Prepared by

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North Harris Montgomery Community College District
Achieving the Dream Focus Group Report

• Prepared by
• Creative Consumer Research
• Houston ? San Antonio ? Phoenix
• www.ccrsurveys.com
• [phone]

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Overall Key FindingStudents are most
successful in courses where they are encouraged
and supported. Although most feel it is up to
the student to utilize the resources provided,
interaction with professors appears to be the key
factor of success in Developmental Studies and
promoting students to be successful in
college-level courses.
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Table of Contents
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Objectives

• The primary objective of this research project
  was to discover what resources students used to
  be successful in the Developmental Studies
  courses
• In addition the groups explored
• The college decision influences and deciding
  factors
• Perception of NHMCCD
• Perception of Developmental Studies courses
• Usefulness of Developmental Studies courses
• Awareness of University Center programs

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Methodology
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Methodology

• CCR conducted a total of 3 focus groups on
  February 7, 2007, with students currently
  enrolled at NHMCCD
• Group one was held at 1100 am
• With students who had taken and successfully
  passed the Developmental Studies Math and moved
  onto and passed a college-level math course with
  a C or better grade
• Group two was held at 130 pm
• With students who had taken and successfully
  passed the Developmental Studies English and
  moved onto and passed a college-level English
  course with a C or better grade
• Group three was held at 330 pm
• With students not required to take DS courses and
  were successful in college-level Math or English
• All groups were held at The University Center
  with closed-circuit TV monitoring provided for
  viewers in an adjacent room

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Methodology

• Quotas were set to provide proper representation
  for
• Gender (mix of males and females)
• Ethnic Background (mix of ethnicities)
• NHMCCD Campus (mix of Cy-Fair, The Woodlands,
  NHMCCD)
• Student status (mix of those in degree program
  vs. vocational program)
• Recruits were told that NHMCCD was the sponsor of
  the research
• Sample Source NHMCCD provided CCR with a
  database of students to contact

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Methodology

• CCRs responsibilities included
• Screener and Discussion Guide design
• Recruiting participants
• Moderating the groups
• Video and audiotaping the groups
• Transcribing the audio tapes
• Writing a summary report
• Joyce Walter, executive vice president, moderated
  the focus groups
• Groups were approximately 1 ½ to 2 hours in
  length
• Participants were paid a 50 honorarium for their
  participation

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Participant ProfileGroup 1 DS MathN7
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Participant ProfileGroup 2 DS EnglishN7
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Participant ProfileGroup 3 No DS
RequirementN4
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Methodology

• This report is based on the discussions from the
  focus groups
• It is important to note that the purpose of a
  focus group is to gather the opinions and
  attitudes of a small number of individuals
• Because of the small number and the interaction
  between respondents, the results of focus groups
  cannot be projected onto the population as a
  whole

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Methodology

• Verbatim comments used throughout the report are
  identified by the following group codes
• Group 1 Developmental Studies Math (DSMATH-1)
• Group 2 Developmental Studies English (DSENG-2)
• Group 3 No Developmental Studies
  Courses (NoDS-3)

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Executive Summary
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Executive Summary

• Students, in general, are very favorable toward
  North Harris Montgomery Community College
  District
• It is convenient and cost effective
• They would recommend it to family and friends
• They appreciate the one-on-one time/interaction
  with the professors
• They feel it provides many resources to help a
  student succeed.
• However, there are some areas where NHMCCD can
  improve
• Registration and advising are not beneficial to
  all students
• Students feel advisors/counselors serve more as
  order-takers rather than providing advisement
• Consider hiring or cross-training staff to be
  able to address the higher demand during
  registration
• Career counseling is not a useful tool
• Expand career counseling to be a part of the
  initial degree plan discussion with the advisor
  so there is greater use/implementation of the
  information these services provide.

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Executive Summary

• The impact of the assessment test for
  Developmental Studies courses is not clear to
  students
• Clearly explain the implication of the assessment
  test at every opportunity there is to speak with
  prospective and new students. This can be
  done/included in the recruiting and counseling
  phases.
• Feelings of defeat may contribute to some
  students not doing well in the Developmental
  Studies courses
• Address these feelings of disappointment during
  the advisement and career counseling sessions.
  Possibly enlist the help of past DS students to
  help explain the courses usefulness. This
  interaction with past successful students could
  also introduce a student tutoring program to
  incoming DS students.
• Students enjoyed Developmental Studies classes
  where they were involved and not just listening
  to lectures
• Encourage professors to use small group work and
  other ways to actively involve students in the
  coursework. This will connect them with the
  material and with the college.
• Familiarity with The University Center is low
• Promote and explain TUC and its purpose to a
  broader base possibly during advisement.

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Executive Summary

• Students do not differentiate among distinct
  college identities and choose classes based on
  availability at any college
• In order to better service students needs,
  particularly during registration, train all
  advisors on all programs available at all
  campuses.
• Even if they are unfamiliar with some courses,
  provide materials for advisors and students at
  all campuses even if it is not offered there
  because students can take courses at all
  campuses.
• In general, students across the groups have
  similar views in terms of North Harris
  reputation, reasons for choosing NHMCCD, and the
  connections they make with most professors.
• However, students not required to take a
  Developmental Studies course view the DS courses
  as a waste and feel it is for older/returning
  students or students that did not apply
  themselves
• It may be beneficial to present the benefits of
  the Developmental Classes to all students in
  order to combat the negative association that all
  students have.

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Research FindingsCollege Decision
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College Decision Summary

• Family members, parents/children, are influential
  to students decision to go to college in terms
  of providing support, inspiration, and influence
• Education is a high priority to family and the
  students
• Participants decided to attend college to achieve
  a better life through an advanced career path
  that a college degree provides
• Cost and location determined where they would
  attend
• For most, one-on-one interaction with the
  professor translates into high quality education

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For most, family history plays a role in their
decision to attend college

• Many, in the Developmental Studies groups
  especially, are first-generation students
• Actually, because I wanted to be the first one
  in my family to go to college. DSENG-2
• Parents didnt go, and my wifes parents didnt
  go. My wife has gone to college, obviously,
  shes an RN, and now Im biting the bullet.
  DSMATH-1
• My sister went to Montgomery Community College,
  but Ill be the first one to go to university in
  my immediate family. DSMATH-1
• Others are following in parents or siblings
  footsteps
• (My dad) He went to University of Washington
  State, got a degree in Physical Metallurgic
  Engineering, so I just kind of have to live up to
  those expectations now. He graduated second in
  his class of engineering, so I have to get top 20
  at least. So Im done. Its a lot of pressure
  right here, come on, you gotta do it, you gotta
  do it. DSMATH-1
• Yes, my parents did. They both graduated with
  degrees. NoDS-3
• Yes, both of my parents graduated in Brazil.
  Both have a Bachelors. NoDS-3

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Family members are the most influential when
participants were deciding to go to college

• Some family members are influential because they
  set an example of college attendance while others
  are influential because they did not attend
  college
• My daughter, too, also, because she had taken a
  couple of classes at North Harris and she just
  thought, hey, this will work for you. This is
  how you do it. DSENG-2
• Both of my parents, my father mainly. Just
  wanted me to go. Didnt really state
  specifically where, but as long as I went,
  complete a degree. DSENG-2
• I would probably have to say my dad. DSMATH-1
• Well, yes, because I see how they struggle and
  stuff like that with others because my grandpa,
  he didnt get his high school diploma, he just
  went to the military and stuff like that. So, he
  just worked his whole life. He works long hours,
  and stuff like that, when I was young I remember
  seeing him do that. So, I just dont want to do
  that when I get older. DSMATH-1
• Shes (wife) my biggest inspiration for going
  to school. You know, because I look at how
  successful she is, and I want to be successful
  like her. DSMATH-1
• I would say my brother because hes, he already
  completed like a lot of his college and stuff and
  now he started with his job just now. So hes
  probably my most influential person. Hes kind
  of like an inspiration actually because hes
  achieved a lot already. NoDS-3
• I would say my parents. Going back to the last
  question, second reason why I chose a community
  college is the fact that Im international and
  tuition at the university is triple. NoDS-3

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• Some feel they are the most influential
  reason/person
• I just want to do it for myself, basically.
  DSMATH-1
• Probably me. I just decided that I needed to go
  to college and its a 20 minute drive from my
  house. NoDS-3

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All participants feel education is very important

• Many rate importance of an education, a 10 or
  higher on a 10-point scale
• Ten if not higher. DSMATH-1
• I would have to say ten as well. NoDS-3
• They feel education is a necessity in todays job
  market
• I would rate it a ten for the simple fact that
  to get anywhere these days or to get a decent job
  it will require a degree and I just rate it big
  because I mean you have better opportunities of
  doing more and going forward with a degree.
  DSENG-2
• Now-a-days you have to have a degree to
  maintain that job. DSENG-2
• Although education is very important, a few feel
  education includes life experience and is not
  confined to a college or university
• Because education is a key to life, but I mean,
  you can be educated from other things other than
  going to school. Life experiences and family and
  everything else is important, but you can live
  without education and you can be happy without
  education. DSENG-2
• I mean you need it, it is important, but you
  can get educated elsewhere other than in school.
  I wouldnt give it exactly a ten, but a nine.
  DSENG-2

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Education is equally important to their support
systems, immediate families

• For many their families provide additional
  inspiration in the form of encouragement
• With my kids, my children were fine with it.
  Hooray, mamas going to school. DSENG-2
• More than a ten. NoDS-3
• For others, the students are achieving a goal
  that the parents did not
• Its about a ten with my parents. My father,
  right out of high school, went straight to work.
  That was his thing. My mom, she went to Prairie
  View University, but she only did one year. You
  know, she got ill, and she just never went back.
  So, Im the oldest, and its like for me to
  finish would be not only a great accomplishment,
  but you know, it will also make my parents proud.
  Its very important to them. DSMATH-1
• I would say ten for my parents as well. Like I
  said, my dad is really sick, so thats one of my
  other motivations, to get it done as fast as I
  can, so that he can actually see it. And he
  dropped out of high school. My mom finished high
  school, but there I was, and I interrupted both
  of them. They didnt get to neither one of
  them went to college. DSMATH-1
• Yes, I think its about a nine for them. They
  didnt have a chance to go, they started having
  kids, so they had to work, and make sure that we
  had food to eat, so I think its important for
  them to see me succeed where they didnt get to
  do it. DSMATH-1

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Better opportunities and career choices are the
primary reason most decided to attend college

• Some returning students express needing a degree
  in order to advance or to even be considered for
  better paying positions
• I started off with this catering company, and I
  moved up to catering supervisor. I was making
  really decent money, and great benefits and
  everything, but then when the catering manager
  left, I couldnt move up into that position even
  though I was more than well-qualified because I
  didnt have a piece of paper that said that I
  graduated from college. You had to have a degree
  to have that position. And so I could have went
  from making what I made to making over 90,000 a
  year, but I couldnt move up to that position
  because I didnt have a degree. So that was
  like, I have the ability, why did I not do it to
  begin with, so it was my wake-up call to go
  back. DSMATH-1
• Others regret not achieving their degree and have
  returned with a more motivated attitude
• I regret not finishing up a long time ago, as
  well. DSMATH-1
• In order to be in their chosen field, some need a
  degree certification
• But mainly I went because after 9/11, I was
  just basically doing temporary work. Every
  position I applied for, you have to be certified
  or you would have to have a degree in. And in
  order for me to get a job I had to go to
  school. DSENG-2
• Teaching is all I have ever really wanted to
  do. So, I need the degree. NoDS-3

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• Some view a degree as a security blanket, where
  they are more likely to obtain a job because they
  have a degree
• I want a degree I can fall back on. DSENG-2
• I want to make sure that I have something to
  back me up so I can get a job, much more stable
  if you have a Bachelors or Associates when you
  are trying to apply somewhere. NoDS-3
• My big deal is as Im getting older, worked all
  of the jobs, but to get a good paying job,
  something to look for the future for, as we are
  living older, longer, I decided a degree would be
  a nice something to fall back on, to have a good
  income and that type of thing. DSENG-2

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Cost and convenience were the most prevalent
factors contributing to the where-to-attend
decision

• Convenience in terms of location and flexibility
  in class schedule
• I think it was kind of location. I liked the
  flexibility, like everybody said. Theres
  evening classes, theres weekend classes. Just
  very flexible as far as where if you work part
  time and you go to school. DSENG-2
• Its ten minutes away from my house. I didnt
  really think about it, I just went. DSENG-2
• I go right here to Montgomery, and its
  convenient well, I live out in the country, so
  anything is far, so its 20 minutes for me to get
  here. DSMATH-1
• Cost is a deciding factor because community
  college is less expensive per credit hour than a
  university and allows students to take
  transferable core university courses at a lower
  cost
• I didnt know what I was doing so why waste my
  time. Im going to go to college, I should go to
  a junior college and figure out what I want to do
  there. Because they have the options of bringing
  you different classes and you are taking your
  core classes and you see what you like and see
  what you dont like. Thats how I decided.
  DSENG-2
• In contrast, they rate extracurricular activities
  offered at the school and knowing someone that
  attends lowest in importance when choosing a
  college

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• Facilities also play a role in which campus some
  would choose to attend within the District
• Kingwood, they have good facilities like this.
  They have a science building, a health science
  building which is really nice. I like it a lot
  actually because everything was brand new and it
  was really clean, like really clean, so it was
  nice. NoDS-3
• To me it was a big deal, because Cy-Fair was so
  much cleaner I think it was cleaner and a lot
  nicer. Probably because it was newer than
  Tomball. DSMATH-1
• Degree/certificate programs offered is another
  factor many considered
• Do they have what you are studying. DSENG-2
• Save gas, money. Special program. Analyze
  which college has the best program . NoDS-3
• For me, I needed some place that a, had a good
  program in my area which is history and b, I had
  to find some place that offered a teaching
  certification. NoDS-3

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The perceived quality of education relates to
interaction with the professors

• Some reasons given as to why community colleges,
  like North Harris, are better than a university
  include
• A lower student-teacher ratio
• Ive done a couple of sit-ins and its very
  intimidating going into one of the teaching
  theaters that are 300 students and sitting down
  and feeling like one of the masses. So, I think
  thats the best thing about the smaller colleges
  is the smaller classrooms. I think that is very,
  very beneficial. NoDS-3
• I like in the community college the teacher
  student ratio really well. NoDS-3
• Advanced and available study resources like labs
  and tutors
• Like here also, at Montgomery, especially, I
  think that the extended learning center here is
  phenomenal. Like the tutors in there, and the
  people who are so willing to help that its just
  amazing. I mean, theyre really, really good,
  and then like she said, I like the smaller
  classroom settings DSMATH-1

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• More homework and interaction with the teacher at
  a community college
• Im taking four classes at U of H now, and I
  have more homework and more assignments here at
  this college than I do at U of H. DSMATH-1
• At U of H, I mean, I dont have homework I
  mean, if you come to class, you come to class.
  If you dont come to class, its not that big of
  a deal. If youre here for the test, its going
  to show up on your grade. DSMATH-1
• I like it here, with the one-on-one time. In a
  big university, nine times out of ten youre in
  this huge room and the professor is all the way
  down at the end, teaching, and everybody is off
  doing their own little thing, but you know, me,
  for instance, if Im in the class, I like to sit
  up front, because I want to know whats going on,
  and if I have questions, I want to raise my hand,
  excuse me, can you go over that one more time
  please, if I dont understand. I cant do that
  in a big university setting classroom. I cant
  have that one on one time with the professor.
  Thats why I chose to do all of my basics here.
  DSDMATH-1
• Faculty is more involved with students learning
• But from what Ive seen and heard and stuff, in
  university classes when the professor is talking
  in the front basically the entire semester you
  can go to a class, like every day and you will
  never speak to the professor directly ever, you
  know. NoDS-3

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For some, the quality of education at a community
college is equal to that of a university

• Quality depends on the needs of the student and
  which best fits their life situation
• That just depends on who you are. If you want
  to sit in a room with like 150 people, youre not
  going to get the same amount of attention that
  you would sitting in a class with seven or 20.
  Theres a total big difference. DSENG-2
• Well, not to mention it is cheaper. DSENG-2
• You would get the same quality. DSENG-2

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Research FindingsNHMCCD
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NHMCCD Summary

• In general, participants are very positive toward
  NHMCCD
• They are favorable toward the faculty/staff,
  facilities, resources, and good reputation
• The areas that seem to need improvement include
• Cost of books
• Some instructors have bad attitudes
• Registration/advising/career counseling services
  are not useful
• Math Labs are costly and cumbersome
• The student experience is just right for some,
  others want more social activities connecting
  them to the college

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Most heard about North Harris through
word-of-mouth communications

• High schools and family members are a couple of
  sources mentioned
• I heard about it at my high school. DSMATH-1
• I heard it from the counselor. DSMATH-1
• Family members that attended. DSMATH-1
• My mom. She suggested to me when I was like a
  senior or junior. She thought it was cheaper.
  DSMATH-1
• Some were already familiar because they live in
  the vicinity
• Well, I graduated from Nimitz High School, so
  North Harris was like right there, down the
  street, you could like walk to it. So, it was
  like I knew where the school was, so its just
  hi, Im right down the street, so why not go
  there? DSMATH-1

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In general, participants describe NHMCCD in a
positive manner

• Many see it as providing a good
  foundation/education
• Theyre tougher than other community colleges.
  I went to HCC and North Harris is tougher.
  DSENG-2
• My sister, she goes to UNT. Im telling her
  about my British Lit class, and she is like,
  thats like ten times harder than what we do.
  DSENG-2
• Well, the first thing I would say it would be a
  good way to go there because of the education,
  the actual type of education that you actually
  get. And meaning youre going to be prepared for
  your four year university. I think its a lot of
  the teacher-to-student interaction that you get
  more of it, so you get to actually learn the
  objectives more in depth, I would say. DSMATH-1
• Youre getting a good education. I mean,
  theres nothing bad about the education at all.
  DSMATH-1
• The quality of education is a surprise to some
• I thought the education was going to be low,
  because community college is like easy, and I got
  here and its like dang, this stuff is pretty
  tough, you have a lot of work to do, you really
  learn the work, so I thought the education part
  was really good. I liked it. DSMATH-1
• It saves them money while providing convenience
• Because you can take classes anywhere and not
  pay extra tuition. DSENG-2

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• Most characterize the faculty and staff as
  supportive/helpful
• First thing that comes to mind to me is the
  teachers. I have had my share of really bad
  teachers, but overall most of the teachers I like
  here a whole lot better than the ones I had in
  high school. NoDS-3
• I usually think of the buildings when I talk
  about Cy-Fair and the people that go there. Most
  of the people are really friendly, good
  environment to study, especially the library.
  Thats what comes to mind when I think of North
  Harris. NoDS-3
• But if I did ask somebody a question they would
  either show me where I needed to go, draw me a
  map, people were very friendly, really outgoing.
  I found out you could really talk to the
  professors and get to know them. It was just. I
  mean, Im impressed. DSENG-2
• They (professors) were helpful. They were
  concerned. Its like theres no stupid question.
  They have your hand and they guide you across
  the street. Theyre helping you out, not showing
  you directly the way, but try to help you get
  there. Theyre concerned. DSENG-2
• Nice facilities and resources are another
  positive aspect
• Exactly, the library and all of the technology.
  The way everything is clean, set up. NoDS-3
• They offer a lot of tutoring, thats good, too.
  HCC doesnt. DSENG-2
• HCC is a joke. They dont care for, some do
  care for attendance. They dont have all of the
  services North Harris offers. They have writing
  tutors, accounting tutors, math. They have all
  of these computer labs. DSENG-2
• Like the math, I took 0308 at North Harris and
  I went to U of H to take 0310, but I tested out
  because my teacher said North Harris standards
  are higher. DSENG-2

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Students chose NHMCCD for convenience, cost, and
reputation

• After cost and location, interaction with the
  professor was important to them as well
• I looked around and stuff and it was the cost.
  It was definitely cost and I dont have any
  money, so maybe in a little bit, and I didnt
  want to take loans out or anything at such a
  young age because I didnt know if I could pay
  them back. NoDS-3
• Convenience. DSENG-2
• Going to get more one to one time with the
  professor and stuff and that means a lot.
  DSENG-2
• Many participants feel North Harris is ranked
  high among colleges
• Good reputation. Isnt North Harris like
  number one in the nation for community colleges?
  DSENG-2
• They have a really have a high rank. DSENG-2
• Participants rate NHMCCD highest for providing a
  quality education and providing resources to
  suceed at North Harris as well as a four-year
  college

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All participants would recommend NHMCCD

• They would recommend it to friends and family
  members for all the reasons they chose to attend
  cost, convenience, quality education
• I would recommend they go to community college,
  get some of your pre-requisites, going for a
  certain program, get some of that done. If you
  want to go for a four year degree, whatever you
  are trying to do, get like the core curriculum
  and something like your English classes, your
  math classes, your science classes that are
  required, that everyone has to. Do it at a
  community college first. Pay the lower tuition
  and then if you want, transfer to a university.
  NoDS-3
• So, if I were recommending it to a friend, I
  would pretty much sell them on the fact that its
  convenient, its close to home, that kind of
  thing, plus you can get really good training
  all of my professors so far have been really
  great. DSMATH-1
• I would tell my kids to go to a community
  college such as this. One of the reasons is
  because its a little bit cheaper, another
  reason, so they can decide what they want to do.
  They can take some basic classes and decide what
  they want to do, prior to shipping them off to a
  four year university and paying the high, high
  tuition costs for them to go up there and mess
  around and try to figure out what they want to
  do. DSMATH-1

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Throughout the groups, students explain how
NHMCCD is rich in resources

• Some resources that were discussed include
• The libraries are well equipped with technology
  and personnel
• I like all of the libraries a lot. Kingwood
  and North Harris, both libraries are really well
  equipped with all of their stuff, computer is
  really nice and accessible and stuff, and like
  all of the books and everything. All of the
  people that work there are really helpful, too.
  NoDS-3
• The campuses have Wireless Internet although
  some abuse this resource, many are grateful for
  it
• I love the Wireless Internet. You can sit
  outside in the hallway and do your homework, do
  research. You can do it anywhere. You can sit
  in the cafeteria and do your homework. Thats my
  favorite. NoDS-3

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Different factors from instructors to books to
registration can have a negative impact on the
students

• Changing the required book from semester to
  semester is a pet peeve of many because it
  decreases the resale value to the bookstore
• The book racket with the 100 for a book, and
  then you go to sell it back, and, oh, were not
  using that next semester. DSMATH-1
• Its like one book was like 111, and I was
  like, what? I tried to sell it back, oh, were
  going to give you like 5. DSMATH-1
• Some would like more cost-effective alternatives
  like knowing required books prior to a semester
  start so they can save money by buying them
  online, for example
• I think it would be good if okay like what
  Im going to take next semester, like Im going
  to take these two classes, and if I knew what
  books I was going to need, then maybe Id go
  online and order it, because I did get one of my
  books online, for 6, versus paying 50 for it.
  But, it took two weeks to get the book. I saved
  money, but I also had to wait. DSMATH-1
• Or having books sponsored by advertisement
• They just allow advertisers to put
  advertisements in the books, and so you get your
  books for free because the advertising pays for
  the books. That would be excellent. DSMATH-1

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• The instructors attitudes can affect the
  students perspective
• I mean, their attitude towards, its like you
  are in elementary and you know, youre doing your
  work, or not doing your work and your teacher
  tell you, I have my education, you have to get
  yours. And some of them, Ive run across, Id
  say three, its like, I have my education, its
  up to you to get yours. DSENG-2
• Teachers, this one teacher, kind of like, she
  really called us ignorant and stupid to our
  faces, and then she said, well this department at
  this place is not good enough because you are
  dumb. DSENG-2

42
The registration process was mentioned in all
groups as a source of discontent

• Complaints about advisement, typically the first
  step in registering for classes, was common
• The advisors were not helpful they seem to be
  order-takers rather than advisors
• Ninety percent of the time, they (advisor)
  dont have a clue what youre talking about, and
  its their way or the highway. You go up there
  at the busiest times of the year, and there are
  three people working, and youve got lines going
  out the back door, and youre going to stand
  there for two hours. Now, I do the online
  registration now, but if I ever have to talk to a
  counselor, Im going to be sitting there with a
  little pager, you know, for an hour. There are
  only three people sitting around, because they
  only have one counselor on hand, or student
  advisor. DSMATH-1
• Someone to tell you what you should take for
  your degree, instead of saying, what would you
  like to take for your degree? DSMATH-1
• Sometimes I even had problems talking to my
  advisor to see what classes I needed to take for
  next semester because they would change every
  semester, or they couldnt find information from
  U of H or something like that. I ended up taking
  about four or five classes that I didnt need
  because they didnt give me enough information.
  NoDS-3
• Im like, lady, this is what Ive taken so far.
  Can you give me some suggestions on what I can
  bypass, do I need this class, can I take this
  class? Well, you know, if thats what you want
  to do. DSMATH-1

43

• The advisors seem to lack knowledge about the
  degree programs
• With me like with advisors, I will go to like
  one advisor and then from a different campus and
  go to another advisor from a different campus and
  I get like totally different information. What
  am I supposed to be doing. DSENG-2
• I was taking the fire science classes at CyFair
  College, and I would sometimes go to Tomball to
  try to register, and obviously its a different
  setting, they dont offer that degree program at
  Tomball, but you can still sign up over there,
  its all inter-connected. They didnt know
  anything about it over there. They didnt know
  like I would tell them the classes I wanted to
  take, and they didnt know the first thing about
  it if I had any questions or something. So,
  maybe they could have some kind of a program
  there that describes it or something. Some type
  of inter-college degree program training or
  something, I dont know. DSMATH-1
• There are not enough advisors during registration
  time to meet the high demand
• They rush you through it, too. DSMATH-1
• Its like an assembly line, they get you in,
  and get you out. DSMATH-1
• Yes, thats the problem, they dont have
  enough, or they just dont know what theyre
  doing. Thats pretty much the way I look at it.
  DSMATH-1

44
The career counseling services are not being
utilized to help the students, as well

• Students are looking for more input/guidance in
  terms of career choices from the counselors
• I went to the career counselor, which is the
  one I rated poor to average, and you know, they
  give you the aptitude testing, where you answer a
  bunch of questions about are you a cat person or
  a dog person, or, you know, all these questions.
  So, I did the whole test, took the test, they
  printed off my personality type, and all that,
  and then they just print out a list of jobs that
  are typical for the personality type, but they
  dont ever really go over anything with you.
  DSMATH-1
• The only one that I actually did rate pretty
  average to low would be the counseling services.
  DSMATH-1
• They can lead you more on a path than just to
  say, okay, well, this is what your aptitude test
  says your personality type is, so find something
  in these categories. I mean, thats you know,
  I mean, there were a million things on there I
  would never do. So, you know, it wasnt really
  helpful at all. DSMATH-1
• Academic and career counseling are the lowest
  rated aspects about NHMCCD by the participants

45
Mandatory math labs is a nuisance

• Some feel having a lab and class and computer
  homework is overkill
• Theres one thing that I do despise, and its
  my math lab and the Outcomes. Its like having
  three classes in one. You go to class, then you
  have my math lab, then you have outcomes. Pick
  one of the two. I mean, why just give us
  homework and let us take it home, get online.
  DSMATH-1
• Yes, except my math lab, thats one thing that
  I really Im going full-time, so I have a lot
  of work in other classes, too, my math lab takes
  up all that other work. DSMATH-1
• Plus, having all components adds cost and
  computer frustration
• I mean, when I have to do my math lab for
  college algebra, I had dial-up, too, and I just
  wanted to throw the computer out of the window.
  DSMATH-1
• And not only does it mess with part of your
  life, it costs you 55. DSMATH-1
• Plus you have to buy the little code, that
  doesnt come with the books, if you get a used
  book, and its like 50. DSMATH-1
• Extra money, extra expense, and extra time
  versus sitting down with pencil and paper and
  working your math problems out the old-fashioned
  way. DSMATH-1

46

• Many prefer to work math problems the
  old-fashioned way on paper
• I would prefer written homework, too. DSMATH-1
• Because when you think about it, too, you have
  a computer, but youre still going to have to
  write it down. You have to work the problem, you
  know? DSMATH-1
• One suggestion is for math lab to be optional a
  study aide
• But then I always have the computer to fall
  back on as taking notes, or extra information
  that you might have missed in class if you
  werent there, and maybe help my math lab but not
  make it. DSMATH-1

47
Participants rate the student experience
depending upon what needs they want met

• Some, returning students in particular, feel the
  college meets their needs to go to class and work
  and additional student experience is
  unnecessary
• I would say ten. They can improve more, but my
  needs are already fulfilled. DSENG-2
• I mean, its like high school, to me, youre at
  school like all day long. I have to work, too,
  so that takes away, but, I mean, like to do extra
  stuff, they have a its just I come here, go to
  class, and leave. DSMATH-1
• For me, I would honestly say a nine or ten
  because its what I need in my situation. I need
  to be able to work and go to school at the same
  time. And if I wanted the four year college
  experience and going and partying, I would have
  done that a long time ago, but as far as my
  student experience here, my professors are great,
  my education I feel is good. DSMATH-1

48

• Others, typically younger students, feel the
  opportunity for student experience is
  available, but they choose not to participate
• Well, I just come to class and I leave (rate
  six or seven). DSMATH-1
• I think its average. I mean, come to school,
  do what I gotta do, and get out. Take off.
  DSMATH-1
• I pretty much get in there, I take care of my
  class, and I get out of there. I intentionally
  stay out of a lot of the activities and events
  that they might have going on. I just dont pay
  attention. NoDS-3

49

• While others feel more social/recreational
  activities would enhance their student experience
• I dont think you get the full student
  experience, but if youre just coming here like
  if youre coming out of high school and coming
  here, youre not going to get the full student
  experience like you would at university.
  DSMATH-1
• University you have more experiences and the
  university itself is much bigger so they usually
  have more events and stuff like that. Sometimes
  at the college I just feel like people are just,
  take a class, get rid of it, and go to the next
  one. NoDS-3
• I would say like a six or seven, because you
  dont get that full college experience like you
  would at a university, like as far as like all
  the programs and all that they have at a
  university, as far as North Harris is like real
  small. DSMATH-1
• For those who do participate, they feel it adds
  to the college experience
• Mine is probably a nine. And I say a nine for
  a couple of reasons. When I first started going
  to North Harris, I didnt start joining clubs
  until it was like my second year around, and I
  got into Phi Beta Kappa, which is like the
  national honor society, and you know, we started
  doing a lot of volunteer work. DSMATH-1
• I think its an eight. Its nice to know that
  there are activities here, and I like that they
  e-mail you, or they e-mail me and let me know
  whats going on. DSMATH-1

50
Research FindingsDevelopmental Studies Courses
51
Developmental Studies Summary

• At first, most DS students are upset that they
  are required to take the remedial courses, but
  later they are glad they had the courses because
  it made them feel more confident and well
  prepared for the college-level courses
• North Harris Montgomery Community College
  District can help the Developmental Studies
  students succeed by encouraging the teachers to
  be interactive in their lesson plans, i.e. having
  students work in small groups, allowing student
  tutoring program, and having students demonstrate
  knowledge in front of the class
• Other than being more interactive, most students
  feel NHMCCD already provides enough resources and
  that it is up to the students to succeed

52
Regret and disappointment are the primary
emotions most experienced when they learned they
would need to take a DS class

• Some feel they could have done better on the
  assessment test if they had known how important
  the test was
• I didnt like it because, well, it was my
  mistake, I was young when I took the test I just
  guessed on everything. I didnt know that that
  caused me to get into those classes. But, I
  didnt actually stop, let me retake the test. I
  just went on with it, took all of the classes and
  I wanted to take like other real classes that are
  actual credits and I couldnt take anything until
  I finished. I had to take like all of the math,
  all of the reading and it took a while. Waste of
  my money, too. DSENG-2
• I probably could have done better if Id known
  it would had made a difference. DSENG-2
• Many felt dumb or disappointed in themselves for
  not performing better
• I felt dumb. DSENG-2
• At first I was mad at myself, Im like, was I
  like not in my own world, what did I do what
  was my problem, why did I not pass it, and
  anyway, it wasnt that bad, though. My professor
  was really good. DSMATH-1
• I was just more disappointed in myself.
  DSMATH-1
• I was more upset with myself. DSMATH-1

53

• Some regret not paying better attention in high
  school
• I wish I would have paid more attention in high
  school. That was the bottom line. I mean, sure I
  was aggravated, because I had to take I was in
  virtually a semester of nothing but remedial
  classes, but bottom line was I wish I would have
  paid more attention in high school. DSMATH-1
• Some were not surprised because it had been
  awhile since they had taken the classes
• I kind of knew I was going to have to take it.
  Its been like forever (since Ive been in
  school). DSENG-2
• Others felt the classes would be a waste because
  it would not give them college credit
• But it doesnt go on your transcript. DSENG-2
• I wish it would count for something. DSENG-2

54
Students gave suggestions on how to better
administer and transfer students into the DS
courses

• Provide better instruction as to the purpose of
  the assessment test and clearly communicate how
  the test results will impact the student
• First of all you need to start with the
  advisors. Whoever it is that schedules the
  testing. They need to let the student know that
  when you go in here and take this test you need
  to do the best that you can do without just
  starting, okay, just do what you can do. DSENG-2
• Provide a study guide to help students refresh
  their memory
• Study guide. Stuff like that, youve got to
  study for a day. DSENG-2
• They need to do better at that. I mean, like
  when I found out what I had to take, I ended up
  going to the library like for two weeks during
  the summertime, I went and got, because Im
  horrible at math. So I went to the library, I
  got a book, all of the basics of algebra and I
  just got the book and worked it out. And I got
  tested into a higher math. It was nothing to it.
  They should at least have something, said
  something better about it. We would have been
  more prepared. DSENG-2
• Maybe a little pre-test book or something you
  can at least attempt to study like maybe a week
  or a couple of days ahead of time. DSENG-2

55

• Even visit high schools and stress the importance
  of what they are learning and what the assessment
  test means
• I think maybe if a counselor came and talked to
  us and said, you know, this is whats expected at
  the college level, these are the grades that are
  expected, and if you want to, if youre planning
  on going to college, Tomball College in
  particular, you know, because thats closest,
  come see me and well give you practice tests and
  stuff like this, and stuff that will help prepare
  you for that entrance test, placement test, maybe
  take it during the senior year in high school,
  try to offer it right before you go into the
  actual college. DSMATH-1
• Some would like reduced tuition costs for
  remedial classes
• And I dont know if this would be possible
  either, but maybe if a student has to take a
  remedial class, maybe it wont cost quite as much
  as the full college credit class. DSMATH-1

56
Although they were upset at the onset of the DS
courses, many were glad to have taken them

• They felt well prepared and confident for next
  level of coursework
• Prepared. DSENG-2
• Some even felt that they would not have succeeded
  if they had not taken the remedial courses
• I was disappointed that I had to take it, but
  once I got into the class, it was kind of good
  for me, because we went over all the math that I
  had actually forgotten about, you know, back in
  high school. So, it was kind of a good thing that
  I didnt just jump right into college algebra,
  you know, so I could get that refresher course
  out of the way for me, so it was okay once I got
  in it. DSMATH-1
• It was refreshing, and I thought, wow, I dont
  remember this, and if I would have gone straight
  into college algebra, man, I dont know what I
  would have done, I would have had to drop it
  immediately. DSMATH-1
• Some students even get the best of both worlds by
  splitting a semester between remedial courses and
  college algebra
• Like a good program that they do offer in the
  North Harris Community College District that I
  actually took advantage of was the fast track. I
  did a split and split. That remedial for eight
  weeks, and then the college algebra eight weeks,
  all in one semester. That was great. That was
  great, because it didnt give me the chance to
  forget about things. DSMATH-1

57
Students not required to take DS courses have the
perception that the classes are a waste

• Similar to what many DS students felt in the
  beginning of their DS coursework, non-DS students
  feel the Developmental Studies classes are a
  waste of time (no credit) and money
• Waste of time basically. Because they just take
  you straight to the other class. They dont
  count as credit to a university. Theyre just
  getting ready to start. NoDS-3
• I think if you need it, it is good for you.
  But, for the most part, coming from my opinion, I
  think its a waste of money. If you need it,
  its good for you. But its not for me. NoDS-3
• They feel age, time out of school, and not
  applying themselves are the main reasons why
  other students are taking remedial courses
• Now that I think of it there were a few people
  that I have met over the course of the time being
  here, like middle aged people that are coming
  back for degrees that had to go into remedial
  just because it has been so long since they had
  seen the material. NoDS-3
• A lot of those people were like, people who
  were kind of fooling around when they were in
  high school and college and didnt care and
  stuff. So, you talk to them, They are really
  good influences. There are a few people I have
  talked to on campus and stuff and they always
  say, when I was your age. NoDS-3

58
The instructor and the students desire were the
key factors to success in both remedial and
college-level courses

• Teachers are praised for being caring, helpful,
  and patient
• It was my teacher, because she was, without a
  doubt, one of the best math teachers that I ever
  had. She cared so much no matter who it was, no
  matter how far ahead in the lesson that she got,
  she would go all the way back if you didnt
  understand something, and just redo it all over
  again, step by step. DSMATH-1
• Wed finish an hour early hey guys, Im still
  going to stay here another hour, so if anybody
  else needs help, you all are welcome to stay.
  Not leave with everybody else, So he actually
  cared. DSMATH-1
• And they come out of the book and they actually
  apply it to the daily life. Its not just a
  book/lecture. NoDS-3
• Smaller class sizes is another reason some feel
  they are successful
• I think it might have helped that it was such a
  small amount of students in there, there were
  only a few of us, like maybe 10 or 12 in the
  class. DSMATH-1
• Many express that ultimately, it is up to the
  student to perform/succeed
• How bad you want it. DSENG-2

59
Students feel North Harris can further help
students succeed by encouraging teachers to use
interactive teaching styles especially in the DS
courses

• Interactive teaching style includes having
  students do work on the board or working in small
  groups
• That instructor made us go the board and work
  problems out on the board. Some people might
  not get it or some people might half way get it,
  or I dont know how you got there, but Ill
  figure it out later. But when the instructor
  says, okay, everybody got it, okay, guess what,
  you, you and you, I want you to come up to the
  board and were going to work it out. DSMATH-1
• Again, many feel the student has to want to
  succeed and use the resources the college already
  provides
• You cant really actually hold the school
  accountable for an individual. DSENG-2
• I wouldnt say that it is actually upon the
  school because the sources are here. Its up to
  the individual. DSENG-2
• Adding more Developmental Studies courses would
  not add additional benefit
• Theres three remedial maths before you get to
  College Algebra. Are you going to add more? Are
  you going to add five? Thats going to be more
  discouraging. DSENG-2

60
One group suggests implementing a student or peer
tutoring program for remedial classes

• In this program, former DS students that have
  passed their remedial courses as well as the
  college level courses will be a tutor in the
  classroom for other remedial students
• What if you put like a student tutor, an
  additional instructor, in each classroom for
  remedial classes? Thats where the problem is
  at. Possibly a student tutor. DSMATH-1
• Some feel this is a good idea because
• Provides a different perspective on the material
• That would just be an extra resource just like
  the math lab. DSENG-2
• Its not like the professor was the only one
  that had all of the answers. DSENG-2
• I have been in classes where I had like two
  teachers in one class and it helped a lot. Its
  a different opinion. They have different
  teaching styles. DSENG-2
• My antique class had a teacher assistant, and
  so you had two people coming around asking
  questions. And that really helped. DSMATH-1
• You get it explained from two different people,
  youre more than likely going to be able to
  understand the subject because one person might
  teach it a certain way, the other person might
  teach it the way that you want to learn it.
  DSMATH-1

61

• The tutor is more of a peer rather than superior
  like the professor
• The tutor could introduce themselves if they
  feel up to it. Hey guys, this is where Im at,
  Im here for you all, Im here to help you out.
  DSMATH-1
• It would bring the tutor to the class making it
  even more convenient
• If you cant get them to go to a tutor, the
  tutor comes to the class. Make it even more
  easier for them to do this. DSENG-2
• If you do it in the classroom, the students are
  there. Youre not asking the students to come up
  there and spend more time away from their family
  or other classes to be in the math lab. You can
  help the students understand while theyre in the
  classroom, because in every math class I had,
  there was a little bit of free time. Youd have
  20 minutes towards the class, or in the middle of
  class or something to work on problems. So you
  have a student tutor there that will assist the
  instructor in going around, talking to different
  groups of students, giving a different point of
  view on how to work out a particular problem, and
  youre not paying professional wages. DSMATH-1

62
Compensation for the student tutors does not have
to be monetary

• Most students feel they would participate in such
  a program simply to help others, but some suggest
  compensation in the forms of book vouchers or
  tuition credits
• And I dont have a problem helping anybody, I
  dont have a problem helping somebody out if they
  want to learn it. DSMATH-1
• I would do it even just to help out somebody
  else. Even if I didnt receive the vouchers. If
  it was just to help somebody else. I would do
  it. DSENG-2
• Offer the student tutoring an incentive.
  Instead of 30 students an incentive, offer a
  student tutor an incentive, hey, you know, were
  looking for student tutors for math 0308, you
  know, sit in classrooms, you know, lets make a
  schedule, you know, and you get different
  students, so therefore the students in the class
  get different student tutors ideas on how to
  work out a problem, for example. DSMATH-1
• You could get something like a book voucher.
  DSMATH-1
• Obviously school related, you know, tuition
  reduction, book reduction, maybe a college
  sweatshirt, I dont know, you know what I mean,
  something. DSMATH-1
• However, some are concerned that the professors
  will not adopt such a program

63
In addition to student tutors, participants like
the idea of working in small groups

• Working in small groups is appealing because it
  allows students to learn from each other
• I work better in small groups. Like I mean,
  you have somebody who doesnt understand exactly,
  its like you put your heads together and it
  becomes much easier and someone may understand it
  better and you can better assemble the problem
  and break it down to understand how it works.
  DSENG-2
• I had a teacher that before class was over,
  shed make us get in groups, and give us like a
  handout, and you had to work the handout in the
  group, three or less, and it helped me learn the
  work more, because youre all sitting there,
  shell come by each group, and help somebody.
  DSMATH-1
• And it helps a whole lot when they do that. I
  think it should be something that should be
  considered. Group work, it makes it easier.
  DSENG-2
• But like if she gets it, and us three still
  have problems, and they put us in a group, and
  they have us all working the same problems
  together. DSMATH-1

64
Research FindingsThe University Center (TUC)
65
The University Center Summary

• Most are unfamiliar with The University Center
  and feel NHMCCD should promote what it is and
  what it offers in various forms
• Radio ads
• Brochures/pamphlets
• Course schedule inserts
• Seminars

66
Overall, students feel the course schedule is
very helpful and useful, however, most had never
noticed the section on The University Center
before the group

• It is useful because it contains District-wide
  information
• Everything, all of the colleges ar