Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Chabot College
Faculty/Classified Professional Staff/Administrator Accreditation Surveys
Comparison of Fall 1995, Fall 2001, Spring 2008 Similar Survey Items, by 2008 Standards
Based on samples of faculty, classified professional staff, and administrators in Fall 1995 (n=278), Fall 2001 (n=249), Spring 2008 (n=566)
Percent who
Standard I: Institutional Mission & Effectiveness
Agree
Percentage of those responding
or Strongly
Strongly Agree Disagree Disagree Neutral*
B. Improving Institutional Effectiveness
Planning
I have had input into the annual planning process in my division.
I have had an opportunity to provide input into the College strategic planning process.
I have had sufficient opportunity to provide input into the college-wide planning process.
The planning of educational programs, student services, staffing, and the use of
physical and financial resources is sufficiently coordinated.
The planning of educational programs, student services, staffing, and
the use of physical and financial resources is sufficiently integrated.
The college planning process is capable of responding/responds within a reasonable time to:
• changing needs such as student characteristics or demand for courses.
• changing factors such as student characteristics, labor markets, or course demand.
• changing factors such as student characteristics, labor markets, or course demand.
1995: In the design and development of policies and programs:
2001: In the design, development, and revision of programs and services:
2008: In the planning, development, evaluation, and revision of programs and services:
• institutional research results are used.
• institutional research results are used.
• institutional research results are used.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
Agree
Strongly
Agree
1995
2001
2008
58%
56%
49%
14%
10%
7%
17%
16%
20%
11%
17%
24%
37%
48%
36%
21%
8%
13%
1995
2001
24%
21%
12%
18%
39%
41%
25%
20%
20%
18%
5%
3%
2008
32%
10%
24%
34%
25%
7%
1995
2001
2008
26%
18%
34%
13%
15%
9%
36%
37%
20%
25%
30%
37%
23%
16%
26%
2%
2%
8%
1995
2001
2008
37%
45%
53%
5%
7%
4%
15%
16%
8%
43%
33%
36%
33%
41%
41%
3%
4%
12%
Chabot College Office of Institutional Research
Page 1
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard I: Institutional Mission & Effectiveness (continued)
B. Improving Institutional Effectiveness
Budget and Grants
I have a clear understanding of the role of the College Budget Committee
in the budget process.
In the development of the college budget, I have a clear understanding of the role of:
• the Institutional Planning and Budget Council (IPBC)
• the Institutional Planning and Budget Council (IPBC)
• the College Budget Study Group (CBSG)
• the College Budget Committee.
There is adequate coordination between faculty, classified staff, and administration
in the college budget development process.
In the college budget development process:
• there is adequate coordination between faculty, classified staff, and administration.
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 in the budget process.
In the college budget development process:
• I have adequate opportunity for participation.
In the budget development process in my area/unit:
• I have adequate opportunity for participation.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
1995
20%
21%
39%
20%
16%
4%
2001
2008
2001
2008
23%
22%
20%
24%
24%
14%
25%
14%
35%
31%
37%
28%
18%
33%
18%
34%
19%
18%
17%
20%
4%
4%
3%
4%
1995
11%
27%
45%
17%
10%
0%
2001
16%
26%
36%
22%
15%
2%
2008
1995
42%
22%
11%
21%
22%
35%
24%
22%
32%
21%
10%
1%
2001
31%
19%
28%
21%
27%
4%
2008
46%
8%
20%
26%
34%
12%
Chabot College Office of Institutional Research
Page 2
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard I: Institutional Mission & Effectiveness (continued)
B. Improving Institutional Effectiveness
Integrity, Equity, Diversity
My administrator would back me up in professional classroom practices.
My dean would back me up in professional classroom practices.
At Chabot, the general "campus climate" is one of respect for differences in :
• race-ethnicity
• gender
• physical disability
• age
• sexual orientation
• native language
• religion
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
1995
2001
2008
76%
73%
87%
5%
7%
1%
3%
5%
3%
15%
15%
8%
43%
46%
34%
33%
27%
53%
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
73%
87%
86%
72%
89%
85%
81%
86%
87%
78%
89%
85%
55%
80%
79%
56%
75%
81%
69%
79%
75%
3%
0%
2%
2%
1%
1%
2%
1%
1%
2%
1%
1%
5%
1%
1%
4%
0%
1%
1%
1%
1%
10%
3%
3%
7%
3%
3%
6%
2%
2%
7%
2%
2%
13%
7%
6%
15%
6%
3%
6%
4%
4%
14%
10%
10%
20%
7%
11%
12%
12%
11%
14%
9%
12%
26%
11%
14%
25%
19%
16%
24%
15%
19%
58%
62%
52%
57%
65%
51%
58%
58%
52%
63%
65%
52%
45%
61%
48%
48%
55%
52%
55%
58%
47%
16%
24%
34%
15%
24%
33%
22%
28%
35%
15%
24%
33%
10%
19%
31%
8%
20%
28%
14%
21%
28%
Chabot College Office of Institutional Research
Page 3
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard I: Institutional Mission & Effectiveness (continued)
B. Improving Institutional Effectiveness (continued)
Integrity, Equity, Diversity (continued)
1995: The following groups treat me with respect:
2001: The following groups demonstrate honesty and truthfulness in their dealings with me:
• faculty
• administrators
• classified staff
The college curriculum adequately addresses issues related to cultural diversity.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
Chabot College Office of Institutional Research
82%
80%
81%
75%
60%
72%
84%
84%
86%
51%
66%
61%
2%
2%
2%
3%
8%
4%
1%
2%
1%
4%
2%
4%
6%
8%
3%
6%
13%
7%
2%
4%
2%
20%
8%
8%
10%
11%
15%
15%
19%
18%
12%
11%
11%
24%
24%
26%
48%
55%
53%
48%
44%
50%
48%
59%
55%
37%
50%
41%
34%
24%
27%
28%
16%
23%
37%
24%
31%
14%
16%
20%
Page 4
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard I: Institutional Mission & Effectiveness (continued)
B. Improving Institutional Effectiveness (continued)
Integrity, Equity, Diversity (continued)
I feel discrimination by other college staff on this campus.
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
1995
2001
2008
16%
11%
15%
36%
41%
47%
34%
36%
26%
15%
11%
12%
12%
7%
9%
3%
5%
6%
Of those feeling discrimination by college staff,
percent that attribute it to age, gender, ethnicity
all staff
or race, sexual orientation, or other:
If I feel discrimination, it is based on my (you may check more than one):
Age
Gender
Ethnicity or race
Sexual orientation
Other
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
Chabot College Office of Institutional Research
4%
6%
3%
4%
4%
2%
8%
7%
7%
3%
2%
<1%
7%
12%
6%
30%
59%
26%
30%
41%
18%
58%
63%
59%
20%
15%
3%
48%
107%
53%
Page 5
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
Standard II: Learning Programs and Services
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, and revision.
1995
2001
2008
65%
74%
67%
3%
2%
1%
9%
5%
7%
24%
20%
25%
51%
52%
43%
14%
21%
24%
1995
2001
2008
71%
63%
65%
3%
2%
3%
10%
15%
8%
16%
20%
24%
55%
45%
47%
16%
18%
18%
1995
2001
2008
1995
2001
2008
1995
2001
2008
48%
33%
56%
76%
72%
81%
27%
40%
48%
5%
5%
3%
1%
0%
1%
8%
6%
6%
25%
28%
8%
4%
7%
3%
41%
33%
17%
23%
33%
33%
20%
20%
15%
25%
21%
29%
40%
29%
47%
50%
51%
48%
25%
31%
35%
8%
4%
9%
25%
21%
34%
2%
9%
13%
1995
2001
2008
75%
72%
72%
4%
5%
2%
8%
6%
9%
13%
17%
17%
44%
52%
48%
31%
20%
24%
Educational programs are continually reviewed for consistency with:
the college mission.
the college mission.
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.
The typical “A” grade given at Chabot represents excellent student achievement
in a course.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
Chabot College Office of Institutional Research
Page 6
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard II: Learning Programs and Services (continued)
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
B. Student Support Programs
Counselors effectively advise students about appropriate academic courses.
Counselors provide students with accurate and useful information about:
• transfer requirements
• technical-occupational programs
English, ESL, and Math assessment test results have recommended
appropriate classes for my students.
The mid-term progress reports have been helpful in improving student success
in my classroom.
Written information about student support services is readily available.
Written information about student support services is readily available to faculty and staff.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
1995
2001
2008
35%
46%
60%
9%
9%
3%
30%
25%
13%
25%
20%
25%
30%
39%
45%
5%
7%
15%
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%
1995
2001
2008
45%
46%
54%
4%
7%
3%
24%
22%
8%
26%
24%
35%
38%
37%
38%
8%
9%
16%
1995
2001
2008
1995
2001
2008
40%
48%
42%
59%
65%
64%
13%
12%
6%
4%
1%
1%
22%
18%
18%
14%
10%
9%
25%
23%
33%
22%
24%
26%
29%
38%
29%
48%
51%
46%
11%
9%
13%
11%
14%
18%
Chabot College Office of Institutional Research
Page 7
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard II: Learning Programs and Services
Of those who referred service to students
Percentage of those responding
and outcome is known, Never Heard of, Referred Students and:
(continued)
percent Heard
Never
Don't
Not
who were satisfied with outcome of it Referred
Know Satisfied Satisfied
B. Student Support Programs (continued)
Admissions and Records
Assessment Testing Center
Counseling
Financial Aid Office
Student Activities (i.e., Clubs, Intramural, Special Events)
Office of Student Life (Clubs, Activities, Events, Stu Gov)
Office of Student Life (Clubs, Activities, Events, Stu Gov)
Transfer Center
Career Center
Transfer/Career Center
Transfer, Employment, and Career Services Center (TECS)
Job Information
Student Employment Services (on-campus jobs)
Employment & Career Services Center (off-campus jobs/careers)
Tutorials Center
Peer Academic Tutoring Help or PATH (formerly Tutorials) Bldg 2300
Student computer labs in departments
Student computers in library
Student computer labs in other departments
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
1995
2001
2008
1995
2001
2001
1995
2001
2008
1995
2001
2008
2008
Chabot College Office of Institutional Research
32%
90%
94%
85%
88%
90%
67%
70%
85%
87%
90%
86%
87%
93%
87%
89%
93%
94%
89%
69%
89%
90%
75%
76%
95%
84%
83%
95%
93%
8%
0%
2%
4%
5%
5%
14%
0%
3%
1%
0%
2%
3%
3%
5%
12%
4%
3%
5%
11%
3%
7%
2%
2%
9%
7%
9%
4%
9%
18%
5%
7%
37%
25%
27%
24%
14%
14%
33%
28%
26%
36%
33%
34%
37%
37%
30%
32%
38%
32%
34%
21%
21%
27%
29%
17%
23%
27%
64%
14%
15%
25%
28%
27%
43%
25%
24%
31%
30%
27%
28%
26%
29%
23%
25%
26%
27%
29%
30%
29%
32%
29%
25%
23%
28%
25%
25%
7%
8%
4%
5%
5%
4%
6%
18%
9%
5%
4%
6%
4%
3%
4%
3%
2%
3%
4%
7%
4%
3%
12%
12%
2%
7%
8%
3%
3%
3%
73%
72%
29%
37%
37%
12%
42%
50%
31%
38%
38%
28%
35%
27%
24%
31%
39%
32%
15%
31%
27%
34%
37%
37%
34%
38%
46%
35%
Page 8
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard II: Learning Programs and Services
Of those who referred service to students
Percentage of those responding
and outcome is known, Never Heard of, Referred Students and:
(continued)
percent Heard
Never
Don't
Not
who were satisfied with outcome of it Referred
Know Satisfied Satisfied
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
Disabled Students Programs and Services (DSPS)
PACE Program for Working Adults
Daraja
Puente
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.
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
1995
2001
1995
2001
2008
1995
2001
2008
1995
2001
2008
Chabot College Office of Institutional Research
87%
89%
94%
95%
94%
97%
91%
93%
95%
84%
87%
90%
90%
90%
88%
93%
89%
94%
92%
78%
92%
97%
16%
17%
12%
3%
3%
4%
10%
6%
10%
19%
19%
14%
14%
5%
2%
6%
0%
0%
1%
0%
0%
1%
39%
22%
25%
29%
22%
21%
49%
42%
41%
49%
37%
52%
39%
57%
45%
41%
7%
4%
10%
15%
5%
12%
24%
25%
28%
19%
17%
18%
16%
24%
20%
10%
25%
9%
25%
14%
20%
21%
21%
19%
16%
25%
14%
16%
3%
4%
2%
2%
3%
2%
2%
2%
1%
4%
3%
2%
2%
2%
4%
2%
8%
5%
6%
13%
6%
2%
19%
32%
32%
47%
54%
55%
23%
26%
28%
19%
17%
22%
19%
22%
29%
30%
64%
73%
67%
47%
75%
69%
Page 9
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard II: Learning Programs and Services (continued)
Percent who
gave
assignments
4 or more times None
Percentage of those responding
Number of times
1-3
4-6
7-9
10 plus
C. Library and Learning Support Programs
Please indicate the number of times you have:
1) given assignments in the last year that required use of the Chabot Library/LRC.
• 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.
Standard II: Learning Programs and Services (continued)
1995
2001
2008
1995
2001
2008
21%
51%
28%
9%
5%
7%
21%
55%
25%
13%
4%
4%
28%
43%
29%
15%
6%
7%
11%
65%
25%
6%
2%
3%
13%
65%
22%
8%
3%
3%
19%
56%
25%
12%
4%
3%
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
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.
Resources available in the library are adequate
for students to complete academic course work assignments.
Resources are adequate for students to complete academic course work assignments:
• in the Library.
Faculty and staff are adequately involved in the selection of resource material
to support their program areas.
Faculty and staff are adequately involved in the selection of library materials in their fields.
I have scheduled library orientation sessions for my classes.
If yes, the library orientation sessions adequately addressed the needs of my students.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
1995
29%
28%
25%
18%
26%
3%
2001
62%
3%
15%
21%
49%
12%
2008
78%
2%
3%
17%
55%
23%
1995
2001
2008
1995
2001
2008
1995
2001
2008
36%
44%
64%
50%
44%
28%
37%
27%
10%
22%
No: 71%
2%
15%
5%
24%
1%
8%
27%
36%
42%
28%
22%
9%
8%
22%
22%
21%
49%
37%
45%
28%
33%
44%
Chabot College Office of Institutional Research
14%
3%
2%
16%
11%
Yes: 29%
77%
5%
70%
1%
89%
2%
23%
16%
7%
24%
24%
Page 10
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Percent who
Percentage of those responding
Agree
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral* Agree
Agree
Standard III: Resources
A. Human Resources
Hiring and evaluation
Current evaluation procedures for non-tenured faculty are effective
in making recommendations for tenure.
Current evaluation procedures for administrators solicit and consider my opinion
in assessing administrator effectiveness.
Current student evaluation forms are adequate in helping faculty members
assess teaching effectiveness.
Teaching effectiveness is the principal criterion used in the selection of instructors.
Personnel policies and procedures, i.e. workloads, retention, advancement,
due process, privacy, and personnel policy development,
are clearly stated and equitably applied.
Human Resource policies and procedures:
• are clearly stated.
• are equitably applied.
Part-time faculty members are encouraged to participate in decision-making activities
in their teaching areas.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
1995
2001
2008
61%
60%
57%
6%
2%
7%
15%
14%
9%
18%
24%
27%
43%
50%
42%
18%
10%
15%
1995
2001
2008
11%
27%
27%
47%
28%
21%
28%
23%
23%
14%
22%
29%
9%
20%
22%
2%
7%
4%
1995
2001
2008
1995
2001
2008
55%
58%
62%
48%
42%
60%
6%
10%
4%
9%
11%
3%
16%
14%
12%
21%
22%
13%
23%
17%
21%
23%
25%
23%
48%
49%
48%
35%
36%
45%
8%
10%
14%
12%
6%
16%
1995
2001
2008
2008
38%
43%
63%
61%
11%
11%
5%
3%
23%
22%
11%
11%
28%
23%
21%
25%
31%
38%
50%
50%
7%
5%
13%
11%
1995
2001
2008
32%
38%
43%
17%
16%
11%
33%
30%
22%
18%
16%
25%
25%
29%
34%
7%
9%
9%
Chabot College Office of Institutional Research
Page 11
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
Standard III: Resources
A. Human Resources
Staff Development
Faculty are encouraged to experiment with new instructional approaches.
My administrator/supervisor encourages and supports my participation.
in professional development activities.
Current evaluation procedures are effective in assessing job performance.
and providing assistance in improving performance for:
• classified staff
• part-time faculty
• non-tenured faculty
• tenured faculty
I feel respected and appreciated as an employee of Chabot College.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
1995
2001
2008
52%
54%
67%
10%
4%
3%
12%
13%
6%
26%
30%
24%
41%
45%
48%
11%
9%
19%
1995
2001
2008
69%
68%
67%
7%
7%
4%
11%
11%
6%
14%
15%
22%
43%
41%
42%
25%
27%
25%
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
1995
2001
2008
34%
39%
49%
42%
49%
51%
61%
60%
58%
42%
48%
50%
55%
55%
67%
18%
17%
10%
20%
10%
6%
10%
5%
4%
18%
9%
5%
9%
14%
5%
25%
16%
15%
19%
20%
18%
12%
18%
10%
19%
21%
14%
14%
12%
11%
23%
28%
26%
19%
21%
25%
16%
17%
28%
21%
22%
31%
21%
19%
18%
31%
28%
40%
37%
40%
40%
46%
49%
44%
35%
40%
39%
40%
40%
48%
4%
11%
9%
5%
8%
11%
16%
11%
14%
7%
8%
10%
15%
15%
20%
Chabot College Office of Institutional Research
Page 12
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
Standard III: Resources (continued)
B. Physical Resources (continued)
Available equipment is appropriate and adequate for me
to carry out required work responsibilities.
Computer-related equipment is adequate for me to carry out my work responsibilities
The office or work space provided for me is appropriate for my job responsibilities
The office or work space provided for me is appropriate for my job responsibilities.
Supplies (e.g., paper, classroom materials) have been readily available for my needs
1995
2001
2001
2008
1995
2001
Supplies (eg paper, classroom materials) have been readily available to support my job/teaching.
2008
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
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:
• in a timely manner
2001
• with satisfactory results
2001
Requests for maintenance and repair of buildings are:
• handled in a timely manner
2008
• with adequate results.
2008
The landscaping on campus is well-maintained.
1995
The campus landscaping and playing fields are well-maintained.
2001
2008
In the planning and design phase of new or remodeled facilities:
faculty are adequately involved.
1995
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:
classified staff are adequately involved.
1995
In the planning, design, and implementation phase of new or remodeled facilities:
the needs of the classified staff are adequately considered.
2001
In the planning, design, and implementation of new and remodeled facilities the needs
of my discipline/program/service area were adequately considered.
2008
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
Chabot College Office of Institutional Research
39%
65%
64%
58%
43%
71%
71%
22%
10%
8%
11%
18%
7%
6%
28%
14%
18%
16%
24%
14%
11%
11%
11%
9%
16%
15%
8%
13%
36%
45%
46%
45%
40%
54%
56%
4%
21%
18%
13%
3%
17%
15%
37%
59%
64%
16%
6%
7%
29%
16%
12%
19%
19%
17%
30%
47%
47%
7%
13%
17%
28%
19%
33%
20%
23%
5%
48%
58%
54%
61%
70%
77%
73%
12%
6%
7%
6%
3%
4%
3%
21%
12%
18%
12%
10%
5%
7%
19%
24%
21%
21%
17%
14%
17%
38%
47%
44%
48%
50%
58%
54%
10%
11%
10%
13%
20%
19%
19%
35%
15%
28%
22%
30%
5%
39%
10%
18%
32%
31%
8%
19%
19%
36%
26%
15%
4%
32%
13%
22%
34%
26%
5%
47%
11%
19%
23%
37%
11%
Page 13
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
Standard III: Resources (continued)
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)
1995
2001
2008
1995
2001
2008
47%
66%
68%
46%
60%
65%
9%
4%
4%
10%
8%
5%
27%
17%
12%
25%
17%
13%
17%
13%
16%
19%
14%
17%
40%
58%
49%
38%
50%
48%
7%
8%
19%
8%
10%
17%
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
Standard III: Resources
C. Technology
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
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
1995
2001
2008
1995
2001
2008
1995
2001
2008
Chabot College Office of Institutional Research
62%
68%
81%
74%
83%
75%
77%
81%
76%
9%
8%
2%
3%
3%
4%
3%
3%
3%
18%
13%
5%
8%
3%
7%
7%
2%
4%
11%
11%
12%
15%
11%
15%
13%
14%
17%
47%
49%
57%
57%
56%
54%
57%
54%
54%
15%
19%
24%
17%
27%
21%
20%
27%
21%
Page 14
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard IV: Leadership and Governance
The Board of Trustees:
• equitably represents the interests of Chabot.
• exhibits interest in and understanding of the College's programs, services, and needs.
College Management/Administration
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 college climate encourages faculty, staff and administration
to value and strive for cooperative and mutually respectful working conditions.
District Management/Administration
MIS/ITS services are administered to meet the needs of the College.
Information Technology Services (ITS) is administered to meet the needs of the College.
District administration is responsive to the needs of the College.
The District:
Responsiveness by the District administration to Chabot needs.
NOTES: * 'Neutral' used in 1995 and 2001;
'Neither disagree nor agree' used in 2008.
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
1995
2001
2008
1995
2001
2008
12%
17%
43%
18%
18%
50%
24%
29%
9%
19%
28%
7%
36%
32%
15%
32%
32%
10%
28%
22%
33%
31%
22%
34%
11%
15%
36%
17%
17%
41%
1%
2%
7%
0%
1%
9%
1995
2001
2008
27%
32%
45%
18%
19%
9%
26%
26%
14%
30%
24%
32%
22%
28%
37%
5%
3%
8%
1995
2001
2008
19%
14%
33%
15%
23%
11%
36%
28%
20%
29%
34%
35%
19%
13%
27%
0%
2%
6%
1995
2001
2008
44%
46%
71%
12%
13%
3%
23%
19%
9%
20%
22%
17%
36%
38%
54%
8%
8%
17%
1995
2001
2008
1995
2001
2008
43%
39%
59%
12%
15%
25%
9%
15%
6%
31%
26%
11%
20%
21%
9%
34%
39%
22%
29%
25%
26%
23%
19%
42%
39%
34%
49%
11%
13%
19%
5%
5%
11%
0%
2%
6%
Chabot College Office of Institutional Research
Page 15
Chabot College Faculty/Staff Accreditation Surveys: 1995, 2001, and 2008 Comparisons
Standard IV: Leadership and Governance (continued)
Faculty
There is adequate faculty participation in the development of:
institutional policy.
There is adequate faculty participation in the development of institutional policy.
The Academic Senate has been effective in communicating faculty professional concerns
to the college administration.
The Academic Senate has been effective in communicating concerns
of the faculty to the college administration.
As a member of the faculty, I feel respected and valued by the college administration.
Classified Staff
The Classified Senate has been effective in communicating concerns
of the classified staff to the college administration.
Students/Student Government/Student Activities
Students are appropriately 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.
Percent who
Agree
Percentage of those responding
or Strongly
Strongly
Strongly Agree Disagree Disagree Neutral*
Agree
Agree
1995
2001
2008
25%
27%
44%
10%
11%
7%
36%
30%
10%
30%
32%
39%
21%
25%
36%
4%
3%
7%
1995
2001
60%
45%
3%
8%
13%
14%
24%
33%
50%
38%
10%
7%
2008
1995
2001
2008
56%
48%
40%
56%
4%
10%
20%
7%
6%
20%
21%
10%
33%
22%
19%
27%
47%
36%
34%
43%
9%
12%
6%
13%
1995
2001
2008
29%
46%
54%
10%
4%
4%
11%
18%
6%
50%
31%
36%
26%
41%
44%
3%
6%
10%
1995
2001
2008
28%
43%
44%
12%
4%
4%
27%
19%
14%
33%
34%
38%
25%
40%
38%
3%
3%
7%
1995
2001
2008
38%
44%
49%
8%
6%
5%
20%
14%
12%
35%
36%
34%
33%
38%
43%
5%
6%
6%
Chabot College Office of Institutional Research
Page 16