better permit the college to accomplish its mission and goals. It is hoped that this study' will provide the type of information which will give Oakland Community College a sense of direction in terms of the community's needs. The potential applications of such environmental scanning (surveying) include curriculum revision, discipline planning, scheduling format, strategic planning, budgeting, accreditation, and public relations. Additionally the knowledge pertaining to one urban-based community college perhaps may prove useful to other institutions facing similar environments and concerns for their future. RESEARCH METHODOLOGY The identification of the population, the design of the study, the process of selection of the subjects, and the method for the collection of data will be discussed in this section. POPULATION: For the purposes of this study the population can be 7 defined as the "student community enrolled on each of the five campuses in credit classes during the Spring 1992 semester at Oakland Community College". DESIGN OF STUDY: The research design of this study will deal with descriptive statistics. As Babbie states "descriptive statistics is a method for presenting quantitative descriptions in a manageable form".(2) Survey techniques will be employed to collect the data which will serve as the basis for the conclusions drawn in relation to the stated problem. "Survey" in this study will be defined as recording the responses of a sampling of the OCC student community rather than the entire student community. SUBJECT SELECTION: The six-day enrollment count, used by the Michigan State Department of Education to determine state funding, will be used as the source for the study. This report reflects every credit section Oakland Community College will offer during the term. Sections will be randomly selected. The selection process will reflect morning (8 AM - noon), afternoon ( 1-5 PM), evening (6-10 PM) sectional offerings, as well as sectional offerings by arrangement. Sample size will be determined by the total number of sections offered. The individuals surveyed in the randomly selected sections will only be identified by the campus and course section code. DATA COLLECTION: During the Spring term 1992, questionnaires will be mailed to the faculty members teaching. those randomly-selected sections. The faculty will be asked to have each member of the class complete a questionnaire and return them by a prearranged date. Questionnaire packets will be coded by the campus and section number to permit follow up action when required. Confidentiality’ and. anonymity' of 'the :respondents is guaranteed, since no direct information in the questionnaire deals with an individual identity. Questionnaires will be coded by campus and section number solely for the purposes of facilitating follow-up contact when required, to assure maximum response and added validity to the study. ANALYSIS OF DATA: The data will be analyzed from two specific directions: by category (i.e., demographics, scheduling, and programming) and by ‘the identification of :relationships between each category. DATA PRESENTATION: Initially the data will be presented by reviewing specific findings from each category. Following the review by category, will be a review of the relationships between the categories. Finally, a suggested course of action to meet the current and future needs of the newly emerging student community will be presented. ASSUMPTIONS: This study was based upon the following assumptions: 1. 2. 3. The majority of the students attending OCC reflect a change from the traditional high school age graduate to working-age adults. A large percentage of the students are interested in class schedules which are designed around their work and home activity schedules. A large percentage of the students are interested in classes and programs which are work related. Baccalaureate and graduate programs, which if linked by articulation agreements with Oakland Community College would be well received by the community. The class sections chosen and the students responding fairly representative of the population of OCC's total student body. The information gained from the survey gives an accurate description of the perceived needs of the student community OCC serves. The study will produce data that can lead to a better understanding of the needs of the community OCC serves. DELIMITATIONS: The study is limited to Oakland Community College and students registered for credit courses during the Spring 1992 10 term. DEFINITION OF TERMS: 1. Open Door Admission: Learning opportunities will be open to all who seek to learn. 2. Weekend-College: A scheduling and program format which would allow a student to complete an Associate Degree program within the designed time frame. 3. Weekeng_zzggzamming: Offering classes on the weekend, Friday evenings, Saturdays, and Sundays. 4. Articulated Degree Programs: Agreements between OCC and four year institutions which permit OCC graduates to enter the four year institution as a junior in status. S-Sszhednling single time period per week, Split class meet more formatting classes offered (i.e, Block then once a week). 6. Lgfgngng_Lgarniggx A continuous process of acquiring knowledge both formally and informally. SUMMARY: The study is designed to randomly survey the perceptions of students enrolled in credit courses on the five campuses of OCC relative to the need for: 1. Alternatives to the current method of scheduling of classes. 2. The desirability of providing articulated upper division baccalaureate and graduate courses. CHAPTER I I REVIEW OF LITERATURE Weekend College Concept Teaching on Weekends James East, originator and dean of Indiana University Purdue University Indianapolis' Weekend College for the past seventeen years, states in his book Teaching on Weekepgs and in Shopping Cepteps (1988), "that.programs are not planned for faculty and administrators but for students. The determination of success or failure of new programs lays with the student." .Joan Capp's (1986) report on.a survey conducted of 950 students at Somerset County College elicited the following'data: Evening students, as opposed toiday students, were older, employed full time, and motivated by upward mobilityu Of the 950 respondents, 25% had earned credit equal to a bachelors degree or higher and over 66% expressed interest in the weekend college concept. "The right curriculum offered at the right time will be successful" states East (1988). Cross (1976) points out that weekend colleges initially were designed to meet professional needs for career advancement. However, it has evolved into meeting social, recreational, and educational enrichment at 11 12 all levels. East continues, "innovation has its risks, some things work; some things do not. However, there is truth to the maxim, "nothing ventured, nothing gained." Over the years, American colleges and universities have offered Saturday classes. For the most part, Saturday classes have been part of the week-day program. Usually, the format followed is a lecture component held during the week, with a recitation or laboratory session on Saturday. Additionally, Saturdays and Sundays .have been reserved for scheduling special seminars, workshops, and courses usually offered as non-credit or life-long education. The idea of offering self-contained courses and programs on weekends is relatively new. Credit for establishing the Weekend College concept goes to Miami-Dade Junior College in Florida. The Congressional Record (1966) refers to Miami-Bade as a pioneer and a model which could serve the entire nation. Their program can be traced back to 1965. Miami-Dade’s Weekend College began and continued as a Saturday only program until it ended in 1975. Miami-Dade, in the fall of 1990_ revived its week-end college. The scheduling patterns for Weekend Colleges are as varied as the number of programs across the country. Most often, weekend programs offer classes in combinations of Friday evenings, Saturday morning and afternoons, and Sunday morning or afternoons. 13 In a recent study, Wyly (1987) surveyed 321 weekend colleges on their perception of which public universities they thought operated the "best" weekend colleges. Respondents indicated they felt there were 15 "best" colleges. These 15 "best" colleges were then asked to respond to a comprehensive questionnaire. The results showed: 1. That there are virtually no characteristics common to the operation of all of the 15 "best" weekend colleges. 2. Weekend colleges operate successfully in both large and small communities. 3. Institutions of varying size successfully operate large weekend colleges. 4. The best weekend colleges operate successfully with limited student services available on weekends. Cross (1976) provides evidence which agrees with Wyly’s findings that the range of agencies offering week-end programming, the types of programs offered, and the need for credit/non-credit is only limited by the demand of the customers/students. Dean East outlines the following six models for weekend programming: (1988) 1.99mprehepsive ppogram-- Indiana University-Purdue University at Indianapolis (IUPUI) offers credit courses only and seven complete degree and certificate programs, 14 meeting‘weekly throughout.a 16‘week semester. IUPUI's‘Weekend College was designed primarily, but not exclusively, for working women and blacks, students who could not enroll in the regularly scheduled day or evening courses. Corya (1983) reported on the dramatic growth of the IUPUI program over its initial ten years, from a start of three courses and 43 students to a student population of over 3,470 attending 97 courses in 37 subject areas at the Weekend College. 2. Satellite weekend college -' Maryville College- St. Louis offers nine baccalaureate majors on three campuses with classes meeting on alternate weekends over a 16 week semester. This program was designed for adults who want to complete a degree but find weekday or evening classes inconvenient or incompatible with career and family responsibilities. Majors for baccalaureate degrees are offered in accounting, business communication, health care management, information systems, management, marketing, nursing, and psychology/sociology. 3. lpteragtive, ippgzgisgiplipgzy weekepg nggzam-- Wayne State university-Detroit uses intensive weekend conferences in a variety of learning modes which can be supplemented by on-campus and off-campus workshops, telecourses, and group and individual directed study courses. The University Studies/Weekend College Program (US/WCP) of Wayne State University started as an experiment in adult education. Wayne State started in 1973 with a comprehensive 15 interdisciplinary Bachelor of General Studies, and added in 1986, the Bachelor of Technical and General Studies (BTGS) for Associate of Applied Science (AAS) graduates of community and junior colleges. As Feinstein and Angelo (1977) reported Wayne State University expanded their week-end program by introducing a project titled "To Educate the People: an Experimental Model for Urban Higher Education for the Working Adult." Within in the project were concepts such as one year worker sabbaticals, and coalitions between higher education, organized labor, and public television. Bobes (1979) classified the Wayne State University/Weekend College Program as a cost effective, flexible model, designed to provide adult part time students extensive learning experiences while incorporating features of traditional courses. 4. Gradugte neekend progr n-- University of Oklahoma/Advanced Programs offers six graduate weekend programs in three Oklahoma sites. The following programs are offered: Masters of Arts in Communication, Master of Arts in Economics, Master of Education in Educational Psychology, Master of Social Work, Master of Public Administration, and Master of Human Relations. The program at the University of Oklahoma was started in 1964 and offers intensive seminars, using two weekends, back-to-back classes, about a month apart. 5.Snopping center weekend college-- Iowa Lakes Community College offers associated degrees in a weekend 16 college using leased space at a shopping center. The program began in 1979 offering Associate of Arts and Associate of Science degrees, along with three specialized programs in health care administration, substance abuse counseling, and pre-business administration. 6.Weekend college in residence-- Mundelein College- Chicago offers an option to live on campus on weekends as a distinctive feature of its Weekend College in Residence. In this setting, Weekend College students can be free of routine work and family distractions, while having an opportunity to develop support networks, have access to campus facilities and resources, and have the opportunity to study while somewhat relieving transportation concerns. To this point the review'of the 1iterature has dealt with the generalities of the Weekend College concept. The following is a review and comparison of the literature as it specifically relates to the three research questions, which the study will try to address for Oakland Community College. The review of the literature from this point on will be organized as it relates to the::following research questions. 1. What are the demographic characteristics of the students currently attending each of the five campuses of Oakland Community College? 2. Ideally, what perceptions do students have of scheduling/programming preferences of classes and programs offered by Oakland Community College? 17 3. Ideally, what educational programming would students on each of Oakland Community College’s campuses be interested in the college hosting other than two year Associate Degree and certificate programs? Demographics: The approaches to offering Weekend Programs across the nation are as varied as the number of programs. However, there are some common threads, in terms of demographics which bind these programs together. Bertelsen, Fordham, and London in their evaluation of Wayne State University’s Weekend College program, found that the University's programs meet the concerns of the international community by reaching out to the educationally underprivileged. Joan Capp’s (1986) report on student profile at Somerset County College found that the evening students differed from the traditional student in three ways: 1. the evening student was older 2. the evening student worked full time 3. the evening student was motivated by upward mobility factors According to Capps (1985) of those evening students surveyed over 66% expressed interest in the weekend college. East (1984) in an article titled "Weekend College: The Treatment of Opsimathy" indicates that students who attend Weekend 18 Programs have the following advantages over traditional week-day/evening programs: 1. mothers can get baby sitters more readily on weekends there is more time to commute on the weekends than during the week/evenings the weekend setting is less hectic and more inviting to those who have been away from college for a long period of time Edith Herman (1976), in the Chicago Tribune, described the student population of the weekend College at MMndelein College. Her interviews of students found that 95% of the students held full time jobs. Marie Matsen (1989) reported on a study which profiled student characteristics of 897 students who attending the Weekend College at Lane Community College in Oregon. Her findings concluded: 244 students attended only on weekends 72 attended weekends and evenings 426 attended weekday and weekends 155 attended weekday, evenings, and weekends students attending only on weekends were more likely to be female and older in comparison. to the college as a 'whole, the weekend students were more likely to be employed full-time, be part-time students, have children at home, and attending so they could upgrade current 19 skills or learn a new career. Breshears and Morton (1976) in discussing the Weekend program at Central Missouri State University described the program as being designed to attract the full-time workers. There are numerous articles specifically dealing with women and their educational options. Jeane Fisher-Thompson discusses the problems faced by women who are re-entering both the educational and work environment. Ms. Thompson suggests that such non traditional approaches as the Weekend concept provides the re-entry women with an environment that more closely meets their special needs in obtaining a degree. Janet.Gardner, Glamour'magazine (1982) focused.on the benefits of the Weekend College for the increasing population of working women. Robert Earl Meyer (1980) describes the student population attending the Weekend College at Northern Virginia Community College. The student profile that. Mr. Meyer developed indicated: 1. the population attending the Weekend College differed from the population attending weekday classes 2. most. students attended.‘weekend. classes for 'the purpose of accelerating their work toward a degree The Department of Research Planning, and Development at Milwaukee Area Technical College surveyed students attending its Weekend College (1985). The survey of their West Campus 20 Weekend College provided the following student profile: 1. 72% of the Weekend College's participants were women. compared. with. 51% of ‘the ‘total district population 2. median age for the Weekend College students was 31, day students median age was 24.4, and evening students median age was 29.8 3. 49.7% of those who responded attended no other courses Scheduling Preferences: Research indicates that there are:a‘variety'of scheduling styles being used by colleges offering Weekend programs. In referencing Wyly’s (1987) findings of the top 15 Weekend Colleges in the United States, there are virtually no common characteristics to the operation of the best 15 Weekend Colleges. Marvin Bobes (1979) discussed how Wayne State University, in its Weekend College, was a flexible model for conference courses. The design was to provide students with short-term intensive learning experiences. This included adapting conference activities to a single multidisciplinary theme. Robert Lee Boone ( 1983) reported on opinions held by nontraditional students. In his findings a majority of the respondents indicated that the time of day that classes were offered had a direct impact on their enrolling and taking credit courses. Bonn inte sche arti that the ( schec In t} studs after Freq: factc Socic liVip Supp: impor % the : Curri the inter 21 Joan Capp's (1986) study of Somerset County College in Sommerville, New Jersey revealed that 66% of those students interested in Weekend Programs preferred classes to be scheduled in five to eight week sessions. Ebony (1976) reported on scheduling practices in an article on Mundelein College in Chicago. 'Fhe article revealed that classes meet every third weekend and weekend living in the college's dormitory was a requirement. - Carol Mishler and Frederick Moss (1985) discuss scheduling practices at Wisconsin University Green Bay Campus. In their study of 158 Saturday students they found Saturday students preferred morning class times but would enroll in afternoon Saturday classes if offered. It appears that the scheduling practices of Weekend Programs across the United States depends upon a variety of factors. Factors such as the socioeconomic level of the community/ students, availability of living/eating facilities and.the ability of the institution to support Weekend Programming with appropriate services play an important role in potential scheduling schemes. anpiculum Preferences: As Dean East indicated (1991), the curriculum determines the success of a weekend college. Dean East believes the curriculum should appeal to the interest of adult learners in the following areas: general education, skills, special interests, courses with a professional focus, one-credit CO‘JI' form Week Indi 22 courses, and courses that satisfy degree requirements. Large numbers of adult learners seem to be attracted to skill courses. Examples of such courses are English composition, sign language, speech, accounting, computers, journalism, mathematics, and foreign language. East and Baker (1982) discuss the successes of teaching Spanish in both the week-end college and the Learn & Shop (shopping centers) format. The success of introductory Geography classes at the Weekend College at Indiana University Purdue University Indianapolis is discussed by East and Bein (1981). Special interest classes, which in many parts of the country are seen as non-credit or life-long learning components, have a large popularity among weekend learners, East (1991). Programs such as women's programs, ethnic history, painting/drawing, and special focus issues such as taxation are samples of such special interest classes. Courses and degrees with a professional focus are popular. Included in this category are undergraduate and graduate offerings in business, engineer/technology, criminal justice, nursing, social work, and education. The New York Times (1976) reported on a special two year Masters of Management program initiated by Northwestern University Graduate School of Management, offered on weekends. Davis (1984) reported on the Weekend College at the College of.Notre Dame of Maryland. The program, a baccalaureate program for registered nurses, discussed the availability of flexible schec of t] week- papei appr< Conni "Wee? the . 23 scheduling, and the design of the curriculum to meet the needs of the students to obtain their degree by attending on the week-ends. At the Western Speech Association convention (1984), a paper was presented outlining Pikes Peak Community College's approach to the weekend college concept. In 1981 Pikes Peak Community College initiated, through continuing education, a "Weekend.College" for communications classes. 'The faculty and the administration identified several advantages (1984): 1. Classes would be held in existing facilities allowing for minimal additional financial outlay 2. Weekend classes did not take students away from week day classes, but actually added students to the total enrollment 3. The Weekend schedule provided for the special needs of regularly enrolled students 4. Weekend scheduling allowed for flexibility for full time and part time faculty According to an article by Robert Corya (1983), Indiana University Purdue University Indianapolis (IUPUI) is believed to be the largest Weekend College in the world. At the time of the article IUPUI, offered 97 courses in 37 subject areas. A sample of the programs offered include curriculum in eight degree/certificates which can be earned entirely through the Weekend Program. Degrees include Masters of Science in Elementary Studies, A and Certif It a; high relat those nee: being suc< To q the colle' and enrol the studs Oak] institutj CO“My M. Opening g the fall Several Comm-1t PreviOuS enrolled degree/ a '1 College this Stl End eru- 24 Elementary Education, Associate and Bachelor of General Studies, Associate of Arts, Certificate of Business Studies, and Certificate of Labor Law. It appears that the variety of program offerings has a high relationship to the perceived needs of the community. If those needs are acknowledged the chances of a Weekend Program being successful are increased. Oakland Community College To gain a perspective on the changing environment within the college district, an analysis is needed of the demographic and enrollment trends of the residents of Oakland County and the students attending Oakland Community College. Oakland Community College is an urban based two year institution chartered in 1964 by the electorate of Oakland County Michigan. Classes began at two campus sites with an opening enrollment of 3,860 students in the fall of 1965. By the fall of 1989 OCC had expanded to five campuses with several extension centers. The enrollment at Oakland Community College in the fall of 1991 reached 29,084 (1). The previously mentioned enrollment figure includes only students enrolled in at least one course creditable towards a degree/award. The primary population served by Oakland Community College reside within Oakland County. For the purposes of this study 1985 will be used as the base year for population and enrollment analysis. The statistics presented in this stat a.“ 5-9 2.3 43.4, 0-4: 33.3 9.3. I.“ 15.1, ‘0.“ 3.9 0.4 9 GBRBI‘RSGBES 25 section are provided by the Oakland County Planning Office, and Oakland Community College District as summarized in the James D. MacConnell and Associates, Inc. study 1986. Demographic Trends: In comparing 1985 population figures and those projected for 1995 there is a strong indication that there will be a stable population for the next decade in Oakland County (See Table 1). Most sex/age groups show moderate changes. Table 1. 1985 -1995 Population Profile Oakland County Michigan ,7._,-’— ... . A ‘WWEV 7“ ~ , .eeesistse The 1 next (See pre-c colle COHSI 26 The following trends indicate: 1. Increases projected in the 35 and over age group. 2. Slight increase is projected for the 0-14 group. 3. Decreases are projected for the 15-34 age group. Information on specific age groups is presented in the next table Oakland County Population By Age 1985, 1990, 1995 (See Table 2). The first two groups, age 0-14 and 15-17, are pre-college age; the next two groups 18-19 and 20—24 are high college participation age groups; the remaining groups are considered to be low to marginal participation groups. Table 2. OAKLAND COUNTY POPULATION BY AGE 1985, 1990, AND 1995 1985 1990 1995 Age Group No. % No. % No. % 0-14 242463 22.77 245124 22.05 247812 21.37 15-17 58379 5.48 57935 5.21 57422 4.95 18-19 38920 3.66 38624 3.47 38281 3.30 20-24 88926 8.35 86174 7.75 83299 7.18 25-34 174662 16.41 169237 15.22 163591 14.11 35-49 200303 18.81 229797 20.67 260048 22.42 50-64 160908 15.11 172402 15.51 184068 15.87 65 + 100103 9.40 112406 10.11 125254 10.80 Total 1064664 100.00 1111699 100.00 1159775 100.00 The following trends indicate; 1. The 0-14 age group is projected to increase slightly in size and decrease slightly as a percent of the total population from 1985-1995. In 5 moderate centered Mounts The enrollner camWises enr'Ollmer Oak} 59-" Fall female (. the DiStr repreSem ProvideS gmups. LOtal en: 27 2. The 15-17 and the college age groups are projected to decrease in size and as a percent of the population. 3. All age groups over 35 are projected to increase in size and as a percent of the total population. 4. County population will increase by 95,111. In summary, Oakland County is projected to experience moderate growth over the next ten years. The growth will be centered in older age groups. ENROLLMENT TRENDS 1985-1995 The focus of this section will be to identify trends in enrollment patterns at Oakland Community Colleges five campuses using three major variables; age, gender, and enrollment status. Oakland Community College District Enrollment by Age and Sex Fall 1985, shows the majority of the enrollment in 1985 is female (58%). The 18-34 year old age groups make up 82% of the Districts enrollment. Finally, the largest age-sex group represented is 25-34 year old females (See Table 3). Table 3, provides a breakdown of female and male enrollment by age groups. The information includes head count and percent of total enrollment in each group. Fall 1‘ EEEJEZQEE 18-19 20-24 25-34 sub 18-34 35-49 50-64 65+— sub 35+ Total The Departmei Junior Cc 4)- The tOtd l grc Similar differem Fall 1 28 Table 3. Fall 1985 Oakland Community College District Enrollment bylSex and Ade FEMALE MALE TOTAL Age Group No. % No. % No. % 18-19 4028 0.15 3671 0.14 7699 0.29 20-24 3645 0.14 3302 0.12 6947 0.26 25:34 4449 0.17 2997 0.11 7446 0.28 sub 18-34 12122 0.45 9970 0.37 22092 0.82 35-49 3031 0.11 1178 0.04 4209 0.16 50-64 417 0.02 173 0.01 590 0.02 65+ 26 0.00 18 0.00 44 0.00 §Qb 35+ 3474 0.13 1369 0.05 4843 0.18 Total 15596 0.58 11339 0.42 26935 100.00 The following information was obtained from the Michigan Department of Education report on Michigan Community and Junior Colleges enrollment data profile April 1991 (See Table 4). The Fall 1990 District Enrollment figures indicate the total growth in terms percentages of male to female to be very similar to the 1985 enrollment data. groups also are very much as those of 1985. Percentages by age difference is between the total student population. Table 4. Fall 1990 Oakland Community College District Enrollment bv SW6 The major Female Male Total Ageggroup No. % No. % No. l% 18-20 4178 0.14 3858 0.13 8036 0.28 21-25 3917 0.13 3470 0.12 7387 0.26 26-34 4430 0.15 2964 0.10 7394 0.;e Sub 18-34 12525 0.44 10293 0.36 22818 0.81 35-49 2660 0.09 1101 0.04 3761 0.13 50-64 987 0.03 349 0.01 1336 0.04 65+ 29 0.00 24 0.00 53 0.00 Unknown 48 0.00 53 0.00 101 0.00 Sub 35+ 3724 0.13 1527 0.05 5251 0.l8 Total 16249 0.57 11820 0.42 28069 100.0 In co growth pat fall 1990 :efollowing c 1. 29 In comparing the 1985 enrollment figures, the projected growth patterns predicted by the MacConnell Study, and the fall 1990 District enrollment trends, the following can be concluded: I. The trend of steady growth in total enrollment and aging student body is occuring. 2. Female enrollment increased in total numbers maintaining relatively the same percentage in 1990 as 1985. 3. Male enrollment decreased in total numbers maintaining relatively the same percentage in 1990 as 1985. 4. Both men and women in the 35+ age brackets increased in total numbers while maintaining relatively the same percentage in 1990 as 1985. The total enrollment.at Oakland Community College for the Fall 1991 term reached 29,084 students. ‘The average age of the students enrolled for the Fall 1991 term was 29.7. The largest age group, the 1818-22 year old, represented 40% or 10,920 while the 53 and older age group represented the smallest number of students 426 or 1.6% of the total population of Oakland Community College. On a college wide basis 3 out of 5 or 58% of the student body was female. The following data on student gender and age by campus for 'the Fall 1991 term.displays the ratio varies greatly by campus (See - re fatle 5)- ’40 55kge students ' c natistlcs are Studer Liturn Hills Female Male . Subtotal Eighland Lakes Female Male SUbtotal :rchard Ridg e Female Male W SUthta 1 5331 Oak/Set Hale % SUbtota tulle9e Female Male \IIIEsfliill 30 Table 5). More then three quarters of all Oakland Community College students are enrolled on a part time basis. Gender statistics are comparatively even for full time students. Table 5. Student Gender and Status by Campus Fall 1991 Campus Full Time Part Time 9989911 # % # % Auburn Hills Female 820 42.3 3,484 51.2 Male 1,118 57.7 3,321 48.8 Not given 80 356 Subtotal 2,018 22.2 7,161 77.8 Highland Lakes Female 641 57.6 2,864 72.1 Male 471 42.4 1,107 27.9 Not given 27 150 Subtotal 1,139 21.9 4,121 78.1 Orchard Ridge Female 800 47.3 2,990 58.9 Male 892 52.7 2,084 41.1 Not Slign 59 404 Subtotal 1,751 25.0 5,478 75.0 Royal Oak/Southfield Female 703 57.2 3,740 67.1 Male 526 42.8 1,832 32.9 Not given 60 555 Subtotal 1,289 18.1 6,127 81.9 College Female 2,964 49.6 13,078 61.0 Male 3,007 50.4 8,344 39.0 Not given 226 1.465 TOTAL 6,197 21.8 22,887 78.2 During the I lament test p gestion questio iixational Pla ;la:enent test. Istention Repor‘ Calleqe Office The greats tel: most impc 391) HAS to n 519 fifth (21 2T-Drtant reas :32,“ (See Tat Mos 31 During the Fall 1991 term students who took the ACT ASSET placement test prior to enrolling were asked to respond to a five question questionnaire. Specifically, the questions came from the Educational Planning Form which is associated with the ASSET placement test. The following, Oakland Community College Student Intention Report Fall 1991, was prepared by the Oakland Community College Office of Institutional Planning and Analysis. The greatest percentage of students (42.2%) indicated that their most important reason for attending college this term (Fall 1991) was to "transfer to a four year college/university." Over one. fifth (21.8%) of all students indicated ‘that. their' most important reason for attending was to "learn skills to get a new job." (See Table 6.) Table 6. Most Important Reasons for Attending College Fall 1991 Term Female Male Total Reason N % N % N % ILearn skills to get 549 24.9 337 18.1 886 21.8 new job ZLearn skills to adv. 249 11.3 189 10.2 438 10.8 in job Transfer to 4 year 849 38.6 865 46.6 1,714 42.2 institution Satisfy General Ed. 267 12.1 174 9.4 441 10.9 requirement Improve Skills in 85 3.9 115 6.2 200 4.9 Eng. Math Reading Take courses for 105 4.8 105 5.7 210 5.2 personal interest Other 98 4.5 72 3.9 170 4.2 Ho Response 298 233 531 Total 2,500 100.0 2,090 100.0 4,590 100.0 of the 4,59 giicated that t :zstitution. infiicated they p 8.4%) of the st title 7.) K Azount of E Classes Only fartlficate or :63qu "A :w-Year DEgree fir-Year Degre gaiuate or pr, :mdies W Zetal 0f thOSe 353%): to a 1 "‘1. 4. . Hts lndi< 7351a 8.) 32 Of the 4,590 students surveyed more than one third (36.7%) indicated that they intended to earn a degree from a four year institution. Beyond those another (25.8%) of the students indicated they planned on earning a two year college degree. Only (9.4%) of the students planned on only taking "classes only." (See Table 7.) Table 7. Amount of Education Planned by Students______ Female Male Total Amount of Education N % N % N 1% Classes Only 191 8.2 212 11.0 403 9.4 Certificate or Diploma 269 11.5 223 11.5 492 11.5 Program Two-Year Degree 644 27.6 457 23.6 1,101 25.8 Four-Year Degree 844 36.2 724 37.4 1,568 36.7 Graduate or Professional 385 16.5 318 16.4 703 16.5 Studies No Bespgnse 167 156 323 Total 2,500 100.0 2,090 100.0 4,590 100.0 Of those students who indicated they planned to transfer, (58.3%), to a four year institution. Over one fifth (22.1%) of the students indicated they were undecided about transferring (See Table 8.) Table 8. Student Transfer Intentions Female Male Total Transfer Intention N % N % N % A Two-Year College 85 3.8 91 4.9 176 4.3 A Four-Year College/ 1,221 55.0 1,163 62.2 2,384 58.3 University Other type Instit. 36 1.6 28 1.5 64 1.6 Not planning to 349 15.7 213 11.4 562 13.7 transfer Undecided about 531 23.9 375 20.1 906 22.1 transfer No response 278 220 498 Total 2,500 100.0 2,090 100.0 4,590 100.0 ...! Of those stt :Lasses (35.8%) j the students do Ears Per Week L-lU :1-15 :5-20 21-30 31 or more M fatal Just Over :iicated the) in“) indieE 23'”) 0f the ..ESSeS (See TE 33 Of those students indicating they would work while attending classes (35.8%) plan to work 31 or more hours per week. 12.1% of the students do not plan to work while enrolled (See Table 9.) Table 9. Employment Hours Planned Per Week Female Male Total Hours Per Week N % N % N % None 321 13.7 196 10.1 517 12.1 1-10 139 6.0 82 4.2 221 5.2 11-15 208 8.9 175 9.1 383 9.0 16-20 468 20.0 369 19.1 837 19.6 21-30 400 17.1 382 19.8 782 18.3 31 or more 799 34.2 729 37.7 1528 35.8 N9 respgnse 165 157 322 Total 2,500 100.0 2,090 100.0 4,590 100.0 Just.over forty-three:percent (43.3%) of the students surveyed indicated they wanted "day" classes. Of the students surveyed (27.3%) indicated they wanted "evening" classes. The remaining (29.4%) of the students indicated they"wanted both day and evening classes(See Table 10.) Table 10. Desired Time of Day of Classes Female Male Total Time of Dav N % N % N % Day 992 40.6 943 46.6 1,935 43.3 Evening 712 29.1 507 25.1 1,219 27.3 Day and Evening 739 30.2 572 28.3 1,311 29.4 No Bespggse 57 68 125 Total 2,500 100.0 2,090 100.0 4,590 100.0 Taking into 3&5 population :93 fall enroll? nerds in the Zamunity Colleg gazier and stat regs-rt from Fali '12 literature , firmer investi Etient popu l a t 34 Taking into consideration the MacConnell Study of the 1985- 1995 population profile of Oakland County Michigan, the 1985 and 1990 fall enrollment trends there seems to be on a steady movement upwards in the average age and female population of Oakland Community College . Coupled with the information from the student gender and status report from Fall 1991, the student intention report from Fall 1991, and information gained from the review of the literature, it appears that Oakland Community College needs to further investigate the scheduling and programming needs of it's student population. The 01' methodology a descripti survey neth The p0 as the stud Spring 199 felt that Which W001 approPriat future Edu The 5 Enrollmem credit (:1; Michigan funding. College 8 The randomly Sample 0 5:00 PM) ’ well as . CHAPTER III DESIGN OF STUDY The diScussion in this chapter centers on the research methodology used for this study. Included in this section is a description of the subjects, the survey instrument, the survey method, and the methods used for analysis of data. §UBJECTS The population for this study can be specifically defined as the student community enrolled in credit classes during the Spring 1992 semester at Oakland Community College. It was felt that these specific individuals would provide the data which would serve as the basis for OCC's determination of appropriate responses to the student's and the community’s future educational needs. The sample for this study was chosen from the six day enrollment count of Oakland Community Colleges Spring 1992 credit class offerings. The enrollment count is used by the Michigan State Department of Education to determine state funding, and reflects every credit section Oakland Community College will offer during the Spring 1992 term. The class sections and students to be surveyed will be randomly determined. The process will provide a representative .sample of morning (8:00 AM - 12:00 PM), afternoon (1:00 PM - 5:00 PM), evening (6:00 PM - 10:00 PM) sectional offerings, as well as sectional offerings by arrangement To maintain 35 confidential only identii code as 1 Classes. The nu determined confidence than .05 calculatioz Offered (111] to meet th. to accurat The d (Appendix 5U99est10r Hendenhal] and diSCug researcheI the abm’e. As impOrtant the Case 1’esponse “$11 as can be as 36 confidentiality and anonymity of the student respondents, the only identification used will be the campus and course section code as listed in the official Spring 1992 Schedule of Classes. The number of the sections and students to be sampled was determined by using a table which would guarantee a 95% confidence level that the sample values would not vary more than .05 from the population values. Based on this calculation, it was determined that, of the 1,072 sections offered during the Spring 1992 term 59 sections were required to meet the statistical requirements in order for the sample to accurately reflect the total population. Instrument for Qata Collection The data collection instrument will be a questionnaire (Appendix B) . Questionnaire construction followed many of the suggestions given in the books by Babbie (1990) and Scheaffer, Mendenhall, and Ott (1990). After reviewing the literature, and discussing questionnaire format with other educators the researcher was able to construct the questionnaire based upon the above- mentioned input. As Babbie (1990) illustrates there are a number of important issues to consider in designing a questionnaire. In the case of closed-ended questions, as in this survey, response categories should cover all possible responses, as well as provide clear short questions and responses since it can be assumed respondents will rapidly read and respond to nusbere Babble dost in requesfi the qu) R' tonne: questi adzini ins-tn help 1 chant rEvie IESeE Coast 37 items. In his discussion of the importance of ordering of questions and.responses, Schaeffer (1990) suggestS‘that, *with different subsets in the questionnaire, each subset be numbered differently. With a questionnaire having subsets, Babbie (1990) suggests beginning the questionnaire with the most interesting set of questions. He continues by suggesting requests for demographic data should be placed at the end of the questionnaire. Where necessary, clear instructions and introductory comments were included in the construction of this questionnaire. According to Babbie (1990) every self- administered questionnaire should begin with basic instructions. Babbie points out that short introductions will help respondents understanding and make the questionnaire less chaotic. A review of the literature, a pre-test by students and reviews by faculty, counselors, and administrators the researcher to make significant improvements in the construction of the survey instrument. The questionnaire (Appendix B) was divided into three specific categories dealing with scheduling, programming, and demographics. Section I of the questionnaire was designed to obtain data concerning student preference regarding class scheduling. Included were questions pertaining to preference of time of day, day of week, scheduling formats, weekend hours, weekday VS“ 00111 inte: Bacc) lear: At t] inse: be be adai; apprc InCh faCu] Studs 0f th The print 38 vs weekend college, and impact of attendance on weekday college compared to weekend college. Section II specifically deals with student preference as it relates to programming. Questions relate to student interest in Associate Degree programs, articulated Baccalaureate programs, graduate program offerings, Life-Long learning, and work related programs. Section III of the questionnaire deals with demographics. Questions deal with the following topics: 1. gender 2. age 3. family status 4. reasons for enrollment/enrollment status 5. perceived required support services At the conclusion of the survey, an open-ended question was inserted to allow additional comments respondents felt would be beneficial. .A group of current students, faculty, counselors, and administrators were asked to review and make recommendations concerning the construction and content of the questionnaire. The purpose of the review 'was to determine the appropriateness, validity, and clarity of the questionnaire. Included in the review were cover letters, instructions to faculty administrating the questionnaire, instructions to students, and reminder literature (Appendix A). On the basis of the review, adjustments were:made in the survey instrument. The questionnaire was then completed and professionally printed. The p? guidance C granted or approval Committee 4 the study committee ' Confi) guaranteed number acc 1992 term. contact to StUdY- Or} in this 81; Dillm. recommema‘ fOr this S1 VQEkS fOr SUI‘Vey deg f0110w~up ] 39 Protection of Human Rignrg The proposal for this dissertation was submitted to the guidance committee in January 1992. Committee approval was granted on March 30, 1992 (Appendix C). Upon committee approval the proposal was submitted to the University Committee on Research involving Human Subjects. Approval for the study from the committee was granted April 27, 1992 (Appendix C). Confidentiality and anonymity of the respondents is guaranteed. Questionnaires were coded by campus and section number according to the college schedule of classes Spring 1992 term. Coding was used for the sole purpose of follow-up contact to assure maximum response and added validity to the study. Only data which has been summarized will be reported in this dissertation. Procedure for Collection of Dara Dillman (1978) and. Lehmann (1991) provided. specific recommendations upon which the survey methodology was based for this study. Both recommended a time frame of about seven weeks for a survey questionnaire. This included a four-stage survey design comprised of an initial mailing and three follow-up mailings. The following procedure was used: 1. Initial mailing of questionnaire with cover letter (Appendix A). 2. Post.card reminder after initial.mailing (Appendisz). 3. An (A: 4. Ra: In in term. 0ft returned . Returr K \ Initial 1:; May 22, 1! Hay 29: 1‘. June 5, 1 June 12' June 17 , New COVer June 25, July 6. 1 “On-regp< To» 5| Sin inst itut that thi remit“ construc 40 3. An additional mailing with a different cover letter (Appendix A) with a complete packet of questionnaires. 4. Random sample of non-respondents by personal contact. In total 1,302 questionnaires were mailed to the instructors of 59 sections during the Spring 1992 temmn Of that number 976 questionnaires from 52 sections were returned. Table 11. Return Rate of Initial Questionnaire and Follow-up's Mailing Number Percent Initial mailing of questionnaire 59 sections 100% May 22, 1992 May 29, 1992 (received) 22 sections 37.2% June 5, 1992 (received) 24 sections 40.6% June 12, 1992 13 sections Post card reminder June 17, 1992 13 sections New cover letter, questionnaires June 25, 1992 (received) 6 sections 10.1% July 6, 1992 4 random phone contact of non-respondents .Total 52 88.1% Since the questionnaire was circulated within one institution and had the support of the Chancellor, it appears that this had a great deal to do with both the rapid rate of return and the over all response. As a result of the construction of the questions included in the questionnaire, the researc were able 1 the instit The documented correspond administer personaliz Oakland Cc campus mai of all dat address w. The] fimefram, A tc "turned Surveys 0 1L ident Ques Programs seemed to diffeI‘enc a consL11 t 41 the researcher felt that.both the instructors and the students were able to identify the interest of both the researcher and the institution in addressing student academic needs. The identity and position of the researcher was documented on the questionnaire, the cover letter, and all correspondence. Correspondence to the instructors, who administered the questionnaire to the students, was personalized with proper names and titles as required. Oakland Community College provided the researcher with inner- campus mailing privileges for the distribution and collection of all data. The researchers Oakland Community College campus address was used for all self-addressed return envelopes. The researcher attempted to define the mailing and return time frame so as not to interfere with any significant college dates or major holidays. Returned Questionnaires A total of 52 sections (88.1%) , out of the 59 mailed, returned questionnaires. This represents 976 (75%) returned surveys out of a total of 1,302 mailed. As indicated, Table 11. identifies rate and order of returned questionnaires. Question number nine on the survey, "Please list specific programs that you would like to see offered on the weekend", seemed to cause the respondents difficulty in determining the difference between programs and classes. With assistance from a consultant, the researcher categorized the results of the respondents in terms of programs and classes. Questi‘ you current greater dif program of the resear considerati with organized tEDP-stions: l. 42 Question number eleven on the survey, "What program are you currently enrolled in?", caused the respondents even greater difficulty in determining the exact meaning of what a program of study is. In response to the apparent difficulty the researcher decided to eliminate the question from consideratiOn in the analysis of the data. Methogg of Data Analysis With this study being descriptive the findings will be organized in a fashion to answer each of the research questions: 1. What are the demographic characteristics of the current students attending each of the five campuses of Oakland Community College? 2. Ideally, what perceptions do students have of scheduling/programming preferences of classes and programs offered by Oakland Community College? 3. Ideally, what educational programming would students on each of Oakland Community College’ 8 campuses be interested in the college hosting other than two year associate degree and certificate programs? The data analysis was done using the Statistical Package for Social Science (SPSS). Descriptive and statistical testing programs of (SPSS) were used in the analysis of the data. A statistical consultant aided in the analysis of the The da obtained from random during the nailed to s' 976 (75%) r) A deta chapter. 1 results and analysis of 1. W C] o 2 1 s P 3. I J' l Pifty. 88%, Of Seve nty‘Si: CHAPTER IV ANALYSIS OF DATA The data which will be analyzed in this chapter was obtained from randomly selected students at Oakland Community College during the Spring term 1992. A total of 1,302 surveys were mailed to students enrolled in credit courses, and a total of 976 (75%) returned. A detailed analysis of the data is contained in this chapter. The chapter begins with a review of the survey results and how the data was handled for analysis. An analysis of specific data will follow to determine: 1. What are the demographic characteristics of the current students, Spring 1992 term, attending each of the five campuses of Oakland Community College? 2. Ideally, what perceptions do students have of scheduling/programming preferences of classes and programs offered by Oakland Community College? 3. Ideally, what educational programming would students on each of the five campuses be interested in Oakland Community College hosting other then two year associate degree and certificate programs? Survey Return ang Qata finndiing Fifty-two sections returned questionnaires, representing 88%, of the fifty-nine sections surveyed. Nine-hundred seventy-six, or 75%, of the one thousand three hundred and two 43 questionnai the analysi- Initia information course the) the course I to provide responses f The di campuses is with Auburr 0f the res third with and the s: °CCasions 03k campus Combining total Of : Dis 44 questionnaires mailed were returned and the data included in the analysis of the study. Initial coding of the survey by the researcher dealt with information specific to each respondent's home campus, the course 'they were taking when surveyed, and the time of day of the course being surveyed. The respondents were not required to jprovide this information so .returned. data represents responses from all nine-hundred seventy six surveys. The distribution of the returned surveys among OCC’s five campuses is listed in (Table 12.) Orchard Ridge was first with Auburn Hills campuses second representing 29.6% and 29% of the respondents respectfully. The Royal Oak campus was third with 19.0%, the Highland Lakes campus fourth with 17.2% and the Southfield Campus fifth with 5.2%. On a number of occasions in the literature the college refers to the Royal Oak campus and the Southfield campus as the Southeast System. Combining Royal Oak’s 19.0% with Southfield’s 5.2% makes a total of 24.2% of the total respondents surveyed. Table 12. Distribution of survey respondents to the five Oakland Community College Campuses. Respondents Campus Qampus fregnencv percent cun percent Auburn Hills 283 29.0 29.0 Highland Lakes 168 17.2 46.2 Orchard Ridge 289 29.6 75.8 Royal Oak 185 19.0 94.8 Southfield 51 5.2 100.0 Total 100.0 100.0 The a reported in Oakland Corr. the Spring official en 29.9% of Southeast Orchard Ri' Oaki Auburn n1: Highland OTChard R The sumeyed, repr‘e'sent the trehc Cc”mister five Cam; and the n of Sectj categOry the SPri 45 The actual percentages of students per campus are reported in the Spring 1992 enrollment report provided by the Oakland Community College Office of Planning and Analysis of the Spring 1992 term tenth day count (See Table 13.) The official enrollment figures show the Auburn Hills campus with 29.9% of the total student population followed by the Southeast System (Royal Oak and Southfield) with 27.2%, Orchard Ridge with 23.7%, and Highland Lakes with 19.0%. Table 13. Oakland Community College Enrollment Statistics Spring 1992 Term by Campus anpnsi, fregnencv percenr cun pernen; Auburn Hills 4,996 29.9 29.9 Highland Lakes 3,165 19.0 48.9 Orchard Ridge 3,957 23.7 72.6 Southeast System 4,539 27.2 99.8 Royal Oak/Southfield Total 16,657 The time of day of the class, which the respondents were surveyed, is listed in (Table 14.) Evening classes represented the most frequently surveyed 63.4%. This follows the trend college- wide that the number of evening sections consistently ranks the highest of any other time of day on all five campuses. Afternoon sections surveyed represented 20.6% and the morning sections represented 11.9% of the total number of sections surveyed college-wide. The "by arrangement" category represented 4.1% of the total sections offered during the Spring 1992 term. "By arrangement" can be defined as an agreement b to organ i z requirement Time of daj in homing Afternoon Evening By Arrangq As reSpouses General I Oakland facilita1 that Sac} V111 hm requirEd respbncle EithEr F 46 agreement between the instructor and the student on how best to organize the hours required to satisfy the course requirements. Table 14. Time of day of the class which the respondents were surveyed in Time of day of Respondents course Tine of Dav frequency percent cun percent Morning 116 11.9 11.9 Afternoon 201 20.6 32.5 Evening 619 63.4 95.9 By Arrangement 40 4.1 100.0 Total 976 100.0 100.0 As indicated (See Table 15.) by the frequency of responses, the majority of the respondents were enrolled in General Education courses. General Education, as defined by Oakland Community College, are "those experiences that facilitate the development of a broadly educated person and that each student pursuing and completing an associate degree will have experienced the General Education component as required by each associate degree program." The next level of respondents can be categorized as enrolling in specialized either programs or classes. 47 Table 15. The course which the respondents were enrolled in when surveyed Respondents course when surveyed cpnrse frequency percent cum percent Accounting 33 3.4 3.4 Art 23 2.4 5.7 Biology 70 7.2 12.9 Business Info. Systems 7 .7 13.6 Business Admin 63 6.5 20.1 Ceramics 13 1.3 21.4 Computer Info. Systems 47 4.8 26.2 Economics 61 6.3 32.5 English 109 11.2 43.6 Aviation Flight 19 1.9 45.6 Food Service Mgr. 7 .7 46.3 Health Care Admin. 1 .1 46.4 History 53 5.4 51.8 Legal Assistant 30 3.1 54.9 Math 92 9.4 64.3 Marketing 34 3.5 67.8 Nursing 22 2.3 70.1 Physical Education 57 5.8 75.9 Philosophy 33 3.4 79.3 Photography 20 2.0 81.4 Political Science 95 9.7 91.1 Psychology 48 4.9 96.0 Speech 22 2.3 98.3 Social Science 17 1.7 100.0 Total 976 100.0 100.0 Sunnnry of survey codinq The data gathered from the survey coding represents information from all nine hundred and seventy six respondents. The Researcher pre-coded the information of each respondents campus, time of day of the respondent's course, and the 48 respondents course*when surveyed. Respondents did not have any opportunity to influence any information concerning the coding. Data Relatgd to Research Questions Resegrcn Question 1 What are the demographic characteristics of the current students attending each of the five campuses of Oakland Community College? The final section of the survey dealt with the demographics of the respondents. Questions were included which pertained to personnel information. In the section on demographic information, questions were asked which about gender, age, and marital status. In the area of employment, respondents were asked to indicate status, hours worked per week, and whether or not there were employer contributions to respondent’s education expenses. Respondents were also asked to indicate their residency status. Information was also requested regarding educational background, reasons for attending Oakland Community College, and services which would assist them in obtaining their educational goals. Survey Question 12: What is your gender? The gender analysis of all 976 respondent to the survey revealed that males represented 38.6% while the females represented 61.4% of the total population (See Table 16). —__......-.—,. 49 Table 16. Respondents Gender £93 freguencv percent cun percent Male 367 38.6 38.6 female 585 61.4 100.0 Unknown] 24, missing Response Total 976 100.0 The gender data revealed that females were in the majority on each of OCC's campuses (See Table 17.). Southfield respondents were 80% female, and Auburn Hills' 62.1% female. Falling at or below the college-wide percentages of females in the total population, Orchard Ridge with 61.5%, Highland Lakes 58.9% and Royal Oak 57.6%. Table 17. Respondents Gender by Campus Campus Male Female Total N % N % N % Auburn Hills 102 37.9 167 62.1 269 28.3 Highland Lakes 67 41.1 96 58.9 163 17.1 Orchard Ridge 110 38.5 176 61.5 286 30.0 Royal Oak 78 42.4 106 57.6 184 19.3 Southfield 10 20.0 40 80.0 50 5.3 The following data (See Table 18.) validates the percentages of the respondents gender by campus for the entire student population for the Spring 1992 term as provided in the Official Enrollment Report from Oakland Community Colleges Office of Institutional Planning and Analysis. Spring 1992 Student Gender by Campus Official Enrollment Report Office of 50 Table 18. Institutional Planning and Analysis OCC Sex frequency percent cum percent CQllege Wide Male 6,100 36.6 Female 10,314 61.9 98.5 Not given 243 Total 16,657 Auburn Hills Male 2,329 46.6 Female 2,611 52.2 98.8 Not given 56 Total 4,996 Hignland Lakes Male 804 25.4 Female 2,326 73.4 98.8 Not given 35 Total 3,165 Orchard Ridge Male 1,549 39.1 Female 2,317 58.5 97.6 Not given 91 Total 3,957 Southeast (Royal Oaleouthfield) Male 1,418 30.9 Female 3,060 66.8 97.7 Not given 61 Total 4,579 Snnnnry of Gender Referencing the review of the literature, 1985-1995 Population Profile of Oakland County Michigan, which indicated a steady growth in the female population of the county, the 51 college is seeing that trend replicated» The trend is further verified when looking at the Oakland Community College District Enrollment statistics which show the female population growing from 15,596 (58%) in the fall of 1985, to 16,249 (57%) in the fall of 1990, and to 61.9% in the Spring 1992 term. Survey Question 13: What is your martial status? When asked to identify their martial status, the vast majority of respondents, 584, (61.5%) indicated they were single (See.Table 19.). Of the total number of respondents 285 or (30.0%) were married and 8.4% divorced. Table 19. Respondents Marital Status Stntus fregngncv percent cun percenr Single 584 61.5 61.5 Married 285 30.0 91.6 Divorced 80 8.4 100.0 Unknown/No Response 27 missing Total 976 100.0 Reviewing the respondents marital status by campus (See Table 20.) shows that the respondents at the Orchard Ridge campus (68.8% of total), ranked highest in number of respondents who were single. Next came the Southfield campus with 65.3% and the Auburn Hills campus with 65.1%. Highland Lakes campus had 46.0% married respondents and at the Royal 4—-—. 52 Oak campus, 11.5% of the respondents were divorced, the highest rate among all the campuses. Respondents Marital Status by Campus Table 20. a 't Status A.H. H.L. O.R. R.0. S.F. Single 175 74 196 107 32 65.1% 45.4% 68.8% 58.5% 65.3% Married 66 75 72 55 17 24.5% 46.0% 25.3% 30.1% 34.7% Divorced 28 14 17 21 10.4% 17.5% 6.0% 11.5% Survey Question 15: Number of dependent children. The next variable analyzed was the number of dependent children of the respondents. respondents (69.4%) had no dependents. The vast majority of the Of those who did have dependents, 13.1% indicated they had one and 11.2% indicated they had two (See Table 21.) Table 21. Number of Dependents cum percent Nunber frequency percent 0 643 69.4 1 121 13.1 2 104 11.2 3 46 5.0 4 7 .8 5 3 .3 6 2 .2 7 1 .1 ‘Unknown/No Response 49 missing total 976 100.0 69.4 82.4 93.6 98.6 99.4 99.7 99.9 100.0 -_-—_ 53 Further review of the number of dependent children (See Table 22.) indicates that, of those respondents who indicated they had dependents, the college mean was .5707, while the mean for males was .3848 and females was .6865. Table 22. Number of Dependent Children by Gender MEAN STD DEV CASES ENTIRE POPULATION .5707 1.0167 927 MALE .3848 .8628 356 FEMALE .6865 1.0865 571 Survey Question 14: What is your current age? Of the 976 respondents, 937 (96.0%) responded to the question concerning age. Table 23. reports that the mean age of the entire respondents population‘was 27.7, with a standard deviation of 8.7170. The male mean age of 26.4 was lower than the population mean while the female mean age, 28.5, was above the population mean. These figures coincide with the trends and reports of the student population being older and with the majority being female. Table 23. Age By Gender MEAN STD DEV CASES ENTIRE POPULATION 27.7652 8.7170_ 937 MALE 26.4945 8.1544 362 FEMALE 28.5652 8.9681 575 54 When analyzing the ages of the respondents by campus (See Table 24.) specific trends are notable. The Highland Lakes respondents were the oldest with a mean average age of 29.40. Royal Oak followed with an average of 29.17, then Southfield with 27.8, Auburn Hills with 26.9 and Orchard Ridge with the youngest average age of 26.65. Further analysis indicates that this same average age trend exists campus-wide and is repeated for both the female and male populations of each campus. The only variance is the average age among female respondents at Orchard Ridge 28.01 which is only slightly higher than that of Auburn Hills respondents which is 27.66. Table 24. Current Age of Respondents by Campus by Gender Variabie Mean Std. Dey. Entire Population 27.7652 8.7170 Campus Auburn Hills 26.9850 8.5598 Male 25.8500 7.3969 Female 27.6647 9.1399 Highland Lakes 29.4012 9.5413 Male 29.4030 9.8274 Female 29.4000 9.3870 Orchard Ridge 26.6500 8.7633 Male 24.4722 7.7586 Female 28.0174 9.0969 Royal Oak 29.1788 8.0470 Male 27.6795 7.4928 Female 30.3366 8.3021 Southfield 27.8163 7.5296 Male 26.0000 6.0000 Female 28.2250 7.8397 55 Oakland Community College's Office of Institutional Planning and Analysis reports, (See Table 25.) the average age of the 16,657 students enrolled at OCC for the Spring 1992 term is 29.0 years. The Highland Lakes Campus average was 29.7, oldest college-wide, was closely followed by the Royal Oak/Southfield Campus 29.6. The Auburn Hills average age of 29.3 and Orchard Ridge Campus average age of 27.4 are the lowest college wide. Even with differences in the reported average ages of the respondents and the Official Enrollment Data, the pattern of the average age of students on each campus site remains the same. Highland Lakes has the oldest average age followed by Royal Oak/Southfield, Auburn Hills and ending with Orchard Ridge. Table 25. Spring 1992 Mean Student Age by Campus Campus Mean Auburn Hills 29.3 Highland Lakes 29.7 Orchard Ridge 27.4 Royal Oak/Southfield 29.6 College 29.0 The data for current age (See Table 26.) has been grouped into brackets which will permit comparisons to currently known statistics (See Table 27.) for a validation of the results. Current Age of Respondents Spring 1992 Term 56 Table 26. Age Group frequency percent cum percent 16-20 225 23.9 24.0 21-25 265 28.3 52.3 26-34 227 24.2 76.5 35-49 204 21.8 98.3 50-60 16 1.6 100.0 Table 27. Oakland Community College District Enrollment by Sex and Age Fall 1990 Term Age Qroup frequency percent cum percent %nale %female 18-20 8036 13.0 14.0 28.0 28.0 21-25 7387 12.0 13.0 26.0 54.0 26-34 7394 10.0 15.0 26.0 80.0 35-49 3761 4.0 9.0 13.0 93.0 50-64 1336 1.0 3.0 4.0 97.0 Survey Question 16: What is your primary reason for taking classes at OCC this term? (check all that apply) The respondents perceptions of the reasons they were attending Oakland Community College were based on two main areas. Obtaining an Associate Degree was a major factor 60.1% of the respondents. 'The other major contributor to enrollment according to respondents was taking classes/credits which would transfer 47.2% to four year institutions (See Table 28.) Personal Enrichment was the next highest motivator for 25.7% 57 of the respondents. Much like the area of Personal Enrichment, the 188 (19.8%) respondents choosing Professional Advancement is not as large as large as the number of those enrolling for an .Associate Degree: or Transfer credit. Only 7.5% were motivated to work towards a certificate and considerably less 3.3% motivated by requirement of an employer. Table 28. Reason for Taking Classes Spring 1992 Term reason frequency perc nt cum percent personal enrichment Yes 244 25.7 NO 705 74.3 100.0 Unknown/No Response __21_ 'ss'n Total 976 100.0 working toward§,an aesociate degree Yes 570 60.1 NO 379 39.9 100.0 Unknown/No Response 27 missing Total 976 100.0 worRing towards a certificate Yes 73 7.5 No 876 89.8 100.0 Unknown/No Response 27 missing Total 976 100.0 empioyers reguirement Yes 32 3.3 NO 917 96.6 100.0 Unknown/No Response 27 missing Total 976 100.0 ' 1 rofessmnai Unknown / N 0 taking cred: Unknown / N 0 When lc at Oakland Specific d1 At the the respond transfer ( respondent The ma Highland L Cbtaining Personal B At 01" the primal obtaining HoveVEr' d D . the“ Obtai the Grebe 58 "Table 28 (cont’d)" professional advancement Yes 188 19.8 NO 761 80.2 100.0 Unknown/No Response 27 ’ missing Total 976 100.0 taking credit toward transferring Yes 461 47.2 No 488 50.0 Unknown/No Response 27 missing Total 976 100.0 When looking at the reasons for the respondents enrolling at Oakland Community College by campus (See Table 29.) specific differences by respondents are identified. At the Auburn Hills campus, the main focus for 55.2% of the respondents was obtaining a degree and for 51.5%' securing transfer credit. Personal enrichment evoked. a: strong respondent response from 30.2%. The major motivation for 82.7% of the respondents at the Highland Lakes Campus was obtaining a degree, for 35.2% obtaining Transfer credits. Advancement motivated 27.2% and Personal Enrichment 26.5% of the Highland Lakes respondents. At Orchard Ridge Campus, like the Auburn Hills Campus, the primary incentive for 51.9% of the respondents was obtaining a degree and, 57.5% obtaining transfer credits. However, the Orchard Ridge respondents indicated that the desire to obtain transfer credits was of greater importance then obtaining a degree. Of significant interest to 20.7% of the Orchard Ridge Respondents was Personal Enrichment, Advancement For 64. was of the h transfer cre next highest followed by At the "Obtaining a Similarly, f 24.0% placec' same range ( 59 Advancement interested 20.0%. For 64.1% of the Royal Oak respondents obtaining a degree was of the highest importance. For 43.4% of the respondents transfer credit was a key for enrolling. Like Orchard Ridge, next highest in importance for 26.6% was Personal Enrichment followed by an expressed interest in Advancement by 20.1%. At the Southfield Campus 44.0% of the respondents ranked "Obtaining a degree and Transfer credits" of equal importance. Similarly, following the Orchard Ridge and Royal Oak pattern, 24.0% placed Personal Enrichment and 22.0% Advancement in the same range of importance. Table 29. Respondents Primary Reason for Taking Classes by Campus Auburn Hills Reason Ye_ No % Personal Enrichment 81 30.2 187 69.8 Associate Degree 148 55.2 120 44.8 Certificate 22 8.2 246 91.8 Employers requirement 13 4.9 255 95.1 Advancement 39 14.6 229 85.4 Transfer 138 51.5 130 48.5 Other 19 7.1 249 92.9 Rignland Lakes Personal Enrichment 43 26.5 119 73.5 Associate Degree 134 82.7 28 17.3 Certificate 9 5.6 153 94.4 Employers requirement 10 6.2 152 93.8 Advancement 44 27.2 118 72.8 Transfer 57 35.2 105 64.8 Other 7 4.3 155 95.7 Orchard Ridge .—‘—i‘——-———"— Personal Enrll Associate Deg: Certificate Employers reg Advancement Transfer Other Royal Oak Personal Enri Associate Dec Certificate Eaployers rec Advancement Transfer Other W Personal Enr- Associate De certificate RAPIOYers re Advancement ansfer Other The re) that Obta in: another ins 60 "Table 29 (cont'd)" Orchard Ridge Personal Enrichment 59 20.7 226 79.3 Associate Degree 148 51.9 137 48.1 Certificate 25 8.8 260 91.2 Employers requirement 4 1.4 281 98.6 Advancement 57 20.0 228 80.0 Transfer 164 57.5 121 42.5 Other 18 6.3 267 93.7 ‘ Royai Oak Personal Enrichment 49 26.6 135 73.4 Associate Degree 118 64.1 66 35.9 Certificate 14 7.6 170 92.4 Employers requir 5 2.7 179 97.3 Advancement 37 20.1 147 79.9 Transfer 80 43.5 104 56.5 Other 10 5.4 174 94.6 §outhfield Personal Enrichment 12 24.0 38 76.0 Associate Degree 22 44.0 28 56.0 Certificate 3 6.0 47 94.0 Employers requirement 50 100.0 Advancement 11 22.0 39 78.0 Transfer 22 - 44.0 28 56.0 Other 8 16.0 42 84.0 The respondents at each of the five campuses indicated that obtaining an Associatezdegree and.transferring credits to another institution were their primary reasons for attending Oakland Community Colleges, and obtaining a certificate of little importance. At each campus, only a small population indicated that advancement was important. Requirement by employer did not seem to be a factor in any of the respondents reasons for enrolling at Oakland Community College. Survey Question 19: Are you currently employed? Employment status, by 744 respondents 78.2% of the 976 total responses, (See Table 30.), represents a key factor in how Oakland classes and Yes No Unknown / N 0 When 1 Lakes was t enPloyment Oak 80.9%, SOUthfield wCrk' W Yes 61 how Oakland Community College students schedule for their classes and programs. Table 30. Employment Status of Respondents frequency percent cum percent Yes 744 78.2 No 207 21.8 100.0 Unknown/No Response 25 missing Total 976 100.0 When broken down by campus (See Table 31.), Highland Lakes was the leader with 85.3% of the respondents indicating employment status. They following in descending order, Royal Oak 80.9%, Auburn Hills 79.6%, Orchard Ridge 73.1%, and Southfield 68.0%. Table 31. Respondents Employment Status by Campus Campus Working A.H. H.L. O.R. R.O. S.F. TOTAL Yes 214 139 209 148 34 744 79.6% 85.3% 73.1% 80.9% 68.0% 78.2% No 55 24 77 35 16 207 20.4% 14.7% 26.9% 19.1% 32.0% 21.8% Survey Question 19: How many hours per week do you work at your job? The number of hours worked by respondents by campus is another factor in determining the scheduling format which best meets the respondents/students needs (See Table 32.). As many as 61.6% Of hours per we percentage category, f 711%, Sout? Orchard Rid percentage 2 of hours wo Hour HOURS A N 1.14 15-24 A) 14.. 25-34 (n 25. 35 Or more 62 as 61.6% of the respondents indicated they worked 35 or more hours per week. Highland Lakes campus had the greatest percentage 72.6% of respondents in the 35-or-more hours category, followed in descending order by Royal Oak with 70.1%, Southfield with 67.6%, Auburn Hills with 57.3%, and Orchard Ridge with 51.7%. Orchard Ridge had the largest percentage 3.9% of respondents in the category of least number of hours worked (1-14 hours). Table 32. Hours Worked Per Week by Respondents by Campus Campus HOURS A.H H.L. O.R. R.O. S.F. TOTAL 1-14 6 3 8 5 1 23 3.0% 2.2% 3.9% 3.4% 2.9% 3.2% 15-24 29 13 44 21 3 110 14.6% 9.6% 21.3% 14.3% 8.8% 15.25 25-34 50 21 48 18 7 144 25.1% 15.6% 23.2% 12.2% 20.6% 19.9% 35 or 114 98 107 103 23 445 more 57.3% 72.6% 51.7% 70.1% 67.6% 61.6% Additional consideration should be given to the hours worked per week by gender. The mean average (See Table 33.) of the total respondent population is 36.96 hours, for males 39.78 hours and for females 34.9 hours. TOTAL POPULA MALE FEMALE A furt] campus reve hours per 1,. campuses. worked per respondent mean, 39 . ‘ OrChard R1 The 1 Southfielc responder“ For Each ( were male reSpOnden COUDtErpa Hills’ H5 worked mo 63 Table 33. Hours Worked Per Week by Gender MEAN STD DEV CASES TOTAL POPULATION 36.9651 15.5329 745 MALE 39.7850 17.7641 307 FEMALE 34.9886 13.4276 438 A further analysis of hours worked per week by gender by campus reveals that the females at Highland Lakes work more hours per week on average (36.4321 hrs.) than those at other campuses. The lowest average number of hours (32.7 hrs.) worked per week by females at Orchard Ridge. For the male respondents, those at the Southfield Campus had the highest mean, 39.6259, while the campus with the least mean was Orchard Ridge respondents with 32.7549 (See Table 34.) The respondents from the Highland Lakes, Royal Oak, and Southfield campuses worked, on average, more hours than the respondents from the Auburn Hills and Orchard Ridge campuses. For each of the campuses, with the exception of Orchard Ridge were male and female had similar work patterns, the female respondents worked fewer hours per week than their male counterparts. Both male and female respondents at the Auburn Hills, Highland Lakes, Royal Oak, and Southfield campuses worked more hours on average than either the male or female respondents at the Orchard Ridge campus. .-__.— _—_.-—-—..—.— Ho For Entire Auburn Hill Male Female Highland L; Male Femal Orchard R 1 Male Femal Royal Oak Male Fema] Southfie 1c Male Fema: Survey Qu: Th0$1 of their ‘ SignifiCal schedulim of the are 64 Table 34. Hours Worked Per Week by Gender by Campus Mean Std Dev Caeee For Entire Population 34.9889 11.0578 722 Auburn Hills 34.3467 10.6361 199 Male 36.3537 9.3958 82 Female 32.9402 11.2520 117 Highland Lakes 37.0667 10.7843 135 Male 38.0185 12.2235 54 Female 36.4321 9.7364 81 Orchard Ridge 32.7729 11.1011 207 Male 32.8025 11.0594 81 Female 32.7540 11.1719 126 Royal Oak 36.7007 11.6909 147 Male 38.8154 10.4177 65 Female 35.0244 12.4166 82 Southfield 36.5882 8.9616 34 Male 39.6250 1.0607 8 Female 35.6538 10.0914 26 Survey Question 18: Is any part of the costs related to your enrollment at OCC paid for by your employer? Those fact that 194 (20.5%) of the respondents had part of their costs are paid by their employer (See Table 35.) is significant. The implications for reviewing the college's scheduling and programming format in order to take advantage of the arena of industrial/business training, are apparent. The "d: who indicat their educa Yes No Does not a] Unknown No Respons) Total L°°king at basis give; benefiting Of those educaticma Highland I Oak camPUS Ylth 22. 5°, 65 Table 35. Costs Paid by Emponer The "does not apply" category encompasses the respondents who indicated that their employer did not pay any part of their educational expenses. frequency pereent cum percent Yes 194 20.5 NO 544 57.6 78.1 Does not apply 207 21.9 100.0 Unknown __;i_ missing No Response Total 976 100.0% Looking at cost paid by employer (See Table 36.) on a campus basis gives.a clear indication of which students are currently benefiting from programs that are of interest to employers. Of those respondents whose employers paid part of their educational costs, the highest number 36.0% were from the Highland Lakes Campus followed in descending order by Royal Oak campus with 28.8%, Auburn Hills with 23.5%, Orchard Ridge with 22.5% and Southfield with 17.6%. KO 1 74 Survey Que: With boundaries Populat ion 66 Table 36. Costs Paid by Employer by Campus Campus Pav A.H. H.L. O.R. R.O. S.F. TOTAL Yes 50 49 47 42 6 194 23.5% 36.0% 22.5% 28.8% 17.6% 26.3% No 163 87 162 104 28 544 76.5% 64.0% 77.5% 71.2% 82.4% 73.7% Survey Question 20: Are you a resident of Oakland County? With 89.3% of the respondents living within its boundaries, Oakland County is easily the predominant service population area (See Table 37.). Table 37. Resident of Oakland County freguency, percent cun percent Yes 848 89.3 NO 102 10.7 100.0 Unknown 26 missing No Response Total 976 100.0 Out-of—county' residents :represents 10.7% of 'the respondents (See Table 38.) The Orchard Ridge Campus led in the resident category with 95.9% and the Southfield Campus in the non-residents category with 26.0%. In terms of geographic location the Southfield Campus is located closest to another county line. Status Yes m H0 Accordirm students Spring 19 (See Tab Hills ha. oak/Sout 0f: Rgélgeng In~DiSti Out- of‘DiSt: Survey I Du Weeks 8 credits college credit. 67 Table 38. Non Oakland County Residents by Campus Campus Status O.R. H.L. O.R. R.O. S.F. TOTAL Yes 258 150 245 158 37 848 95.9% 92.0% 86.3% 85.9% 74.0% 89.3% NO 11 13 39 26 13 102 4.1% 8.0% 13.7% 14.1% 26.0% 10.7% According to the official ten day enrollment report of all students enrolled at Oakland Community College during the Spring 1992 term, 87.6% (14,589) are Oakland County residents (See Table 39.) and 11.5% (1,922) are out-district. Auburn Hills has the most In-District students (4,610) whereas Royal Oak/Southfield has the most Out-of-District students (876). Table 39. Student Residency Status Spring 1992 Office of Institutional Planning and Analysis OCC Residencv A.H. H.L. O.R. R.O./S.F. COLLEGE In-District 4,610 2,999 3,342 3,368 14,589 Out- 355 157 534 876 1,922 of—District Survey Question 21: How many credits are you taking this semester? During the Spring/ Summer terms which are seven and a half weeks each, half‘of a normally full fifteen*week semester, six credits is considered a full time student by Oakland Community College. During a normal fall/winter fifteen week semester, 12 credits qualifies a student as " full-time". The respondents by a large n) for full- st credits 1-6 7-15 Unknown to Response Total Credit 4L) indica than males ENTIRE POP MALE FEMAL When bY gender. 0f the am Auburn liij average, Highland 1 students. WEI-age (! take the the large: 68 by a large number (71.8%) indicated that they did not qualify for full- student status (See Table 40.) Table 40. Respondents Credits Taken Spring 1992 credits frequency pereent cum percent 1-6 676 71.8 7-15 265 28.2 100.0 Unknown 35 missing No Response Total 976 100.0 Credits taken by gender by the respondents (See Table 41.) indicates that females take fewer credits, mean 5.25, than males whose mean credits taken is 5.47. Table 41. Credits by Gender MEAN STANDARD DEVIATION CASES ENTIRE POPULATION 5.3411 2.4394 941 MALE 5.4737 2.6141 361 FEMALE 5.2586 2.3225 580 When the number of credits are broken down by campus and by gender, some interesting patterns appear (See Table 42.) Of the entire population of the respondents, those from the Auburn Hills campus take the largest number of credits, on average, 5.5356. With an average of 5.1420, those from the Highland Lakes campus take the least. In regards to the male students, those from Orchard Ridge take the most credits on average (5.5370), while the males from the Southfield campus take the least, (4.8000). The females from Auburn Hills take the largest number of credit hours on average (5.5928), while those from 1' Auburn Hil respondents difference campus was 1 Orchard Rid \ Entire Pop).- Auburn Hill Male Female Highland L. Male Felna 1‘ Male FQmal( ROyal Oak Male FEmal£ Southfield Female surVey Que c COSt ’ greatest e1 (See Table 69 those from Highland Lakes take the least (4.8842). At the Auburn Hills and the Southfield campuses the female respondents were enrolled in more credits than the'malesw The difference between the males and females at the Royal Oak campus was very small in comparison to the Highland Lakes and Orchard Ridge campus. Table 42. Credits by Gender by Campus Mean Std. Dev. Cases Entire Population 5.3411 2.4394 941 Auburn Hills 5.5356 2.5343 267 Male 5.4400 2.7278 100 Female 5.5928 2.4177 167 Highland Lakes 5.1420 2.2287 162 Male 5.5075 2.5959 67 Female 4.8842 1.9011 95 Orchard Ridge 5.2206 2.4189 281 Male 5.5370 2.5811 108 Female 5.0231 2.2975 173 Royal Oak 5.4231 2.4924 182 Male 5.4868 2.6758 76 Female 5.3774 2.3642 106 Southfield 5.3265 2.5032 49 Male 4.8000 1.6193 10 Female 5.4615 2.6837 39 Survey Question 22: Which of the following have the greatest effect upon. you enrolling in classes at OCC? (check all that apply) Cost, according to 54.4% of the respondents, and job responsibilities according to 44.0% were ranked as having the greatest effect upon enrolling at Oakland Community College (See Table 43.) Motivation according to 38.9% ranked as having th responsibil Care (12 . 1 respondent: reason job respon Yes NO Unknown No Respons Tota W Yes N O Urlknown N0 RESpons Tota fanil res Yes No Unknown No Respons TOta Yes No UnknOWn N0 REspOns Tota C0\st 70 having the third highest effect followed by family responsibilities by 23.7%. Transportation (14.5%) and Child- Care (12.1%) appear to have had a minor impact on the respondents enrolling at Oakland Community College. Table 43. Greatest Effect on Enrolling eason frequency pereent cum percent jop responsibilities Yes 410 44.0 NO 521 56.0 100.0 Unknown 45 missing No Response Total 976 100.0 cniid care Yes 111 12.1 No 818 87.9 100.0 Unknown 45 missing No Response Total 976 100.0 femily responsibilities Yes 221 23.7 NO 710 76.3 100.0 Unknown 45 missing No Response Total 976 100.0 rransportation Yes 135 14.5 No 796 76.3 100.0 Unknown 45 missing No Response Total 976 100.0 cos Yes 506 54.4 NO 425 45.6 100.0 Unknown 45 missing No Response Total 976 100.0 motivation y. b" 100.0 Unknown / No other Yes No Unknown No Response TotaI AS inc respondent 0f the rea Campus 61. “0 Effect the Soutnf Family re Southfielc respondent indicated Southfielc Personal r by 48-09: c Of the re; 71 "Table 43 (cont’d)" motivation Yes 362 38.9 No 569 61.1 100.0 Unknown/No Response 45 missing Total 976 100.0 other Yes 96 10.3 NO 835 89.7 100.0 Unknown 45 missing No Response Total 976 100.0 As indicated (See Table 44.) 53.1% of the Highland Lakes respondents thought that job:responsibilities was.a vital part of the reason they took classes; while at the Orchard Ridge campus 61.6% of the respondents felt job responsibilities had no effect upon enrolling. About 16.0% of the respondents at the Southfield.campus indicated that child.care was important. Family responsibilities were highlighted by 28.0% of the Southfield respondents and 27.2% of the Highland Lakes respondents. Cost as a major effect upon enrolling was indicated as less important by 42.0% of the respondents at the Southfield campus and 49.4% at the Highland Lakes campus. Personal motivation as an effect on enrolling was highlighted by 48.0% of the respondents at the Southfield campus and 42.0% of the respondents at the Orchard Ridge campus. There appeared to be no consistent pattern in the types of responses indicated in the "other" category that would indicate any reason effecting enrollment other than the ones listed in the question. Effe Effect Job Child Care Family Respons Trans Cost hotivatior Other Survey QUE In 1 beneficia College, Education The reSpo have had To 1 reSpondet educatior educatior sum)1 d campletic level Of 72 Table 44. Effect Upon Enrolling by Campus (yes responses) Eifect A.H. H.L. O.R. R.0. S.F. Job 43.9% 53.1% 38.4% 44.8% 44.0% Child Care 11.4% 13.0% 12.3% 11.0% 16.0% Family 22.9% 27.2% 20.7% 25.6% 28.0% Respons Trans 15.5% 10.5% 15.9% 14.0% 16.0% Cost 57.6% 49.4% 55.8% 55.2% 42.0% ,Motivation 39.5% 31.5% 42.0% 37.2% 48.0% Other 8.9% 11.1% 12.7% 6.4% 16.0% Survey Question 23. Please indicate any formal education you have completed since high school. (Check all that apply) In trying to determine what programs would be most beneficial to the population served by Oakland Community College, the respondents were asked to identify their educational experiences beyond high school (See Table 45.) The respondents indicated that 608 respondents (65%) of them have had some education beyond high school. To further distinguish post-high-school education, the respondents ‘were asked to identify' the highest type of educational experience they had received. Continuing education classes as listed as education beyond the High School degree ‘was indicated. by 183 :respondents (19.6%). Completion of an Associate Degree, ranked the highest (45%) in level of education achieved. There were 63 (6.8%) respondents who indicat No additior ‘ 1 100.0 Unknown /No Continuing 100. 0 Unknown mo W 100. 0 Unknown/NC W 100. o 100 . o UWWW/N. 73 who indicated they had a Bachelors degree or beyond. Table 45. Formal Education Since High School No additional classes Yes 328 No 608 100.0 Unknown/No Response 40 Total 976 Conrinuing education classes Yes 183 No 753 100.0 Unknown/No Response 40 Total 976 Some colleg . no degree Yes 78 No 858 100.0 Unknown/No Response 40 Total 976 Completed Associate degree Yes 421 No 515 100.0 Unknown/No Response 40 Total 976 Completed Bacheloreideqree Yes 54 No 882 100.0 Unknown/No Response 40 Total 976 Completed Rasters degree Yes 9 No 927 100.0 Unknown/No Response 40 Total 976 35.0 65.0 nissing 100.0 19.6 80.4 missing 100.0 8.3 91.7 aim 100.0 45.0 55.0 nissing 100.0 5.8 94.2 nissing 100.0 1.0 99.0 missing 100.0 When a are some c respondents campuses, e graduating 43.3% of t' class work indicated highest 1 Completior respondent While 39. comPletior southfielc ComPIEtiox education F0I'ma 1 \ 74 When analyzing the data by campus (See Table 46.) there are some definite differences. There were 79.6% of the respondents at ‘the Southfield campus, highest among all campuses, who indicated that they had college experience since graduating from high school. At the Highland Lakes campus 43.3% of the respondents indicated that they had not had any class work beyond high school. At the Royal Oak campus 22.5% indicated course work in the area of continuing education the highest level of education since leaving high school. Completion of Associate Degree was claimed by 51.0%, of the respondents, highest in the college, at the Southfield campus while 39.3% of the Royal Oak respondents rated lowest in completion among all respondents college wide. At the Southfield Campus 18.4% of the respondents indicated completion of a bachelors degree as the highest level of education completed since high school. Table 46. Formal Education Completed Beyond High School by Campus Type of education A.H. H.L. O.R. R.0. S.Fl NO Additional 33.9% 43.3% 33.3% 35.8% 20.4% Continuing Educ. 19.6% 18.9% 18.3% 22.5% 18.4% Complete Assoc. 49.1% 40.9% 45.9% 39.3% 51.0% Some college 8.9% 7.9% 7.5% 9.2% 8.2% no degree Complete Bachelor 1.8% 2.4% 8.2% 7.5% 18.4% Complete Master .4% 1.4% 1.7% 2.0% _. -—_—-———-- Survey Que There were Table 47. concerning Transfer i 43.0% of highest p populatior other sex importancc assistanc. \ W 100 . 0 Unknown n; W UnknOWn/ N % Unkno"ml n 75 Survey Question 24. Do you need any of the following services? There were 400 respondents, or 56.7% of total population (See Table 47.) which indicated that information and services concerning Financial Aid were very important to them. Transfer information was the next highest service requested by 43.0% of the respondents. Study skills received the third highest priority of services requested with 30.4% of the population responding to this question, Child Care 11.6%, and other services, 4.7%. Neither appeared to be of strong importance in the services the respondents perceived to be of assistance. Table 47. Services Requested by Respondents Yes 400 56.7 NO 305 43.3 100.0 Unknown/No Response 271 missing Total 976 100.0 Qnild care Yes 82 11.6 NO 623 88.4 100.0 Unknown/No Response 271 missing Total 976 100.0 Transfer infermation Yes 303 43.0 NO ‘ 402 57.0 100.0 Unknown/No Response 271 nissing Total 976 100.0 t ski 5 Yes 214 30.4 No 491 69.6 100.0 Unknown/No Response 271 missing Total 976 100.0 Otner services Yes 33 4.7 No 672 95.3 100.0 Unknown/No Response 271 nipping Total 976 100.0 Responses respondent: (See Table followed informatio financial .- 69% of th: 17.9% of t] The Southf interest respondent 76 Responses to the survey question about what services the respondents felt were important was reviewed campus by campus (See Table 48.) Interest with financial aid was rated first followed by requests for services regarding transfer information and study skills. The Southfield campus rated financial aid the most importance service, being requested by 69% of the campus respondents. On the Southfield campus, 17.9% of the respondents rated child care service the highest. The Southfield response to child care was the highest rate of interest college-wide. At Orchard Ridge 9.2% of the respondents rated child care the least important service. Table 48. Services Requested by Respondents by Campus Auburn Hills Service veil. % no % Financial Aid 118 55.9 93 44.1 Child Care 30 14.2 181 85.8 Transfer Info. 91 43.1 120 56.9 Study Skills 67 31.8 144 68.2 Other 8 3.8 203 96.2 highland Lakes Financial Aid 72 i 61.5 45 38.5 Child Care 8 6.8 109 93.2 Transfer Info. 42 35.9 75 64.1 Study Skills 30 25.6 87 74.4 Other 3 2.6 114 97.4 Qrchard Ridge Financial Aid 115 55.8 91 44.2 Child Care 19 9.2 187 90.8 Transfer Info. 98 47.6 108 52.4 Study Skills 58 28.2 148 71.8 Other 9 4.4 197 95.6 Bowel.— Financial A Child Care Transfer In Study Skill Other Southf ield Financial 1‘- Child Care Transfer Ir Study Skill Other Sumar c 77 "Table 48 (cont’d)" Royal Oak Financial Aid 68 51.5 64 48.5 Child Care 18 13.6 114 86.4 Transfer Info. 58 43.9 74 56.1 Study Skills 47 35.6 85 64.4 Other 10 7.6 122 92.4 gouthfield Financial Aid 27 69.2 12 30.8 Child Care 7 17.9 32 82.1 Transfer Info. 14 35.9 25 64.1 Study Skills 12 30.8 36 69.2 Other 3 7.7 36 92.3 gummgry of data for Research Question I College Wide Taking into consideration the review of the literature dealing with the demographics of students at Oakland Community College and the. data provided by the respondents to the survey, a strong picture is given of the respondents/students demographics. A great majority of the respondent population is female. Of the 976 respondents 585 or 61.4% were female. Male respondent population was 367 or 38.6%. The majority'of respondents (61.5%) were single, and over 69% without dependents. Of those with dependents, 13.1% had one and 11.2% had two. The average age of the respondents to the survey was 27.76 years. The average age of the female respondents was 28.56 years. The male respondents average age was 26.49. On a indicated obtaining a credits whi 25.7% and p Employ were emple indicated t college-wic The mean h Female res; week. Over Part of t! emplonr. The p apparent. residEUts Respc part"time the Spring Bean numbe Credits t; 0n indicated 78 On a college-wide basis, 60.1% of the respondents indicated their reasons for attending OCC centered on obtaining an Associates Degree, with 47.2% wanting to take credits which would transfer. Personal enrichment interested 25.7% and professional advancement 19.8%. Employment status by respondents indicated that 78.2% were employed. Of those indicating employment, over 50% indicated they worked between 32 and 60 hours per week. On a college-wide basis the mean hours worked per week was 36.96. The mean hours worked by male respondents was 39.78 hours. Female respondents indicated a mean of 34.98 hours worked per week. Over 20% of the respondents, 194, indicated that some part of their educational expenses were paid for by their employer. The population served by Oakland Community College is apparent. Almost 90% of the respondents indicated they were residents of Oakland County. Respondents college-wide (71.8%) indicated they were part-time students. The mean number of credits taken during the Spring 1992 term was 5.34. Male respondents indicated a mean number of credits taken as 5.47. Female respondents mean credits taken was 5.25. On a college-wide basis 54.4% of the respondents indicated that cost.of going to school had the greatest impact on their enrolling at Oakland Community College. Job 79 Responsibilities, the next highest rated reason for enrolling, was indicated by 44.0%, followed by 38.9% of the respondents indicating personal motivation as_ the major reason for attending college. In terms of education beyond high school, the respondents were split, with 65% of the respondents indicated some education beyond high school. Of that group, 45% indicated they had completed an Associate Degree. Those respondents who indicated they had completed a bachelors degree or above represented 6.8% of the respondent population. The most important requested service for 56.7% of the respondents 'was Financial. Aid, Information on ‘transfer credits was rated the highest requested service by 43.0%. Study skills was ranked high in importance by 30.4% of the respondents. Campus Profile Auburn Hills Of the 269 respondents at the Auburn Hills campus 167 or (62.1%) were females. The total number of male respondents was 102, which represents 37.9% of the total population. Concerning marital status, 175 or (65.1%) of the respondents indicated they were single, and 66 (24.5%) indicating they were married. The number divorced was 28 (10.4%). On a college wide basis, the respondents from Auburn Hills were ranked as the second youngest population with a 80 mean age of 26.98. The male respondents mean age of 25.85 was the second youngest on a college-wide basis. The female respondents mean age of 27.66 was the youngest college-wide. According to 55.2% of the respondents the primary reason for attending college was to obtain an Associate Degree. 'This was followed by transfer credits which 55.1% of the respondents indicated was their primary reason for attending. Personal Enrichment was indicated by 30.2% of the respondents as their primary reason for attending. 214 or 79.6% of the respondents indicated they were employed. Of those respondents who indicated they were employed 57.3% indicated they worked 35 hours or more. 25.1% of the respondents indicated they worked 25 to 34 hours per week. For the campus as a whole the mean number of hours worked was 34.34. The male respondents mean hours worked was 36.35 which was the second lowest mean for males in the college. The female mean hours worked was 32.94. This, as with the males, was the second lowest mean college-wide. Concerning cost of education paid by employer, 23.5% of the respondents indicated some costs were covered by their employer. The Auburn Hills respondents represented the highest percentage of in county residents. 258 or 95.9% indicated Oakland County as their residence. In terms of credits taken by campus over all the 81 respondents from Auburn Hills had a mean of 5.53. This was the highest mean college wide. The males mean of 5.44 was the second lowest college wide. The females mean credits was 5.59 which was the highest in the college. Having the greatest impact upon their attending Oakland Community College was cost followed by job responsibilities. Of the Auburn Hills respondents 57.6% choose cost as having the largest impact upon enrolling. This was the highest percentage of any of the campuses indicating cost as the main factor. Job responsibilities was chosen by 43.9% of the respondents as having the greatest impact. Motivation was picked by 39.5% of the Auburn Hills respondents as having the greatest impact. When reviewing educational background beyond high school 49.1% of the Auburn Hills respondents indicating they had completed an Associate Degree. Having had not additional classes beyond high school was indicated by 33.9% of the respondents. The most important service requested by the Auburn Hills respondents was Financial Aid, transfer, and study skills. 118 or 55.9% of the respondents indicated Financial Aid was the most important. Transfer information was the next highest requested service by 91 respondents 43.1%. This was followed by 67 respondents, 31.8%, indicating they needed help with Study Skills. 82 Highland Lakes Of the respondents from the Highland Lakes Campus 96 or 58.9% of respondents indicate they were female. 67 or 41.1% of the respondents indicated they were male. The respondents, (75 or 46.0%), from Highland Lakes indicated their marital status as married. Of the total population, those respondents indicating they were single represented 74 or 45.4%. 14 or 17.5% of the Highland Lakes respondents indicated they were divorced. In total, the respondents from Highland Lakes had a mean age of 29.40 years. The male and female population both had a mean age of 29.4 years. Highland respondents 134 or 82.7% indicated the primary reason for enrolling at the college was to obtain an Associate Degree. This was followed by 57 respondents, 35.2% indicating their' main reason for attending’ was to obtain transfer credits. 44 respondents, 27.2% indicated job advancement was their main reason for attending. This was followed by 43 respondents, 26.5% who indicated personal enrichment was the main reason for attending classes. Respondents from the Highland Lakes Campus indicated that 139 85.3% were employed. The mean number of hours worked for the entire campus was 37.06. Male respondents indicated a mean number of hours employed to be 38.01 hours. Females mean hours employed was reported to be 36.43 hour. Highland Lakes respondents, 36.0%, indicated that some of their education was 83 paid for by their employer. When asked about their residency 92.0%, indicated that they lived within the boundaries of Oakland County. Highland Lakes respondents indicated a mean of 5.1420 credits taken during the Spring 1992 term. The male respondents indicated a mean of 5.5075 credits, while the female respondents indicated a mean of 4.8842 credits taken. The respondents indicated the greatest reason for enrolling at Oakland Community- College was job responsibilities followed by cost of enrolling, and personal motivation. Job responsibility was rated as having the greatest impact by 53.1% of the respondents. This was followed by 49.4% indicating cost had the highest impact on their decision to attend Oakland Community College. Personal motivation was rated by 31.5% of the respondents as having the greatest impact for attending. In terms of education past the high school level the Highland Lakes respondents, 43.3%, rated no additional classes work as their highest obtainment. This was followed by 40.9% of the respondents who indicated they had completed an Associate Degree. 18.9% of the respondents indicated their only educational involvement past high school had been in continuing education. Services requested most frequently by the Highland Lakes respondentswwas Financial Aid, transfer information, and.study skills. The most requested service, (61.5%), was information 84 on Financial Aid. The next most requested service was Transfer Information which 35.9% of the respondents requested. Study Skills was indicated by 25.6% of the respondents as a service they were interested in. Orchard Ridge Of the 286 respondents from Orchard Ridge, 61.5% were female, while 110 or 38.5% of the respondents were male. 196 respondents, (68.8%), from Orchard Ridge indicated their marital status as single. Being married was indicated by 25.3% of the respondents while 6.0% indicated their martial status as divorced. The respondents from Orchard Ridge had the youngest mean average age of 26.6 years in the college. The mean average for the male respondents was 24.47 years. The Orchard Ridge male mean was the youngest in the college. The mean average for the female respondents was 28.01 years. College wide, the Orchard Ridge females had the second youngest mean average. Primary reason for enrolling, sighted by 164 Orchard Ridge respondents, 57.5%, was transfer credits. This was followed by 148 respondents, (51.9%), indicating that obtaining an Associate Degree was the most important reason for attending. Personal enrichment, (20.7%), followed closely by advancement, (20.0%), were the next highest ranked reason for attending Oakland Community College. 85 When answering the question concerning employment status, 209 of the Orchard Ridge respondents, (73.1%), indicated they were employed. Of those indicating they were employed, the campus mean for hours worked per week was 32.77 hours. Male respondents indicated a mean of 32.80 hours worked per week. The female respondents mean hours worked per week was 32.75. In relation to credits paid for by the employer, 22.5% of the respondents indicated that some of their expenses were paid for. At the Orchard Ridge campus 86.3% of the respondents indicated that they resided in Oakland County. When asked how many credits were being taken during the Spring 92 term, the Orchard Ridge respondents mean average was 5.220. The male respondents mean average was 5.537. The female respondents indicated their mean average was 5.023 credits. According to 55.8% of the respondents, the primary impact on their enrolling was cost. This was followed by personal motivation, which 42.0% indicated as the main reason for enrolling. Job responsibilities was indicated as a factor by 38.4% of the respondents. Regarding the question of "education obtained", the respondents from Orchard Ridge, rated having obtained an Associate Degree as the highest achieved education since high school (45.9%). This was followed by 33.3% of the respondents indicating that they had not had any additional education 86 since leaving high school. Most important services requested were Financial Aid, Transfer information, and study skills. 115, 55.8%, of the respondents indicated that obtaining Financial Aid services was most important, followed by 98, 47.6%, respondents viewing Transfer information as being of high importance. Study Skills was indicated by 58, (28.2%), of the respondents as being an important service. Royal Oak Of the 184 respondents from the Royal Oak campus 106, 57.6% were female. Male respondents numbered 78 or 42.4% of the respondent population. Of the respondents from Royal Oak 58.8% indicated their martial status as married. 30.1% indicated their status as single while 11.5% indicated they were divorced. The respondents from the Royal Oak campus had a mean average age of 29.17. The male respondents indicated a mean average age of 26.67. The female respondents average mean age was 30.33. Primary reason for enrolling for the Royal Oak respondents, 64.1%, was obtaining an Associate Degree. Transfer information was second highest, ranked by 43.5% of the respondents. Personal Enrichment was ranked the third highest reason for enrolling by 26.6% of the respondents. Concerning employment, 80.9% of the respondents indicated they were employed. Of those respondents indicating they were 87 employed, the mean hours worked per week was 36.70 hours. The male respondents mean hours worked per week was 38.81. The female respondents had a mean of 35.02 hours worked per week. Of the total respondents who indicated they were employed 28.8% indicated that some of their cost of going to school was paid for by their employer. The respondents from the Royal Oak campus todk a mean average of 5.42 credits during the Spring 92 term. The male respondents mean average of credits taken was 5.48. The female respondents mean was 5.37 credits taken. Cost as having the highest effect upon enrolling was listed. by 55.2% of the IRoyal Oak. respondents. This ‘was followed by 44.8% of the respondents indicating that job responsibilities played an important role in their enrolling. Motivation was ranked third by 37.2% of the respondents. In reference to the highest level of formal education obtained beyond high school, 39.3% of the respondents indicated they had obtained an Associates degree. This was followed by 35.8% of the respondents indicating that they had no additional formal education beyond.high.school, Continuing education was listed by 22.5% of the respondents as the highest level of education they had obtained beyond high school. The most requested services by the respondents were Financial Aid, transfer information, and study skills“ Of the services requested, 51.5% ranked financial aid first, followed 88 by transfer information, 43.9%, and study skills, 35.6%. Southfield Of the 50 respondents to the survey from the Southfield Campus 80% indicated they were female. Male respondents numbered 10, 20.0% of the respondent population. Of those responding to martial status 65.3% of the respondents indicated they were single, 34.7% married. The mean age of the respondents from the Southfield campus was 27.81 years. The female respondents mean age was 28.22 years. The male respondents mean age was 26.00 years. Associate degree and transfer credits were equally rated by 44.0% of the respondents as the primary reason for enrolling at Oakland Community College. Personal Enrichment was selected by 12 respondents, (24.0%) as the primary reason for enrolling. This was closely followed by advancement, which was chosen by 11 respondents, (22.0%), as a primary reason. Regarding employment status, 68.0% of the Southfield respondents indicated they were employed. Of the total Southfield population indicating they were employed, the mean hours worked per week was 36.58 hours. The male respondents indicated a mean of 39.62 hours per week. Female respondents reported a mean of 35.65 hours worked per week. Of those respondents indicating they were employed, 17.6% responded that part of their education was paid for by their employer. 89 From the Southfield Campus 26.0% of the respondents from the indicated out-of-district residency, the highest percentage of any of the Oakland Community College campuses. In terms of credits taken during the Spring 92, term the mean for the Southfield respondents was 5.32 credits. The female respondents indicated.a:mean of 5.46 credits. ‘The male respondents reported a mean of 4.80 credits during the Spring 92 term. Motivation, job, and cost were rated as having the highest effect upon respondents enrolling at the college. Ranked first by 48.0% of the respondents was "motivation". "Job" received the second highest ranking by respondents, (44.0%) and "cost" was ranked third by 42.0% as having the greatest effect upon enrolling. When asked to indicate highest level of form education obtained beyond high school 51.0%, of the Southfield respondents indicated that they had obtained.an.Associate.degree. Southfield.respondents, 20.4%, rated the highest in obtaining a bachelors or a masters degree on a college wide basis. Respondents from the Southfield respondents 69.2% rated Financial Aid as the highest needed service. This was followed by 35.9% of the respondents who felt they needed Transfer Information. Study Skills was indicated by 30.8% of the respondents as being of high importance as a vital service. Research Question II Ideally, what perceptions do students have of scheduling/programming preferences of 90 classes and programs offered by Oakland Community College? The initial part of the survey requiring respondent comments deals with student preferences as it relates to a number of factors which could influence scheduling and programming practices by Oakland Community College on each of its five campuses. The respondents were asked to rank order the days of the week which are best for them to take classes. Respondents were again to rank order the times of the day which were best for them to attend classes. Finally, respondents were asked to choose their preference of scheduling format. Respondents were asked about their willingness to take classes on the weekend if they could obtain their educational goals. If respondents positively responded to a willingness to take classes on the weekends they were then asked to answer specific questions concerning weekend scheduling and programming. First, respondents were asked: If they were willing to attend on weekends, what impact would that have on their taking classes during the week? This was followed by questions regarding respondents specific interest in weekend programming. Data was collected regarding the best time of day for classes to be held on Saturday and Sunday. Respondents were asked to identify the types of classes and programs which are currently offered by the college that they would like to see offered on the weekend. Finally, the 91 respondents were asked to identify programs and degrees they would like to see Oakland Community College host besides the two year associate degree or certificate programs as part of the weekend scheduling format. Survey Question 1. Rank order the days of the week that are best suited for you to attend classes at OCC. Place a 1 next to the day that is best for you a 2 next to the next best day and so on, with 7 being the least desirable day. In reviewing the rankings by the respondents (See Table 49.) Monday (48.1%) and Tuesday (37.0%) were the two days best perceived to take classes on. After Tuesday, being ranked as the second most popular day to take classes, there was a significant drop—off to Wednesday (11.4%) through to Sunday (.9%) as the most popular day to take classes. On a college- wide basis Saturday (4.9%) was perceived to be a better day to take classes then Friday (2.1%). Table 49. Best Day of Week to Attend Classes Best day to attend classes Day first second third fourth fifth sixth seventh Mon. 48.1 7.1 14.4 20.6 5.9 1.9 2.0 Tues. 37.0 35.6 17.3 5.4 3.1 .9 .6 Wed. 11.4 29.8 39.6 12.7 3.7 2.4 .4 Thur. 7.6 20.4 18.2 45.6 4.4 2.9 .9 Fri. 2.1 2.8 2.8 6.2 67.1 10.6 8.4 Sat. 4.9 2.8 2.1 2.8 7.3 71.3 8.7 Sun. .9 2.5 1.3 1.4 4.6 4.7 84.6 92 When reviewing the respondents perceived best day to take classes by campus (See Table 50.) a similar trend of Monday and Tuesday being the most popular days is indicated. The respondents from the Southfield campus, 64.6% and the Auburn Hills campus, 52.9% indicated the strongest preference of Monday as the best day to take classes. When considering Tuesday as the best day to take classes, respondents from the Southfield Campus, 27.1% displayed the least interest. Royal Oak respondents, 9.5% showed the greatest preference for Thursday among all respondents as the best day to take classes. The Southfield Campus respondents displayed the greatest interest among all campus respondents in Friday (9.1%) and Saturday (7.0%) as the best days to take classes. Auburn Hills respondents, 2.9% displayed the least interest in Saturday being the best day to take classes. Table 50. Best Day of Week to Attend Classes by Campus Day of Week A.H. H.L. O.R. R.0. S.F. Monday 52.9% 43.0% 45.4% 45.3% 64.6% Tuesday 36.2% 35.8% 39.1% 38.9% 27.1% Wednesday 10.1% 12.2% 10.6% 14.0% 10.6% Thursday 6.8% 8.5% 6.7% 9.5% 6.4% Friday 1.1% 3.1% 1.1% 2.8% 9.1% Saturday 2.9% 5.6% 5.8% 5.6% 7.0% Sunday .1% .2% .2% .3% 93 Survey Question 2. Rank order the time of day that is best for you to attend classes at OCC. Place a 1 next to the time that is best for you a 2 next to the next best time and so on, with 6 being the least desirable time. In reviewing the data (See Table 51.) it seems the college is serving two distinctly different populations. The majority of the respondent population, 47.1% favors evening programming while 44.0% favor morning as the best time to attend classes. The data also reveals a clear interest for evening classes, by 21.3% of the respondents, to begin at 5:00pm, where traditionally classes for the evening have begun at 6:00 pm (which was favored by 25.8% of the respondents). Respondents, 30.7% favored late morning over the early'morning time frame 13.3%. Table 51. Best Time of Day to Attend Classes Best Time to attend class ime first second third fourth fifth sixth Early Morning 13.3 8.3 16.6 7.3 7.7 46.7 (7am-9am) Late Morning 30.7 16.4 5.4 11.1 30.7 5.7 (9am-noon) Early Aft. 10.6 22.1 15.8 30.0 12.8 8.8 (noon—2pm) Late Aft. 5.0 7.4 39.5 24.5 11.1 12.5 (2pm-5pm) Early Evening 21.3 27.1 12.3 13.7 21.1 4.6 (5pm-7pm) Late Evening 25.8 20.9 7.3 8.5 10.9 26.2 (7pm-9pm) The results of breaking down the best time of day to take classes by campus (See Table 52.) reveals differences among 94 the respondents. The differences could impact campus scheduling practices. From the Auburn Hills campus 16.5% of the respondents felt that early morning was the best time to schedule classes. Late morning was clearly favored by 40.4% of the respondents from the Orchard Ridge campus and least favored by 12.8% of the respondents from the Southfield campus. Highland Lakes respondents, 6.3% lead all respondents in indicating that early afternoon was the least favorable time to schedule classes. Late afternoon, as a favorite time to schedule classes, was universally disliked by the respondents. Early evening was clearly favored by 40.0% of the respondents from the Southfield campus as the best time to take classes. The Orchard Ridge respondents, 17.0% felt the least favorable, with early evening being the best time for classes. Late evening was least favored as the best time to take classes by the Orchard Ridge respondents, 18.1% and the Auburn Hills respondents, 22.1%. Table 52. Best Time of Day to Attend Classes by Campus Timeyof dav A.H. H.L. O.R. R.0. S.F. Early Morning 16.5% 11.5% 12.2% 12.1% 12.2% Late Morning 31.9% 22.2% 40.4% 25.6% 12.8% Early Afternoon 10.0% 6.3% 14.3% 9.3% 12.8% Late Afternoon 4.4% 5.7% 5.0% 5.2% 5.1% Early Evening 18.8% 25.6% 17.0% 22.9% 40.0% Late Evening 22.1% 34.3% 18.1% 33.9% 32.6% 95 Survey Question 3. What is your preference for class scheduling? (Check only one) Respondents, 54.4% indicated (See Table 53.) that the block format was the most popular form of scheduling. Split class scheduling, meeting twice a week, was perceived as a very strong choice by 42.7% of the respondents. Table 53. Preference for Class Scheduling College-Wide Preference for class scheduling Type frequency percent cu er e block 529 54.4 meet 2 days a week 415 42.7 97.1 meet 3 days a week 28 2.9 100.0 Unknown/ 4 missing No Response Total 976 100.0 The data campus by campus (See Table 54.) shows that 50.4% of the Auburn Hills respondents and 51.0% of the Orchard Ridge respondents favored split class scheduling. The Highland Lakes respondents, 74.4% and 63.4% of the Royal Oak respondents were in favor of the block format of scheduling. From the Southfield Campus, respondents were evenly split between 49.0% favoring the block format and 47.1% the split format. Classes scheduled in a three-day-a-week format was of little interest to any of the respondents. 96 Table 54. Preference for Class Scheduling by Campus Qampus Block Split Schedulel Three times Auburn Hills 135 142 5 47.9% 50.4% 1.8% Highland Lakes 125 40 3 74.4% 23.8% 1.8% Orchard Ridge 128 147 13 44.4% 51.0% 4.5% Royal Oak 116 62 5 63.4% 33.9% 2.7% Southfield 25 24 2 49.0% 47.1% 3.9% When reviewing the preference for class schedule by gender (See Table 55.) 48.8%, over split schedule, 47.1%. the males narrowly favored block, There was very little interest displayed by the males, 4.1% in classes being scheduled three times a week. Females clearly displayed a preference for block.scheduling, 57.6%, over split scheduling, 40.1%. As with their male counterparts the females 2.2% displayed little interest in classes being scheduled three times a week. Table 55. Preference for Class Scheduling by Gender Class Schedule Male Female Block 178 336 48.4% 57.6% Split Schedule 172 234 47.1% 40.1% Three times per wk. 15 13 4.1% 2.2% 97 Survey Question 10. Currently, at what time of day/evening would you like to see OCC increase course offerings? The greatest interest by the respondents, 51.7% for increased offerings was for evening classes (See Table 56.). The respondents showed the greatest interest, 28.0% for class offerings to be increased in the late evening, 7-10 pm time frame. Of particular interest was the number of respondents, 164, (23.7%) requesting an increase in offerings during the early evening slot (5-7). - Interest by the respondents 18.9% was the highest for increasing offerings during the late morning, 10-noon, while the early' morning, 8-10am, ‘was favored. by 15.3% of the respondents. The respondents, 14.1% indicated that the least popular time of day to increase class offerings was during the afternoon hours. The early afternoon, noon—2pm, was preferred by 8.5% of the respondents over the late afternoon, 2-5pm, 5.6% of the respondents. Table 56. Respondents Request for Increased Offerings Reguest for increased offerings time of dav frequency lpercent cum percent Early morning (8-10am) 106 15.3 Late morning (lo-noon) 131 18.9 34.2 Early afternoon (noon-2) 59 8.5 42.7 Late afternoon (2-5) 39 5.6 48.3 Early evening (5-7) 164 23.7 72.0 Late evening (7-10) 194 28.0 100.0 Unknown/No Response 283 mlgglng Total 976 100.0 98 Comparing' the .respondents request for increased offerings, by campus (See Table 57.), to that college-wide reveals interesting variations. Auburn Hills respondents, 27.0% clearly rated late evening, 7-10pm, highest followed by late morning ,10—noon, (22.4%), and early evening, 5-7pm, (21.4%) as the times they would most like to see an increase in class offerings. Highland Lakes respondents, 32.5% clearly favored late, evening, 7-10pm, and early evening, 5-7pm, (29.1%) as their’ highest rated times to increase class offerings. Orchard Ridge respondents, 25.0% preferred late morning, 10-noon, as their favored time to increase offerings followed by early evening, 5-7pm, (19.3%), late evening, 7- 10pm, (18.9%), and early morning, 8-10am, (16.0%). Royal Oak respondents, 37.9% clearly favored late evening, 7-10pm, and early evening, 5-7pm, (25.0%) as their preferred times to increase class offerings. The Southfield campus respondents 38.9% preferred early evening, 5-7pm, and late evening, 7- 10pm, (36.1%) as the best times to increase class offerings. Table 57. Respondents Request for Increased Offerings by Campus Time of Dav freguencv percent Auburn Hills Late Evening (7-10pm) 53 27.0% Late Morning (10-noon) 44 22.4% Early Evening (5-7pm) 42 21.4% Early Morning (8-10am) 33 16.8% Early Afternoon (noon-2pm) 13 6.6% Late Afternoon (2-5pm) 11 5.1% 99 "Table 57 (cont’d)" Highland Lakes Late Evening 38 32.5% Early Evening 34 29.1% Early Morning 17 14.5% Late Morning 14 12.0% Late Afternoon 8 6.8% Early Afternoon 6 5.1% Orchard Rldge Late Morning 53 25.0% Early Evening 41 19.3% Late Evening 40 18.9% Early Morning 34 16.0% Early Afternoon 27 12.7% Late Afternoon 17 8.0% Royal Oak Late Evening 50 37.9% Early Evening 33 25.0% Late Morning 18 13.6% Early Morning 17 12.9% Early Afternoon 11 8.3% Late Afternoon 3 5.6% Southfield Early Evening 14 38.9% Late Evening 13 36.1% Early Morning 5 13.9% Late Morning 2 5.6% Survey Question 4. If you were able to obtain your educational goal by attending classes on the weekend (Saturday and Sunday) would you be willing to take classes on Saturday or Sunday? From the review of the literature, the population that would be interested in attending a Weekend College is different from the population attending a more normal Monday through Friday college setting. The number of responses ¢3c>llege-wide from respondents, 46.9%, in favor of attending 100 classes. of weekends (See Table 58.) indicates that within the normal Monday through Friday college there is significant interest in weekend programming at OCC. Table 58. Respondents College-Wide Will To Attend On The Weekend If They Could Obtain Their Educational Goals Willing to attend on Saturday and Sunday response frequency percent cum percept Yes 455 46.9 No 515 53.1 100.0 Unknown/No Response___§_ missing Total 976 100.0 A further break-down by campus (See Table 59.) would indicate that 64.7% of the respondents at the Southfield and 54.1% at the Royal Oak campus would favor attending classes on the weekend if they were able to obtain their educational goals. The opportunity to obtain educational goals by attending classes on the weekend was favored by 45.5% of the respondents at the Highland Lakes, 44.6% at Orchard Ridge and 42.1% at Auburn Hills (42.1%). Table 59. Respondents Willing To Attend Weekend Classes to Meet Their Educational Goals by Campus Willing A.H. H.L. O.R. R.0. S.F. Yes 118 76 129 99 33 42.1% 45.5% 44.6% 54.1% 64.7% NO 162 91 160 84 18 57.9% 54.5% 55.4% 45.9% 35.3% 101 In reviewing willingness to attend on the weekend by gender (See Table 60.) the female -respondents indicated a greater willingness to attend on weekends, 49.3%, as opposed to the male respondents, 42.7%. Table 60. Willing to Attend by Gender Willing Male Female Yes 156 287 42.7% 49.3% No 209 295 57.3% 50.7% Survey Question 5. If you took classes on Saturday or Sunday what effect would this have upon you taking classes during the week? From the responses it would appear (See Table 61.) that there might be a slight decrease by respondents, 198, (20.5%) in enrollment for the normal week-day classes as opposed to those respondents, 188, (19.5%) who indicated that there‘would be no effect on week day scheduling of classes. The "does not apply" category refers to those respondents who indicated that they were unwilling to attend classes on the weekends to obtain their educational goals. 102 Table 61. Effect on Weekday Enrollment by Respondents Enrolling in Weekend Format Sat./Sun. effect on weekday enrollment effect frequency perpentaqe cum percent Decrease 198 20.5 Increase 44 4.6 25.1 No effect 188 19.5 44.6 Other 20 2.1 46.6 Does not apply 515 53.4 100.0 Unknown/No Response__ll_ missing Total 976 100.0 The Auburn Hills and Orchard Ridge respondents were closely split on the impact of how weekend programming would effect weekday enrollment. Highland Lakes respondents strongly felt that weekend programming would decrease the chances of attending classes on the weekdayu At the Royal Oak and.Southfield.campuses, respondents strongly felt that taking classes on the weekend would not affect their taking classes during the week (See Table 62.). 103 Table 62. Saturday/Sunday Effect on Weekday Enrollment by Campus Effect A.H. H.L. O.R. R.0. S.F. Decrease 50 41 57 37 13 17.9% 24.6% 19.9% 20.3% 26.0% Increase 12 8 15 7 2 4.3% 4.8% 5.2% 3.8% 4.0% No effect 47 26 49 49 17 16.8% 15.6% 17.1% 26.9% 34.0% Other 8 1 6 5 0 2.9% .6% 2.1% 2.7% Survey Question 6. On Saturday what time of day would be best for you to take classes? Clearly, those respondents interested in week-end programming favor mornings as the best time to take classes on Saturdays (See Table 63.). Early morning (7-9am) was favored by 20.0% of the respondents followed by Late morning (9-noon) being favored by 16.8%. Again, the "does not apply" response indicates those respondents who were unwilling to obtain their educational goals on the weekends. Its not known at this time whether the respondents would have increased their perception of taking classes in the afternoon if they were aware of being able to take more then one class on Saturday. 104 Table 63. Best Time of Day for Classes on Saturday Best time of day for classes on Saturday Time frequency percent cum percepr Early Morning 185 20.0 (8-10) Late Morning 156 16.8 36.8 (lo-noon) Early Afternoon 35 ,3.8 40.6 (noon-2) Late Afternoon 17 1.8 42.4 (2'5) Early Evening 18 1.9 44.4 (5'7) Does not apply 515 55.6 100.0 Unknown/No Response 50 missing Total 976 100.0 The pattern college-wide of early morning and late morning being preferred by the respondents is apparent at the Auburn Hills and Orchard Ridge campuses. Notable exceptions to this trend came from the respondents at the Southfield campus and the Highland Lakes campus, where they clearly chose the early morning over the late morning as the best time to take Saturday classes. The Southfield 37.0% of the respondents favored early morning over the late morning. At the Highland. Lakes campus respondents favored the early morning 21.5% over the late morning as the best time to take Saturday classes. The Royal Oak respondents, 22.9%, went against the trend by favoring the late morning over early morning as the best time to attend class on Saturday (See Table 64.). 105 Table 64. Best Time of Day for Classes on Saturday by Campus Tlpe ofldav frequency percentage ub ' 5 Early Morning (8-10am) 48 17.8% Late Morning (lo-noon) 42 15.6% Early Afternoon (noon-2pm) 9 3.3% Late Afternoon (2-5pm) 2 .7% Early Evening (5—7pm) 7 2.6% ngpland Lakes Early Morning 34 21.5% Late Morning 24 15.2% Early Afternoon 3 1.9% Late Afternoon 3 1.9% Early Evening 3 1.9% Orchard Ridge Early Morning 50 18.1% Late Morning 42 15.2% Early Afternoon 12 4.3% Late Afternoon 7 2.5% Early Evening 6 2.2% Royal Oak Early Morning 36 20.6% Late Morning 40 22.9% Early Afternoon 8 4.6% Late Afternoon 5 2.9% Early Evening 2 1.1% Southfield Early Morning 17 37.0% Late Morning 8 17.4% Early Afternoon 3 6.5% 106 Survey Question 7. On Sunday, what time of day would be best for you to take classes? The respondents favored Sunday' mornings by’ a large margin. Respondents favored Early morning, 8-10am, (14.9%) over late morning, 10-noon, (12.9%) by the respondents (See Table 65.) Table 65. Best Time of Day for Classes on Sunday Best time of day to take classes on Sunday line frequency percent cum percent Early Morning (8-10am) 131 14.3 Late Morning (lo-noon) 118 12.9 27.3 Early Afternoon (noon-2) 63 6.9 34.2 Late Afternoon (2-5) 55 6.0 40.2 Early Evening (5-7) 31 3.4 43.6 Does not apply 515 52.8 100.0 Unknown/No Response __§;_ nissing Total 976 100.0 The breakdown by campus revealed, (See Table 66.) that the Royal Oak respondents were the only ones who did not follow the college-wide trend. They favored the late morning, 10-noon, (18.6%) over the early morning, 8-10am, (14.0%). 107 Table 66. Best Time of Day for Classes on Sunday by Campus Auburn Hills Time of Dav frequency percent Early Morning (8-10am) 34 12.6% Late Morning (lo-noon) 30 11.1% Early Afternoon (noon-2pm) 17 6.3% Late Afternoon (2-5pm) 17 6.3% Early Evening (5-7pm) 10 3.7 Highland Lakes Early Morning 27 17.4% Late Morning 19 12.3% Late Afternoon 8 5.2% Early Afternoon 7 4.5% Early Evening 3 1.9% Orcharg Ridge Early Morning 37 13.7% Late Morning 29 10.7% Early Afternoon 25 9.2% Late Afternoon 12 4.4% Early Evening 8 3.0% Royal Oak Late Morning 32 18.6% Early Morning 24 14.0% Late Afternoon 15 8.7% Early Afternoon 9 5.2% Early Evening 8 4.7% Southfield Early Morning 9 20.0% Late Morning 8 17.8% Early Afternoon 5 11.1% Late Afternoon 3 6.7% Early Evening 2 4.4% 108 SUMMARY RESEARCH QUESTION II College wide From the respondents rankings Mondays and Tuesdays were considered to be the best days to take classes. After Wednesday, there was a dramatic drop-off in the perception of which days of the week was best to take classes. The notable exception is that Saturday was viewed as a better day to take classes than Friday. College-wide late morning, 9 am—noon, was perceived by the respondents as the best time to take classes. When grouping mornings, afternoons, and evenings, evenings received the highest ranking followed by mornings and afternoons. The respondents college-wide showed a strong preference for early evening classes, 5pm-7pm. Block scheduling remained the most popular format for class scheduling. However, strong interest was shown in split scheduling. Little interest was displayed in a scheduling format having classes meeting three times a week. The most requested time slot for increased offerings was for the late evening, after 7:00pm followed by early evening, after 5:00pm, and late morning, after 10:00am. Almost half of the respondents indicated that they would be willing to attend classes on the weekend if they could meet their educational goals. The respondents were evenly divided when asked if they attended on the weekends, would it decrease their current practice of scheduling classes during the week, 109 or would it have no effect upon their scheduling practices. The best time to take Saturday and Sunday classes, for those respondents who indicated they were*willing to attend on the weekends, was early morning followed by late morning. Campus Profile Auburn Hills As with the trend college wide respondents at the Auburn Hills campus felt Monday and Tuesday, respectively, were the best days to take classes. Saturday proved to be more popular than Friday. The respondents perception was that late morning was the most popular time of day to take classes. When looking at grouping of times of day, the Auburn Hills respondents felt that morning hours, 7 am-noon, were favored over evening hours, 5-10 pm. In terms of scheduling format, the respondents from Auburn Hills favored the split schedule format. Less than 2% of the respondents were interested in taking a class three times a week. Respondents, when asked about their preference for increased offerings at the campus, preferred late evening, followed by late morning and early evening. Evening hours were preferred to morning hours by the respondents to increase offerings. Of the total respondents 42.0% indicated a willingness to attend on weekends if they could meet their educational goals. This was below the overall college-wide rate of 46.9%. 110 Of those willing to attend on weekends, 17.9% indicated that taking classes on weekends would decrease the number of classes they would take during the week while 16.8% of the respondents indicated that it would have no effect on taking classes during the week. The respondents favored morning hours both on Saturdays and Sundays as the best time to take classes. In both cases, early morning, 8-10 am, was favored over late morning, 10- noon. flighland Lakes Respondents from Highland Lakes felt that Mondays and Tuesdays were the best days to take classes. However, the range of preference in terms of percentages favoring the other days of the week tended to be fairly close. Saturday was favored over Friday as a better day to take classes. The respondents felt the best time to take classes was during the evening, with late evening preferred over early evening. When grouping preferences, evening hours were favored by 59.9% of the respondents while 33.7% favored morning hours. Block scheduling was favored by 74.4% of the Highland Lakes respondents. This represented the strongest preference by any campus for one form of scheduling over another. Respondents indicated that their preference for increased offerings would be during evening hours. They specifically indicated a preference for late evening over early evening. 111 Willingness to attend classes on the weekend was indicated by 45.5% of the Highland Lakes respondents. The Highland Lakes respondents, 24.6%, felt that by attending classes on the weekend, they would decrease their enrollment in classes during the week. Highland Lakes respondents felt that morning hours were the best times to take classes both on Saturday and Sunday. In both cases early morning was favored over late morning. Orchard Ridge As with the college wide trend the Orchard Ridge respondents favored Monday and Tuesday as the best days to take classes. Respondents appeared to feel very strongly about attending classes on Saturday. The percentage of respondents, 1.7%, was very close to the percentage, 2.0%, favoring Thursday as a best day to take classes. Of the Orchard Ridge respondents, 40.4% favored late morning as the best time of day to take classes. Morning hours were favored over evening hours.by the respondents 52.6% to 35.1% respectively. Split scheduling was favored by 51.0% of the Orchard Ridge respondents over block. The Orchard Ridge preference for the split scheduling format was the highest in the college. ' Late morning received the highest percentage, 25.0%, of respondent request for increased class offerings. This was followed by 19.3% requesting early evening and 18.9% 112 requesting late evening. Respondents from Orchard Ridge showed the second lowest campus percentage, 44.6%, willingness to attend on the weekend if they could meet their educational goals. Orchard Ridge respondents who indicated a willingness to attend on the weekend stated that 19.9% thought they would decrease their enrollment in week day classes. 17.1% of the respondents indicated that taking classes on weekends would have no effect on their taking classes during the week. Early morning and late morning were preferred by Orchard Ridge respondents who were interested in attending Saturday and Sunday classes. Interestingly, the respondents from Orchard Ridge showed a strong interest in Sunday afternoons. Royal Oak As with the college trend, in general, the Royal Oak respondents favored Monday and Tuesday above any other day of the ‘week for scheduling classes. 'The respondents also indicated a preference of Saturday over Friday. Of the Royal Oak respondents, 56.8% were in favor of evening hours. Late evening 33.9% was preferred over early evening, (22.9%). Of the Royal Oak respondents 63.4% favored block scheduling over other formats. Respondents preferences for increased offerings were led by late evening, 37.9% followed by early evening, 25.0%, late morning 13.6%, and early morning,12.9%. 113 The Royal Oak respondents, 54.1% ranked second in highest percentage in inillingness to attend on weekends if they could meet their educational goals. Of those willing to attend, 26.9% indicated that attending on weekends would not affect their taking classes during the week, while 20.3% indicated they would decrease weekday enrollment. For best time to attend on Saturdays Royal Oak respondents favored late morning, (22.9%), over early morning 20.6%. For Sundays the respondents favored late morning, (18.6%), over early morning (14.0%). So rnrielg Southfield campus respondents.clearly'felt.Monday'was the best day to attend classes. From that point on, Tuesday through Saturday, was relatively evenly ranked in preference by respondents. The Southfield respondents favored early evening, (40.9%), over late evening, (32.6%), as the best time to take classes. Morning hours were indicated as those being most favored by 25.0% of the respondents. Southfield respondents were evenly split over preference for scheduling format. Block was favored by 49.0% of the respondents while 47.1% favored the split schedule format. Increase in evening offerings was favored by 75% of the Southfield respondents. Early evening was favored by 38.9% of the respondents while 36.1% favored late evening. The Southfield campus had the highest percentage of 114 respondents, 64.7% college-wide who indicated a willingness to attend on the weekends. Of the respondents indicating a willingness, 34.0% indicated that attending classes on the weekend would have:no effect.on weekday enrollment while 26.0% indicated that weekday enrollment would decrease. Southfield respondents, 37.0% indicated Saturday morning as a preference for the best time to take Saturday classes. On Sundays, early morning was favored by 20.0% while 17.8% favored late morning. 11.1% of the respondents favored early afternoon as the best time to attend classes on Sunday. Research Question III. Ideally, what educational programming would students on each of Oakland Community College’s campuses be interested in having the college host other than two year Associate Degree and Certificate Programs? Survey Question 8. Which of the following degree programs would you like to see offered on the weekend ( Saturday/ Sunday) ? (Check all that apply) From those respondents interested in obtaining their educational goals by attending a Weekend College, the majority indicated an interested in OCC offering degree programs at both the Associate and Bachelor level (See Table 67.). Of respondents preferring degree programs, Bachelor level was the highest.ranked, 305 respondents, (32.0%) followed.by.Associate degree programs with, 301 respondents (31.6%). Interest in Masters degree programs was ranked third by 158 respondents (16.0%). There appeared to be little interest by the respondents, 93 (9.7%), college wide in life-Long learning programs. Table 67. Requested Degree Programs for Weekends Associate Degree Program response freguencv percent cum percent Yes 301 31.6 No 138 14.5 46.0 Does not apply 515 54.0 100.0 Unknown/No Response 22 missing Total 976 100.0 Rachelor Degree Programs response freguencv percent cum percent Yes 305 32.0 No 134 14.0 46.0 Does not apply 515 54.0 100.0 Unknown/No Response 22 missing Total 976 100.0 Masters degree programs response freguencv percent cum percent Yes 153 16.0 No 286 30.0 46.0 Does not apply 515 54.0 100.0 Unknown/No Response 22 misslng Total 976 100.0 Life-Long Learning response freguencv percent cum percent Yes 93 9.7 No 346 36.3 46.0 Does not apply 515 54.0 100.0 Unknown/No Response 22 missing Total 976 100.0 When looking at the respondents requests for programs by _._.- —-..————- 116 campus (See Table 68.) Associate Degree programs were ranked first followed by Bachelors and Masters programs. Respondents from both the Orchard Ridge campus and the Southfield Campus regarded Bachelors programs as being of greater importance then Associate. The respondents from the Southfield campus ranked Masters degree programs higher by far than any of the respondents from the other campuses. Table 68. Preferred Programs on Weekends by Campus Qegree programs A.H. H.L. O.R. R.0. S.F. Associate Yes 83 53 79 67 19 30.2% 32.5% 27.7% 37.0% 38.0% No 30 19 46 30 13 10.9% 11.7% 16.1% 16.6% 26.0% Bachelors Yes 77 52 86 67 23 28.0% 31.9% 30.2% 37.0% 46.0% No 36 20 39 30 9 13.1% 12.3% 13.7% 16.6% 18.0% Masters Yes 41 27 45 28 12 14.9% 16.6% 15.8% 15.5% 24.0% No 72 45 80 69 20 26.2% 27.6% 28.1% 38.1% 40.0% Life-Long Learning Yes 24 17 23 21 8 8.7% 10.4% 8.1% 11.6% 16.0% No 89 55 102 76 24 32.4% 33.7% 35.8% 42.0% 48.0% Survey Question 9. Please list specific programs that you would like to see offered on the weekend (Saturday/Sunday). 117 This question appeared to cause the respondents difficulty in determining the difference between programs and classes. With assistance from a consultant the researcher categorized the results of the respondents in terms of programs/classes. The preference college-wide (See Table 69.) seemed strongest in the areas of classes in General Education, and Business, and programs in Allied Health and Business Administration. The second level of interest centered around classes in the Humanities, Liberal Arts, Specialized training, and Life/Physical Sciences. The last level of response centered on classes in‘Computer Science, Math, Technology, and Bachelors/Masters programs. Table 69. Requested Programs/Classes for Weekends College-Wide Requested Programs/Clasees for Weekends ProgramlClass freguencv percent cum percent Behavioral/Social Sci. 2 .3 Life/Physical Sci. 15 2.0 2.2 Humanities 17 2.2 4.5 Business 25 3.3 7.8 Math 11 1.5 9.2 Computer Science 12 1.6 10.8 General Education 30 4.0 14.8 Bachelors/Masters 12 1.2 16.4 Allied Health 34 3.5 20.8 Business Admin 24 3.2 24.0 Technology 11 1.5 25.5 Computers 10 1.3 26.8 Liberal Arts 17 2.2 29.0 Specialized Training 17 2.2 31.3 Education 6 .8 32.1 Does not apply 515 67.9 100.0 Unknown/No Response 218 missing Total 976 100.0% 118 The respondents preferences becomes much clearer when analyzed by campus (See Table 70.). Auburn Hills respondents were lead by interest in General Education classes and Allied Health programs. On a second level, classes in Specialized training, Technology, and life/Physical Sciences were preferred. At the Highland Lakes Campus programs in Allied Health and classes in Specialized training were the highest priority. The next level of respondent interest was centered around classes in Business, General Education, and Bachelor/Master programs. Orchard Ridge respondents highest preference was in the areas of classes in Business and Liberal Arts. Classes in General Education, and Math areas held the next highest level of respondent interest. At the Royal Oak campus classes in the Humanities clearly was the preference for the respondents. Business, Computer Science, and Business classes were the next most popular areas with respondents. The Southfield campus respondents preferred Allied Health programs. Their next level of interest centered around classes in the Life/Physical Science, and Humanities areas. 119 Table 70. Preferred Programs] Classee on Weekends Programlclass freguencv percent Auburn Hills General Education 10 4.5% Allied Health 9 4.1% Specialized Training 6 2.7% Technology 5 2.3% Life/Physical Science 5 2.3% Liberal Arts 4 1.8% Humanities 3 1.4% Business 3 1.4% Computer Science 3 1.4% Bachelor/Masters 3 1.4% Math 2 .9% Highland Lakes Allied Health 9 6.8% Specialized Training 7 5.3% Business 5 3.8% General Education 4 3.0% Bachelor/Masters 4 3.0% Education 3 2.3% Life/Physical Science 2 1.5% Technology 2 1.5% Orchard Ridge Business 10 4.4% Liberal Arts 9 4.0% General Education 8 3.5% Math 6 2.6% Allied Health 4 1.8% Life/Physical Science 3 1.3% Bachelor/Master 3 1.3% Computers 3 1.3% Specialized Training 3 1.3% Royal Oak Humanities 10 7.0% Business 7 4.9% Computer Science 7 4.9% Business Administration 7 4.9% Liberal Arts 4 2.8% Life/Physical Science 3 2.1% Allied Health 3 2.1% Math 2 1.4% Southfield Allied Health 9 26.0% Life/Physical Science 2 5.9% Humanities 2 5.9% Behavior/Soc. Science 1 2.9% General Education 1 2.9% Bachelor/Masters 1 2.9% 120 Summary Research Question III College Wide Respondents were asked to indicate the type of degree programs they would like to see offered at Oakland Community College on the weekends. Of those respondents answering the question, 32.0% requested Bachelor degree programs. Associate degree programs were requested by 31.6% of the respondents. 16.0% of the respondents requested Masters degree programs while 9.7% were interested in Life-Long Learning. Respondents preference for specific programs tended to be divided into three levels. The strongest interest was in general education, allied. health, business, and. business administration. The second level included the areas of humanities, liberal arts, specialized training, and life/physical sciences. The final level centered on computer science, math, and technology. Campus Profile Auburn Hills Auburn Hills respondents, (30.2%), indicated Associate degree programs as their' first interest.in degree programs to be offered on the weekends. Bachelors level programming was favored by 28.0% of the respondents followed by 14.9% indicating an interest in Masters degree programs. The major areas of interest of the Auburn Hills respondents, 4.5%, were programs/classes in general education 121 followed closely by Allied health 4.1%. The next level of interest of the respondents were in the areas of specialized training (2.7%), technology (2.3%), and life/physical science (2.3%). Righland Lakes Highland Lakes respondents 32.5% indicated a preference for associate degree programs on the weekends. Bachelors degree programs were favored by 31.9% of the respondents followed by 16.6% of the respondents indicating an interest in masters degree programs. Specific programming interest was centered around allied health where 6.8% of the respondents indicated an interest in weekend programming. Specialized training was favored by 5.3% of the respondents. Business-related courses and programs were preferred by 3.8% of the Highland Lakes respondents. General education.and bachelors/masters programs were preferred by 3.0% of the respondents. c d ' e Orchard Ridge respondents, 30.2% indicated the greatest preference for bachelors programs being offered on the weekends. This was followed by the 27.7% of the respondents who also indicated a desire for an Associate degree program to be offered on weekends. Programming preference was lead by respondents interest ix: business (4.4%). Liberal arts was the second highest 4.0% 122 rated classes followed by General education classes/programs 3.5% and math 2.6% of the respondents. Royal Oak Respondents were evenly divided in their interest for both associate degree and bachelor degree programs on the weekends. Both types of programs.‘were favored by 37.0% of the respondents. Programs of specific interest included humanities, favored by 7.0% of the respondents. Business was second highest rated by the Royal Oak respondents 4.9% along with computer science 4.9%, and business administration 4.9%. Southfield From the Southfield campus, 46.0% of the respondents expressed the highest interest, college-wide, in having bachelors programs being offered on the weekends. Associate programs being offered on the weekends were favored by 38.0% of the respondents followed by 24.0% of the Southfield respondents indicating an interest in Masters programs. Twenty six percent of the Southfield respondents were specifically interested in programs in allied health. Life- physical science and humanities were favored by 5.9% of the respondents. Further respondent interest was displayed in the following programs/classes behavioral/social science 2.9%, general education 2.9%, and bachelors/masters programs 2.9%. 123 Summary Open Comment Question The respondents were given an opportunity to express their personal feelings/comments in an open ended question. In reviewing the responses it became clear that the comments directly supported the data gathered from the questionnaire. CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS, REFLECTIONS AND IMPLICATIONS Summary The purpose of this research was fourfold: (1) to determine specific demographic factors with respect to the students currently attending Oakland Community College's five campuses. (2) to determine if Oakland Community College needs to change its scheduling practices to better meet the perceived needs of the current students it serves on each of its five campuses. Specifically, this would pertain to student perceptions of the need for Oakland Community College to initiate a Weekend College. (3) to determine if students currently enrolled at Oakland Community College’s five campuses think that the college should change its program offerings. This would include student perceptions of the Associate Degree programs and the need for Oakland Community College to host articulated baccalaureate and graduate degree programs sponsored by four year institutions. (4) to determine if there are relationships between the three previously mentioned factors. The research design of this study dealt with descriptive statistics“ For the purposes of this study, survey techniques were employed to collect the data which is the basis for the conclusions drawn in this study. Questionnaire construction was based on many of the suggestions given in the books by 124 125 Babbie (1990) and Scheaffer, Mendenhall, and Ott (1990). A pre-test by students and a review of the survey' instrument by faculty, counselors, and administrators enabled the researcher to make improvements in the construction and.refinement of the survey questionnaire. The data analysis provided information for each of the following research questions: 1. What, are the demographic characteristics of the current students attending each of the five campuses of Oakland Community College? 2. Ideally, what perceptions do students have of scheduling/programming preferences of classes and programs offered by Oakland Community College? 3. Ideally, what educational programming would students on each of Oakland Community College’s campuses be interested in having the college host in addition to two year associate degree and certificate programs? The ‘major findings as they relate to the research questions are discussed in the following pages. Major Findings College Wide The demographics of the respondents on a college-wide point to a student population which is currently taking advantage of the services provided by Oakland Community College. On a college-wide basis, the majority of the respondents (61.4%) to the survey were female, 61.5% single, 126 with a mean age of 27.76 years. The educational goal of the majority of the respondents (60.1%) was to obtain an Associate Degree on a part-time basis. This was evidenced by the fact that 78.2% of the respondents were employed and taking fewer then six credits Oakland Community College requires for a full time student during the spring term. Twenty percent of the respondents surveyed had part of their educational costs paid for by their employers. Ninety percent of the respondents indicated they resided within Oakland County. When asked their reasons for enrolling at Oakland Community College 54.4% cited cost a factor and 44.0% indicating job responsibilities. Regarding' educational achievement, 65.0% of the respondents indicated they had course work beyond the high school level, while 45.0% had obtained at least an Associate Degree. The most requested services by the respondents were Financial Aid (56.7%), Transfer information (43.0%), and.Study Skills (30.4%). The majority of the respondents preferred evenings as the best time to take classes. A strong preference was shown for early evening classes beginning at 5:00 pm. Block scheduling remained. the 'most. popular form. of scheduling, although interest in split scheduling was substantial. Nearly half of the respondents (46,9%) indicated they ——.____—_ 127 would be willing to take classes on weekends if they could meet their educational goals. Of those indicating a willingness to attend on weekends, 287 (49.3%) were female while 156 (42.7%) of the males. Early morning was considered the best time to schedule both Saturday and Sunday classes. Of the respondents willing to take*weekend classes, 32.0% also indicated an interest in Bachelor degree programs, while 31.6% requested Associate degree programs. In terms of preferred programs, most respondents favored general education, allied health, business, and business administration. Bachelor degree programs offered on the weekends were requested by 32.0% of the respondents college-wide, associate degree programs by 31.6%. Only 16.0% requested Masters degree programs and only 9.7% showed interest in Life-Long Learning. On a college-wide basis, respondents seemed to prefer programs in general education, allied health, business and business administration. Major Findings By Campus Auburn Hills Of the 269 respondents at the Auburn Hills Campus (62.1%) were female and (65.1%) indicated their marital status as single. On a college-wide basis the respondents from Auburn Hills ranked as the second youngest with a mean age of 26.98. Obtaining an Associate degree was given as the primary reason for attending OCC by 55.2% of the respondents. For 55.1%, the highest priority was obtaining transfer credits. 128 Of the 79.6% employed respondents, 57.3% worked 35 hours or more. The number of mean hours worked by Auburn Hills respondents was the second lowest college-wide. Also on a college-wide basis the Auburn Hills respondents’ ranked first in mean number of credits taken 5.5356. Female respondents at the Auburn Hills campus ranked the highest college-wide with a mean credit number of 5.59. Employers paid part of the cost of attending Oakland Community College for 23.5% of the employed respondents. Cost was the greatest factor for 57.6% of the Auburn Hills respondents in their decision to enroll at Oakland Community College. This was the highest percentage of any of the campuses reporting cost as the main factor for enrolling. In response to the question concerning formal education beyond high school, the Auburn Hills respondents ranked lowest (1.80%) among those completing a bachelors program. Consistent with the college-wide perception of "most important services", the Auburn Hills respondents ranked Financial Aid first, transfer information second, and study skills assistance third. Mondays and Tuesdays were considered by the Auburn Hills respondents to be the best days to take classes, and late morning as the best time of day. Most respondents favored 7:00 am to Noon for grouping morning hour classes. A majority of respondents also expressed a desire to see an increase in late evening offerings and favored split scheduling above all —-—-—~_—-——— 129 other scheduling formats. If they could meet their educational goals while doing so, 42.0% of the respondents were willing to attend on weekends. This represented the smallest percentage college- wide who were interested in attending on the weekend. Of those willing to attend on weekends (17.9%) indicated that taking classes on weekends would decrease the number of classes they would take during the week. As did respondents college-wide, the Auburn Hills respondents favored morning hours on both Saturdays and Sundays. Auburn Hills respondents' 30.2% indicated their preference for weekend programs centered around Associate Degree programs. Bachelors level programming interested 28.0% of the respondents. ‘The major areas of interest were programs and classes in general education and allied health. Highland Lakes The Highland Lakes respondents had the college’s highest percentage (46.0%) of married students as well as the highest percentage (17.5%) college-wide of divorced students. Overall, the Highland Lakes respondents average age, 29.4, ranked the highest college-wide. Males ranked first and females ranked second in mean age college-wide. On a college- wide basis the Highland Lakes respondents 92.0% were first in declaring their residency to be in- district. On a college-wide basis, Highland Lakes had the highest percentage (82.7%) of respondents *who lgave obtaining' an 130 Associate Degree as the primary reason for attending Oakland Community College and the highest percentage (85.3%) who were employed. Highland Lakes respondents_72.6% also ranked first with 37.06 mean hours worked, but ranked last on a college- wide basis in average number of credit hours taken (5.1420). Highest college-wide also was Highland Lakes with 36.0% of its respondents having part of their costs for attending Oakland Community College paid for by their employers. Along with being ranked first in costs paid for by employers, 53.1% of the Highland.Lakes respondents were rated the highest.college- wide among those who felt their job had the greatest effect upon their enrolling at the college. At Highland Lakes also, 43.3% of the respondents indicated they had no additional formal education beyond high school. This was the highest percentage college-wide. Respondents, as those college-wide, favored Monday and Tuesday as the best days to take classes. However, the range of preference in terms of percentages favoring the other days of the week tended to be fairly close. Late evening hours were preferred as the best time of day to take classes. When grouping preferences, evening hours were favored by 59.9% of the respondents. Highland Lakes respondents (74.4%) favored block scheduling, the highest percentage college-wide. This represented the strongest preference for one form of scheduling over another college- wide. ———_. .—__.—._.. 131 Of the Highland Lakes respondents, 45.5% indicated a willingness to attend classes on the weekend. Of those indicating a willingness to attend, morning hours were preferred on both Saturdays and Sundays as the best time to take classes. Highland Lakes respondents (32.5%) indicated a preference for Associate Degree programs with 31.9% favoring Bachelor programs being offered on weekends. Specific interest in weekend programming centered around Allied Health offerings. Orchard Ridqe Of the 286 respondents from the Orchard Ridge Campus, 61.5% were female, 68.8% were single with a mean average age of 26.6 years. College-wide the Orchard Ridge respondents were the youngest. Orchard Ridge respondents had the highest percentage (57.5%) on a college-wide basis who gave their primary reason for enrolling at Oakland Community College as obtaining transfer credits. Along the same lines, the Orchard Ridge respondents (47.6%) were ranked first in citing obtaining transfer information as the most important requested service. Employed respondents represented 73.1% and worked a mean of 32.77 hours per week, the lowest on a college-wide basis. Orchard Ridge respondents enrolled for a mean of 5.22 credits. Personal motivation was listed by 42.0% of the respondents as the main reason for enrolling, followed by 38.4% indicating job responsibilities as a factor. Nearly 132 half (45.9%) of the Orchard Ridge respondents had obtained an Associate Degree. As college-wide Financial Aid was the service most requested by the respondents. Orchard Ridge respondents (51.0%) expressed the greatest interest in split scheduling format. Respondents from Orchard Ridge showed the second lowest percentage (44.6%) of willingness to attend on weekends. Of those who were willing to attend, early morning on both Saturday and Sunday was preferred. The respondents showed a strong interest in Sunday afternoons. Orchard Ridge respondents expressed the least interest college—wide for Associate Degree programs being offered on weekends, while (30.2%) indicated a preference for Bachelors programs being offered on weekends. Program and class preference was lead by business and liberal arts. Royal Oak From the Royal Oak campus 57.6% of the respondents indicated they were female and 58.5% singled The mean average age of the respondents was 29.17. Primary reason for enrolling for the Royal Oak respondents was to obtain an Associate Degree. The 80.9% of the respondents indicating they were employed had 38.81 as the mean hours worked per week. There were 28.8% of the employed respondents who said that part of their educational expenses were paid for by their employer. Cost (55.2%), and job responsibilities (44.8%) were the major responses listed by the respondents as their reason for 133 enrolling at Oakland Community College. An .Associate Degree was indicated by 39.3% of the respondents as the highest level of formal education obtained beyond high school and 35.8% had no formal education beyond high school. Reflecting the college-wide trend Financial aid and Transfer information were the two most requested services. On a college-wide basis, Royal Oak respondents (37.9%) ranked the highest in their desire to see expanded course offerings in the late evening. Southfield and Royal Oak respondents combined represented the highest interest in expanding early evening offerings. Royal Oak respondents had the second highest percentage college-wide (54.1%) indicating a willingness to attend on weekends. Of that number, 26.9% indicated that attending on weekends would not affect their taking classes during the week. Royal Oak respondents favored late mornings for both Saturday and Sunday as the best time to take classes on the weekend. Respondents were evenly divided in their interest for both Associate and Bachelor degree programs. Program/class interest was lead by humanities. Southfield Respondents from the Southfield Campus were 80% female, 65.3% of the total respondent population were single. The mean age of respondents was 27.81 years. Obtaining an Associate Degree and transfer credits were equally rated by 44% of the Southfield respondents. 134 Regarding employment status, 68% of the respondents indicated they were employed, the lowest percentage college- wide. The mean hours worked per week was 36.58 hours. At the Southfield campus 26.0% of the respondents indicated out-of—district residency. This represented the highest percentage of any of the five campuses. Unlike the other campuses, the Southfield respondents indicated motivation as having the highest impact upon their enrolling at the college. An associate Degree was indicated by 51% of the respondents as the highest level of formal education achieved beyond high school while 18.4% indicated they had obtained a Bachelor. The two percentages ranked the Southfield respondents highest college-wide. A sizeable majority 69.2% of the respondents indicated Financial Aid as the most needed service high percentage college-wide. On a college-wide basis, the Southfield respondents (72.6%) ranked first their preference for evening classes and their interest in expanded course offerings for evening. This was high- lighted by 40.0% of the respondents indicating a high interest in 5:00 as a starting time for evening classes. The Southfield respondents ranked morning time last as the favorite time to attend classes college-wide. Southfield respondents indicated an equal preference for block and split scheduling format. 57.6% of the females preferred block while 47.1% of the males favored split scheduling. 135 Southfield respondents had the highest percentage (64 .7%) college-wide in willingness to attend on weekends. Of those willing to attend, 34% indicated that attending classes on the weekend would have no effect on weekday enrollment. In keeping with the trend college-wide, the Southfield respondents favored morning time as the best time of day to take classes on Saturday and Sunday. On a college-wide basis, the Southfield respondents (46.0%) expressed the highest interest in Bachelors programs being offered on the weekend. Associate degree programs were favored by 38.0%, followed by Masters programs being preferred by 24.0%. .Another 26.0% of the respondents.displayed interest in allied health programs/classes being offered on weekends. Conclusions On a college-wide basis, the respondent population for the survey did not represent the traditional post high school age student looking to take credits towards transferring to a four year institution. The data indicates that the majority of the respondent population at the college are female, single, mid-to- late twenties, and employed either full time or close to full time. Respondents wereapart.time students, having had some formal education beyond high school, concerned about costs, convenience, and programs/classes which would directly assist them in pursuit of a career. The respondents indicated that they were interested in alternate formats of scheduling and expansion of offerings to include weekends 136 (Saturday and Sunday) and non-traditional starting times. Interest was expressed by the respondents in programming being offered at Oakland Community College at the Bachelors degree level. The respondents interest in Bachelors degree programming seemed to be directly linked to the current courses or Associate degree programs with which they were involved. Respondents from each campuses revealed differences in their responses to a number of the survey questions. Their responses indicated that, at each campus, the respondents had some specific perceived needs which they felt needed to be addressed. There were similarities between the responses from the various campuses concerning interest in specific degree programs that Oakland Community College offers and houses at only one campus. Due to a variety of factors, Oakland Community College established a plan of housing specific degree programs at specific campus sites which will probably be continued. Recommendations M It is apparent from the survey responses that Oakland Community College, through its multi-campus system, services a wide spectrum of students with needs specific to those students at each campus. Related to the demographic differences are the differences in perceived needs in terms of _‘__._ 137 scheduling formats, weekend programming (including educational opportunities beyond the current two ‘year programs) and required services currently offered by the college. Oakland Community College, as a multi-campus system, should make every effort to adapt to the general as well as specific needs of the students it currently serves and those it might serve. 1. Oakland Community College through its office of Institutional Planning and Analysis should develop an evaluation system which will give the college and each campus site continual information on the demographics and perceived needs of its current student population, so as to better meet the students educational goals. The college needs to be aware of and respond to the reasons students are attending Oakland Community College. Costs related to attending the college, job responsibilities, transportation, child care and other related reasons should be monitored both college wide and at each campus site. In view of the fact that 20% of the costs of attending the college were paid for by the respondents employers, the college should investigate the rational as to why employers are currently sending employees to Oakland Community College for training and develop plans to 138 meet those employers needs. Concurrent with this investigation should be an on going study relative to what is needed to increase the colleges participation in the wider employee training market and what requirements and outcomes employers will require from students leaving Oakland Community College. Oakland Community College needs to develop a greater awareness of the level of educational experiences students are bringing to the institution. To that end, there should be an on going investigation into the types of activities or programs that might be required to assist the students in the transition into the college environment. Over 50% of the respondents indicated the need for greater access to information concerning Financial Aid. The college needs to reevaluate its current financial aid operations to see if there are more efficient ways of providing its services and information to the students. Along with this the college needs to develop a system to better inform the students concerning transfer information. This could be done through a college wide transfer center with computer data base availiable on each site. With the progressive increase in ———_.._.-_.—__ 139 the average age of the student body, the college might benefit an enhancement of its offerings in programs to develop study skills to assist the students in meeting their educational goals. Site counseling and learning resource centers could provide, at convenient times, seminars for the students relating to developing college study skills. Greater flexibility in methods of scheduling would go a long way towards meeting the needs of a female dominated student population, aging, working, and part-time student body. A greater number of combinations of block and split, scheduling formats needs to be made available. It is important for the college to realize that the traditional high school graduate or those students returning from four year institutions to attend classes at Oakland Community College are a large and viable part of the entire student population. In response to that realization, efforts should then be undertaken to develop resources and services which are geared specifically to increasing the college's attraction for them as well as its ability to help them successfully meet their educational goals as efficiently and rapidly as possible. 8. 10. 11. 140 Based on a review of the literature and the survey results, there appears to be a definite demand for increased college-wide weekend programming. It is therefore recommended that OCC investigate the feasibility of expanding the weekend program into a full weekend college where associate degrees as well as bachelor degrees could be earned. To insure the success of the expanded weekend program, it is suggested that OCC also look into the possibility of establishing agreements with four-year institutions who would be willing to offer their programs during the weekend time frame. Arrange to offer program specific introductory courses to campus sites other then the host campus for the program. With general education courses being ‘taught. at. every campus, it seems appear prudent to enlarge the initial pool of program candidates by exposing the programs to a wider number of potential students at each campus, who normally would not have an opportunity to become involved in campus-specific programs. Conduct ongoing research both internally within the college and externally with the community to keep abreast of perceived student needs. This should include feedback from students related specifically to their academic and socio-economic 141 needs, as well as communication and interaction with the community at large to gain their reactions in regards to the role that the college should play within the general community. Recommendations by Campue Auburn Hills Campus 1. In establishing programming at the Auburn Hills campus, offerings for Associate Degree programs, transfer classes, and high technology vocational programs should be highlighted as areas of major interest. Scheduling practices should take into consideration the fact that Auburn Hills respondents work the fewest hours per week of all of the campus except Orchard Ridge, and enroll in the largest number of credits college wide. Respondents perceived morning class offerings from 7:00am to noon as the best time of day to take classes. Expansion of offerings during this time period should be examined. Develop schedules which specifically reflect perceived student needs for both the split and block format. Examination of preference for scheduling by degree and program should be considered whenever possible. When practicable, the campus should respond to the 142 request by respondents for increased offerings during the evening hours, especially beginning at 5:00pm, and late morning, after 10:00am. The respondents from Auburn Hills indicated the least interest in Weekend programming. However, the campus might find it profitable to determine if this lack of interest includes its vocational and high technology programs and their supportive courses. If weekend programming is initiated at Auburn Hills according to respondents interest programming should revolve around morning classes on both Saturday and Sunday. Respondents at this campus indicated a greater interest in programming being offered in the areas of’ General Education. and .Allied. Health on ‘the weekends. Should the campus decide to offer programming on the weekend, these two areas should be considered as starting points. Highland Lakes 1. Respondents here indicated that their primary interest in enrolling was to obtain an Associate Degree. There needs to be a continual evaluation as to the best method of providing degree programs to the students. Classes also need to be offered which will transfer to four year institutions and *‘V— 143 provide students with an opportunity for advancement though approved course work. In planning course and program schedules, the campus should take into account the fact that the current students rank highest in hours worked per week and lowest in terms of average credits taken per term. Block scheduling and weekend programming appear to better suit these students needs and should be expanded. As with the other sites, greater attention needs to be given to the availability of financial aid and transfer nformation to the students. Availability of study skill seminars needs to be increased also, especially with a older student population. Highland Lakes respondents indicated the highest level of employer support for taking classes and felt that job responsibility had the greatest influence upon enrolling. Measures should be devised to exploit possibilities in this area. An expansion of evening offerings needs to be evaluated for feasibility. The initiation of weekend programming should be seriously considered. If it is to be offered morning, Saturday and Sunday should be used as the initial start up times. Associate Degree programs should be offered at 144 Highland Lakes campus on the weekends. Degree programs should be offered in the Allied Health and supportive course area as well as classes in specialized training and business. Orchard Ridge 1. There needs to be a major focus on classes which are transferable to four year institutions. Promote associate degree programs and classes which offer students an opportunity for job advancement through college course work. Develop courses and programs which reflect a student population which has obtained an Associate Degree and is looking for course work or training beyond that level. Actively promote the availability of information concerning financial aid, transfer information, and study skills. Pursue the incorporation of scheduling formats which reflect the needs of the youngest students college wide who prefer late mornings as the best time of day to take classes. Attempt to expand evening offerings. Increase a split schedule format. Orchard Ridge respondents indicated the second lowest level of interest in weekend programming. If classes are to be offered, morning hours are 145 favored for both Saturday and Sunday. Classes in business, liberal arts, and general education should be the basis for weekend offerings. Roval Oak 1. Evaluate methods which would permit greater opportunities for the majority of the students to obtain an Associate Degree. Offer course which are transferable to four year institutions. Provide courses which offer opportunities for advancement and personal enrichment. Investigate opportunities for courses which employers indicate an interest. in paying' their employees costs. Evaluate the needs of students who indicate that formal education beyond high school as being very limited. Investigate providing better services in the areas of financial aid, transfer information, and study skills. Expand evening offerings, beginning at 5:00 pm. Continue to emphasize the block format in scheduling, although the campus needs to continue split scheduling and determine which part of the student population is best suited for the split format. Initiate weekend programming. Emphasize late 146 morning as a starting time on Saturday and Sunday. Offer both community college classes, humanities, business, computer science and degree programs, business administration as well as bachelor degree programs. Southfield Campus 1. Investigate methods to better serve and recruit the large number of foreign and out of district population. Balance offerings which will meet the needs of students who want to obtain an Associate degree and those choosing to transfer to a fOur year institution. Develop programming and services which reflect the high number of students who have completed associate, bachelor, and masters degrees. Highlight activities which will promote the sharing of information concerning financial aid. Expand evening offerings, beginning at 5:00pm. Balance block and split scheduling format. Initiate weekend programming. Consider offering both morning and afternoon hours on Saturday. Investigate offering both associate and bachelors degree programs. Degree programs should be related to Allied Health and supportive courses highlighted by life/physical science offerings. ——._~—.___ 147 BEELEQIIQEé The following suggestions are not directly tied to the research. However they do represent thoughts based upon experience and the belief that educational institutions can not be everything to everybody thus the need to involve both the internal and external environments to increase the students opportunities for a successful education. * Oakland Community College needs to develop an outreach to other educational institutions, such as K-12, adult and continuing education, senior institutions and civic organizations to assist those students enrolling at the college in easing the transition from their former educational experiences into the college environment. i * Oakland Community College needs to develop articulations with four year institutions which will guarantee junior status to OCC's graduates. In addition, innovative cooperative ventures need to be arranged to allow graduates of vocational programs opportunities to grow professionally into management positions. * The college needs to develop close working relationships with industry to promote a state of currency in technology for staff, students and.what industry perceives as requirements for graduates to be successful in the working world. —_—_—-— 148 Implications for Further Research Based upon the findings of this study the following recommendations are made for further research: 1. Survey/ interview specific program populations to more closely define their perceived needs. Interview/survey graduates after one year of employment to determine their perceptions of the value of their educational experience at the college, and what the college could do to support their continued educational needs. Interview] survey employers of graduates to learn how well prepared the employees were to enter the work force and what employers consider to be appropriate training for their employees in the future. Investigate trends in scheduling and programming at other urban based multi-campus institutions. Replicate this study during either a fall or winter term to determine if the findings of this study accurately reflect the needs of a much larger number of students. —-—‘——~_ APPENDICES APPENDIX A SAMPLES OF COVER LETTERS 149 COVER LETTER MEMORANDUM _ To: From: Stephen L. Goddard Associate Dean Southfield Campus Subject: Student Preference Survey Date: May 26, 1992 As an institution committed to meeting the diverse needs of our students it is necessary on occasion to assess the changing needs of the students. In doing so, your section has been randomly selected to participate in a brief student needs survey. Your cooperation in administering and returning this short questionnaire will provide OCC with a vast amount of information concerning specific needs of our students. The survey covers three main areas: 1. Scheduling preferences 2. Programming preferences 3. Demographics Responses within each of these areas will be analyzed to determine the current needs of OCC students. During the design and "pre-test" of this survey, it was found to take approximately 15 minutes to complete. Hence, the disruption to your class in administering this survey will not be overwhelming. The information students provide will be kept strictly confidential. All coding and analysis will be performed within the college. In order to ensure the reliability of information gathered in the survey, the survey should be given to your class during the period from May 26 to June 5, 1992. Your cooperation is deeply appreciated. The information obtained in this project will help OCC to anticipate and meet the needs of our students. If you should have any questions or are unwilling to»participate in this survey, please call.me at 552-2670. Thank you. Enclosure -—__ _——. ——-.‘_———_ 150 STUDENT NEEDS SURVEY CHECK LIST Administer survey to the class specified during the period of May 26 to June 5, 1992. Administer the survey at the beginning of the class. Ask students to read the cover letter and follow'all instructions indicated on the survey. Inform your students that if they have already completed this same survey in "another" class, please do not complete it again now. When students have completed the survey, collect them and place them in the pre-addressed inner- campus envelop. Place the envelop in the inner- campus mail as soon as possible. THANK YOU 151 POST CARD REMINDER WEEK THREE Date On May 22, 1992 a questionnaire seeking information on student perceptions was mailed to you through the OCC inter- campus mail. Your class was randomly selected from all of the sections OCC offered during the Spring 1992 term. If you have already completed and returned it to me, please accept my thanks. If you have not administered the survey to your class I would appreciate your doing so and returning the survey’s to me at your earliest convenience. Your section was randomly selected to participate in this study and so being it is vital that the participation of as ‘many as possible be included.solas to accurately represent our students perceived needs. If you have not received the questionnaire or have questions concerning the study please call me at my office 552-2670. Sincerely, Stephen L. Goddard Associate Dean Southfield Campus —-———— .n—_— 152 FOLLOW UP LETTER WEEK FOUR Addressee: Faculty Member Campus address Dear I am writing to you about the study of student preferences which I’m currently involved with at OCC. Your class was one of a few randomly selected to participate in the study and since I have not heard from you I am contacting you to urge you to respond. This project was initiated to determine what the college can do to better meet the needs of our current and future students. The results will also be used to complete the partial requirements for a doctoral degree. In order for the results of this study to be representative it is very important that each of the randomly selected classes participate and return their surveys. Your returned surveys are significant to the study and to the college. If your questionnaires have been misplaced, a replacement set is included. Your assistance is greatly appreciated. Sincerely, Stephen L. Goddard Associate Dean Southfield Campus ENCLOSURE —- .—__———_. ———-——.-——. APPENDIX B THE QUESTIONNAIRE 153 ILJLJLJLJLJLJLJLJLJI To: Spring 1992 Student From: Stephen L. Goddardhjf' Associate Dean Subject: Student Opinion Survey Date: May 26, 1992 I want to take this opportunity to thank you for taking the time from your busy schedule to help Oakland Community College in this very important study. Your class is one of several classes that were chosen from across the college to participate in this study. Your responses to the following questions will provide OCC with important information which will help- the college better respond to your educational needs as well as those of other students. The survey concerns questions pertaining to scheduling, programming and general background information. It should take you no more than 15 minutes to complete. when you have completed the survey, turn it in to the instructor so they can forward them to the appropriate college office. There is no identifying information on the survey so all responses will be anonymous. Once again, thank you for helping OCC in the study. /s 154 OAKLAND COMMUNITY COLLEGE STUDENT PREFERENCE SURVEY (Spring 1992) Rank order the days of the week that are best for you to attend classes at OCC. Place a 1 next to the day that is best for you a 2 next to the next best day and so on, with 7 being the least desirable day. a. Monday b. Tuesday c. Wednesday d. Thursday e. Friday f. Saturday 9. Sunday Rank order the time of day that is best for you to attend classes at OCC. Place a 1 next to the time that is best for you a 2 next to the next best time and so on, with 6 being the least desirable time. a. Early morning 7:00 a.m. - 9:00 a.m. b. Late morning 9:00 a.m. - Noon c. Early afternoon Noon - 2:00 p.m. d. Late afternoon 2:00 p.m. - 5:00 p.m. e. Early evening 5:00 p.m. - 7:00 p.m. f. Late evening 7:00 p.m. - 10:00 p.m. What is your'preference for class scheduling? (check.only one) a. Block (One day a week) b. Classes meet two days a week (1 1/2 hours per day) c. Classes meet three days a week (1 hour per day) If you were able to obtain your educational goal by attending classes on the weekend (Saturday and Sunday) would you be willing to take classes on Saturday or Sunday? ___Yes, go to question #5. ___No, skip to question #10. If you took classes on Saturday or Sunday what effect would this have upon you taking classes during the week? a. Decrease the number of classes taken during the week b. Increase the number of classes taken during the week c. No, effect upon classes taken during the week d. Other, PART 10. 11. 155 , ; On Saturday what time of day would be best for you to take classes? a. Early morning (8:00 a.m. - 10:00 a.m.) b. Late morning (10:00 a.m. - Noon) c. Early afternoon (Noon - 2:00 p.m.) d. Late afternoon (2:00 p.m. - 5:00 p.m.) e. Early evening (5:00 p.m. - 7:00 p.m.) On Sunday, what time of day wouLd be best for you to take classes? a. Early morning (8:00 a.m. - 10:00 a.m.) b. Late morning (10:00 a.m. - Noon) c. Early afternoon (Noon - 2:00 p.m.) ‘d. Late afternoon (2:00 p.m. - 5:00 p.m.) e. Early evening (5:00 p.m. - 7:00 p.m.) Which of the following degree programs would you like to see offered on the weekend (Saturday/Sunday)? (Check all that aPPlY)- a. Associate degree b. Bachelor degree c. Master degree d. Life-long learning program e. Other Please list specific programs that you would like to see offered on the weekend (Saturday/Sunday) II Currently, at what time of day/evening would you like to see OCC increase course offerings? a. Early morning (8:00 a.m. - 10:00 a.m.) b. Late morning (10:00 a.m. - Noon) c. Early afternoon (Noon - 2:00 p.m.) d. Late afternoon (2:00 p.m. - 5:00 p.m.) e. Early evening (5:00 p.m. - 7:00 p.m.) f. Late evening (7:00 p.m. - 10:00 p.m.) What program are you currently enrolled in? 12. 13. 14. 15. 16. 17.. 18. 19. 20. 21. 156 Gender: a._____Ma1e b. Female Marital status: a. Single (include widowed) b. Married c. Divorced Current age: Number of dependent children: What is your primary reason for taking classes at OCC this term? (Check all that apply) a. Personal enrichment b. Working towards an associates degree c. Working towards a certificate d. Employers requirement e. Professional advancement f. Taking credits toward transferring 9. Other Are currently employed? a Yes, go to question #18. b. No, skip to questions #20. Is any part of the costs related to your enrollment at OCC paid for by your employer? a. Yes b. No How many hours per week do you work at your job? hours per week Are you a resident of Oakland County? a. Yes b. No How many credits are you taking this semester? credits 157 § 9 22. Which of the following have the greatest effect upon you in enrolling gin classes at OCC? (Check all that apply) a. Job responsibilities b. Child care c. Family responsibilities d._____Transportation e. Cost (tuition/fees/books) f. Personal motivation 9. Other 23. Please indicate any formal education you have completed since high school. (Check all that apply) a. No additional classes prior to attending OCC b. Continuing education classes c. Some college, no degree d. Completed associate degree e. Completed bachelor degree f. Completed Master/Doctorate degree 24. Do you have a need for any of the following services? a. Financial aid b. Child care c. Transfer information d. Study skills/habits e. Other 25. Please feel free to make any additional comments concerning issues covered or not covered in this survey. Your responses to this questionnaire will help OCC to make decisions in the future. At this time turn the completed survey into the instructor so they can forward it to the appropriate office. Thank you. Oakland Community College - Deans Office - (313) 552-2670 APPENDIX C LETTERS OF PERMISSION FOR CARRYING OUT THE STUDY 158 SAO JAN 1991 APPPROVAL OF DISSERTATION PROPOSAL To Student Affairs Office (To be submitted by doctoral student immediately following approval by the Guidance Committee) Student's Name: [MIDAMO 32:05.0 A St. Number ”396/97 Last First Middle Initial Title of the Dissertation (may be tentative but should be accurate and descriptive) A .Y-rum/ 0F .6%/35w,- .afimoA/lmlf/(ir (on; Jz/fum Us»), five/24v: ”@1065, Aw,» Way/l flaw—76,4444; [52 flue/34»! Alf/3’55) QMM“AJI7')/ [01.46925 Anticipated date of completion 7 92- Guidance Commit e Membe::/}Signatures required) Chairperso/u/ H ‘ " F _l i‘W/flUn Date approved by the Guidance a.m. ///' 1V ttee 3A9?!- Federal and University regulations require that all proposed research projects involving human subjects be reviewed and approved by the University Committee on Research Involving Human Subjects (UCRIHS). Will your research involve human subjects LY“ _No y g i If yes. date your proposal was sent to the UCRIHS for review Q— Mo/ Day/ Year ( Willi) I understand that the research cannot begin until approval is granted by :he UCRIHS. WA” //A Student' s signature Mo/Day/Year 159 MICHIGAN STATE UNIVERSITY OFFICE OF VICE PRESIDENT FOR RESEARCH EAST LiNSING 0 MICHIGAN 0 «8244044) AND DEAN Of THE GRADUATE SCHOOL May 29, 1992 Stephen Goddard 3382 Carman Haterford, MI 48329 RE: A STUDY OF STUDENT DEMOGRAPHICS, CLASS SCHEDULING, PROGRAM OFFERINGS, AND THEIR RELATIONSHIP FOR AN URBAN BASED COMMUNITY COLLEGE, IRB #92-209 Dear Mr. Goddard: The above project is exempt from full UCRIHS review. The proposed research protocol has been reviewed by a member of the UCRIHS committee. The rights and welfare of human subjects appear to be protected and you have approval to conduct the research. You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval one month prior to May 13, 1993. Any changes in procedures involving human subjects must be reviewed by UCRIHS prior to initiation of the change. UCRIHS must also be notifed promptly of any problems (unexpected side effects, complaints, etc.) involving human subjects during the course of the work. Thank you for bringing this project to my attention. If I can be of any future help, please do not hesitate to let me know. Sincerely, W2.J\:- 1", avid E. wright, Po 0 Chair .University Commit Research Involving Human Subjects (U ' DEW/pjm cc: Dr. Eldon Nonnamaker REFERENCES REFERENCES Babbie, Earl. Survey Research Methods, (Wadsworth Publishing Co. 1990) Page 283 _ Bertelsen, P., Fordham, P., and London, J. "Evaluation of the Wayne State University's University Studies and Week-end College Programme," (Serial No. FMRzEDZSCMz77176). Bobes, Marvin. "Conference Courses for Academic Credit," Life- Long Learning. The Adult Years v61. 3, Nr. 2 (October, 1979) 12-15 (ERIC No. ej 219 232). Boone, Robert Lee. "Opinions Held by Nontraditional Students Regarding Current and Future Course Offerings in Selected Public Institutions in Tennessee," Unpublished Ph.D. dissertation, Geor e Peabod Colle e e c Vagderbilt University, 1983. Breshears,R., and Morton, R.C. "Central Missouri State University Weekend College: It Works," School & Comuglry, 62: p. 10-11 January 1976. Capps, Joan. "Report on Evening Students Profile and Weekend College Survey, Spring Semester 1986." A report by Somerset County College, Sommerville, NJ. 1985. (ERIC No. ED 254 294). Congressiggal Record. "Report on Weekend College." Vol. 112, No. 187 (November 21, 1986). Corya, Robert. "Weekend College Big Success," The Indianapolis News, (September 7, 1983). Cross, Wilber. The Weekend Education Source 8093. New York: Harper & Row, 1976. Cross, Wilber. "Weekend College," Toda ’s Educ t'o , Vol. 65, Nr. 4 (Nov.-Dec, 1976), 87. (ERIC No. EJ 157 757). Davis, Ada, and others, "Weekend College,: Nursing Outlook, Vol. 32, Nr. 5 (Sept.-Oct. 1984) p. 259-60. (ERIC No. 307982). Dillman,Don A. Mail and Telephone Suryeys--Tge Total Qesign Method. New York: John Wiley and Sons, 1978. 160 161 East, James. "Weekend College: The Treatment for Opsimathy." A 1984 report by the Weekend College Office of Indiana University-Purdue University at Indianapolis (IUPUI). (ERlC NO. 254124). East, James. Teaching on Weekends and in Shopping Centers, IUPUI Division of Continuing Studies 1988. East, James. Teaching on Weekends and in Shopping Centers, IUPUI Division of Continuing Studies 1991 (Second Edition). East, James R. and Baker, Clayton, "Teaching Spanish on Weekends and in Shopping Centers," ADFL Bulletin, V0. 13, Nr. 3 (March 1982), p. 27-31. (ERIC No. EJ 265794). East, James R. and Bein, Frederick, "Teaching Geography on Weekends and at Shopping Malls," Jonrnal of Qeorgraphy in Higher Education, Vol. 5 (No. 2, 1981), p. 169-74. Epony, 21, (January 1976) p. 64-67,70. "College on the Weekend". Feinstein, Otto, and Angelo, Frank, "To Educate the People: an Experimental Model for Urban Higher Education for the Working Adult." Center for Urban Studies, Wayne State Uniyersity, (1977), (ERIC No. ED 146880). Fisher-Thompson, Jeanne, "Obtaining A Degree: Alternative Options for Re-Entry Women." A report available from Women's Re-entry Project, Project on the Status and Education of Women, Association of American Colleges, 1818 R Street, NW, Washington, DC 20009. ERIC 0. ED 193979 Gardner, Janet. "The Weekend College: New Option for Working Women.", Glamour Ma azine, (February 1982) p 259-262. Herman, Edith. Chicago Tribune (November 1, 1976) Sec. 1, p. 15 Kish, Leslie. Survey Sampling, (New York: John Wiley and Sons 1965.) Lehmann, Marvin. CEP 907A Advance Research Methods in Education, The Design and Conduct of Surveys, Michigan State University , Spring 1990. 162 MacConnell, James D. Long Range Facilities Master Plan for Oakland Community College District, November 1986 Matsen, Marie, "Weekend College at Lane Community College (Oregon): A Profile of Student Characteristics," n R C Report ED306996). Mishler, Carol, and Moss, Frederick, "Saturday Class Program at UWC-Waukesha County." A report by the Wisconsin University-Green Bay Assessment Center, May, 1985. (ERIC Ne, ED 260668). Meyer, Robert Earl, "A Profile of the Weekend College and its Student Population in a Public Community College with an Evaluation of the Delphi Technique for Estimating Student Population Characteristics," Unpublished Ed.D. dissertation, The George Washington University, 1980. Michigan Department of Education Michigan Community and Junior Colleges Enrollment Data Profile 1988-89/1989-90, April 1991 Milwaukee .Area Technical College, WI. Dept. of’ Research Planning, and Development, June 1985. Report of the Student Evaluation of the Milwaukee Area Technical College 1985 Weekend College. (ERIC No. ED 260761. New York Times, February 5, 1976 Section 3, p. 13 Nordhaus Research Inc. An Attitude and Opinion Survey conducted for the Oakland Community College District November 1989 Paper presented at the Convention of the Western Speech Association (Seattle Wa. February 18-21 1984). "Communication on the Weekends: One cost saving, energy saving, people saving idea." (ERIC No. ED 242 372). Schaeffer, Mendenhall, Ott. Elemement Surve S 'n , (PWS-Kent Publishing Co. 1990). Wyly, Jeanie. "The Identification of the Characteristics Common to the Operation of the Best Weekend Colleges in the Nation." Unpublished doctoral dissertation, Scnool of Education, Oaklahoma State University, l987. "Tliflllfliflfllllflllfllr