Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Chabot College
Faculty/Classified Professional Staff/Administrator Accreditation Surveys
Comparison of Fall 1995, Fall 2001, Spring 2008, Spring 2014 Similar Survey Items,
by 2008/2014 Standards
Based on samples of faculty, classified professional staff, and administrators.
Number of Respnose: Fall 1995 (n=278), Fall 2001 (n=249), Spring 2008 (n=566), Spring 2014 (n=371)
Percent who
Standard I: Institutional Mission & Effectiveness
Agree
Responses
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
to each question
Strongly Number Percent
Agree Agree
A. Mission
I am familiar with the Chabot College vision/mission statement.
2008
2014
I have used the Chabot College vision/mission statement in some aspect of my w 2008
2014
I am familiar with the Chabot College values statements
statements.
2008
2014
Institutional planning and decision making are guided by the vision/mission state 2008
2014
At Chabot, there is a college-wide commitment to student learning.
2008
2014
B Improving Institutional Effectiveness
B.
Planning
I contributed to the development of my unit plan.
2008
I contributed to the development of my area's program review
2014
The unit planning process in my area:
• is useful to me.
2008
The program review process in my area:
• is useful to me.
2014
The unit planning process in my area:
• has led to improvements in my area.
2008
The program review process in my area:
• has led to improvements
in my
2014
p
y area.
The unit planning process in my area:
• has led to new resources for my area.
2008
The program review process in my area:
• has led to new resources for my area.
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
71%
82%
61%
71%
56%
64%
50%
60%
79%
87%
4%
3%
6%
5%
5%
6%
4%
2%
3%
1%
9%
5%
10%
6%
14%
12%
11%
7%
7%
4%
17%
10%
22%
17%
25%
18%
35%
30%
12%
8%
49%
52%
42%
46%
39%
44%
39%
45%
43%
44%
22%
30%
20%
25%
17%
20%
11%
15%
35%
43%
528
366
527
364
516
363
424
322
510
356
95%
99%
94%
98%
92%
98%
76%
87%
91%
96%
65%
70%
9%
9%
14%
10%
12%
12%
31%
34%
34%
36%
413
304
74%
82%
58%
5%
11%
26%
39%
19%
384
69%
56%
3%
14%
27%
39%
17%
292
79%
53%
6%
12%
29%
35%
18%
381
68%
56%
3%
14%
28%
37%
18%
284
77%
45%
8%
13%
33%
28%
17%
368
66%
52%
5%
15%
27%
35%
17%
271
73%
Chabot College Office of Institutional Research
Page 1 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
P
t who
h
Percent
R
Responses
to each question
Agree
Percentage of those responding
or Strongly
Strongly Number Percent
Standard I: Institutional Mission & Effectiveness
Strongly Agree Disagree Disagree Neutral*
B. Improving Institutional Effectiveness (continued)
Planning
I have had input into the annual planning process in my division.
1995
I have had an opportunity to provide input into the College strategic planning pro 2001
I have had sufficient opportunity to provide input into the college-wide planning process.
2008
2014
g p
y objectives.
j
year's college
priority
2008
I am familiar with this y
I am familiar with the college's strategic plan goal
2014
The planning process at Chabot adequately identifies college priorities.
2008
2014
The planning of educational programs, student services, staffing, and the use of
physical and financial resources is sufficiently coordinated.
1995
2001
The planning of educational programs, student services, staffing, and the use of physical
and financial resources is sufficiently integrated.
2008
2014
The college planning process is capable of responding/responds within a reasonable time to:
• changing needs such as student characteristics or demand for courses.
1995
• changing
h i factors
f
such
h as student
d characteristics,
h
i i labor
l b markets,
k
or course demand.
d
d
2001
2008
2014
In the planning, development, evaluation, and revision of programs and services:
• program review results are used.
2008
2014
In the design and development of policies and programs:
• institutional research results are used.
1995
In the design, development, and revision of programs and services:
• institutional research results are used.
2001
development evaluation,
evaluation and revision of programs and services:
In the planning
planning, development,
• institutional research results are used.
2008
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Agree
Agree
58%
56%
14%
10%
17%
16%
11%
17%
37%
48%
21%
8%
247
202
89%
81%
49%
48%
40%
58%
41%
47%
7%
5%
8%
5%
6%
3%
20%
16%
26%
18%
16%
16%
24%
32%
26%
19%
37%
34%
36%
32%
29%
40%
34%
37%
13%
16%
12%
18%
7%
10%
445
315
434
314
372
286
80%
85%
78%
85%
67%
77%
24%
21%
12%
18%
39%
41%
25%
20%
20%
18%
5%
3%
219
193
79%
78%
32%
32%
10%
8%
24%
28%
34%
32%
25%
27%
7%
5%
377
277
68%
75%
26%
13%
36%
25%
23%
2%
226
81%
18%
34%
37%
15%
9%
6%
37%
20%
23%
30%
37%
34%
16%
26%
30%
2%
8%
7%
195
372
283
78%
67%
76%
47%
52%
5%
2%
11%
12%
37%
34%
37%
43%
11%
9%
320
251
57%
68%
37%
5%
15%
43%
33%
3%
178
64%
45%
7%
16%
33%
41%
4%
150
60%
53%
62%
4%
1%
8%
6%
36%
31%
41%
46%
12%
16%
314
241
56%
65%
Chabot College Office of Institutional Research
Page 2 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard I: Institutional Mission & Effectiveness
Responses
to each question
Percentage of those responding
or Strongly
Strongly Number Percent
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
Faculty responses only:
The new academic program review process:
• has helped me evaluate student learning in my classes.
The academic program review process:
• has helped me evaluate student learning in my classes.
The new academic program review process:
• is useful for identifying priorities for improvement or support.
The academic program review process:
• is useful for identifying priorities for improvement or support.
B. Improving Institutional Effectiveness
Budget and Grants
I have a clear understanding of the role of the College Budget Committee
in the budget process.
College-wide and unit planning are linked to resource allocation.
2008
36%
8%
22%
34%
28%
7%
205
63%
2014
51%
8%
19%
22%
40%
11%
224
69%
2008
41%
8%
18%
33%
32%
9%
207
64%
2014
59%
5%
16%
20%
47%
13%
227
70%
20%
50%
58%
53%
54%
21%
6%
3%
9%
7%
39%
15%
9%
15%
13%
20%
30%
30%
24%
26%
16%
41%
47%
39%
35%
4%
9%
10%
13%
19%
20%
24%
25%
14%
37%
28%
18%
34%
17%
20%
3%
4%
174
488
70%
87%
27%
10%
27%
35%
20%
7%
349
94%
23%
22%
24%
14%
35%
31%
18%
33%
19%
18%
4%
4%
177
486
71%
87%
35%
9%
23%
33%
26%
9%
351
95%
27%
13%
27%
32%
21%
7%
489
88%
36%
10%
20%
34%
26%
11%
348
94%
1995
2008
2014
The status of the budget in my program/discipline/unit is available to me.
2008
2014
I the
In
th development
d l
t off the
th college
ll
budget,
b d t I have
h
a clear
l understanding
d t di off the
th role
l of:
f
• the College Budget Study Group (CBSG)
2001
• the College Budget Committee.
2008
In the college planning and budgeting process, I have a clear understanding of the role of:
• the College Budget Committee.
2014
In the development of the college budget, I have a clear understanding of the role of:
• the Institutional Planning and Budget Council (IPBC)
2001
• the Institutional Planning and Budget Council (IPBC)
2008
In the college planning and budgeting process, I have a clear understanding of the role of:
• the Planning, Review and Budget Council (PRBC).
2014
In the development of the college budget, I have a clear understanding of the role of:
• the Faculty Prioritization Committee.
2008
process I have a clear understanding of the role of:
In the college planning and budgeting process,
• the Faculty Prioritization Committee.
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
237
303
236
375
281
85%
54%
64%
67%
76%
Page 3 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
S d d II: IInstitutional
i i
l Mi
i & Effectiveness
Eff i
Standard
Mission
or Strongly
Strongly Agree Disagree Disagree Neutral*
In the development of the college budget, I have a clear understanding of the role of:
• the Enrollment Management Committee.
2008
In the college planning and budgeting process, I have a clear understanding of the role of:
g
Committee.
2014
• the Enrollment Management
If I wanted to obtain a grant for my program, I know how to initiate that process at Chabot.
2008
2014
The Grant Development Office writes grant proposals to support major college priorities.
2008
2014
There is adequate coordination between faculty, classified staff, and administration
in the college budget development process.
1995
In the college budget development process:
• there is adequate coordination between faculty, classified staff, and administration.
2001
In the budget development process in my area/unit:
• there is adequate communication between faculty, classified staff, and administration.
2008
In the budget development process in my program/discipline/area:
• there is adequate communication between faculty, classified staff, and administration.
2014
I have adequate opportunity for participation in the budget process.
1995
I the
In
h college
ll
budget
b d development
d l
process:
• I have adequate opportunity for participation.
2001
In the budget development process in my area/unit:
• I have adequate opportunity for participation.
2008
In the budget development process in my program/discipline/area:
• I have adequate opportunity for participation.
2014
Research
The college evaluates how well its mission and goals are accomplished.
2008
2014
The Office of Institutional Research provides data for college and program evaluation.
2008
2014
I use Institutional Research data in the planning and evaluation of my courses/program/unit.
2008
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Responses
to each question
Percentage of those responding
Strongly Number Percent
Agree
Agree
25%
13%
27%
36%
20%
4%
485
87%
34%
11%
21%
34%
24%
10%
348
94%
55%
44%
7%
10%
20%
23%
19%
24%
39%
30%
16%
15%
400
301
72%
81%
66%
66%
2%
1%
4%
4%
28%
29%
45%
44%
21%
22%
354
273
63%
74%
11%
27%
45%
17%
10%
0%
210
76%
16%
26%
36%
22%
15%
2%
165
66%
42%
11%
22%
24%
32%
10%
411
74%
49%
22%
9%
21%
18%
35%
24%
22%
36%
21%
13%
1%
292
220
79%
79%
31%
19%
28%
21%
27%
4%
186
75%
46%
8%
20%
26%
34%
12%
420
75%
55%
6%
14%
24%
35%
20%
297
80%
59%
65%
3%
3%
9%
7%
29%
26%
48%
46%
11%
18%
361
293
65%
79%
76%
85%
1%
%
0%
2%
%
2%
21%
%
13%
50%
%
42%
27%
7%
42%
388
306
70%
7 %
82%
38%
51%
10%
5%
19%
18%
33%
26%
26%
28%
12%
23%
361
290
65%
78%
Chabot College Office of Institutional Research
Page 4 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
replied sometimes
Standard I: Institutional Mission & Effectiveness
B. Improving Institutional Effectiveness
Dialogue
g and Collaboration
I participate in thoughtful, reflective dialogues about improving student learning
at these places and times:
• on college-wide flex days.
2008
2014
• in college-wide committees.
2008
2014
• in my division/discipline/program meetings.
2008
2014
• in meetings with one or more colleagues.
2008
2014
• informally, in hallways or offices.
2008
2014
I participate in thoughtful, reflective dialogues about improving institutional effectiveness
at these places and times:
• on college-wide flex days.
2008
2014
• in college-wide committees.
2008
2014
• in my division/discipline/program meetings.
2008
2014
• in meetings with one or more colleagues.
2008
2014
2008
• informally, in hallways or offices.
2014
I collaborate or work with the following groups:
• faculty/staff in my unit or discipline.
2008
• faculty/staff in my area or discipline.
2014
• faculty or staff in my division.
2008
program
• faculty or staff in my division or program.
2014
• faculty or staff outside of my division.
2008
• faculty or staff outside of my division or program.
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Percentage of those
responding
Responses
to each question
or
often Never Sometime
Often
65%
76%
46%
56%
71%
79%
83%
90%
82%
87%
35%
24%
54%
44%
29%
21%
17%
10%
18%
13%
42%
49%
33%
37%
38%
37%
40%
40%
41%
39%
23%
28%
14%
18%
32%
42%
42%
50%
41%
48%
539
369
531
369
531
366
534
363
536
366
97%
99%
95%
99%
95%
99%
96%
98%
96%
99%
58%
68%
45%
53%
66%
74%
76%
81%
74%
81%
42%
32%
55%
47%
34%
26%
24%
19%
26%
19%
43%
50%
29%
37%
43%
47%
44%
51%
45%
51%
15%
18%
16%
16%
23%
27%
31%
31%
29%
30%
532
367
528
367
529
367
532
370
531
367
95%
99%
95%
99%
95%
99%
95%
100%
95%
99%
86%
92%
86%
90%
66%
76%
14%
8%
14%
10%
34%
24%
29%
26%
38%
35%
37%
47%
57%
66%
48%
55%
29%
29%
531
365
528
363
523
365
95%
98%
95%
98%
94%
98%
Chabot College Office of Institutional Research
Number Percent
of 558
Page 5 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
St d d II: IInstitutional
tit ti
l Mi
i & Eff
ti
Standard
Mission
Effectiveness
or Strongly
Strongly Agree Disagree Disagree Neutral*
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
accurate.
2008
2014
Chabot College provides students with clear expectations concerning the principles of
academic honesty and the sanctions for violations.
2008
2014
Academic freedom is upheld at Chabot.
2008
2014
Responses
to each question
Percentage of those responding
Strongly Number Percent
Agree
Agree
71%
63%
5%
5%
8%
11%
15%
21%
48%
46%
23%
17%
416
326
75%
88%
69%
66%
79%
78%
3%
3%
1%
1%
12%
10%
4%
2%
17%
21%
15%
19%
50%
46%
50%
46%
19%
20%
29%
32%
423
335
404
298
76%
90%
72%
80%
84%
88%
76%
73%
87%
87%
1%
0%
5%
7%
1%
3%
4%
1%
3%
5%
3%
1%
10%
11%
15%
15%
8%
9%
42%
44%
43%
46%
34%
40%
42%
44%
33%
27%
53%
47%
285
252
194
186
264
230
88%
68%
70%
75%
81%
62%
73%
3%
10%
14%
58%
16%
267
96%
• gender
2001
2008
2014
1995
87%
86%
90%
72%
0%
2%
0%
2%
3%
3%
2%
7%
10%
10%
7%
20%
62%
52%
46%
57%
24%
34%
45%
15%
238
507
360
264
96%
91%
97%
95%
• physical disability
2001
2008
2014
1995
89%
85%
89%
81%
1%
1%
1%
2%
3%
3%
1%
6%
7%
11%
9%
12%
65%
51%
45%
58%
24%
33%
43%
22%
233
505
361
265
94%
91%
97%
95%
• age
2001
2008
2014
1995
86%
87%
91%
78%
1%
1%
0%
2%
2%
2%
1%
7%
12%
11%
8%
14%
58%
52%
50%
63%
28%
35%
42%
15%
238
505
359
259
96%
91%
97%
93%
2001
2008
2014
89%
85%
86%
1%
1%
0%
2%
2%
3%
9%
12%
11%
65%
52%
47%
24%
33%
39%
236
504
357
95%
90%
96%
When teaching, I consciously separate my personal convictions from the professionally
accepted views of my discipline.
2008
2014
My administrator would back me up in professional classroom practices.
1995
2001
My dean would back me up in professional classroom practices.
2008
2014
At Chabot, the general "campus climate" is one of respect for differences in :
• race-ethnicity
1995
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 6 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard
Mission
Effectiveness
St d d II: IInstitutional
tit ti
l Mi
i & Eff
ti
B. Improving Institutional Effectiveness (continued)
Integrity, Equity, Diversity (continued)
• sexual orientation
• native language
• religion
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Responses
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
1995
2001
2008
2014
1995
2001
2008
2014
1995
2001
2008
2014
55%
80%
79%
88%
56%
75%
81%
83%
69%
79%
75%
80%
Chabot College Office of Institutional Research
5%
1%
1%
1%
4%
0%
1%
0%
1%
1%
1%
1%
13%
7%
6%
2%
15%
6%
3%
3%
6%
4%
4%
3%
26%
11%
14%
10%
25%
19%
16%
14%
24%
15%
19%
16%
to each question
Strongly Number Percent
Agree
Agree
45%
61%
48%
47%
48%
55%
52%
45%
55%
58%
47%
44%
10%
19%
31%
41%
8%
20%
28%
38%
14%
21%
28%
36%
240
227
500
356
249
230
493
356
240
221
492
342
86%
91%
90%
96%
90%
92%
88%
96%
86%
89%
88%
92%
Page 7 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Responses
Percentage of those responding
Standard I: Institutional Mission & Effectiveness (continued
or Strongly
Strongly Agree Disagree Disagree Neutral*
B. Improving Institutional Effectiveness (continued)
Integrity, Equity, Diversity (continued)
The following groups treat me with respect:
• faculty
1995
The following groups demonstrate honesty and truthfulness in their dealings with me:
to each question
Strongly Number Percent
Agree
Agree
82%
2%
6%
10%
48%
34%
273
98%
2008
2014
2001
2008
2014
1995
2001
2008
75%
79%
80%
81%
82%
75%
60%
72%
1%
0%
2%
2%
1%
3%
8%
4%
4%
4%
8%
3%
2%
6%
13%
7%
19%
18%
11%
15%
15%
15%
19%
18%
52%
55%
55%
53%
50%
48%
44%
50%
24%
23%
24%
27%
32%
28%
16%
23%
504
359
238
517
357
268
243
512
90%
97%
96%
93%
96%
96%
98%
92%
2014
1995
2001
2008
2014
Chabot provides programs and services that enhance understanding and appreciation
of diversity on campus.
2008
2014
The college curriculum adequately addresses issues related to cultural diversity.
1995
2001
2008
68%
84%
84%
86%
87%
4%
1%
2%
1%
0%
7%
2%
4%
2%
1%
20%
12%
11%
11%
12%
46%
48%
59%
55%
53%
22%
37%
24%
31%
34%
349
273
238
520
351
94%
98%
96%
93%
95%
76%
83%
2%
1%
5%
3%
17%
12%
49%
51%
28%
32%
470
347
84%
94%
51%
66%
61%
4%
2%
4%
20%
8%
8%
24%
24%
26%
37%
50%
41%
14%
16%
20%
203
194
423
73%
78%
76%
61%
16%
11%
15%
16%
8%
36%
41%
47%
43%
8%
34%
36%
26%
28%
24%
15%
11%
12%
14%
43%
12%
7%
9%
12%
18%
3%
5%
6%
4%
315
258
237
446
315
85%
93%
95%
80%
85%
• students
• faculty
• administrators
• classified staff
I feel discrimination by other college staff on this campus.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
2014
1995
2001
2008
2014
Chabot College Office of Institutional Research
Page 8 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Of those feeling discrimination by college staff,
Standard I: Institutional Mission & Effectiveness
percent that attribute it to age,
p
g ,g
gender,, ethnicity
y
all staff
B. Improving Institutional Effectiveness (continued)
Integrity, Equity, Diversity (continued)
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
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
1995
2001
2008
2014
1995
2001
2008
2014
1995
2001
2008
2014
1995
2001
2008
2014
1995
2001
2008
2014
2008
2014
or race, sexual orientation, or other:
4%
6%
3%
30%
59%
26%
4%
4%
2%
30%
41%
18%
8%
7%
7%
58%
63%
59%
3%
2%
<1%
20%
15%
3%
7%
12%
6%
48%
107%
53%
5%
Chabot College Office of Institutional Research
Page 9 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard II: Learning Programs and Services
Responses
estion
to each qquestion
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Strongly Number Percent
Agree
Agree
A. Instructional Programs
In the classroom, faculty members at Chabot encourage a balanced perspective
of multifaceted issues, beliefs and world views.
Faculty have sufficient opportunities for input on matters of curriculum review,
evaluation,
evaluation and revision.
revision
Educational programs:
• are continually
y reviewed for consistency
y with the college
g mission.
• reflect the educational needs of students & surrounding communities.
• are assessed, reviewed, and modified regularly.
Overall, Chabot provides a high quality learning experience for students.
1995
2001
2008
2014
65%
74%
67%
76%
3%
2%
1%
1%
9%
5%
7%
6%
24%
20%
25%
17%
51%
52%
43%
50%
14%
21%
24%
26%
198
189
373
290
71%
76%
67%
78%
1995
2001
2008
2014
71%
63%
65%
72%
3%
2%
3%
2%
10%
15%
8%
7%
16%
20%
24%
19%
55%
45%
47%
49%
16%
18%
18%
24%
204
191
292
253
73%
77%
90%
68%
1995
2001
2008
48%
33%
56%
5%
5%
3%
25%
28%
8%
23%
33%
33%
40%
29%
47%
8%
4%
9%
170
148
341
61%
59%
61%
2014
2008
2014
2008
2014
2008
2014
68%
65%
70%
60%
73%
83%
87%
1%
3%
2%
3%
1%
1%
1%
5%
10%
7%
9%
5%
3%
1%
27%
22%
21%
28%
21%
13%
12%
56%
53%
58%
47%
57%
55%
53%
12%
12%
13%
13%
15%
28%
34%
285
405
316
354
294
475
346
77%
73%
85%
63%
79%
85%
93%
1995
2001
2008
2014
76%
72%
81%
84%
1%
0%
1%
1%
4%
7%
3%
4%
20%
20%
15%
11%
50%
51%
48%
50%
25%
21%
34%
35%
241
225
464
339
87%
90%
83%
91%
1995
2001
27%
40%
8%
6%
41%
33%
25%
21%
25%
31%
2%
9%
229
195
82%
78%
2008
2014
48%
56%
6%
2%
17%
11%
29%
31%
35%
40%
13%
17%
289
242
89%
65%
Chabot instructors demonstrate a commitment to high standards of teaching.
Most students seem prepared to succeed in the courses in which they are enrolled.
My students have the necessary skills required to succeed in my courses.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 10 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard II: Learning Programs and Services
Responses
to each question
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Strongly Number Percent
Agree
Agree
A. Instructional Programs (continued)
Th typical
The
t i l “A” grade
d given
i
att Chabot
Ch b t represents
t excellent
ll t student
t d t achievement
hi
t in
i a course.
1995
2001
2008
2014
Faculty responses only
I had an opportunity to participate in the development of the new AA/AS degree and
general education requirements.
2008
I had an opportunity to participate in the development of the new AA-T degree and
general education requirements.
2014
I regularly update my course content.
2008
2014
I regularly experiment with different instructional approaches.
2008
2014
I use a variety of teaching methodologies as a response to the learning styles of students.
2008
2014
I use multiple methods of classroom assessment to measure student progress.
2008
2014
The purpose and value of writing and assessing student learning outcomes is clear to me.
2008
2014
I have received training from Chabot College in:
• writing student learning outcomes.
2008
2014
• assessing student learning outcomes.
2008
2014
I have received training outside of Chabot College (conferences, workshops, reading,
self-teaching) in writing or assessing student learning outcomes.
2008
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
75%
72%
72%
72%
4%
5%
2%
2%
8%
6%
9%
4%
13%
17%
17%
22%
44%
52%
48%
48%
31%
20%
24%
24%
213
192
421
316
77%
77%
75%
85%
48%
8%
21%
23%
32%
16%
291
90%
40%
90%
93%
88%
91%
13%
0%
0%
0%
1%
17%
1%
2%
4%
2%
30%
9%
5%
8%
6%
23%
48%
42%
48%
43%
17%
41%
51%
40%
48%
242
289
247
292
246
65%
89%
67%
90%
66%
91%
92%
0%
0%
1%
0%
8%
7%
47%
38%
44%
54%
293
243
90%
65%
87%
92%
0%
0%
3%
1%
10%
6%
50%
44%
38%
49%
285
245
88%
66%
69%
70%
5%
6%
9%
9%
17%
15%
41%
41%
28%
30%
288
244
89%
66%
41%
55%
38%
59%
13%
8%
14%
9%
22%
16%
24%
16%
25%
21%
24%
16%
30%
38%
30%
42%
11%
17%
9%
17%
290
243
287
240
89%
65%
88%
65%
51%
48%
12%
15%
24%
22%
13%
15%
30%
27%
21%
21%
285
246
88%
66%
Chabot College Office of Institutional Research
Page 11 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard II: Learning Programs and Services
Responses
to each question
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Strongly Number Percent
Agree
Agree
A IInstructional
A.
t ti
l Programs
P
(continued)
(
ti
d)
Faculty responses only (continued)
I have contributed to the development of student learning outcomes for course(s) in my discipline.
2008
2014
I have assessed (or plan to assess within the year) student learning outcomes in my course(s).
2008
2014
My unit/discipline has developed program-level student learning outcomes.
2008
program-level
My program/discipline has developed program
level student learning outcomes.
2014
I am familiar with the college-wide learning goals.
2008
2014
I consciously encourage my students to act ethically and responsibly as citizens.
2008
2014
I provide students with multiple opportunities to practice communication skills (reading, writing,
speaking) within the classroom or through assignments.
2008
2014
My courses include critical thinking components.
2008
2014
I encourage my students to think creatively and /or produce original works.
2008
2014
My courses require basic computer literacy.
2008
2014
I include information competency concepts (the search for and analysis of information)
in my
2008
y courses/assignments.
g
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
59%
73%
7%
4%
17%
11%
18%
12%
33%
39%
26%
34%
290
246
89%
66%
62%
87%
55%
4%
1%
4%
13%
4%
12%
22%
7%
29%
39%
43%
40%
23%
45%
15%
288
247
284
89%
67%
87%
83%
55%
72%
1%
4%
4%
2%
12%
7%
15%
28%
17%
39%
41%
44%
44%
15%
29%
246
292
245
66%
90%
66%
92%
93%
0%
0%
2%
2%
6%
5%
40%
32%
52%
61%
293
247
90%
67%
88%
91%
90%
96%
86%
89%
67%
84%
1%
0%
1%
0%
1%
0%
4%
3%
3%
2%
1%
0%
1%
2%
13%
2%
9%
7%
8%
4%
12%
9%
16%
11%
40%
29%
36%
28%
36%
31%
34%
38%
47%
62%
54%
68%
50%
58%
32%
45%
292
246
291
245
289
248
287
245
90%
66%
90%
66%
89%
67%
88%
66%
74%
81%
3%
1%
3%
4%
20%
15%
38%
36%
36%
45%
286
245
88%
66%
Chabot College Office of Institutional Research
Page 12 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
stated
St d d II
i P
dS
i
Standard
II: L
Learning
Programs and
Services
Responses
to each question
Percentage of those responding
most or None
All
A little
Some
Most
All
Number Percent
Faculty responses only (continued)
Averaging over all the courses you currently teach, HOW MUCH of the CLASSROOM TIME
do you ALLOCATE for the following TYPES of TEACHING ACTIVITIES (may overlap):
• Lectures: speaking or presenting only
2008
2014
• Lectures: with interactions/discussions
2008
2014
• Multi-media presentations using computers, powerpoint, video, slides, audio, etc
2008
2014
• In-class discussions involving the whole class
2008
2014
• In-class discussions or activities in small groups
2008
2014
• Active/hands-on activities (experimenting, performing, creating, practicing)
2008
2014
25%
25%
50%
53%
10%
7%
4%
3%
17%
22%
4%
7%
48%
45%
43%
38%
25%
24%
46%
45%
<1%
<1%
4%
8%
281
236
284
240
86%
64%
87%
65%
31%
42%
34%
38%
23%
32%
11%
5%
6%
6%
12%
8%
21%
15%
13%
14%
19%
15%
36%
39%
46%
42%
46%
46%
23%
27%
28%
29%
20%
25%
8%
15%
6%
9%
3%
7%
282
239
282
237
284
239
87%
64%
87%
64%
87%
64%
42%
44%
12%
9%
9%
10%
36%
38%
32%
30%
10%
14%
285
239
88%
64%
2008
2014
2008
27%
26%
22%
13%
10%
15%
17%
21%
27%
43%
43%
35%
22%
18%
16%
4%
8%
6%
286
238
288
88%
64%
89%
2014
17%
13%
35%
36%
11%
5%
241
65%
What electronic means do you use for instructional delivery and/or communication
with your students?
Email:
2008
2014
Website:
2008
2014
Blackboard:
2008
2014
2014
Text
2 ways:
2008
2014
3 ways:
2008
2014
4 ways:
2014
27%
60%
1%
22%
3%
49%
22%
20%
64%
10%
25%
11%
325
256
325
256
325
256
256
325
158
325
158
158
100%
69%
100%
69%
100%
69%
69%
100%
43%
100%
43%
43%
• Working with students in small groups during class
• Working one-on-one with students during class
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 13 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
St d d II
i P
dS
i
Standard
II: L
Learning
Programs and
Services
Responses
to each question
Percentage of those responding
or Strongly
Strongly Number Percent
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
B. Student Support Programs
Counselors effectively advise students about appropriate academic courses.
1995
2001
2008
35%
46%
60%
9%
9%
3%
30%
25%
13%
25%
20%
25%
30%
39%
45%
5%
7%
15%
202
176
378
73%
71%
68%
1995
2001
2008
1995
2001
2008
50%
58%
64%
44%
47%
58%
6%
6%
2%
9%
7%
3%
20%
9%
9%
18%
16%
8%
24%
26%
25%
29%
30%
32%
42%
44%
45%
36%
35%
41%
8%
14%
19%
8%
12%
17%
182
163
364
153
147
323
65%
65%
65%
55%
59%
58%
2008
2014
• the services and programs to address those needs.
2008
2014
Student Services staff are dedicated to supporting student access, learning, and success.
2008
Student Services staff are dedicated to supporting student access,equity, and success.
2014
English, ESL, and Math assessment test results have recommended appropriate
classes for my students.
1995
2001
2008
2014
Student support services (counseling, financial aid, health services, EOPS, etc) make effective
contributions to student learning and success.
2008
69%
79%
68%
77%
1%
1%
1%
1%
4%
4%
4%
6%
26%
16%
28%
16%
51%
57%
48%
57%
18%
22%
20%
20%
344
285
343
284
62%
77%
61%
77%
81%
1%
1%
17%
49%
31%
397
71%
86%
0%
1%
13%
50%
36%
311
84%
45%
46%
54%
5
%
54%
4%
7%
3%
%
4%
24%
22%
8%
%
13%
26%
24%
35%
9%
29%
38%
37%
38%
%
35%
8%
9%
16%
9%
19%
144
147
309
241
52%
59%
55%
%
65%
82%
0%
1%
17%
54%
28%
396
71%
2014
The college offers a wide variety of special enrichment activities. (ie, cultural events/celebrations,
outside speakers, forums, debates, discussions) for students.
2008
2014
Overall, Chabot provides high quality student support services (eg, counseling, financial aid,
health services, EOPS, etc).
2008
83%
0%
3%
15%
43%
40%
317
85%
71%
82%
2%
0%
7%
2%
20%
16%
54%
47%
17%
35%
449
331
80%
89%
78%
1%
2%
19%
55%
23%
453
81%
82%
0%
2%
15%
50%
32%
336
91%
Counselors provide students with accurate and useful information about:
• transfer requirements
• technical-occupational
t h i l
ti l programs
Chabot uses research and data on students to determine:
• the learning support needs of its students.
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 14 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
A
Agree
Standard II: Learning Programs and Services
Responses
to each question
i
Percentage off those responding
or Strongly
Strongly Number Percent
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
B. Student Support Programs (continued)
The mid-term progress reports have been helpful in improving student success
in my classroom.
1995
2001
2008
40%
48%
42%
13%
12%
6%
22%
18%
18%
25%
23%
33%
29%
38%
29%
11%
9%
13%
156
172
333
56%
69%
60%
1995
59%
4%
14%
22%
48%
11%
209
75%
2001
65%
1%
10%
24%
51%
14%
196
79%
64%
1%
9%
26%
46%
18%
370
66%
71%
32%
90%
1%
8%
0%
9%
18%
5%
19%
64%
14%
46%
7%
8%
25%
3%
73%
304
278
241
82%
100%
97%
2008
94%
2%
7%
15%
4%
72%
539
97%
2014
95%
0%
6%
16%
4%
74%
362
98%
Orientation Sessions
2008
92%
10%
28%
23%
3%
35%
532
95%
Orientation to Chabot College
Assessment Testing Center
2014
1995
2001
2008
90%
85%
88%
90%
12%
4%
5%
5%
29%
37%
25%
27%
21%
25%
28%
27%
4%
5%
5%
4%
34%
29%
37%
37%
362
256
236
532
98%
92%
95%
95%
2014
1995
2001
2008
2014
1995
2001
2008
2014
91%
67%
70%
85%
73%
87%
90%
86%
91%
2%
14%
0%
3%
1%
1%
0%
2%
1%
26%
24%
14%
14%
14%
33%
28%
26%
21%
22%
43%
25%
24%
24%
31%
30%
27%
29%
5%
6%
18%
9%
17%
5%
4%
6%
4%
45%
12%
42%
50%
45%
31%
38%
38%
45%
362
278
236
534
361
252
237
533
358
98%
100%
95%
96%
97%
91%
95%
96%
96%
Written information about student support services is readily available.
Written information about student support services is readily available to faculty and staff.
2008
I know where to locate and access written information about student support services.
2014
Admissions and Records
1995
2001
Counseling
Counseling Appointments
Financial Aid Office
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 15 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard II: Learning Programs and Services
Responses
p
to each question
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Strongly Number Percent
Agree
Agree
B. Student Support Programs (continued)
Student Activities (i.e., Clubs, Intramural, Special Events)
1995
87%
3%
36%
28%
4%
28%
257
92%
Office of Student Life (Clubs, Activities, Events, Stu Gov)
Office of Student Life (Clubs, Activities, Events, Stu Gov)
Student Government (SSCC, formerly ASCC)
Office of Student Life (Clubs, Activities, Events)
2001
2008
2014
2014
93%
87%
87%
85%
3%
5%
3%
4%
33%
34%
35%
29%
26%
29%
27%
25%
3%
4%
5%
6%
35%
27%
31%
35%
238
532
362
361
96%
95%
98%
97%
Student Health Center
Transfer Center
Career Center
2008
2014
1995
1995
96%
96%
89%
93%
3%
1%
12%
4%
27%
25%
37%
37%
29%
23%
23%
25%
2%
2%
3%
2%
40%
49%
24%
31%
531
361
254
254
95%
97%
91%
91%
Transfer/Career Center
Transfer, Employment, and Career Services Center (TECS)
Career and Transfer Center
Job Information
2001
2008
2014
1995
94%
89%
90%
69%
3%
5%
4%
11%
30%
32%
28%
38%
26%
27%
31%
29%
3%
4%
4%
7%
39%
32%
34%
15%
239
534
360
255
96%
96%
97%
92%
Student Employment Services (on-campus jobs)
2001
89%
3%
32%
30%
4%
31%
238
96%
Employment & Career Services Center (off-campus jobs/careers)
2001
90%
7%
34%
29%
3%
27%
236
95%
Tutorials Center
1995
75%
2%
21%
32%
12%
34%
257
92%
2001
76%
2%
21%
29%
12%
37%
239
96%
Peer Academic Tutoring Help or PATH (formerly Tutorials) Bldg 2300
2008
Learning Connection, formerly Peer Academic Tutoring Help, Bldg 2300
2014
WRAC Center (Writing, Reading Across Curriculum) 2nd floor of library
2008
WRAC Center (Writing, Reading Across Curriculum) Library Mezzanine; Rm. 354
2014
Math Lab Rm 1712
2008
Math Lab, Rm. 3906B
2014
Student computer labs in departments
1995
2001
95%
95%
94%
9%
1%
6%
27%
17%
27%
25%
20%
21%
2%
3%
3%
37%
59%
43%
533
362
531
96%
98%
95%
97%
90%
90%
84%
83%
5%
10%
7%
7%
9%
23%
36%
33%
29%
17%
23%
23%
22%
23%
28%
2%
3%
4%
7%
8%
47%
27%
34%
34%
38%
362
532
357
255
237
98%
95%
96%
92%
95%
Student computers in library
Student computer labs in other departments
95%
93%
4%
9%
23%
27%
25%
25%
3%
3%
46%
35%
531
530
95%
95%
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
2008
2008
Chabot College Office of Institutional Research
Page 16 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Of those who referred service to students
Percentage of those responding
and outcome is known, Never Heard of, Referred Students and:
Standard II: Learning Programs and Services
Responses
to each question
percent Heard Never Don't
Not
Number Percent
who were satisfied with outcome of it Referred KnowSatisfiedSatisfied
B. Student Support Programs (continued)
Student Services Computer Center in Bldg. 2300
Student Online Services Center in Bldg. 100
Student Online Services in Bldg 100
Student Online Services in Bldg 700
Disabled Students Programs and Services (DSPS)
PACE Program for Working Adults
PACE Degree and Transfer Program for Working Adults
Daraja
Puente
Children's Center
Intercollegiate Athletics
College Bookstore
Security/Safety Services
Campus Safety and Security
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
1995
2001
2008
2014
1995
2001
2008
2014
1995
2001
2008
2014
1995
2001
1995
2001
2008
2014
1995
2001
2008
2014
1995
2001
2008
2014
1995
2001
87%
89%
94%
95%
95%
94%
97%
92%
91%
93%
95%
93%
84%
87%
90%
90%
96%
93%
90%
88%
93%
93%
89%
94%
92%
88%
78%
92%
16%
17%
12%
10%
3%
3%
4%
2%
10%
6%
10%
8%
19%
19%
14%
14%
4%
4%
5%
2%
6%
6%
0%
0%
1%
1%
0%
0%
39%
22%
25%
20%
29%
22%
21%
17%
49%
42%
41%
39%
49%
37%
52%
39%
37%
43%
57%
45%
41%
41%
7%
4%
10%
8%
15%
5%
24%
25%
28%
27%
19%
17%
18%
14%
16%
24%
20%
21%
10%
25%
9%
25%
25%
21%
14%
20%
21%
21%
21%
19%
16%
20%
25%
14%
3%
4%
2%
2%
2%
3%
2%
5%
2%
2%
1%
2%
4%
3%
2%
2%
1%
2%
2%
4%
2%
2%
8%
5%
6%
9%
13%
6%
19%
32%
32%
41%
47%
54%
55%
62%
23%
26%
28%
29%
19%
17%
22%
19%
33%
29%
22%
29%
30%
30%
64%
73%
67%
62%
47%
75%
254
236
527
361
259
234
528
363
256
238
530
359
257
238
256
237
526
362
256
241
530
530
257
240
534
363
261
240
91%
95%
94%
97%
93%
94%
29%
98%
92%
96%
95%
97%
92%
96%
92%
95%
94%
98%
92%
97%
95%
143%
92%
96%
96%
98%
94%
96%
2008
97%
1%
12%
16%
2%
69%
537
96%
2014
94%
1%
13%
13%
5%
69%
363
98%
Chabot College Office of Institutional Research
Page 17 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percentage of those responding
Responses
Of those who used the service to students Never Heard of, Referred Students and:
to each question
Standard II: Learning Programs and Services
percent Heard Never Don't
Not
Number Percent
who were satisfied or very satisfied with outcome of it Referred KnowSatisfiedSatisfied
B.
Supportt P
Programs ((continued)
B Student
St d t S
ti
d)
Admissions and Records
Food Services/Cafeteria
Food-Cafeteria
Campus Safety and Security
2008
2014
2008
2014
2008
2014
2008
2014
2008
2014
2008
2014
2008
98%
97%
97%
93%
97%
96%
89%
88%
94%
95%
84%
86%
96%
1%
0%
2%
4%
2%
1%
5%
4%
1%
10%
0%
0%
0%
10%
12%
71%
74%
50%
40%
55%
58%
8%
12%
9%
10%
4%
2%
2%
1%
2%
2%
2%
4%
5%
6%
4%
15%
12%
3%
42%
39%
8%
10%
25%
31%
23%
22%
47%
45%
50%
51%
42%
45%
46%
17%
11%
21%
26%
13%
12%
38%
29%
26%
27%
50%
544
368
545
370
542
368
537
363
543
313
548
370
546
97%
99%
98%
100%
97%
99%
96%
98%
97%
84%
98%
100%
98%
Instructional Technology Center/HUB
Online Teaching/Blackboard Faculty Support
2014
2008
2014
94%
95%
96%
0%
6%
2%
4%
41%
36%
5%
3%
3%
46%
26%
27%
45%
24%
32%
364
542
368
98%
97%
99%
Children's Center
Student Health Center
Office of Student Life
College Bookstore
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 18 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
gave
Percentage of those responding
Responses
to each question
assignments
Number of times
Number Percent
Standard II: Learning Programs and Services
4 or more times None
1-3
4-6
7-9
10 plus
C. Library and Learning Support Programs
Academic learning support services (tutoring, computer labs, instructional assistants) make
effective contributions to student learning and success.
2008
2014
Please indicate the number of times you have:
1) given assignments in the last year that required use of the Chabot Library/LRC.
89%
85%
0%
0%
1%
1%
10%
14%
53%
45%
35%
40%
436
360
78%
97%
1995
21%
51%
2001
21%
55%
28%
9%
5%
7%
228
82%
25%
13%
4%
4%
224
90%
2008
28%
43%
29%
15%
6%
7%
259
80%
2014
31%
44%
25%
18%
7%
6%
218
59%
1995
2001
2008
2014
11%
13%
19%
18%
65%
65%
56%
55%
25%
22%
25%
27%
6%
8%
12%
11%
2%
3%
4%
3%
3%
3%
3%
4%
223
223
256
217
80%
90%
79%
58%
• given assignments that required the use of the Chabot library or library web site.
2) given research assignments that required use of the Chabot reference staff.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 19 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard II: Learning Programs and Services
Responses
to each question
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Strongly Number Percent
Agree
Agree
C. Library and Learning Support Programs (continued)
Resources available in the library/LRC are adequate
for students to complete academic course work assignments.
1995
y are adequate
q
Resources available in the library
for students to complete academic course work assignments.
2001
Resources are adequate for students to complete academic course work assignments:
• in the Library.
2008
2014
Resources are adequate for students to complete academic course work assignments:
• on the Library web site
site.
2008
2014
Faculty and staff are adequately involved in the selection of resource material
to support their program areas. 1995
Faculty and staff are adequately involved in the selection of library materials in their fields.
2001
2008
2014
I have scheduled library orientation sessions for my classes.
1995
2001
2008
2014
If yes, the library orientation sessions adequately addressed the needs of my students.
1995
2001
2008
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
29%
28%
25%
18%
26%
3%
216
78%
62%
3%
15%
21%
49%
12%
177
71%
78%
61%
2%
1%
3%
8%
17%
30%
55%
40%
23%
21%
381
356
68%
96%
76%
60%
1%
0%
2%
3%
21%
37%
51%
37%
25%
23%
346
353
62%
95%
36%
14%
23%
28%
27%
9%
194
70%
36%
42%
30%
28%
22%
8%
22%
18%
22%
21%
156
326
349
63%
58%
94%
144
52%
140
56%
44%
64%
48%
50%
44%
3%
16%
37%
2%
7%
27%
1%
4%
46%
16%
24%
10%
11%
24%
22%
Yes: 29%
No: 71%
Yes: 33%
No: 67%
77%
70%
5%
1%
2%
5%
15%
24%
49%
37%
28%
33%
93
87
33%
35%
89%
81%
2%
1%
1%
2%
8%
16%
45%
45%
44%
36%
93
96
29%
26%
Chabot College Office of Institutional Research
Page 20 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard III: Resources
Percentage of those responding
Responses
to each question
or Strongly
Strongly Number Percent
Strongly Agree Disagree Disagree Neutral* Agree
Agree
A. Human Resources
Hiring and evaluation
Chabot links staffing decisions to its institutional planning.
2008
45%
2014
50%
Hiring processes are likely to result in hiring personnel who will effectively advance the mission
of Chabot College.
2008
61%
2014
57%
Hiring processes are fair to all applicants.
2008
62%
2014
55%
The college climate encourages faculty, staff and administrators to value and strive for
cooperative and mutually respectful working conditions.
2008
71%
2014
62%
Current evaluation procedures for non-tenured faculty are effective
in making recommendations for tenure.
1995
61%
2001
60%
2008
57%
2014
51%
Current evaluation procedures for administrators solicit and consider my opinion
in assessing administrator effectiveness.
1995
11%
2001
27%
2008
27%
4%
7%
14%
13%
37%
30%
39%
43%
6%
7%
302
248
54%
67%
2%
5%
7%
5%
11%
12%
9%
15%
26%
25%
22%
25%
48%
46%
45%
39%
13%
10%
17%
16%
420
297
435
288
75%
80%
78%
78%
3%
4%
9%
13%
17%
21%
54%
44%
17%
18%
487
343
87%
92%
6%
2%
7%
4%
15%
14%
9%
8%
18%
24%
27%
36%
43%
50%
42%
38%
18%
10%
15%
14%
143
127
268
205
51%
51%
48%
55%
47%
28%
21%
28%
23%
23%
14%
22%
29%
9%
20%
22%
2%
7%
4%
189
169
298
68%
68%
53%
2014
20%
26%
30%
24%
17%
3%
227
61%
1995
2001
2008
2014
Teaching effectiveness is the principal criterion used in the selection of instructor 1995
2001
2008
2014
Personnel policies and procedures, i.e. workloads, retention, advancement, due process,
privacy, and personnel policy development, are clearly stated and equitably applied.
1995
2001
55%
58%
62%
57%
48%
42%
60%
60%
6%
10%
4%
5%
9%
11%
3%
3%
16%
14%
12%
15%
21%
22%
13%
10%
23%
17%
21%
23%
23%
25%
23%
27%
48%
49%
48%
44%
35%
36%
45%
44%
8%
10%
14%
13%
12%
6%
16%
16%
184
173
335
284
185
157
341
261
66%
69%
60%
77%
67%
63%
61%
70%
38%
43%
11%
11%
23%
22%
28%
23%
31%
38%
7%
5%
235
196
85%
79%
Current student evaluation forms are adequate in helping faculty members
assess teaching effectiveness.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 21 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard III: Resources
Percentage of those responding
Responses
to each question
or Strongly
Strongly Number Percent
Strongly Agree Disagree Disagree Neutral* Agree
Agree
A. Human Resources (continued)
Hiring and evaluation (continued)
Human Resource policies and procedures:
• are clearly stated
stated.
2008
2014
• are equitably applied.
2008
2014
Part-time faculty members are encouraged to participate in decision-making activities
in their teaching areas.
1995
2001
2008
63%
65%
61%
59%
5%
3%
3%
4%
11%
10%
11%
9%
21%
22%
25%
29%
50%
52%
50%
43%
13%
13%
11%
15%
451
312
408
285
81%
84%
73%
77%
32%
38%
43%
17%
16%
11%
33%
30%
22%
18%
16%
25%
25%
29%
34%
7%
9%
9%
190
178
347
68%
71%
62%
2014
51%
10%
15%
24%
37%
13%
279
75%
Percent who
A
Agree
Standard III: Resources
or Strongly
Strongly Number Percent
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
21%
46%
13%
457
82%
21%
26%
33%
12%
338
91%
5%
8%
22%
51%
14%
392
70%
14%
23%
31%
25%
8%
287
77%
4%
15%
2%
8%
9%
30%
6%
13%
26%
29%
18%
27%
46%
20%
53%
36%
14%
6%
22%
17%
379
280
397
295
68%
75%
71%
80%
10%
4%
3%
1%
12%
13%
6%
7%
26%
30%
24%
26%
41%
45%
48%
45%
11%
9%
19%
20%
A. Human Resources
Staff Development
Chabot College provides the support and resources to improve my teaching or job skills.
2008
60%
5%
14%
2014
45%
8%
2008
2014
65%
33%
2008
2014
2008
2014
60%
26%
75%
53%
1995
2001
2008
2014
52%
54%
67%
66%
Sufficient training opportunities are offered in:
• the Banner system/Web for Faculty/Web for Finance.
• the Banner system/CLASS-Web/Web for Finance.
• the latest MS Office and other computer applications.
• Blackboard, web pages, or other online instructional tools.
• Blackboard or other online tools/course development.
approaches
Faculty are encouraged to experiment with new instructional approaches.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Responses
t each
h question
ti
to
P
t
th
di
Percentage
off those
responding
204
184
340
275
73%
74%
61%
74%
Page 22 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard III: Resources
or Strongly
Strongly Agree Disagree Disagree Neutral*
A. Human Resources (continued)
Staff Development (continued)
y & staff are encouraged
g to develop
p new programs
p g
& services that will enhance
Faculty
student learning.
2008
2014
Staff Development activities on campus (flex day, other events) have helped improve my
teaching or job skills.
2008
2014
Responses
to each question
Percentage of those responding
Strongly Number Percent
Agree Agree
70%
66%
3%
4%
5%
8%
21%
22%
51%
48%
19%
19%
403
301
72%
81%
43%
29%
14%
20%
15%
22%
27%
29%
34%
23%
10%
6%
447
332
80%
89%
2008
2014
Chabot College acknowledges classified staff who practice professional excellence.
2008
2014
My administrator/supervisor encourages and supports my participation.
in professional development activities.
1995
2001
2008
60%
59%
7%
5%
11%
10%
22%
26%
44%
48%
16%
11%
409
301
73%
81%
56%
55%
5%
6%
15%
13%
24%
27%
44%
41%
12%
14%
400
283
72%
76%
69%
68%
67%
7%
7%
4%
11%
11%
6%
14%
15%
22%
43%
41%
42%
25%
27%
25%
261
229
472
94%
92%
85%
2014
72%
5%
7%
17%
40%
31%
334
90%
1995
2001
2008
2014
1995
34%
39%
49%
42%
42%
18%
17%
10%
7%
20%
25%
16%
15%
15%
19%
23%
28%
26%
36%
19%
31%
28%
40%
35%
37%
4%
11%
9%
7%
5%
157
154
360
223
172
56%
62%
65%
60%
62%
2001
2008
2014
1995
2001
2008
2014
1995
2001
2008
2014
49%
51%
52%
61%
60%
58%
57%
42%
48%
50%
52%
10%
6%
7%
10%
5%
4%
5%
18%
9%
5%
6%
20%
18%
15%
12%
18%
10%
10%
19%
21%
14%
14%
21%
25%
25%
16%
17%
28%
29%
21%
22%
31%
28%
40%
40%
39%
46%
49%
44%
40%
35%
40%
39%
41%
8%
11%
13%
16%
11%
14%
17%
7%
8%
10%
10%
173
356
285
147
144
298
235
145
141
292
223
69%
64%
77%
53%
58%
53%
63%
52%
57%
52%
60%
Chabot College acknowledges faculty who practice academic excellence.
excellence
Current evaluation procedures are effective in assessing job performance
and providing assistance in improving performance for:
• classified staff
and improving the performance of:
• part-time faculty
and improving the performance of:
• non-tenured faculty
and improving the performance of:
• tenured faculty
and improving the performance of:
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 23 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard III: Resources
or Strongly
Strongly Agree Disagree Disagree Neutral*
A. Human Resources (continued)
Staff Development (continued)
I feel respected and appreciated as an employee of Chabot College.
Standard III: Resources (continued)
1995
2001
2008
2014
55%
55%
67%
62%
Responses
to each question
Percentage of those responding
9%
14%
5%
5%
14%
12%
11%
11%
21%
19%
18%
22%
Agree
40%
40%
48%
43%
Strongly Number Percent
Agree
15%
15%
20%
19%
267
238
501
357
96%
96%
90%
96%
Percent who
Agree
Responses
to each question
or
Strongly Agree
Number Percent
B. Physical Resources
My area is:
• currently under construction
My main work area is:
• currently under construction or will be in the next several years
My area is:
• currently under construction
• going to be under construction in the next several years
My main work area is:
• is new or has recently been renovated (in the past 4-5 years)
• do not know the construction status of my work area
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
2008
28%
395
71%
2014
5%
259
70%
2008
2008
28%
24%
395
71%
2014
2008
2014
59%
26%
6%
259
395
259
70%
71%
70%
Chabot College Office of Institutional Research
Page 24 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percentt who
P
h
Agree
Standard III: Resources
R
Responses
to each question
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Strongly Number Percent
Agree
B. Physical Resources (continued)
I am familiar with the college Facilities Plan as it relates to my discipline/program/service area.
2008
2014
I had input into the college Facilities Plan as it relates to my discipline/program/service area.
2008
2014
The current college facilities:
• provide adequate physical space for my discipline/program/service area.
2008
2014
• support and ensure the integrity and quality of my discipline/ program/ service area.
2008
2014
• support student learning in my discipline/program/service area.
2008
2014
Supplies (e.g., paper, classroom materials) have been readily available for my needs
1995
2001
Supplies (eg paper,
job/teaching.
paper classroom materials) have been readily available to support my job/teaching
2008
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
60%
52%
6%
8%
14%
21%
19%
19%
49%
41%
12%
11%
429
287
77%
77%
36%
38%
17%
14%
27%
27%
21%
22%
28%
28%
8%
10%
424
297
76%
80%
48%
59%
13%
9%
23%
19%
17%
12%
40%
45%
8%
14%
463
339
83%
91%
49%
58%
50%
59%
9%
10%
8%
9%
18%
14%
13%
12%
24%
18%
28%
20%
40%
47%
42%
47%
9%
12%
8%
12%
460
333
423
323
82%
90%
76%
87%
43%
71%
18%
7%
24%
14%
15%
8%
40%
54%
3%
17%
249
221
90%
89%
71%
67%
6%
5%
11%
15%
13%
13%
56%
49%
15%
18%
466
337
84%
91%
Chabot College Office of Institutional Research
Page 25 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Standard III: Resources
Responses
Percent who
to each question
Percentage of those responding
Agree
or Strongly
Strongly Number Percent
Strongly Agree Disagree Disagree Neutral* Agree Agree
B. Physical Resources (continued)
Instructional equipment in labs (science, health, vocational programs etc) has been readily
available to support student learning.
2008
2014
Instructional equipment in labs (science, health, vocational programs etc) is adequately
maintained to support student learning.
2008
2014
The college adequately maintains the facilities that we have.
2008
2014
va ab e equ
p e t iss app
op ate aand
d adequate for
o mee to carry
ca y out required
equ ed
Available
equipment
appropriate
work responsibilities.
1995
Computer-related equipment is adequate for me to carry out my work responsibilities
2001
The office or work space provided for me is appropriate for my job responsibilities
2001
2008
2014
The quality of current custodial services on campus is satisfactory and consistent in
providing a clean and pleasant environment.
1995
Custodial services on campus provide a clean and pleasant environment.
2001
2008
2014
Requests for maintenance and/or repair of buildings are handled in a timely manner and
with satisfactory results.
1995
Requests for maintenance and/or repair of buildings are handled:
y manner
• in a timely
2001
• with satisfactory results
2001
Requests for maintenance and repair of buildings are handled:
• in a timely manner
2008
2014
• with adequate results.
2008
2014
The landscaping on campus is well-maintained.
1995
The campus landscaping and playing fields are well-maintained.
2001
2008
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
59%
57%
7%
5%
9%
11%
24%
27%
46%
37%
13%
20%
293
218
53%
59%
54%
47%
54%
47%
10%
7%
7%
8%
9%
14%
19%
25%
26%
32%
20%
20%
44%
31%
44%
36%
11%
16%
10%
11%
285
210
490
340
51%
57%
88%
92%
39%
22%
28%
11%
36%
4%
264
95%
65%
10%
14%
11%
45%
21%
224
90%
64%
58%
71%
8%
11%
6%
18%
16%
12%
9%
16%
11%
46%
45%
46%
18%
13%
26%
238
482
344
96%
86%
93%
37%
16%
29%
19%
30%
7%
270
97%
59%
64%
52%
6%
7%
12%
16%
12%
19%
19%
17%
17%
47%
47%
38%
13%
17%
14%
232
513
348
93%
92%
94%
28%
19%
33%
20%
23%
5%
239
86%
48%
58%
12%
6%
21%
12%
19%
24%
38%
47%
10%
11%
198
197
80%
79%
54%
50%
61%
55%
70%
77%
73%
74%
7%
5%
6%
4%
3%
4%
3%
3%
18%
18%
12%
15%
10%
5%
7%
9%
21%
28%
21%
26%
17%
14%
17%
14%
44%
38%
48%
41%
50%
58%
54%
55%
10%
11%
13%
13%
20%
19%
19%
19%
423
294
416
293
264
226
456
326
76%
79%
75%
79%
95%
91%
82%
88%
Chabot College Office of Institutional Research
Page 26 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard III: Resources
Responses
to each question
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Strongly Number Percent
Agree
Agree
B. Physical Resources (continued)
There are sufficient personnel and material resources to maintain the buildings and grounds.
2008
2014
The current facilities in my area are adequately constructed and maintained to address safety.
2008
Facilities in my area are adequately constructed and maintained to address safety.
2014
I feel safe on campus during daylight hours.
2008
2014
I feel safe on campus during the evening or at night.
2008
2014
Campus Safety and Security staff respond quickly in emergency situations.
2008
2014
In the planning and design phase of new or remodeled facilities:
1995
faculty are adequately involved.
In the planning, design, and implementation phase of new or remodeled facilities:
the needs of the faculty are adequately considered.
2001
In the planning and design phase of new or remodeled facilities:
1995
q
y involved.
classified staff are adequately
In the planning, design, and implementation phase of new or remodeled facilities:
2001
the needs of the classified staff are adequately considered.
In the planning, design, and implementation of new and remodeled facilities the needs
2008
of my discipline/program/service area were adequately considered.
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
38%
31%
16%
26%
24%
28%
21%
15%
30%
21%
9%
10%
395
277
71%
75%
62%
7%
11%
20%
52%
10%
483
87%
62%
88%
90%
56%
64%
81%
83%
6%
1%
1%
8%
3%
2%
0%
11%
2%
2%
17%
12%
4%
4%
21%
9%
8%
20%
20%
13%
13%
46%
61%
57%
43%
48%
49%
51%
16%
27%
33%
13%
16%
32%
32%
326
512
350
487
323
456
292
88%
92%
94%
87%
87%
82%
79%
35%
15%
28%
22%
30%
5%
172
62%
39%
10%
18%
32%
31%
8%
146
59%
19%
19%
36%
26%
15%
4%
160
58%
32%
13%
22%
34%
26%
5%
136
55%
47%
41%
11%
14%
19%
19%
23%
26%
37%
34%
11%
7%
364
285
65%
77%
Chabot College Office of Institutional Research
Page 27 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Responses
Percentage of those responding
to each question
Agree
or Strongly
Strongly Number Percent
Strongly Agree Disagree Disagree Neutral* Agree Agree
Standard III: Resources (continued)
B.
B Physical Resources (continued)
It is clear what action should be taken on campus in case of:
• a personal injury
• an emergency (e.g., fire, earthquake)
Overall at Chabot College:
• college
ll
facilities
f iliti supportt student
t d t learning
l
i programs andd services.
i
• the college assesses the effective use of facilities and equipment.
1995
2001
2008
2014
1995
47%
66%
68%
67%
46%
9%
4%
4%
3%
10%
27%
17%
12%
13%
25%
17%
13%
16%
17%
19%
40%
58%
49%
47%
38%
7%
8%
19%
20%
8%
258
229
463
325
261
93%
92%
83%
88%
94%
2001
2008
2014
60%
65%
74%
8%
5%
3%
17%
13%
9%
14%
17%
14%
50%
48%
52%
10%
17%
22%
229
449
316
92%
80%
85%
2008
2014
2008
2014
78%
73%
62%
63%
2%
0%
4%
2%
6%
5%
11%
13%
15%
22%
22%
22%
63%
58%
50%
48%
14%
15%
12%
14%
462
343
411
299
83%
92%
74%
81%
2008
2014
60%
55%
4%
3%
9%
16%
27%
26%
47%
41%
13%
14%
341
264
61%
71%
• the college uses the results of the facilities evaluation as a basis for improvement.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 28 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Standard III: Resources
Percent who
Responses
to each question
Percentage of those responding
Agree
or Strongly
Strongly Number Percent
Strongly
g y Agree
g
Disagree
g
Disagree
g
Neutral* Agree
g
Agree
g
C. Technology
In my classroom, the equipment, software, and network connections are sufficient to
effectively support student learning.
2008
2014
p
g
p
q
In the computer
labs, the software and network configurations
provide
me with adequate
access
to the applications I need to support my courses.
2008
2014
Faculty are sufficiently involved in the selection of instructional technology equipment.
2008
2014
I receive adequate training in the use of technology:
• in my office.
2008
2014
• in the classroom or lab.
2008
2014
Technology hardware and software are kept current to meet my job or teaching needs.
2008
2014
Requests for support services to maintain my computer are handled in a timely manner.
2008
2014
Students have adequate access to technological resources on campus to support their learning.
2008
2014
In the Graphics/Print Shop, the hours and assistance are sufficient for me.
1995
2001
2008
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
52%
69%
10%
5%
21%
11%
16%
14%
42%
48%
10%
21%
342
272
61%
73%
66%
63%
3%
5%
5%
13%
25%
19%
54%
48%
13%
15%
267
186
48%
50%
44%
43%
10%
5%
16%
24%
31%
28%
35%
32%
9%
12%
266
206
48%
56%
56%
42%
53%
42%
7%
8%
8%
8%
14%
23%
12%
25%
23%
26%
27%
26%
44%
34%
42%
34%
12%
8%
11%
8%
417
325
323
274
75%
88%
58%
74%
61%
52%
5%
6%
13%
22%
22%
20%
49%
40%
11%
11%
435
339
78%
91%
71%
66%
4%
2%
7%
13%
18%
19%
49%
46%
22%
20%
399
311
72%
84%
68%
63%
4%
5%
9%
15%
19%
18%
55%
49%
13%
14%
361
286
65%
77%
62%
68%
81%
82%
9%
8%
2%
2%
18%
13%
5%
4%
11%
11%
12%
12%
47%
49%
57%
49%
15%
19%
24%
33%
244
213
385
293
Chabot College Office of Institutional Research
88%
86%
69%
79%
Page 29 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard III: Resources
Responses
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
to each question
Strongly Number Percent
Agree
C. Technology (continued)
In the Media Services department:
• the hours and assistance are sufficient for me
For Audio Visual Services
me
• the hours and assistance are sufficient to me.
In the Media Services department:
• the equipment provided is properly maintained
For Audio Visual Services
• classroom equipment is properly maintained
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.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
1995
2001
2008
74%
83%
75%
3%
3%
4%
8%
3%
7%
15%
11%
15%
57%
56%
54%
17%
27%
21%
237
198
389
85%
80%
70%
2014
69%
1%
7%
23%
45%
24%
241
65%
1995
2001
2008
77%
81%
76%
3%
3%
3%
7%
2%
4%
13%
14%
17%
57%
54%
54%
20%
27%
21%
215
182
356
77%
73%
64%
2014
63%
1%
12%
24%
39%
24%
249
67%
2008
2014
2008
2014
51%
38%
49%
44%
10%
12%
7%
5%
16%
27%
9%
19%
24%
22%
36%
32%
39%
25%
37%
34%
12%
13%
12%
9%
388
289
261
204
70%
78%
47%
55%
2008
2014
54%
49%
6%
5%
13%
15%
27%
30%
43%
39%
11%
10%
352
278
63%
75%
Chabot College Office of Institutional Research
Page 30 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Standard IV: Leadership and Governance
Responses
Percent who
Agree
Percentage of those responding
to each question
or Strongly
Strongly Number Percent
Strongly Agree Disagree Disagree Neutral* Agree Agree
A.
Decision-making
A Decision
making roles and processes
If I have a question about campus policies or procedures, I know where to go for an answer.
2008
2014
I have a substantive role in college governance and policy-making that relates to my areas
ibilit and
d expertise.
ti
off responsibility
2008
2014
Faculty and/or staff input has:
• helped the college better achieve its mission.
2008
2014
• helped improve student learning.
2008
2014
The current structure of Councils and Committees provides effective college-wide participation
in decision-making for all segments of the college community.
2008
2014
The college evaluates its governance and decision-making structures in order to identify
weaknesses and make needed improvements.
2008
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
76%
66%
2%
3%
9%
14%
13%
17%
56%
50%
20%
15%
517
345
93%
93%
42%
39%
8%
10%
26%
25%
24%
26%
30%
28%
12%
12%
446
297
80%
80%
72%
72%
74%
74%
2%
1%
2%
0%
4%
6%
3%
4%
22%
21%
21%
21%
54%
53%
54%
55%
18%
19%
20%
19%
417
300
408
298
75%
81%
73%
80%
46%
34%
8%
9%
13%
25%
33%
32%
37%
28%
9%
5%
342
259
61%
70%
46%
43%
8%
8%
14%
16%
32%
34%
38%
35%
8%
8%
307
238
55%
64%
Chabot College Office of Institutional Research
Page 31 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Responses
to each question
or
Strongly Agree
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
2008
36%
2014
35%
• 1 hour
2008
24%
2014
23%
• 2 hours
2008
16%
2014
15%
• 3 hours
2008
8%
2014
9%
• 4 hours
2008
5%
2014
5%
• more than 4 hours
2008
11%
2014
13%
Number Percent
Standard IV: Leadership and Governance
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
477
326
477
326
477
326
477
326
477
326
477
326
85%
88%
85%
88%
85%
88%
85%
88%
85%
88%
85%
88%
Page 32 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard IV: Leadership and Governance
Responses
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
to each question
Strongly Number Percent
Agree
B. Board, District, and College Administration
The Board of Trustees:
• equitably represents the interests of Chabot.
1995
2001
2008
2014
• exhibits interest in and understanding of the College's programs, services, and needs.
1995
2001
2008
2014
• makes responsible decisions that support and promote the mission of the college.
2008
2014
• accomplishes its responsibilities in ways that promote a positive learning environment
at the college.
2008
2014
College Management/Administration
practice of shared g
governance has been adequately
q
y promoted
p
and implemented
p
The p
by the college administration.
1995
2001
2008
2014
Important recommendations/decisions are implemented in a timely manner
by the college administration.
administration
1995
2001
2008
Important recommendations/decisions made through shared governance are implemented
by the college administration
2014
The college climate encourages faculty, staff and administration to value and strive for
cooperative and mutually respectful working conditions.
1995
2001
2008
2014
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
12%
17%
43%
33%
24%
29%
9%
10%
36%
32%
15%
28%
28%
22%
33%
29%
11%
15%
36%
28%
1%
2%
7%
5%
217
175
324
236
78%
70%
58%
64%
18%
18%
50%
42%
19%
28%
7%
8%
32%
32%
10%
17%
31%
22%
34%
34%
17%
17%
41%
34%
0%
1%
9%
7%
213
175
332
238
77%
70%
59%
64%
46%
40%
6%
7%
9%
18%
38%
34%
40%
34%
7%
6%
337
229
60%
62%
49%
40%
5%
6%
9%
14%
37%
40%
42%
35%
7%
5%
327
228
59%
61%
27%
32%
45%
46%
18%
19%
9%
4%
26%
26%
14%
15%
30%
24%
32%
35%
22%
28%
37%
35%
5%
3%
8%
11%
215
180
355
265
77%
72%
64%
71%
19%
14%
33%
15%
23%
11%
36%
28%
20%
29%
34%
35%
19%
13%
27%
0%
2%
6%
215
183
369
77%
73%
66%
38%
6%
18%
37%
28%
10%
242
65%
44%
46%
71%
62%
12%
13%
3%
4%
23%
19%
9%
13%
20%
22%
17%
21%
36%
38%
54%
44%
8%
8%
17%
18%
265
239
487
343
95%
96%
87%
92%
Chabot College Office of Institutional Research
Page 33 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard IV: Leadership and Governance
Responses
to each question
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Strongly Number Percent
Agree
Agree
District Management/Administration
g
The division between District and College operational responsibilities is written down
and clearly communicated.
2008
The division between District and College operational responsibilities is clearly communicated.
2014
MIS/ITS services are administered to meet the needs of the College.
1995
College
2001
Information Technology Services (ITS) is administered to meet the needs of the College.
2008
The District services are administered to meet the needs of Chabot College in
• Information Technology Services (ITS)
2014
Di t i t administration
d i i t ti iis responsive
i tto th
d off the
th College.
C ll
District
the needs
1995
2001
The District:
Responsiveness by the District administration to Chabot needs.
2008
District services are responsive to Chabot staff/faculty/administrators
2014
Faculty
27%
14%
27%
33%
22%
5%
318
57%
24%
43%
39%
14%
9%
15%
31%
20%
21%
30%
29%
25%
22%
39%
34%
2%
5%
5%
221
200
181
60%
72%
73%
59%
6%
9%
26%
49%
11%
395
71%
40%
12%
15%
11%
31%
26%
17%
34%
39%
31%
23%
19%
36%
11%
13%
4%
0%
2%
238
226
188
64%
81%
76%
25%
11%
22%
42%
19%
6%
288
52%
34%
11%
15%
39%
31%
3%
241
65%
11%
10%
22%
15%
25%
24%
34%
37%
9%
13%
347
279
62%
75%
7%
14%
41%
31%
7%
305
55%
5%
18%
39%
26%
11%
185
50%
7%
13%
30%
38%
12%
255
46%
8%
15%
33%
29%
16%
128
35%
Part-time faculty members are encouraged to participate in decision-making activities
in their teaching areas.
2008
43%
2014
51%
There is adequate classified/professional staff participation in the development of institutional policy.
policy
2008
38%
There is adequate classified professional voice in the development of institutional policy.
2014
38%
As a member of the classified staff, I feel respected & valued by the college administration.
2008
50%
professional I feel respected & valued by the college administration.
administration
As a classified professional,
2014
45%
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 34 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard IV: Leadership and Governance (continued)
Responses
to each question
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Strongly Number Percent
Agree
Agree
Faculty
There is adequate faculty participation in the development of: institutional policy.
1995
2001
25%
27%
10%
11%
36%
30%
30%
32%
21%
25%
4%
3%
154
157
55%
63%
2008
44%
%
7%
%
10%
%
39%
%
36%
%
7%
%
295
53%
%
2014
The Academic Senate has been effective in communicating faculty professional concerns
to the college administration.
1995
2001
The Academic Senate has been effective in communicating concerns of the faculty to
the college administration.
2008
2014
As a member of the faculty, I feel respected and valued by the college administration.
1995
2001
2008
2014
55%
3%
12%
30%
35%
20%
240
65%
60%
45%
3%
8%
13%
14%
24%
33%
50%
38%
10%
7%
178
143
64%
57%
56%
57%
4%
5%
6%
8%
33%
30%
47%
36%
9%
20%
284
214
51%
58%
48%
40%
56%
63%
10%
20%
7%
6%
20%
21%
10%
7%
22%
19%
27%
23%
36%
34%
43%
42%
12%
6%
13%
22%
167
160
341
260
60%
64%
61%
70%
There is adequate faculty participation in the development of institutional policy.
There is adequate faculty voice in the development of institutional policy.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
Chabot College Office of Institutional Research
Page 35 of 36
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, 2008, and 2014 Comparisons
Percent who
Agree
Standard IV: Leadership and Governance (continued)
Responses
to each question
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
Strongly Number Percent
Agree
Agree
Classified Staff
The Classified Senate has been effective in communicating concerns of the classified
staff to the college administration.
1995
2001
2008
The Classified Senate has been effective in communicating concerns of the classified
professionals to the college administration.
2014
Students/Student Government/Student Activities
Students are appropriately involved in the governance of the College.
Students are adequately involved in the governance of the College.
The administration provides adequate means for students to have their desires
and concerns addressed.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008 and 2014
29%
46%
54%
10%
4%
4%
11%
18%
6%
50%
31%
36%
26%
41%
44%
3%
6%
10%
102
125
232
37%
50%
42%
59%
2%
2%
37%
36%
23%
141
38%
1995
2001
2008
2014
28%
43%
44%
53%
12%
4%
4%
5%
27%
19%
14%
13%
33%
34%
38%
29%
25%
40%
38%
41%
3%
3%
7%
12%
162
140
285
217
58%
56%
51%
58%
1995
2001
2008
2014
38%
44%
49%
57%
8%
6%
5%
4%
20%
14%
12%
8%
35%
36%
34%
31%
33%
38%
43%
38%
5%
6%
6%
19%
164
138
318
221
59%
55%
57%
60%
Chabot College Office of Institutional Research
Page 36 of 36