Chabot College Spring 2008 Staff Accreditation Survey: All Staff
Chabot College
Accreditation Survey: Faculty/Classified Staff/Administrators
March 2008
Percentage Distribution of Survey Items, by Standard
Based on the responses* of 558 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 unit plan.
The unit planning 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 this year's college priority objectives.
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.
Faculty responses only:
The new academic program review process:
• has helped me evaluate student learning in my classes.
• is useful for identifying priorities for improvement or support.
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Agree
Percent
of 558
71%
61%
56%
50%
79%
4%
6%
5%
4%
3%
9%
10%
14%
11%
7%
17%
22%
25%
35%
12%
49%
42%
39%
39%
43%
22%
20%
17%
11%
35%
528
527
516
424
510
95%
94%
92%
76%
91%
65%
9%
14%
12%
31%
34%
413
74%
58%
53%
45%
49%
40%
41%
5%
6%
8%
7%
8%
6%
11%
12%
13%
20%
26%
16%
26%
29%
33%
24%
26%
37%
39%
35%
28%
36%
29%
34%
19%
18%
17%
13%
12%
7%
384
381
368
445
434
372
69%
68%
66%
80%
78%
67%
34%
9%
20%
37%
26%
8%
372
67%
32%
10%
24%
34%
25%
7%
377
68%
47%
53%
5%
4%
11%
8%
37%
36%
37%
41%
11%
12%
320
314
Number
57%
56%
Percent
of 325
205
207
63%
64%
36%
41%
8%
8%
Chabot College Office of Institutional Research
22%
18%
34%
33%
28%
32%
7%
9%
Page 1
Chabot College Spring 2008 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 area/unit:
• 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.
The Chabot College Foundation raises funds 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 were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Agree
Percent
of 558
50%
6%
15%
30%
41%
9%
303
54%
42%
46%
53%
11%
8%
9%
22%
20%
15%
24%
26%
24%
32%
34%
39%
10%
12%
13%
411
420
375
74%
75%
67%
22%
24%
27%
25%
55%
66%
57%
14%
14%
13%
13%
7%
2%
5%
31%
28%
27%
27%
20%
4%
9%
33%
34%
32%
36%
19%
28%
30%
18%
20%
21%
20%
39%
45%
44%
4%
4%
7%
4%
16%
21%
13%
486
488
489
485
400
354
343
87%
87%
88%
87%
72%
63%
61%
59%
76%
38%
3%
1%
10%
9%
2%
19%
29%
21%
33%
48%
50%
26%
11%
27%
12%
361
388
361
65%
70%
65%
Chabot College Office of Institutional Research
Page 2
Chabot College Spring 2008 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
Percent
of 558
65%
46%
71%
83%
82%
35%
54%
29%
17%
18%
42%
33%
38%
40%
41%
23%
14%
32%
42%
41%
539
531
531
534
536
97%
95%
95%
96%
96%
58%
45%
66%
76%
74%
42%
55%
34%
24%
26%
43%
29%
43%
44%
45%
15%
16%
23%
31%
29%
532
528
529
532
531
95%
95%
95%
95%
95%
86%
86%
66%
14%
14%
34%
29%
38%
37%
57%
48%
29%
531
528
523
95%
95%
94%
I collaborate or work with the following groups:
• faculty/staff in my unit or discipline.
• faculty or staff in my division.
• faculty or staff outside of my division.
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Chabot College Office of Institutional Research
Page 3
Chabot College Spring 2008 Staff Accreditation Survey: All Staff
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 Percent
Agree
of 558
71%
5%
8%
15%
48%
23%
416
75%
69%
79%
3%
1%
12%
4%
17%
15%
50%
50%
19%
29%
423
404
76%
72%
Percent
of 325
88%
81%
84%
87%
1%
1%
4%
3%
10%
8%
42%
34%
Number
42%
285
53%
264
• race-ethnicity
86%
2%
3%
10%
52%
34%
507
91%
At Chabot, the general "campus climate" is one of respect for differences in:
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
• gender
85%
1%
3%
11%
51%
33%
505
91%
• physical disability
87%
1%
2%
11%
52%
35%
505
91%
• age
85%
1%
2%
12%
52%
33%
504
90%
• sexual orientation
79%
1%
6%
14%
48%
31%
500
90%
• native language
81%
1%
3%
16%
52%
28%
493
88%
• religion
75%
1%
4%
19%
47%
28%
492
88%
Chabot College Office of Institutional Research
Page 4
Chabot College Spring 2008 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
Agree
Percent
of 558
B. Improving Institutional Effectiveness (continued)
Integrity, Equity, Diversity
The following groups demonstrate honesty and truthfulness in their dealings with me:
• students
• faculty
• classified/professional staff
• administrators
75%
81%
86%
72%
1%
2%
1%
4%
4%
3%
2%
7%
19%
15%
11%
18%
52%
53%
55%
50%
24%
27%
31%
23%
504
517
520
512
90%
93%
93%
92%
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.
76%
61%
15%
2%
4%
47%
5%
8%
26%
17%
26%
12%
49%
41%
9%
28%
20%
6%
470
423
446
84%
76%
80%
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 were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Percentage
responding
3%
2%
7%
<1%
6%
5%
Chabot College Office of Institutional Research
Responses
to each question
Number
Percent
of 558
17
3%
12
2%
39
7%
2
<1%
35
6%
30
5%
Page 5
Chabot College Spring 2008 Staff Accreditation Survey: All Staff
Standard II: Learning Programs and Services
Percent who
Agree
or Strongly
Strongly Agree Disagree
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
Agree
Percent
of 558
(or 325 if
faculty only item)
56%
65%
60%
81%
3%
3%
3%
1%
8%
10%
9%
3%
33%
22%
28%
15%
47%
53%
47%
48%
9%
12%
13%
34%
341
405
354
464
61%
73%
63%
83%
67%
72%
83%
1%
2%
1%
7%
9%
3%
25%
17%
13%
43%
48%
55%
24%
24%
28%
373
421
475
67%
75%
85%
65%
3%
8%
24%
47%
18%
292
90%
48%
90%
88%
91%
87%
69%
8%
0%
0%
0%
0%
5%
21%
1%
4%
1%
3%
9%
23%
9%
8%
8%
10%
17%
32%
48%
48%
47%
50%
41%
16%
41%
40%
44%
38%
28%
291
289
292
293
285
288
90%
89%
90%
90%
88%
89%
• writing student learning outcomes.
41%
13%
22%
25%
30%
11%
290
89%
• assessing student learning outcomes.
I have received training outside of Chabot College (conferences, workshops,
38%
14%
24%
24%
30%
9%
287
88%
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/AS 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:
51%
12%
24%
13%
30%
21%
285
88%
I have contributed to the development of student learning outcomes for course(s) in my discipline.
59%
7%
17%
18%
33%
26%
290
89%
I have assessed (or plan to assess within the year) student learning outcomes in my course(s).
My unit/discipline has developed program-level student learning outcomes.
62%
55%
4%
4%
13%
12%
22%
29%
39%
40%
23%
15%
288
284
89%
87%
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Chabot College Office of Institutional Research
Page 6
Chabot College Spring 2008 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
Agree
Percent
of 325
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.
55%
92%
4%
0%
12%
2%
28%
6%
41%
40%
15%
52%
292
293
90%
90%
88%
90%
86%
67%
1%
1%
1%
4%
3%
1%
1%
13%
9%
8%
12%
16%
40%
36%
36%
34%
47%
54%
50%
32%
292
291
289
287
90%
90%
89%
88%
74%
48%
3%
6%
3%
17%
20%
29%
38%
35%
36%
13%
286
289
88%
89%
<1%
4%
8%
6%
3%
281
284
282
282
284
86%
87%
87%
87%
87%
Percent who
stated
Percentage of those responding
Averaging over all the courses you currently teach, HOW MUCH of the CLASSROOM TIME
most or None
A little
Some
Most
do you ALLOCATE for the following TYPES of TEACHING ACTIVITIES (may overlap):
All
• Lectures: speaking or presenting only
25%
10%
17%
48%
25%
• Lectures: with interactions/discussions
50%
4%
4%
43%
46%
• Multi-media presentations using computers, powerpoint, video, slides, audio, etc
31%
11%
21%
36%
23%
• In-class discussions involving the whole class
34%
6%
13%
46%
28%
• In-class discussions or activities in small groups
23%
12%
19%
46%
20%
All
• Active/hands-on activities (experimenting, performing, creating, practicing)
42%
12%
9%
36%
32%
10%
285
88%
• Working with students in small groups during class
27%
13%
17%
43%
22%
4%
286
88%
• Working one-on-one with students during class
22%
15%
27%
35%
16%
6%
288
89%
What electronic means do you use for instructional delivery and/or communication with your students?
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Email:
27%
325
100%
Website:
1%
325
100%
Blackboard:
3%
325
100%
Email and Website:
6%
325
100%
Email and Blackboard:
14%
325
100%
Email, Website, & Blackboard:
10%
325
100%
Chabot College Office of Institutional Research
Page 7
Chabot College Spring 2008 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 sessions
Assessment Testing Center
Counseling
Financial Aid Office
Student Online Services in Bldg 100
Children's Center
Transfer, Employment, and Career Services Center (TECS)
Student Health Center
Office of Student Life (Clubs, Activities, Events)
Student Government (ASCC)
WRAC Center (Writing, Reading Across Curriculum) 2nd floor of library
Math Lab Rm 1712
Peer Academic Tutoring Help or PATH (formerly Tutorials) Bldg 2300
Language Center Bldg 2300
Student computers in library
Student computer labs in other departments
Disabled Students Programs and Services (DSPS)
PACE Program for Working Adults
Intercollegiate Athletics
College Bookstore
Campus Safety and Security
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
94%
92%
90%
85%
86%
94%
96%
89%
96%
87%
81%
94%
90%
95%
94%
95%
93%
97%
95%
93%
92%
97%
Never
Heard
of it
2%
10%
5%
3%
2%
12%
4%
5%
3%
5%
5%
6%
10%
9%
16%
4%
9%
4%
10%
6%
1%
1%
Chabot College Office of Institutional Research
Percentage of those responding
Responses
Heard of,
Referred Students and:
to each question
Never
Don't
Not
Number Percent
Referred
Know
Satisfied
Satisfied
of 558
7%
28%
27%
14%
26%
25%
37%
32%
27%
34%
41%
27%
36%
27%
37%
23%
27%
21%
41%
41%
10%
12%
15%
23%
27%
24%
27%
28%
25%
27%
29%
29%
26%
21%
23%
25%
24%
25%
25%
18%
20%
21%
16%
16%
4%
3%
4%
9%
6%
2%
1%
4%
2%
4%
5%
3%
3%
2%
1%
3%
3%
2%
1%
2%
6%
2%
72%
35%
37%
50%
38%
32%
33%
32%
40%
27%
23%
43%
27%
37%
22%
46%
35%
55%
28%
30%
67%
69%
539
532
532
534
533
527
526
534
531
532
524
531
532
533
525
531
530
528
530
530
534
537
97%
95%
95%
96%
96%
94%
94%
96%
95%
95%
94%
95%
95%
96%
94%
95%
95%
58%
95%
95%
96%
96%
Page 8
Chabot College Spring 2008 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 Services/Cafeteria
Campus Safety and Security
Instructional Technology Center/HUB
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Of those who used the service,
and Services (continued)
percent
who were satisfied or very satisfied with outcome
98%
97%
97%
89%
94%
84%
96%
95%
Never
Heard
of it
1%
2%
2%
5%
1%
0%
0%
6%
Chabot College Office of Institutional Research
Percentage of those responding
Responses
USED It and was
Heard of,
to each question
Never
Not
Very Number Percent
Used
Satisfied
Satisfied Satisfied
of 558
10%
71%
50%
55%
8%
9%
4%
41%
2%
1%
2%
4%
6%
15%
3%
3%
42%
8%
25%
23%
47%
50%
42%
26%
45%
17%
21%
13%
38%
26%
50%
24%
544
545
542
537
543
548
546
542
97%
98%
97%
96%
97%
98%
98%
97%
Page 9
Chabot College Spring 2008 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
Agree
Percent
of 558
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, learning, and success.
Written information about student support services is readily available to faculty and staff.
The Counseling Division and Instructional Programs communicate with each other
to make sure that students receive accurate information about courses and programs.
Counselors provide students with accurate and useful information about:
• courses in my department or division.
• transfer requirements.
• technical-occupational programs.
Counselors effectively advise students about appropriate academic courses.
69%
68%
81%
64%
1%
1%
1%
1%
4%
4%
1%
9%
26%
28%
17%
26%
51%
48%
49%
46%
18%
20%
31%
18%
344
343
397
370
62%
61%
71%
66%
52%
5%
16%
27%
41%
11%
330
59%
57%
64%
58%
60%
6%
2%
3%
3%
15%
9%
8%
13%
23%
25%
32%
25%
44%
45%
41%
45%
13%
19%
17%
15%
361
364
323
378
65%
65%
58%
68%
English, ESL, & Math assessment test results recommend appropriate classes for my students.
The mid-term progress reports are helpful in improving student success in my classroom.
The new follow-up calls made to students have been effective in improving student retention.
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%
42%
54%
3%
6%
2%
8%
18%
4%
35%
33%
41%
38%
29%
36%
16%
13%
18%
309
333
266
55%
60%
48%
82%
0%
1%
17%
54%
28%
396
71%
(ie, cultural events/ celebrations, outside speakers, forums, debates, discussions) for students.
71%
2%
7%
20%
54%
17%
449
80%
78%
1%
2%
19%
55%
23%
453
81%
Overall, Chabot provides high quality student support services
(eg, counseling, financial aid, health services, EOPS, etc).
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Chabot College Office of Institutional Research
Page 10
Chabot College Spring 2008 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
Agree
Percent
of 558
C. Library and Learning Support Programs
Academic learning support services (tutoring, computer labs, instructional assistants)
make effective contributions to student learning and success.
89%
0%
1%
10%
53%
35%
436
78%
• in the Library.
78%
2%
3%
17%
55%
23%
381
68%
• on the Library web site.
Faculty & staff are adequately involved in the selection of library materials in their fields.
76%
64%
1%
2%
2%
7%
21%
27%
51%
42%
25%
22%
346
326
62%
58%
Resources are adequate for students to complete academic course work assignments:
Responses
to each question
Number Percent
of 325
Faculty responses only:
I have scheduled library orientation sessions for my classes.
Yes:
No:
If yes, the library orientation adequately addressed the needs of my students.
29%
71%
Percent who
Percentage of those responding
Agree
Neither
or Strongly
Disagree
Strongly Agree Disagree Disagree Nor Agree
Agree
89%
2%
1%
8%
45%
Please indicate the number of times in the past year you have:
None
• given assignments that required the use of the Chabot library or library web site.
43%
• given research assignments that required the use of the Chabot College reference staff.
56%
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
284
Chabot College Office of Institutional Research
Percentage of those responding
1-3
4-6
7-9
29%
15%
6%
25%
12%
4%
87%
Responses
to each question
Strongly Number
Agree
44%
Percent
of 325
93
29%
259
256
80%
79%
10+
7%
3%
Page 11
Chabot College Spring 2008 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
Agree
Percent
of 558
45%
4%
14%
37%
39%
6%
302
54%
61%
60%
62%
2%
3%
7%
11%
13%
9%
26%
23%
22%
48%
45%
45%
13%
16%
17%
420
341
435
75%
61%
78%
63%
61%
5%
3%
11%
11%
21%
25%
50%
50%
13%
11%
451
408
81%
73%
71%
3%
9%
17%
54%
17%
487
87%
49%
51%
58%
50%
33%
10%
6%
4%
5%
18%
15%
18%
10%
14%
21%
26%
25%
28%
31%
29%
40%
40%
44%
39%
27%
9%
11%
14%
10%
6%
360
356
298
292
283
65%
64%
53%
52%
51%
are effective in making recommendations for tenure.
Current evaluation procedures for administrators solicit and
57%
7%
9%
27%
42%
15%
268
48%
consider my opinion in assessing administrator effectiveness.
Current student evaluation forms are adequate in helping
27%
21%
23%
29%
22%
4%
298
53%
faculty members assess teaching effectiveness.
62%
4%
12%
21%
48%
14%
335
60%
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Chabot College Office of Institutional Research
Page 12
Chabot College Spring 2008 Staff Accreditation Survey: All Staff
Standard III: Resources
Percent who
Agree
or Strongly
Strongly Agree Disagree
A. Human Resources
Staff Development
Chabot College provides the support and resources to improve my teaching or job skills.
Sufficient training opportunities are offered in:
• the Banner system/Web for Faculty/Web for Finance.
• the latest MS Office and other computer applications.
• Blackboard, web pages, or other online instructional tools.
• online course development.
I go to the HUB (staff resource & training center in library) for training or other computer uses.
I use the HUB training materials for learning software or other instructional tools.
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.
The Staff Development Committee is available to support and fund my professional growth.
I have used Staff Development funds for a conference or other activities.
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.
Chabot College acknowledges classified staff who practice professional excellence.
I feel respected and appreciated as an employee of Chabot College.
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Percentage of those responding
Responses
to each question
Neither
Disagree
Disagree
Nor Agree
Strongly Number
Agree
Agree
Percent
of 558
60%
5%
14%
21%
46%
13%
457
82%
65%
60%
75%
73%
46%
34%
67%
5%
4%
2%
2%
12%
14%
3%
8%
9%
6%
4%
23%
29%
6%
22%
26%
18%
21%
19%
23%
24%
51%
46%
53%
51%
33%
23%
48%
14%
14%
22%
21%
13%
11%
19%
392
379
397
363
376
371
340
70%
68%
71%
65%
67%
66%
61%
70%
3%
5%
21%
51%
19%
403
72%
67%
58%
52%
4%
5%
14%
6%
12%
21%
22%
26%
13%
42%
42%
34%
25%
16%
18%
472
381
406
85%
68%
73%
43%
60%
56%
14%
7%
5%
15%
11%
15%
27%
22%
24%
34%
44%
44%
10%
16%
12%
447
409
400
80%
73%
72%
67%
5%
11%
18%
48%
20%
501
90%
Chabot College Office of Institutional Research
Page 13
Chabot College Spring 2008 Staff Accreditation Survey: All Staff
Responses
to each question
Standard III: Resources (continued)
Number
Percent
of 558
B. Physical Resources
My area is:
• currently under construction
• going to be under construction in the next several years
• currently under construction & going to be under construction in the next several years
• not going to be under construction in the next several years
• do not know
Total: 100%
28%
24%
5%
17%
26%
100%
395
Percent who
Percentage of those responding
Agree
Neither
Standard III: Resources (continued)
or Strongly
Disagree
Strongly Agree Disagree Disagree Nor Agree
Agree
I am familiar with the college Facilities Plan as it relates to my discipline/program/service area.
60%
6%
14%
19%
49%
I had input into the college Facilities Plan as it relates to my discipline/program/service area.
36%
17%
27%
21%
28%
In the planning, design, and implementation of new and remodeled facilities the needs
of my discipline/program/service area were adequately considered.
47%
11%
19%
23%
37%
The current college facilities:
• provide adequate physical space for my discipline/program/service area.
48%
13%
23%
17%
40%
• support and ensure the integrity and quality of my discipline/ program/ service area.
49%
9%
18%
24%
40%
• support student learning in my discipline/program/service area.
50%
8%
13%
28%
42%
The college facilities that are planned and/or are under construction:
• will provide adequate physical space for my discipline/program/service area.
60%
6%
10%
23%
47%
• will support and ensure the integrity and quality of my discipline/ program/ service area.
61%
4%
10%
24%
47%
71%
Responses
to each question
Strongly Number Percent
Agree
of 558
12%
8%
429
424
77%
76%
11%
364
65%
8%
9%
8%
463
460
423
83%
82%
76%
14%
14%
348
345
62%
62%
• will support student learning in my discipline'/program/service area.
The office or work space provided for me is appropriate for my job responsibilities.
63%
58%
4%
11%
9%
16%
24%
16%
47%
45%
16%
13%
312
482
56%
86%
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
71%
6%
11%
13%
56%
15%
466
84%
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.
59%
7%
9%
24%
46%
13%
293
53%
54%
54%
10%
7%
9%
19%
26%
20%
44%
44%
11%
10%
285
490
51%
88%
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Chabot College Office of Institutional Research
Page 14
Chabot College Spring 2008 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
Agree
Percent
of 558
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.
54%
61%
64%
73%
38%
7%
6%
7%
3%
16%
18%
12%
12%
7%
24%
21%
21%
17%
17%
21%
44%
48%
47%
54%
30%
10%
13%
17%
19%
9%
423
416
513
456
395
76%
75%
92%
82%
71%
The current 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).
62%
88%
56%
81%
7%
1%
8%
2%
11%
2%
17%
4%
20%
9%
20%
13%
52%
61%
43%
49%
10%
27%
13%
32%
483
512
487
456
87%
92%
87%
82%
68%
65%
4%
5%
12%
13%
16%
17%
49%
48%
19%
17%
463
449
83%
80%
78%
62%
60%
2%
4%
4%
6%
11%
9%
15%
22%
27%
63%
50%
47%
14%
12%
13%
462
411
341
83%
74%
61%
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 were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Chabot College Office of Institutional Research
Page 15
Chabot College Spring 2008 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
Agree
Percent
of 558
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
75%
6%
11%
8%
57%
18%
450
81%
are sufficient to effectively support student learning.
In the computer labs, the software and network configurations provide me with
52%
10%
21%
16%
42%
10%
342
61%
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.
In the Media Services department:
• the hours and assistance are sufficient for me.
• the equipment provided 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.
Instructional technology equipment is sufficient to support student learning programs and services.
66%
44%
3%
10%
5%
16%
25%
31%
54%
35%
13%
9%
267
266
48%
48%
56%
53%
61%
71%
68%
81%
7%
8%
5%
4%
4%
2%
14%
12%
13%
7%
9%
5%
23%
27%
22%
18%
19%
12%
44%
42%
49%
49%
55%
57%
12%
11%
11%
22%
13%
24%
417
323
435
399
361
385
75%
58%
78%
72%
65%
69%
75%
76%
51%
49%
4%
3%
10%
7%
7%
4%
16%
9%
15%
17%
24%
36%
54%
54%
39%
37%
21%
21%
12%
12%
389
356
388
261
70%
64%
70%
47%
54%
54%
6%
7%
13%
11%
27%
27%
43%
43%
11%
11%
352
342
63%
61%
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Chabot College Office of Institutional Research
Page 16
Chabot College Spring 2008 Staff Accreditation Survey: All Staff
Standard IV: Leadership and Governance
Percent who
Agree
or Strongly
Strongly Agree Disagree
A. Decision-making roles and processes
My responsibilities in my job at Chabot are clearly defined.
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.
Faculty and/or staff input has:
• helped the college better achieve its mission.
• helped improve student learning.
The current structure of Councils and Committees provides effective 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
Agree
Percent
of 558
79%
76%
4%
2%
6%
9%
11%
13%
54%
56%
25%
20%
528
517
95%
93%
42%
8%
26%
24%
30%
12%
446
80%
72%
74%
2%
2%
4%
3%
22%
21%
54%
54%
18%
20%
417
408
75%
73%
46%
8%
13%
33%
37%
9%
342
61%
46%
8%
14%
32%
38%
8%
307
55%
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
36%
24%
16%
8%
• 4 hours
• more than 4 hours
Total
5%
11%
100%
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Percentage of those responding
Chabot College Office of Institutional Research
477
85%
Page 17
Chabot College Spring 2008 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
Agree
Percent
of 558
B. Board and Administrative Organization
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.
The College administration provides effective management that supports the college's mission.
The College administration has effectively encouraged:
• excellence in instruction.
• a positive learning environment.
The practice of shared governance has been adequately promoted and implemented
by the college administration.
Important recommendations/decisions are implemented in a timely manner
by the college administration,
The division between District and College operational responsibilities
is written down and clearly communicated.
Information Technology Services (ITS) is administered to meet the needs of the College.
There is adequate faculty participation in the development of institutional policy.
43%
50%
46%
9%
7%
6%
15%
10%
9%
33%
34%
38%
36%
41%
40%
7%
9%
7%
324
332
337
58%
59%
60%
49%
49%
5%
7%
9%
12%
37%
31%
42%
41%
7%
8%
327
394
59%
71%
62%
66%
6%
5%
8%
7%
24%
22%
53%
55%
9%
10%
408
401
73%
72%
45%
9%
14%
32%
37%
8%
355
64%
33%
11%
20%
35%
27%
6%
369
66%
27%
59%
44%
14%
6%
7%
27%
9%
10%
33%
26%
39%
22%
49%
36%
5%
11%
7%
318
395
295
57%
71%
53%
43%
11%
22%
25%
34%
9%
347
62%
As a member of the faculty, I feel respected and valued by the college administration.
The Academic Senate has been effective in communicating concerns
56%
7%
10%
27%
43%
13%
341
61%
of the faculty to the college administration.
There is adequate classified/professional staff participation in the development of institutional policy.
As a member of the classified staff, I feel respected & valued by the college administration.
The Classified Senate has been effective in communicating concerns of the classified staff
to the college administration.
Students are appropriately involved in the governance of the College.
The administration provides adequate means for students to have their desires/concerns addressed.
56%
38%
50%
4%
7%
7%
6%
14%
13%
33%
41%
30%
47%
31%
38%
9%
7%
12%
284
305
255
51%
55%
46%
54%
44%
49%
4%
4%
5%
6%
14%
12%
36%
38%
34%
44%
38%
43%
10%
7%
6%
232
285
318
42%
51%
57%
Part-time faculty members are encouraged to participate
in decision-making activities in their teaching areas.
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Chabot College Office of Institutional Research
Page 18
Chabot College Spring 2008 Staff Accreditation Survey: All Staff
Standard IV: Leadership and Governance (continued)
Based on your experiences at Chabot through December 2007:
In the past ten years (or since you started at Chabot if more recently),
in what ways, if any, have the following aspects of the college and District changed?
At Chabot:
Morale among the faculty/staff/administrators.
Faculty/staff empowerment to improve or develop programs/services.
Amount of innovation in programs and services.
Leadership by the Chabot administration on educational issues.
Vision by the College President (s) for the college.
Effective functioning of the governance structure.
Mutual trust between faculty, staff, and administration.
Faculty being respected and valued by the administration.
Classified/professional staff being respected and valued by the administration & faculty.
Administration being respected and valued by faculty and staff.
Communication across the campus on major college and academic issues.
The District:
Responsiveness by the District administration to Chabot needs.
Responsiveness by District services to Chabot staff/faculty/administrators.
The Board of Trustees (the Board)
Board understanding of programs, services, and needs.
Board support for the quality, integrity, & effectiveness of Chabot programs & services.
Board decision-making that supports and promotes Chabot's mission.
Percent who
feel that
things Much
improved Worse
Responses
to each question
Percentage of those responding
Much
Worse
No Change
Improved
Number
Improved
of 558
30%
45%
58%
40%
45%
27%
28%
34%
34%
31%
42%
9%
7%
3%
9%
10%
9%
12%
9%
7%
8%
9%
28%
14%
6%
13%
13%
16%
22%
13%
16%
19%
11%
33%
34%
32%
37%
32%
48%
39%
45%
44%
42%
37%
24%
39%
51%
34%
37%
20%
21%
25%
27%
23%
36%
6%
6%
7%
7%
9%
7%
7%
9%
6%
8%
7%
426
382
385
339
336
295
398
346
365
371
383
76%
68%
69%
61%
60%
53%
71%
62%
65%
66%
69%
25%
30%
11%
11%
22%
18%
42%
41%
19%
24%
6%
6%
288
305
52%
55%
27%
30%
26%
8%
8%
9%
10%
9%
7%
55%
54%
58%
19%
21%
19%
8%
8%
7%
250
256
248
45%
46%
44%
Percent who
Based on your experiences at Chabot since January 2008:
Based on your first impressions of Dr. Barberena as the new Chabot College President,
in what ways, if any, do you expect the following aspects of the college to change?
Percent
expect
improve- Much
ment Worse
Responses to each
question
Percentage of those responding
Worse
No Change
Much
Number
Improvement
Improvement
Percent
of 558
Morale among the faculty/staff/administrators.
Faculty/staff empowerment to improve or develop programs/services.
76%
71%
1%
1%
4%
2%
20%
26%
58%
58%
17%
13%
393
359
70%
64%
Leadership by the Chabot administration on educational issues.
71%
1%
1%
27%
56%
14%
346
62%
Vision by the College President for the college.
79%
1%
2%
18%
58%
21%
351
63%
Effective functioning of the governance structure.
Participation in shared governance.
Mutual trust and respect between faculty, staff, and administrators.
Communication across the campus on major college and academic issues.
65%
62%
71%
79%
1%
2%
2%
1%
3%
2%
2%
2%
32%
34%
26%
19%
53%
51%
52%
56%
12%
11%
18%
22%
315
319
381
389
56%
57%
68%
70%
*Response rates were: FT classified: 83%;
FT faculty: 77%; Administrators: 100%;
Adjunct faculty: 48%; PT Hourly: 31%.
Chabot College Office of Institutional Research
Page 19