Chabot College Fall 2013 Student Accreditation Survey: All Students by Major Race-ethnicity Groups
Chabot College
Student Accreditation Survey: All Students by Major Race-ethnicity Groups
October 2013
Percentage Distribution of All Survey Items
Based on a sample of 1,271 student course enrollments in major race-ethnicity groups
Percentage of those Satisfied or Very Satisfied
Satisfaction with Overall Experiences at Chabot
Overall experience at Chabot College
Overall experience with instructors
Overall experience with other college staff
Progress towards my educational goal
Preparation for transfer to four-year college or university
Preparation for obtaining employment in my field of study
African
American
(n=179)
Asian
American
(n=204)
Filipino
(n=142)
Latino
(n=490)
White
(n=256)
80%
89%
64%
72%
52%
45%
78%
79%
59%
70%
59%
46%
77%
83%
70%
62%
53%
40%
87%
88%
68%
71%
59%
50%
82%
82%
61%
72%
58%
49%
76%
43%
47%
49%
64%
79%
70%
71%
69%
74%
68%
74%
51%
47%
65%
69%
45%
60%
50%
59%
76%
74%
63%
65%
70%
75%
76%
54%
49%
61%
78%
48%
64%
47%
67%
77%
70%
79%
74%
76%
75%
77%
54%
42%
64%
78%
43%
53%
48%
65%
83%
74%
68%
76%
76%
73%
81%
59%
46%
72%
77%
49%
62%
56%
62%
74%
70%
65%
69%
67%
66%
72%
53%
50%
59%
Satisfaction with College Facilities
Classrooms (lecture or group work)
Science labs: Bldg. 2100 (Biology, Anatomy, Physio, Micro)
Science labs: Bldg. 3900/1800 (Chemistry, Physics, Computer Sci)
Technology laboratories (Auto, Electronics, Machine Tool, Welding)
Tutoring areas (WRAC, PATH, Language Ctr., Math Lab, etc.)
Computer labs in library and departments
Availability/working order of equipment in all labs
Art/music/theatre/drama studios and performance areas
Physical Education and Athletics facilities
Bldg. 700 downstairs (A&R, Fin Aid, Online Servs, Assesment)
Bldg. 700 upstaris (Counseling, Career/Trnsf Ctr, Special Progs)
Library
Cafeteria
Parking Facilities
Maintenance/cleanliness of buildings and grounds
NOTE: Percentages can be plus or minus for:
African Am: 8%; Asian Am: 7%
Filipino: 8%; Latino: 5%; White: 7%
Chabot College Office of Institutional Research
Page 1
Chabot College Fall 2013 Student Accreditation Survey: All Students by Major Race-ethnicity Groups
Percentage of those Satisfied or Very Satisfied
Experience and Satisfaction with Student Services*
Admissions and Records Office
Online Orientation
Assessment Testing Center
Counseling Appointments
Front Desk Counseling (quick questions)
Financial Aid Office
Student Online Services in Bldg. 700
Career and Transfer Center
Office of Student Life (Clubs, Activities, Events)
Student Government (SSCC, formerly ASCC)
Student Health Center
Library
Tutoring (Peer Academic Tutoring Help) Bldg 2300
WRAC Center, Library Mezzanine Rm 354
Math Lab, Rm 3906B
Communications Lab in Rm 802
Disabled Students Programs and Services (DSPS)
Extended Opportunity Programs and Services (EOP&S)
PACE Degree amd Transfer Program for Working Adults
Veteran's Office
Children's Center
Intercollegiate Athletics
College Bookstore
Food Services
Campus Safety and Security
African
American
(n=179)
Asian
American
(n=204)
Filipino
(n=142)
Latino
(n=490)
White
(n=256)
92%
90%
90%
69%
80%
77%
91%
82%
82%
83%
89%
91%
89%
84%
82%
80%
82%
83%
84%
89%
83%
91%
85%
76%
88%
85%
90%
91%
69%
78%
79%
89%
89%
78%
76%
91%
89%
86%
92%
87%
79%
86%
77%
74%
80%
79%
81%
81%
74%
85%
87%
90%
92%
74%
81%
76%
91%
87%
88%
85%
88%
91%
97%
94%
88%
91%
78%
73%
81%
88%
87%
77%
81%
75%
83%
90%
90%
93%
76%
84%
83%
94%
87%
84%
80%
90%
94%
87%
91%
85%
91%
88%
88%
88%
84%
87%
92%
88%
82%
87%
84%
85%
91%
62%
76%
71%
87%
73%
80%
78%
89%
93%
82%
94%
85%
86%
89%
89%
84%
79%
95%
91%
90%
78%
87%
Pecentage who Agree or Strongly Agree
Counseling
Counselors helped me clarify my education goal.
Counselors helped me clarify my career goal.
Counselors gave me encouragement and support.
NOTE: Percentages can be plus or minus for:
African Am: 8%; Asian Am: 7%
Filipino: 8%; Latino: 5%; White: 7%
African
American
(n=179)
Asian
American
(n=204)
Filipino
(n=142)
Latino
(n=490)
White
(n=256)
59%
44%
52%
59%
51%
56%
62%
48%
57%
59%
53%
57%
43%
35%
39%
Chabot College Office of Institutional Research
Page 2
Chabot College Fall 2013 Student Accreditation Survey: All Students by Major Race-ethnicity Groups
Pecentage who Agree or Strongly Agree
Registration & Other Services
My Chabot on-line application was easy to complete.
It was easy to register for classes on-line (CLASS-WEB).
The fee paymnets process is easy to follow.
I use the paper class shedule for info on course time and services.
I use the on-line class schedule for info on course times and services.
I use the college catalog for info on program and transfer requirements.
It is clear to me what I need to do to complete my program (deg, cert, or trnsfr).
The courses I need are usually avaivable during the semester I need them.
I know how to obtain student services if I need them.
Email communications from the college have been useful to me.
I use the Student Zone email for my Chabot business.
The college protects the privacy of my student records.
African
American
(n=179)
Asian
American
(n=204)
Filipino
(n=142)
Latino
(n=490)
White
(n=256)
84%
81%
67%
54%
77%
61%
59%
49%
68%
57%
46%
65%
79%
76%
78%
52%
84%
59%
52%
39%
50%
48%
38%
63%
76%
77%
76%
60%
85%
60%
58%
43%
56%
52%
43%
67%
83%
79%
73%
57%
78%
54%
60%
49%
54%
50%
42%
71%
81%
75%
76%
44%
79%
56%
52%
46%
55%
49%
38%
62%
Pecentage who Agree or Strongly Agree
Asian
American
Filipino
Latino
(n=204)
(n=490)
(n=142)
Courses and Instructors
African
American
(n=179)
Course requirements and expectations are provided clearly in writing.
Written class requirements and grading policies are followed by instructors.
It is clear to me what I am expected to learn in each class.
Instructors inform me of my progress in what I am expected to learn.
Instructors are knowledgeable in the subjects they teach.
Instructors demonstrate commitment to high standards of teaching.
Instructors present material objectively without imposing their personal convictions.
Instructors encourage students to examine different points of view.
My instructors use a variety of teaching methods in my classes.
Instructors are willing to spend time outside of class to discuss issues with students.
Instructors have made special efforts to help me succeed.
Grading practices of instructors are fair.
Instructors encourage my participation in class no matter my race-ethnicity,
cultural background, gender, sexual orientation, or non-academic characteristics.
Overall, I feel I'm learning something from my course(s) regardless of the grade I'm getting.
Course work has adequately prepared me for the next level of instruction.
74%
75%
77%
60%
82%
76%
69%
75%
68%
68%
60%
67%
78%
82%
78%
60%
84%
76%
71%
76%
69%
70%
60%
74%
79%
81%
76%
58%
86%
74%
65%
72%
62%
76%
56%
74%
79%
82%
83%
62%
85%
78%
73%
77%
67%
70%
62%
74%
76%
81%
79%
62%
83%
76%
66%
71%
62%
70%
55%
74%
77%
75%
70%
78%
80%
71%
82%
82%
74%
86%
88%
76%
82%
84%
75%
NOTE: Percentages can be plus or minus for:
African Am: 8%; Asian Am: 7%
Filipino: 8%; Latino: 5%; White: 7%
Chabot College Office of Institutional Research
White
(n=256)
Page 3
Chabot College Fall 2013 Student Accreditation Survey: All Students by Major Race-ethnicity Groups
African
American
(n=179)
Tutoring, Labs, & Library
Sufficient tutoring resources are available for students in a variety of subjects.
To complete my class assignments, open computer labs on campus:
Enough available computers.
Appropriate software for my classes.
Enough lab assistants to help me.
I have attended a library orientation session taught by a Chabot College librarian.
If yes, the Library orientation session adequately addressed my needs.
I find the research info for my class assignments in.
The Chabot College Library's collections (books, magazines, AV materials).
The Library Internet Homepage.
The Library is open when I need to use it.
Student Involvement and Government
I know my rights and responsibilities as a student.
There are enough opportunities for involvements in co-curricular student activities.
The college is responsive to student input and suggestions.
Student interests are adequately represented by the student government (SSCC).
Yes:
Pecentage who Agree or Strongly Agree
Asian
American
Filipino
Latino
(n=204)
(n=490)
(n=142)
White
(n=256)
54%
51%
50%
58%
49%
62%
57%
44%
53%
52%
41%
54%
54%
47%
58%
66%
50%
48%
52%
37%
24%
45%
19%
51%
22%
47%
23%
57%
24%
47%
44%
44%
64%
33%
40%
60%
38%
42%
66%
44%
48%
69%
33%
42%
56%
African
American
(n=179)
62%
53%
41%
34%
Pecentage who Agree or Strongly Agree
Asian
American
Filipino
Latino
(n=204)
(n=490)
(n=142)
70%
59%
53%
38%
60%
53%
45%
29%
67%
56%
47%
38%
White
(n=256)
56%
43%
34%
26%
Percentage Likely and Very Likely
I am likely to:
Respond to communications by Student Senate (SSCC).
Attend meetings of the Student Senate (SSCC).
African
American
(n=179)
Campus climate
I feel welcome at Chabot.
I am treated with respect by faculty, administrators, and other college staff.
At Chabot, there is general respect for differences in:
race-ethnicity.
gender.
physical disability.
age.
sexual orientation.
native language.
religion.
Overall, I feel safe at Chabot.
At Chabot, there is a college-wide commitment to helping students learn.
I would encourage others to attend this college.
NOTE: Percentages can be plus or minus for:
African Am: 8%; Asian Am: 7%
Filipino: 8%; Latino: 5%; White: 7%
52%
41%
47%
35%
52%
29%
44%
29%
Pecentage who Agree or Strongly Agree
Asian
American
Filipino
Latino
(n=204)
(n=490)
(n=142)
31%
17%
White
(n=256)
79%
82%
71%
80%
74%
86%
80%
87%
74%
83%
82%
83%
84%
84%
82%
81%
79%
78%
70%
78%
82%
82%
83%
81%
78%
79%
80%
74%
70%
68%
88%
89%
86%
84%
82%
81%
82%
68%
78%
66%
87%
89%
87%
87%
86%
85%
84%
80%
74%
79%
83%
81%
84%
82%
77%
78%
74%
69%
71%
67%
Chabot College Office of Institutional Research
Page 4
Chabot College Fall 2013 Student Accreditation Survey: All Students by Major Race-ethnicity Groups
Percentage who responded Most or All
Classroom Teaching Methods
Lectures (talking only)
Lectures (talking AND asking students questions)
Multi-media presentations (powerpoint, video, slides, ect)
Whole class discussions
Small group discussions or activities
Active/hands-on (labs, physical education, music, art, etc.)
One-on-one w/instructor during class
African
American
(n=179)
Asian
American
(n=204)
Filipino
(n=142)
Latino
(n=490)
(n=256)
49%
62%
38%
39%
38%
26%
13%
57%
55%
41%
31%
30%
35%
52%
62%
64%
39%
30%
34%
33%
54%
59%
62%
42%
41%
38%
27%
57%
48%
49%
34%
24%
21%
28%
46%
White
Percentage who responded Often or Very Often
Engagement in Learning
African
American
(n=179)
Asian
American
(n=204)
Filipino
In my classes I have:
• asked questions.
• participated in large class discussions.
• participated in small in-class discussions or projects.
• made a presentation to the class.
59%
70%
74%
49%
Outside of classe time I have:
• discussed class topics or assignments with other students from my classes.
• met as a study group with other students from my classes.
• talked about class topics with family, friends, and others.
• used Email, Blackboard or other electronic means to communicate with an instructor.
• met with my instructor to discuss assignments or my progress.
(n=142)
Latino
(n=490)
(n=256)
35%
45%
65%
37%
39%
45%
70%
43%
49%
52%
72%
46%
58%
59%
71%
43%
43%
30%
60%
63%
37%
46%
31%
43%
54%
31%
50%
39%
46%
67%
29%
44%
28%
56%
59%
30%
46%
29%
58%
63%
30%
For my classes I have:
• come to class without my readings or assignments completed.
• prepared two or more drafts of a paper or assignment before the final draft.
• worked on a paper that required integrating ideas/information from various sources.
• produced original works (i.e., artwork, designs, music, objects, etc.).
• done work that was not assigned to improve my skills in classes.
• worked harder than I thought I could to meet an instructor's expectations.
• volunteered in a community organization as part of a regular course.
15%
44%
61%
38%
32%
48%
19%
14%
43%
56%
40%
20%
45%
15%
13%
48%
66%
41%
23%
55%
14%
12%
54%
66%
41%
29%
55%
20%
14%
40%
62%
38%
32%
44%
15%
On campus I have:
• tutored or taught other students (paid or voluntary).
• participated in campus clubs, student government, or intercollegiate sports.
• had serious conversations with students of different religious beliefs or political opinions.
15%
21%
25%
14%
12%
8%
12%
11%
12%
10%
15%
14%
11%
17%
17%
NOTE: Percentages can be plus or minus for:
African Am: 8%; Asian Am: 7%
Filipino: 8%; Latino: 5%; White: 7%
Chabot College Office of Institutional Research
White
Page 5
Chabot College Fall 2013 Student Accreditation Survey: All Students by Major Race-ethnicity Groups
Percentage who responded Often or Very Often
College-wide Learning Goals
African
American
Asian
American
Filipino
Latino
White
(n=179)
(n=204)
(n=142)
(n=490)
(n=256)
Communication:
• Reading effectively.
• Writing effectively.
• Speaking effectively.
• Communicating with respect for the views of others.
• Using computers and other technology effectively.
79%
82%
79%
88%
76%
71%
76%
74%
78%
70%
84%
86%
78%
85%
80%
83%
85%
84%
86%
79%
69%
74%
73%
77%
59%
Critical Thinking:
• Recognizing valid research information on the Internet.
• Critical thinking (evaluating, analyzing, questioning).
• Problem-solving (applying knowledge to new situations).
• Mathematical skills and abilities.
• Thinking for myself.
80%
81%
81%
66%
84%
77%
76%
76%
66%
80%
82%
91%
82%
71%
85%
83%
87%
83%
70%
86%
75%
77%
75%
61%
79%
Global and Cultural Involvement & Responsibility:
• Understanding diverse philosophies, cultures, and ways of life.
• Becoming informed about current issues affecting the US and the world.
• Ability to make a positive contribution to my community.
• Developing a personal code of values and ethics.
76%
76%
70%
79%
76%
69%
65%
71%
77%
67%
61%
75%
81%
77%
73%
77%
69%
64%
57%
63%
Development of the whole person:
• Balancing the health of my mind, body, and spirit.
• Discovering my own potential.
• Developing my own creative abilities.
• Developing clear educational or career goals.
• Developing a love of learning.
82%
82%
78%
84%
81%
71%
71%
70%
71%
64%
75%
82%
80%
80%
74%
75%
81%
80%
82%
78%
60%
72%
67%
69%
65%
NOTE: Percentages can be plus or minus for:
African Am: 8%; Asian Am: 7%
Filipino: 8%; Latino: 5%; White: 7%
Chabot College Office of Institutional Research
Page 6