Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Chabot College
Accreditation Survey: Faculty/Classified Staff/Administrators
March 2014
Percentage Distribution of Survey Items, by Standard
Based on the responses* of 371 faculty, classified staff and administrators
Percent who
Standard I: Institutional Mission & Effectiveness
Percentage of those responding
Agree
or Strongly
Strongly Agree Disagree
A. Mission
I am familiar with the Chabot College vision/mission statement.
I have used the Chabot College vision/mission statement in some aspect of my work.
I am familiar with the Chabot College values statements.
Institutional planning and decision making are guided by the vision/mission statement.
At Chabot, there is a college-wide commitment to student learning.
B. Improving Institutional Effectiveness
Planning
I contributed to the development of my area's program review
The program review process in my area:
• is useful to me.
• has led to improvements in my area.
• has led to new resources for my area.
I have had sufficient opportunity to provide input into the college-wide planning process.
I am familiar with the college's strategic plan goal
The planning process at Chabot adequately identifies college priorities.
The college planning process responds within a reasonable time to changing factors
such as student characteristics, labor markets, or course demand.
The planning of educational programs, student services, staffing, and
the use of physical and financial resources is sufficiently integrated.
In the planning, development, evaluation, and revision of programs and services:
• program review results are used.
• institutional research results are used.
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Agree
Pct of
371
82%
71%
64%
60%
87%
3%
5%
6%
2%
1%
5%
6%
12%
7%
4%
10%
17%
18%
30%
8%
52%
46%
44%
45%
44%
30%
25%
20%
15%
43%
366
364
363
322
356
99%
98%
98%
87%
96%
70%
9%
10%
12%
34%
36%
304
82%
56%
56%
52%
48%
58%
47%
3%
3%
5%
5%
5%
3%
14%
14%
15%
16%
18%
16%
27%
28%
27%
32%
19%
34%
39%
37%
35%
32%
40%
37%
17%
18%
17%
16%
18%
10%
292
284
271
315
314
286
79%
77%
73%
85%
85%
77%
37%
6%
23%
34%
30%
7%
283
76%
32%
8%
28%
32%
27%
5%
277
75%
52%
62%
2%
1%
12%
6%
34%
31%
43%
46%
9%
16%
251
241
68%
65%
Pct of
Faculty responses only:
The academic program review process:
• has helped me evaluate student learning in my classes.
• is useful for identifying priorities for improvement or support.
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
51%
59%
8%
5%
Chabot College Office of Institutional Research
19%
16%
22%
20%
40%
47%
11%
13%
Number
371
224
227
69%
70%
Page 1
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard I: Institutional Mission & Effectiveness (continued)
Percent who
Agree
or Strongly
Strongly Agree Disagree
B. Improving Institutional Effectiveness
Budget and Grants
College-wide and unit planning are linked to resource allocation.
In the budget development process in my program/discipline/area:
• there is adequate communication between faculty, classified staff, and administration.
• I have adequate opportunity for participation.
The status of the budget in my program/discipline/unit is available to me.
In the college planning and budgeting process, I have a clear understanding of the role of:
• the Institutional Planning and Budget Council (IPBC).
• the College Budget Committee.
• the Faculty Prioritization Committee.
• the Enrollment Management Committee.
If I wanted to obtain a grant for my program, I know how to initiate that process at Chabot.
The Grant Development Office writes grant proposals to support major college priorities.
Research
The college evaluates how well its mission and goals are accomplished.
The Office of Institutional Research provides data for college and program evaluation.
I use Institutional Research data in the planning and evaluation of my courses/program/unit.
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
58%
3%
9%
30%
47%
10%
236
64%
49%
55%
54%
9%
6%
7%
18%
14%
13%
24%
24%
26%
36%
35%
35%
13%
20%
19%
292
297
281
79%
80%
76%
35%
27%
36%
34%
44%
66%
9%
10%
10%
11%
10%
1%
23%
27%
20%
21%
23%
4%
33%
35%
34%
34%
24%
29%
26%
20%
26%
24%
30%
44%
9%
7%
11%
10%
15%
22%
351
349
348
348
301
273
95%
94%
94%
94%
81%
74%
65%
85%
51%
3%
0%
5%
7%
2%
18%
26%
13%
26%
46%
42%
28%
18%
42%
23%
293
306
290
79%
82%
78%
Chabot College Office of Institutional Research
Page 2
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard I: Institutional Mission & Effectiveness
Percentage of those
Percent who
responding
replied sometimes
(continued)
or
often Never
Sometimes
Often
B. Improving Institutional Effectiveness
Dialogue and Collaboration
I participate in thoughtful, reflective dialogues about
improving student learning at these places and times:
• on college-wide flex days.
• in college-wide committees.
• in my division/discipline/program meetings.
• in meetings with one or more colleagues.
• informally, in hallways or offices.
I participate in thoughtful, reflective dialogues about
improving institutional effectiveness at these places and times:
• on college-wide flex days.
• in college-wide committees.
• in my division/discipline/program meetings.
• in meetings with one or more colleagues.
• informally, in hallways or offices.
Responses
to each question
Number
Pct of
371
76%
56%
79%
90%
87%
24%
44%
21%
10%
13%
49%
37%
37%
40%
39%
28%
18%
42%
50%
48%
369
369
366
363
366
99%
99%
99%
98%
99%
68%
53%
74%
81%
81%
32%
47%
26%
19%
19%
50%
37%
47%
51%
51%
18%
16%
27%
31%
30%
367
367
367
370
367
99%
99%
99%
100%
99%
92%
90%
76%
8%
10%
24%
26%
35%
47%
66%
55%
29%
365
363
365
98%
98%
98%
I collaborate or work with the following groups:
• faculty/staff in my area or discipline.
• faculty or staff in my division or program.
• faculty or staff outside of my division or program.
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
Page 3
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard I: Institutional Mission & Effectiveness (continued)
Percent who
Agree
or Strongly
Strongly Agree Disagree
B. Improving Institutional Effectiveness
Integrity, Equity, Diversity
The information that Chabot College presents to
the public about my program/discipline/area is current and accurate.
Chabot College provides students with clear expectations concerning
the principles of academic honesty and the sanctions for violations.
Academic freedom is upheld at Chabot.
Faculty responses only:
When teaching, I consciously separate my personal convictions from
the professionally accepted views of my discipline.
My dean would back me up in professional classroom practices.
Percentage of those responding
Disagree
Neither
Disagree
Nor Agree
Agree
Responses
to each question
Strongly Number Pct of
Agree
371
63%
5%
11%
21%
46%
17%
326
88%
66%
78%
3%
1%
10%
2%
21%
19%
46%
46%
20%
32%
335
298
90%
80%
371
68%
62%
Pct of
88%
87%
0%
3%
1%
1%
11%
9%
44%
40%
Number
44%
252
47%
230
• race-ethnicity
90%
0%
2%
7%
46%
45%
360
97%
At Chabot, the general "campus climate" is one of respect for differences in:
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
• gender
89%
1%
1%
9%
45%
43%
361
97%
• physical disability
91%
0%
1%
8%
50%
42%
359
97%
• age
86%
0%
3%
11%
47%
39%
357
96%
• sexual orientation
88%
1%
2%
10%
47%
41%
356
96%
• native language
83%
0%
3%
14%
45%
38%
356
96%
• religion
80%
1%
3%
16%
44%
36%
342
92%
Chabot College Office of Institutional Research
Page 4
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard I: Institutional Mission & Effectiveness (continued)
Percent who
Agree
or Strongly
Strongly Agree Disagree
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
B. Improving Institutional Effectiveness (continued)
Integrity, Equity, Diversity
The following groups demonstrate honesty and truthfulness in their dealings with me:
• students
• faculty
• classified professionals
• administrators
79%
82%
87%
68%
0%
1%
0%
4%
4%
2%
1%
7%
18%
15%
12%
20%
55%
50%
53%
46%
23%
32%
34%
22%
359
357
351
349
97%
96%
95%
94%
Chabot provides programs and services that
enhance understanding and appreciation of diversity on campus.
The college curriculum adequately addresses issues related to cultural diversity.
I feel discrimination by other college staff on this campus.
83%
61%
16%
1%
8%
43%
3%
8%
28%
12%
24%
14%
51%
43%
12%
32%
18%
4%
347
315
315
94%
85%
85%
If I feel discrimination, it is based on my (you may check more than one):
• Age
• Gender
• Ethnicity or race
• Sexual orientation
• Other
• Two or more of the above categories
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Percentage
responding
Not available yet
Not available yet
Not available yet
Not available yet
Not available yet
Not available yet
Chabot College Office of Institutional Research
Page 5
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Percent who
Agree
or Strongly
Strongly Agree Disagree
Standard II: Learning Programs and Services
A. Instructional Programs
Educational programs:
• are continually reviewed for consistency with the college mission.
• reflect the educational needs of students & surrounding communities.
• are assessed, reviewed, and modified regularly.
Chabot instructors demonstrate a commitment to high standards of teaching.
In the classroom, faculty members at Chabot encourage
a balanced perspective of multifaceted issues, beliefs and world views.
The typical "A" grade given at Chabot represents excellent student achievement in a course.
Overall, Chabot provides a high quality learning experience for students.
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
(or 325 if
faculty only item)
68%
70%
73%
84%
1%
2%
1%
1%
5%
7%
5%
4%
27%
21%
21%
11%
56%
58%
57%
50%
12%
13%
15%
35%
285
316
294
339
77%
85%
79%
91%
76%
72%
87%
1%
2%
1%
6%
4%
1%
17%
22%
12%
50%
48%
53%
26%
24%
34%
290
316
346
78%
85%
93%
72%
2%
7%
19%
49%
24%
253
68%
40%
93%
91%
92%
92%
70%
13%
0%
1%
0%
0%
6%
17%
2%
2%
0%
1%
9%
30%
5%
6%
7%
6%
15%
23%
42%
43%
38%
44%
41%
17%
51%
48%
54%
49%
30%
242
247
246
243
245
244
65%
67%
66%
65%
66%
66%
• writing student learning outcomes.
55%
8%
16%
21%
38%
17%
243
65%
• assessing student learning outcomes.
I have received training outside of Chabot College (conferences, workshops,
59%
9%
16%
16%
42%
17%
240
65%
reading, self-teaching) in writing or assessing student learning outcomes.
Faculty responses only:
Faculty have sufficient opportunities for input on matters
of curriculum review, evaluation, and revision.
I had an opportunity to participate in the development of the new AA-T degree and
general education requirements.
I regularly update my course content.
I regularly experiment with different instructional approaches.
I use a variety of teaching methodologies as a response to the learning styles of students.
I use multiple methods of classroom assessment to measure student progress.
The purpose and value of writing and assessing student learning outcomes is clear to me.
I have received training from Chabot College in:
48%
15%
22%
15%
27%
21%
246
66%
I have contributed to the development of student learning outcomes for course(s) in my discipline.
73%
4%
11%
12%
39%
34%
246
66%
I have assessed student learning outcomes in my course(s).
My program/discipline has developed program-level student learning outcomes.
87%
83%
1%
1%
4%
2%
7%
15%
43%
39%
45%
44%
247
246
67%
66%
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
Page 6
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard II: Learning Programs and Services (continued)
Percent who
Agree
or Strongly
Strongly Agree Disagree
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
A. Instructional Programs (continued)
Faculty responses only:
I am familiar with the college-wide learning goals.
I consciously encourage my students to act ethically and responsibly as citizens.
I provide students with multiple opportunities to practice communication skills (reading,
writing, speaking) within the classroom or through assignments.
My courses include critical thinking components.
I encourage my students to think creatively and /or produce original works.
My courses require basic computer literacy.
I include information competency concepts (the search for and analysis of information)
in my courses/assignments.
My students have the necessary skills required to succeed in my courses.
72%
93%
4%
0%
7%
2%
17%
5%
44%
32%
29%
61%
245
247
66%
67%
91%
96%
89%
84%
0%
0%
0%
3%
2%
0%
2%
2%
7%
4%
9%
11%
29%
28%
31%
38%
62%
68%
58%
45%
246
245
248
245
66%
66%
67%
66%
81%
56%
1%
2%
4%
11%
15%
31%
36%
40%
45%
17%
245
242
66%
65%
Percent who
stated
Averaging over all the courses you currently teach, HOW MUCH of the CLASSROOM TIME
most or None
do you ALLOCATE for the following TYPES of TEACHING ACTIVITIES (may overlap):
All
• Lectures: speaking or presenting only
25%
7%
• Lectures: with interactions/discussions
53%
3%
• Multi-media presentations using computers, powerpoint, video, slides, audio, etc
42%
5%
• In-class discussions involving the whole class
38%
6%
• In-class discussions or activities in small groups
32%
8%
Percentage of those responding
A little
Some
Most
All
22%
7%
15%
14%
15%
45%
38%
39%
42%
46%
24%
45%
27%
29%
25%
<1%
8%
15%
9%
7%
236
240
239
237
239
64%
65%
64%
64%
64%
• Active/hands-on activities (experimenting, performing, creating, practicing)
44%
9%
10%
38%
30%
14%
239
64%
• Working with students in small groups during class
26%
10%
21%
43%
18%
8%
238
64%
• Working one-on-one with students during class
17%
13%
35%
36%
11%
5%
241
65%
Website: not available yet
325
100%
Blackboard: not available yet
325
100%
Email not available yet
325
100%
Text not available yet
325
100%
What electronic means do you use for instructional delivery and/or communication with your students?
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
Page 7
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard II: Learning Programs and
Of those who referred service to students
and outcome is known,
Services (continued)
percent
who were satisfied with outcome
B. Student Support Programs
Admissions and Records
Orientation Orientation to Chabot College
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 (Writing, Reading Across Curriculum) Library Mezzanine; Rm. 354
Math Lab, Rm. 3906B
Communications Lab, Rm. 802
Online Learning/Blackboard Student Support
Disabled Students Programs and Services (DSPS)
Extended Opportunity and Services (EOPS)
PACE Degree and Transfer Program for Working Adults
Veteran's Office
Children's Center
Intercollegiate Athletics
College Bookstore
Campus Safety and Security
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Never
Heard
of it
95%
90%
91%
73%
84%
91%
95%
90%
85%
87%
96%
98%
95%
97%
90%
96%
92%
92%
97%
93%
98%
93%
Percentage of those responding
Responses
Heard of,
Referred Students and:
to each question
Never
Don't
Not
Number Pct of
Referred
Know
Satisfied
Satisfied
371
0%
12%
2%
1%
7%
1%
10%
4%
4%
3%
1%
0%
1%
5%
7%
13%
4%
2%
8%
8%
6%
4%
Not available
88%
1%
94%
1%
Chabot College Office of Institutional Research
6%
29%
26%
14%
20%
21%
20%
28%
29%
35%
25%
10%
17%
23%
33%
35%
27%
17%
33%
39%
41%
43%
16%
21%
22%
24%
26%
29%
27%
31%
25%
27%
23%
18%
20%
23%
22%
25%
20%
14%
19%
21%
21%
21%
4%
4%
5%
17%
7%
4%
2%
4%
6%
5%
2%
2%
3%
2%
4%
1%
4%
5%
1%
2%
1%
2%
74%
34%
45%
45%
39%
45%
41%
34%
35%
31%
49%
70%
59%
47%
34%
25%
46%
62%
39%
29%
32%
29%
362
362
362
361
361
358
361
360
361
362
361
360
362
362
357
358
360
363
361
359
362
362
98%
98%
98%
97%
97%
96%
97%
97%
97%
98%
97%
97%
98%
98%
96%
96%
97%
98%
97%
97%
98%
98%
8%
13%
20%
13%
9%
5%
62%
69%
363
363
98%
98%
Page 8
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard II: Learning Programs
B. Student Support Programs (continued)
Admissions and Records
Children's Center
Student Health Center
Office of Student Life
College Bookstore
Food-Cafeteria
Food-Catering
Campus Safety and Security
Online Teaching/Blackboard Faculty Support
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Of those who used the service,
and Services (continued)
percent
who were satisfied or very satisfied with outcome
97%
93%
96%
88%
95%
86%
96%
94%
96%
Never
Heard
of it
0%
4%
1%
4%
10%
0%
5%
0%
2%
Chabot College Office of Institutional Research
Percentage of those responding
Responses
USED It and was
Heard of,
to each question
Never
Not
Very Number Pct of
Used
Satisfied
Satisfied Satisfied
371
12%
74%
40%
58%
12%
10%
27%
4%
36%
2%
2%
2%
5%
4%
12%
2%
5%
3%
39%
10%
31%
22%
45%
51%
30%
46%
27%
46%
11%
26%
12%
29%
27%
35%
45%
32%
368
370
368
363
313
370
368
364
368
99%
100%
99%
98%
84%
100%
99%
98%
99%
Page 9
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard II: Learning Programs and Services (continued)
Percent who
Agree
or Strongly
Strongly Agree Disagree
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
B. Student Support Programs (continued)
Chabot uses research and data on students to determine:
• the learning support needs of its students.
• the services and programs to address those needs.
Student Services staff are dedicated to supporting student access,equity, and success.
I know where to locate and access written information about student supportservices.
I know where and how to refer my students to support services as needed.
The Counseling Division and Instructional Programs communicate with each other
to make sure that students receive accurate information about courses and programs.
In order to better help students in my course and/or my program, I need more info on:
• Degree and certificate requirements in my area.
• transfer requirements.
• student support services for academic challenges.
• student support services for non-academic challenges.
In order to better help students in my course and/or my program, we need more info on:
• Counseling support focused on our area.
• Peer mentors focused on our area.
• Tutoring for our students.
• Learning assistants in our courses.
79%
77%
86%
71%
76%
1%
1%
0%
1%
0%
4%
6%
1%
9%
6%
16%
16%
13%
19%
17%
57%
57%
50%
46%
50%
22%
20%
36%
25%
27%
285
284
311
304
321
77%
77%
84%
82%
87%
49%
5%
18%
28%
38%
11%
265
71%
36%
42%
52%
54%
14%
10%
7%
7%
19%
16%
14%
11%
31%
32%
26%
28%
26%
30%
39%
41%
11%
12%
13%
14%
298
302
307
303
80%
81%
83%
82%
70%
70%
74%
64%
3%
2%
2%
3%
7%
7%
5%
9%
20%
21%
19%
24%
31%
41%
39%
35%
39%
28%
35%
29%
304
304
313
302
82%
82%
84%
81%
English, ESL, & Math assessment test results recommend appropriate classes for my students.
Student support services (counseling, financial aid, health services, EOPS, etc)
make effective contributions to student learning and success.
The college offers a wide variety of special enrichment activities.
54%
4%
13%
29%
35%
19%
241
65%
83%
0%
3%
15%
43%
40%
317
85%
(ie, cultural events/ celebrations, outside speakers, forums, debates, discussions) for students.
82%
0%
2%
16%
47%
35%
331
89%
82%
0%
2%
15%
50%
32%
336
91%
Overall, Chabot provides high quality student support services
(eg, counseling, financial aid, health services, EOPS, etc).
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
Page 10
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard II: Learning Programs and Services (continued)
Percent who
Agree
or Strongly
Strongly Agree Disagree
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
C. Library and Learning Support Programs
Academic learning support services (tutoring, computer labs, instructional assistants)
make effective contributions to student learning and success.
85%
0%
1%
14%
45%
40%
360
97%
• in the Library.
61%
1%
8%
30%
40%
21%
356
96%
• on the Library web site.
Faculty & staff are adequately involved in the selection of library materials in their fields.
60%
48%
0%
1%
3%
4%
37%
46%
37%
30%
23%
18%
353
349
95%
94%
Resources are adequate for students to complete academic course work assignments:
Responses
to each question
Number Pct of
Faculty responses only:
I have scheduled library orientation sessions for my classes.
371
Yes:
No:
If yes, the library orientation adequately addressed the needs of my students.
Percent who
Agree
or Strongly
Strongly Agree Disagree
81%
1%
Please indicate the number of times in the past year you have:
• given assignments that required the use of the Chabot library or library web site.
• given research assignments that required the use of the Chabot College reference staff.
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
33%
67%
None
44%
55%
Chabot College Office of Institutional Research
246
109%
Percentage of those responding
Responses
Neither
to each question
Disagree
Disagree
2%
Nor Agree
16%
Strongly Number
Agree
Agree
Percent
of 325
45%
36%
96
26%
Percentage of those responding
1-3
4-6
7-9
25%
18%
7%
27%
11%
3%
10+
6%
4%
218
217
59%
58%
Page 11
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard III: Resources
Percent who
Agree
or Strongly
Strongly Agree Disagree
A. Human Resources
Hiring and evaluation
Chabot links staffing decisions to its institutional planning.
Hiring processes are likely to result in hiring personnel
who will effectively advance the mission of Chabot College.
Teaching effectiveness is the principal criterion used in the selection of instructors.
Hiring processes are fair to all applicants.
Human Resource policies and procedures:
• are clearly stated.
• are equitably applied.
The college climate encourages faculty, staff and administrators to value and strive
for cooperative and mutually respectful working conditions.
Current evaluation procedures are effective in assessing job performance
and improving the performance of:
• classified/professional staff
• part-time faculty
• non-tenured faculty
• tenured faculty
• administrators
Current evaluation procedures for non-tenured faculty
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
50%
7%
13%
30%
43%
7%
248
67%
57%
60%
55%
5%
3%
5%
12%
10%
15%
25%
27%
25%
46%
44%
39%
10%
16%
16%
297
261
288
80%
70%
78%
65%
59%
3%
4%
10%
9%
22%
29%
52%
43%
13%
15%
312
285
84%
77%
62%
4%
13%
21%
44%
18%
343
92%
42%
52%
57%
52%
32%
7%
7%
5%
6%
18%
15%
15%
10%
14%
19%
36%
25%
29%
28%
31%
35%
39%
40%
41%
25%
7%
13%
17%
10%
7%
223
285
235
223
209
60%
77%
63%
60%
56%
are effective in making recommendations for tenure.
Current evaluation procedures for administrators solicit and
51%
4%
8%
36%
38%
14%
205
55%
consider my opinion in assessing administrator effectiveness.
Current student evaluation forms are adequate in helping
20%
26%
30%
24%
17%
3%
227
61%
faculty members assess teaching effectiveness.
57%
5%
15%
23%
44%
13%
284
77%
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
Page 12
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Percent who
Agree
or Strongly
Strongly Agree Disagree
Standard III: Resources
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
A. Human Resources
Staff Development
When I started working at Chabot, I attended an orientation or training for my job.
63%
17%
15%
6%
37%
25%
350
94%
Chabot College provides the support and resources to improve my teaching or job skills.
Sufficient training opportunities are offered in:
• the Banner system/CLASS-Web/Web for Finance.
• the latest MS Office and other computer applications.
• Blackboard or other online tools/course development.
• Curricunet.
Faculty are encouraged to experiment with new instructional approaches.
Faculty & staff are encouraged to develop new programs & services
that will enhance student learning.
My administrator/supervisor encourages and supports my participation
in professional development activities.
Within the last 2 years, I have gone to the following number of
conferences or other professional development events off-campus:
• none
•1
• 2
•3
•4
• 5+
45%
8%
21%
26%
33%
12%
338
91%
33%
26%
53%
38%
66%
14%
15%
8%
8%
1%
23%
30%
13%
18%
7%
31%
29%
27%
36%
26%
25%
20%
36%
30%
45%
8%
6%
17%
8%
20%
287
280
295
239
275
77%
75%
80%
64%
74%
66%
4%
8%
22%
48%
19%
301
81%
72%
5%
7%
17%
40%
31%
334
90%
35%
23%
15%
9%
5%
13%
326
88%
If I went, my expenses to these events were paid by (check all that apply)
myself
grants
my areas budget
other
Staff Development activities on campus (flex day, other events) have helped improve
my teaching or job skills.
Chabot College acknowledges faculty who practice academic excellence.
29%
59%
20%
5%
22%
10%
29%
26%
23%
48%
6%
11%
332
301
89%
81%
Chabot College acknowledges classified staff who practice professional excellence.
55%
6%
13%
27%
41%
14%
283
76%
I feel respected and appreciated as an employee of Chabot College.
62%
5%
11%
22%
43%
19%
357
96%
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Not available yet
Not available yet
Not available yet
Not available yet
Chabot College Office of Institutional Research
Page 13
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Responses
to each question
Standard III: Resources (continued)
Number
Pct of
371
B. Physical Resources
My main work area is:
• currently under construction or will be in the next several years
• is new or has recently been renovated (in the past 4-5 years)
• Is an existing building that has not been remoldeled in the last 5 years
• do not know
Total: 100%
5%
59%
31%
6%
100%
259
Percent who
Agree
Standard III: Resources (continued)
or Strongly
Strongly Agree Disagree
I am familiar with the college Facilities Plan as it relates to my discipline/program/service area.
52%
8%
I had input into the Facilities Plan as it relates to my discipline/program/service area.
38%
14%
In the planning, design, and implementation of new and remodeled facilities the needs
of my discipline/program/service area were adequately considered.
41%
14%
If my area is new or was remodeled :
•the user group was the driving force behind the decisions
45%
10%
•the end result met expectations
46%
9%
•the end result enhances student learning
59%
7%
The current college facilities for my area:
• provide adequate physical space for my discipline/program/service area.
59%
9%
• support and ensure the integrity and quality of my discipline/ program/ service area.
58%
10%
• support student learning in my discipline/program/service area.
59%
9%
The office or work space provided for me is appropriate for my job responsibilities.
71%
6%
Percentage of those responding
Neither
Disagree
70%
Responses
to each question
Strongly Number Pct of
21%
27%
19%
22%
41%
28%
11%
10%
287
297
371
77%
80%
19%
26%
34%
7%
285
77%
18%
17%
8%
27%
27%
25%
32%
36%
44%
13%
10%
16%
194
220
234
52%
59%
63%
19%
14%
12%
12%
12%
18%
20%
11%
45%
47%
47%
46%
14%
12%
12%
26%
339
333
323
344
91%
90%
87%
93%
Disagree
Nor Agree
Agree
Agree
Supplies (eg paper, classroom materials) have been readily available to support my job/teaching.
Instructional equipment in labs (science, health, vocational programs etc) has been
67%
5%
15%
13%
49%
18%
337
91%
readily available to support student learning.
Instructional equipment in labs (science, health, vocational programs etc) is
adequately maintained to support student learning.
The college adequately maintains the facilities that we have.
57%
5%
11%
27%
37%
20%
218
59%
47%
47%
7%
8%
14%
25%
32%
20%
31%
36%
16%
11%
210
340
57%
92%
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
Page 14
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard III: Resources (continued)
Percent who
Agree
or Strongly
Strongly Agree Disagree
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
B. Physical Resources (continued)
Requests for maintenance and repair of buildings are handled:
• in a timely manner.
• with adequate results.
Custodial services on campus provide a clean & pleasant environment.
The campus landscaping and playing fields are well maintained.
There are sufficient personnel and material resources to maintain the buildings and grounds.
Facilities in my area are adequately constructed and maintained to address safety.
I feel safe on campus during daylight hours.
I feel safe on campus during the evening or at night.
Campus Safety and Security staff respond quickly in emergency situations.
It is clear what action should be taken on campus in case of:
• a personal injury.
• an emergency (fire, earthquake).
50%
55%
52%
74%
31%
5%
4%
12%
3%
26%
18%
15%
19%
9%
28%
28%
26%
17%
14%
15%
38%
41%
38%
55%
21%
11%
13%
14%
19%
10%
294
293
348
326
277
79%
79%
94%
88%
75%
62%
90%
64%
83%
6%
1%
3%
0%
11%
2%
12%
4%
21%
8%
20%
13%
46%
57%
48%
51%
16%
33%
16%
32%
326
350
323
292
88%
94%
87%
79%
67%
74%
3%
3%
13%
9%
17%
14%
47%
52%
20%
22%
325
316
88%
85%
73%
63%
55%
0%
2%
3%
5%
13%
16%
22%
22%
26%
58%
48%
41%
15%
14%
14%
343
299
264
92%
81%
71%
Overall at Chabot College:
• college facilities support student learning programs and services.
• the college assesses the effective use of facilities and equipment.
• the college uses the results of the facilities evaluation as a basis for improvement.
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
Page 15
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard III: Resources (continued)
Percent who
Agree
or Strongly
Strongly Agree Disagree
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
C. Technology
In my office, the equipment, software, and network connections are
sufficient to effectively carry out my work responsibilities.
In my classroom, the equipment, software, and network connections
69%
2%
16%
12%
53%
16%
340
92%
are sufficient to effectively support student learning.
In the computer labs, the software and network configurations provide me with
69%
5%
11%
14%
48%
21%
272
73%
adequate access to the applications I need to support my courses.
Faculty are sufficiently involved in the selection of instructional technology equipment.
I receive adequate training in the use of technology:
• in my office.
• in the classroom or lab.
Technology hardware and software are kept current to meet my job or teaching needs.
Requests for support services to maintain my computer are handled in a timely manner.
Students have adequate access to technological resources on campus to support their learning.
In the Graphics/Print Shop, the hours and assistance are sufficient for me.
For Audio Visual Services
• the hours and assistance are sufficient to me.
• classroom equipment is properly maintained.
There is adequate technical staff to support the use of technology on campus.
Chabot links technology decisions to its institutional planning.
The college replaces and maintains technological equipment to ensure
that discipline/program/service area needs are met.
63%
43%
5%
5%
13%
24%
19%
28%
48%
32%
15%
12%
186
206
50%
56%
42%
42%
52%
66%
63%
82%
8%
8%
6%
2%
5%
2%
23%
25%
22%
13%
15%
4%
26%
26%
20%
19%
18%
12%
34%
34%
40%
46%
49%
49%
8%
8%
11%
20%
14%
33%
325
274
339
311
286
293
88%
74%
91%
84%
77%
79%
69%
63%
38%
44%
1%
1%
12%
5%
7%
12%
27%
19%
23%
24%
22%
32%
45%
39%
25%
34%
24%
24%
13%
9%
241
249
289
204
65%
67%
78%
55%
49%
5%
15%
30%
39%
10%
278
75%
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
Page 16
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard IV: Leadership and Governance
Percent who
Agree
or Strongly
Strongly Agree Disagree
A. Decision-making roles and processes
If I have a question about campus policies or procedures, I know where to go for an answer.
I have a substantive role in college governance and policy-making that relates
to my areas of responsibility and expertise.
I feel empowered to improve or develop programs/services.
Faculty and/or staff input has:
• helped the college better achieve its mission.
• helped improve student learning.
I understand how the current structure of Council and Committees interacts to make
recommendations on policy and procedures.
The current structure of Council and Committees enables efective college-wide
participation in decision-making for all segments of the college community.
The college evaluates its governance and decision-making structures in order
to identify weaknesses and make needed improvements.
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
66%
3%
14%
17%
50%
15%
345
93%
39%
44%
10%
7%
25%
22%
26%
27%
28%
33%
12%
11%
297
329
80%
89%
72%
74%
1%
0%
6%
4%
21%
21%
53%
55%
19%
19%
300
298
81%
80%
34%
8%
29%
29%
28%
6%
284
77%
34%
9%
25%
32%
28%
5%
259
70%
43%
8%
16%
34%
35%
8%
238
64%
On average, I spend the following number of hour(s) per week on shared governance activities
(reading minutes, memos, newsletters, attending meetings, doing committee work):
• 0 hours
• 1 hour
• 2 hours
• 3 hours
35%
23%
15%
9%
• 4 hours
• more than 4 hours
Total
5%
13%
100%
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Percentage of those responding
Chabot College Office of Institutional Research
326
88%
Page 17
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Standard IV: Leadership and Governance (continued)
Percent who
Agree
or Strongly
Strongly Agree Disagree
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Pct of
371
Agree
B. Board, District, and College Administration
Board of Trustees
The Chabot-Las Positas Board of Trustees:
• equitably represents the interests of Chabot.
• exhibits an interest in and understanding of the college's programs, services and needs.
• makes responsible decisions that support and promote the mission of the college.
• accomplishes its responsibilities in ways that promote a positive learning environment
at the college.
•supports the equality, integrity, and effectiveness of Chabot programs and services.
33%
42%
40%
10%
8%
7%
28%
17%
18%
29%
34%
34%
28%
34%
34%
5%
7%
6%
236
238
229
64%
64%
62%
40%
45%
6%
7%
14%
16%
40%
32%
35%
38%
5%
8%
228
232
61%
63%
43%
7%
11%
39%
36%
7%
185
50%
38%
8%
11%
42%
29%
9%
180
49%
24%
14%
31%
30%
22%
2%
221
60%
35%
40%
55%
42%
55%
34%
10%
11%
6%
5%
3%
11%
24%
17%
11%
13%
7%
15%
32%
31%
28%
39%
35%
39%
31%
36%
47%
37%
45%
31%
4%
4%
7%
5%
11%
3%
240
238
242
208
199
241
65%
64%
65%
56%
54%
65%
75%
3%
5%
17%
48%
27%
288
78%
76%
4%
4%
16%
50%
26%
310
84%
88%
2%
2%
9%
46%
41%
314
85%
District Chancellor
The Chancellor equitably represents the interest of both Colleges to
the Boards of Trustees
The Chancellor fosters effective communication between the two colleges
and the Board
District Administration
The division between District and College operational responsibilities
is clearly communicated.
The District services are administered to meet the needs of Chabot College in
•Maintenance and Operations
• Infromation Technology Services (ITS)
• Human Resources
• Purchasing
• Warehouse and Receiving
District services are responsive to Chbaot staff/faculty/administrators
Chabot College President
The president is receptive to the concerns of classified professionals and faculty
The president effectively communicates across the campus on major
college and academic issues.
The president promotes a climate that is tolerant and accepting of differences
in ethnicity, cultural background, age, gender, sexual orientation,
physical disability, and religious background
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
Page 18
Chabot College Spring 2014 Staff Accreditation Survey: All Staff
Chabot College Administration
The college administration provides effective management
that supports the college's mission
62%
3%
9%
26%
50%
12%
295
80%
• excellence in instruction.
• a positive learning environment.
The college administration demonstrates leadership on educational issues
The administration creates an environment that supports innovation in
programs and services.
The practice of shared governance has been adequately promoted and implemented
by the college administration.
Important recommendations/decisions made through shared governance are
implemented by the college administration
70%
70%
58%
2%
1%
2%
3%
5%
8%
25%
24%
32%
51%
51%
44%
19%
19%
14%
291
297
286
78%
80%
77%
59%
2%
10%
30%
45%
13%
284
77%
46%
4%
15%
35%
35%
11%
265
71%
38%
6%
18%
37%
28%
10%
242
65%
Faculty
There is adequate faculty voice in the development of institutional policy.
55%
3%
12%
30%
35%
20%
240
65%
Part-time faculty members are encouraged to participate
in decision-making activities in their teaching areas.
51%
10%
15%
24%
37%
13%
279
75%
63%
6%
7%
23%
42%
22%
260
70%
57%
5%
8%
30%
36%
20%
214
58%
38%
45%
5%
8%
18%
15%
39%
33%
26%
29%
11%
16%
185
128
50%
35%
59%
2%
2%
37%
36%
23%
141
38%
53%
5%
13%
29%
41%
12%
217
58%
57%
4%
8%
31%
38%
19%
221
60%
The College administration has effectively encouraged:
As a member of the faculty, I feel respected and valued by the college administration.
The Academic Senate has been effective in communicating concerns
of the faculty to the college administration.
Classified Professionals
There is adequate classified professional voice in the development of institutional policy.
As a classified professional, I feel respected & valued by the college administration.
The Classified Senate has been effective in communicating concerns of
the classified professionals to the college administration.
Students
Students are adequately involved in the governance of the College.
The administration provides adequate means for students to have
their desires/concerns addressed.
*Response rates: FT classified: 83%;
FT faculty: 76%; Administrators: 86%;
PT faculty: 46%; PT classified: 94%
Chabot College Office of Institutional Research
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