Comparative Analysis of Faculty and Staff
Mid-term 1999 and 2003 Accreditation Surveys
Jing Luan, Judy Cassada, Richard Borden
March 2004
Comparative Analysis of Faculty and Staff
Mid-term 1999 and 2003 Accreditation Surveys
Jing Luan, Judy Cassada, Richard Borden
March 2004
Executive Summary
In fall 2003, Cabrillo College conducted its second longitudinal survey among faculty and staff to
receive feedback on a variety of questions related to learning, college resources and operations,
and governance. The survey committee, consisting of key representatives from the college and
chaired by the director of the Planning and Research Office, collected a broad range of sample
surveys from other institutions to update the survey first used in 1999. To the extent possible,
most questions have been preserved, including the scale of rating, in order to compare findings in
2003 with those in 1999. New questions have been added to obtain information in preparation for
the 2007 accreditation that is based on new standards. The survey questions have been regrouped under each of the four new standards. Faculty and staff received separate surveys. The
survey response rate for the faculty was 21.6% and 21.2% for staff.
Overall, both the response rates and the rankings marked a positive upward shift. The 2003
survey response rate is close to 40% higher than 1999. For the 2003 faculty survey, for 29
questions out of the 58 that had comparable questions from 1999, the change in ratings was
positive across the board. Nineteen (19) of them were statistically significant based on WinCross’
independent t-test and z-test with the level of significance being .05. For the 2003 staff survey, of
the 29 questions out of the 47 questions that were comparable to questions asked in 1999, the
change in ratings was mostly positive. Nine (9) of them showed significant positive change based
on WinCross’ independent t-test and z-test with the level of significance being .05. Two of the four
negative changes were significant. Observations were noted for the questions that had statistically
significant changes.
Here are the statements receiving the highest scores as listed under each of the four standards.
Standard One -Improving Institutional Effectiveness
o Both faculty and staff gave a very positive rating to the statement “Cabrillo is
committed to continuous improvements of the student learning process” (faculty: 4.17*
and staff: 4.17).
Standard Two - Student Learning Programs and Services
o Faculty gave a highly positive rating to the statement, “The Library’s support for
instructional programs contributes to student learning outcomes” (4.42) and staff gave
a positive overall response to the question** “Student support services make
significant contributions to student success” (4.26).
Standard Three – Resources
o Both faculty and staff gave top rating to the question “I feel safe on campus during the
day” (faculty: 4.55 and staff 4.48).
Standard Four - Leadership and Governance
o Faculty gave top rating to the question “The Cabrillo College president provides
effective leadership” (3.89) and staff gave a very positive response to the statement
that “The SEIU (service employees international union) effectively communicates
decisions and discussions taking place in CPC (college planning council)” (4.13).
*Maximum possible mean = 5.0.
** Only pertains to the questions that can be measured using a five-point Likert scale; 1=strongly disagree, 5 = strongly
agree.
I
Table of Contents
Executive Summary .............................................................................. I
Background......................................................................................... 1
Survey Design and Method .................................................................... 1
Findings.............................................................................................. 3
Section One ........................................................................................ 3
Analysis of Staff Survey Responses......................................................... 3
Analysis of Faculty Survey Responses ..................................................... 7
Section Two .......................................................................................12
Ranking of Staff Survey .......................................................................12
Ranking of Faculty Survey ....................................................................14
Appendix A ........................................................................................16
Staff 1999 and 2003 Accreditation Survey Item Change Comparison ..........16
Faculty 1999 and 2003 Survey Item Change Comparison..........................17
Appendix B ........................................................................................18
Staff Written Comments.......................................................................18
Faculty Written Comments ...................................................................20
Appendix C ........................................................................................22
Faculty/Staff Accreditation Surveys (2003) .............................................22
References .........................................................................................27
II
Comparative Analysis of Faculty and Staff
Mid-term 1999 and 2003 Accreditation Surveys
Jing Luan, Judy Cassada, Richard Borden
March 2004
Background
The current six-year accreditation cycle for Cabrillo is 2001 – 2007. Starting as early
as 2005, the college will be conducting a self-study in preparation for the
accreditation visit in 2007. Since the next accreditation is using the new standards
with “evidence” being the centerpiece, the college realizes the need to conduct data
gathering throughout the years leading up to the accreditation visit. Among these
efforts are college wide surveys that gauge the levels and performances of a myriad
of indicators.
In August 2003, a committee was formed to conduct faculty/staff surveys. The
committee members were Claire Biancalana, Debora Bone, Nancy A. Brown,
Doug Deaver, Sesario Escoto, Jing Luan, Rachel Mayo, Rory O’Brien, and
Topsy Smalley. The committee, chaired by Jing Luan and assisted by the staff in
the Planning and Research Office (PRO), met to review the questionnaires used in
previous years and added a number of questions to increase the number of
measurement points to accommodate the new standards. The committee then
grouped questions under the headings of the 4 new standards. The committee also
eliminated questions that were no longer needed. For a comparison between the
1999 and 2003 survey instruments, see Appendix A.
Survey Design and Method
The survey uses a five-point Likert scale of measurement. This scale is a popular
choice in student and customer satisfaction, hotel rating, car ranking, etc. It provides
more information than a 3-point scale (good, neutral, bad) and is more manageable
than a seven-point scale measure.
There was an extended discussion about the specific value for each of the five scales.
In previous surveys, the scales were: Strongly Disagree (1), Somewhat Disagree (2),
Neither Agree Nor Disagree (3), Somewhat Agree (4), and Strongly Agree (5). For
those who had no knowledge of a particular question, the person had to make a
decision either to choose Neither Agree Nor Disagree (Choice 3, a “neutral” response)
or not make any selection for that question. A “forced” choice as such is not most
ideal. The committee initially asked to create another scale to call it “Don’t Know/Not
Applicable”. This would have been a reasonable addition had there not been the need
to compare the new survey results with the results from the previous surveys. The
change would have effectively disrupted the integrity of the measurement from
previous years, making it impossible to compare results. In the end, the committee
decided to forego changing the rating scale and to stay with Choice 3 in the new
survey and to treat it as a measurement of “neutrality”.
PRO conducted pilot-tests of both the faculty and staff surveys by selecting faculty
and staff members to fill out the surveys. They also provided feedback about the
1
format, semantics, reasonability of the questions, and how many minutes it took to
complete.
PRO did not conduct a reliability analysis because most of the questions came from
previous years.
The idea to conduct the surveys online was abandoned due to technology, previous
survey history, and time restraints. Recent studies have shown mixed results in
return rates between paper-pencil and online modes. Some studies showed higher
return rate from online survey (Chang 2003, Crawford et al, 2002), another study
showed equal return rates (Mertler, 2003). One study found that males tended to
prefer online surveys. No doubt the future will see more online surveys as the
technology and return rates mature and grow, but for now, many practical factors
still make paper-pencil a popular choice. The committee agreed that it would be ideal
to carry out the survey online due to the fact that most Cabrillo faculty and staff
have computer access when on campus. Compared to students, the work setting for
faculty and staff is poised to generate more survey responses as earlier studies have
shown. However, for the rest of the accreditation cycle, it is probably a wise choice
to not change the mode of the survey mid-stream. The committee agreed to stay
with the pencil and paper medium. Efforts to convert the surveys into scannable
forms were abandoned due to resource restraints. The returned surveys were
manually input into the system.
The surveys were distributed during faculty/staff flex week when most of them would
congregate in meetings. PRO also made copies of the surveys available to various
offices on campus. The survey started during the Flex week of fall 2003 and ended a
week later (September 2nd). A total of 278 surveys were returned. Among them, 173
were from faculty and 105 were from staff. The survey return rate for the entire
college was 21.4% in 2003, up from 14.5% in 1999. The return rate for 2003 is
based on the number of employees as the denominator and the number of surveys
returned as the numerator.
To analyze the results, it is clear that the nature of the surveys presents a straightforward way of simply, question by question, counting the numbers and aggregating
the responses by each scale. However, since results from 1999 and 2003 would be
compared side-by-side, the analysis must find a better way of conducting cross-tab
analysis. PRO chose SPSS to be the medium to code each question and their
responses. Very little analysis was done inside SPSS. Instead, PRO utilized WinCross
3.2 to conduct cross-tabs. WinCross is another proprietary software application that
works well with SPSS data and provides far more powerful cross-tab analysis than
the native functions of SPSS or SAS.
The study chose independent t-test for Mean Analysis and independent z-test for
percentages. The study set the level of significance to be .05 (p=.05).
2
Findings
The analysis of the surveys took the following approach. Faculty and staff survey
results have been analyzed and presented separately. The average (mean) of each
question is presented for 2003 and 1999. The highest possible mean was 5.0. If the
question did not exist for 1999, it will be a blank cell. The difference (Diff) refers to
the difference between the mean of 1999 and 2003. The study will provide
“observations” underneath a question only when it is statistically significant (p=.05).
Significant values are in bold typeface.
There are two sections. Each section deals with faculty and staff survey responses
separately. Section One contains detailed analyses (observations) based on the
results that were statistically significant. It also contains the questions with
significant changes in average rating (mean) between 1999 and 2003. Section Two
contains rankings of the ratings of the responses in 2003.
Section One
Analysis of Staff Survey Responses
To maintain respondent anonymity and elicit honest responses, staff members were
asked to only identify themselves as belonging to one of the four components of the
college: President’s Office, Instruction, Business Services and Student Services. The
number of returns from the President’s Office was very small due to the small
number of employees; therefore, the analysis has ignored the statistical significance
of the responses from the President’s Office.
1999
2003
Diff
Accreditation Standard I: Improving Institutional Effectiveness
1.
3.94
Cabrillo’s mission statement guides institutional planning.
Observations: 30% of the instructional staff marked “neutral” for this question.
2. Cabrillo is committed to continuous improvements of the student learning process.
4.17
Observations: None.
3. College Master Plan goals are regularly assessed and results shared with campus constituencies.
3.61
Observations: A significant number of faculty (50%) marked “neutral” to this question.
4. Planning processes are reviewed to identify needed areas of improvement.
3.65
Observations: None.
5. Institutional planning decisions are based on research data.
3.22
Observations: The overall change in rating (mean) is positive and significant. Compared to
1999, more people increased their rating. In 1999, only 25.7% chose “somewhat agree” and
in 2003, 41.1% of them did.
3
3.52
.3
6.
Institutional planning decisions are based on personal opinion.
Observations: The change is positive and significant. In 1999, only 6.8% of the people
disagreed with this question and in 2003, 20% of them did. However, more Student Services
staff felt differently about this question with 16.7% of them choosing “Strongly Agree”.
7. The information from the Planning and Research Office (Fact Book, Web site, and
planning and research reports) is helpful in getting the information I need.
1999
2003
Diff
3.38
3.07
(.3)
3.42
3.68
.16
Observations: Significantly more people in 1999 chose “neutral” and more people in 2003
increased (or becoming more certain) their rating. In 1999, 53.4% chose “neutral” and in
2003, only 33%. The rating for “Somewhat Agree” are 15.1% (1999), 25.5% (2003) and for
“Strongly Agree” 20.5% (1999) and 28.7% (2003).
Accreditation Standard II: Student Learning Programs and Services
1999
2003
8.
3.58
3.74
Observations: Compared to 1999, significantly more people marked “Somewhat Agree”
(32.5% in 1999 and 50.0% in 2003). The change is due to more people in Instruction and
Student Services areas increasing their rating.
9. College staff present information fairly and objectively to students and others.
3.80
4.06
.26
Observations: Compared to 1999, fewer people chose “neutral” (17.7% in 2003 and 31.2% in
1999). The change in the mean from 1999 was significant.
10. Academic freedom is upheld by Cabrillo College.
4.01
4.23
.22
Faculty present information fairly and objectively to students and others.
Observations: Compared to other components of the college, staff in instruction had the
highest rating for this question. Combining the top two scales, the percentage was 82.3%.
11. Cabrillo provides clear and accurate information about courses, programs, degrees, and certificates
to its students.
Diff
.16
4.06
Observations: None.
12. During the average school year, how often do you refer students to the various student support
services on campus?
3.43
4.27
.84
Observations: Compared to 1999, the average frequency of referring students increased.
13. Student support services make significant contributions to student success (e.g., retention,
transfers).
4.37
4.26
(.11)
Observations: Significantly more staff in Student Services chose the highest rating (77.8%).
The average rating is also the highest (4.69).
14. Information on all of the programs available to students at Cabrillo should be listed in one college
publication.
4.46
Observations: None.
15. Cabrillo evaluates the learning support needs of its students based upon learner outcomes to provide
services and programs to address those needs.
Observations: A significant number of instruction staff chose “neutral” for this question.
16. Cabrillo provides programs and services that enhance understanding and appreciation of diversity on
campus.
3.52
3.81
4.20
Observations: More staff in Business Services (40.0%) and Student Services (30.3%) gave the
highest rating for this question.
17. Tutoring services support the attainment of student learner outcomes.
4.19
Observations: None.
18. Cabrillo provides technology development and training for faculty and staff on a regular basis.
3.79
Observations: None.
4
.39
Accreditation Standard III: Resources
1999
2003
Diff
19. There are sufficient numbers of qualified faculty to support college programs.
3.16
3.21
.04
Observations: None.
20. There are sufficient numbers of qualified staff to support college services.
2.23
2.73
.50
Observations: Compared to 1999, the increase in the average is significant. More people are
in agreement with the statement of this question.
21. Personnel search and selection processes are fair to all applicants.
3.23
3.30
.07
3.36
3.43
.07
Observations: None.
23. Evaluation processes are effective in improving the quality of job performance of staff.
3.05
3.11
.06
Observations: Compared to other components, more staff in Instruction agreed with this
statement.
24. Evaluation processes are effective in improving the quality of job performance of faculty.
3.04
3.14
.10
Observations: None.
25. Evaluation processes are effective in improving the quality of job performance of administrators.
2.74
2.89
.15
Observations: None.
26. Cabrillo provides sufficient opportunities for professional development.
3.73
3.33
(.40)
4.00
3.59
(.41)
3.11
3.21
.10
Observations: Based on the average score (mean), more staff in Business Services (mean =
3.56) and Instruction (mean = 3.42) agreed with the statement of this question than those
in Student Services (mean = 2.87).
22. Search and selection processes are likely to result in hiring personnel who will effectively advance
the mission of Cabrillo College.
Observations: On average, when compared to 1999, the rating dropped for this question from
3.72 in 1999 to 3.33 in 2003.
27. The college’s policies and practices demonstrate appropriate concern for issues of equity and
diversity.
Observations: On average, when compared to 1999, the rating dropped for this question
from 4.0 in 1999 to 3.59 in 2003. Fewer staff in 2003 chose “Strongly Agree” in 2003. More
staff in Student Services component chose “Somewhat Disagree”.
28. Cabrillo links staffing decisions to its institutional planning.
Observations: None.
29. College budget priorities are determined by systematic planning.
3.33
Observations: None.
30. The college has adequate physical accommodations for people with disabilities.
3.14
3.52
.38
Observations: The average (mean) for this question increased significantly from 3.14 in 1999
to 3.52 in 2003.
31. I feel safe on campus during the day.
4.45
4.48
.03
Observations: None.
32. I feel safe on campus at night.
3.22
3.61
.39
Observations: The average (mean) for this question increased significantly from 3.22 in
1999 to 3.61 in 2003.
33. Overall, the campus buildings provide a safe and healthy environment in which to work and learn.
3.75
3.88
.13
Observations: Significantly more staff in Business Services agreed to the statement in this
question than other components.
34. Overall, the campus landscaped areas are attractive and safe.
4.08
4.05
(.03)
Observations: None.
5
1999
Diff
3.79
35. In my office, the equipment, software and network connections used to support my work are
adequate and well maintained.
Observations: Significant more staff in Instruction were in agreement with the statement of
this question.
36. Computing Resources responds to service requests with adequate speed.
Observations: None.
37. The work of the Cabrillo Foundation supports the goals of the College Master Plan.
2003
4.11
3.75
3.85
Observations: None.
38. Cabrillo uses resources wisely and fairly.
3.52
Observations: Significantly more staff in Business Services agreed to the statement in this
question than other components.
39. Appropriate and timely budgetary information is provided regularly throughout Cabrillo.
3.67
.10
Observations: None.
Accreditation Standard IV: Leadership and Governance
40. The College Planning Council (CPC) is an effective channel for staff ideas regarding institutional
decision-making.
1999
2003
Diff
3.13
3.51
.38
Observations: The average (mean) in 2003 represented a significant increase in the number of
people who were agreeing with the statement of this question.
41. The SEIU representation on CPC is effective in making recommendations with respect to
compensation and workload issues.
Observations: None.
42. The SEIU effectively communicates decisions and discussions taking place in the CPC.
3.82
3.36
Observations: Compared to 1999, significantly more staff were in agreement with the statemen
in this question. The average (mean) in 1999 was 3.36 and in 2003 it was 4.13.
2.01
43. On average, I spend ___ hour(s) per week on shared governance activities (reading minutes,
memos, newsletters, attending meetings, etc.).
Observations: Compared to 1999, staff spent more hours per week on shared governance
activities. In 1999, only 9.7% selected the 2 hours choice, but 26.8% did so in 2003.
44. Staff members are encouraged to take initiative in improving the services in which they are
involved.
Observations: More staff in Business Services agreed with the statement (62.5%) than staff
in Student Services (20.6%). More staff in Student Services disagreed with the statement
(32.4%) than staff in Business Services (12.5%).
45. The Student Senate has a defined role in institutional governance.
Observations: A significant number of staff in Student Services agreed with the statement in
this question than others.
46. Governing board policies support the quality, integrity and effectiveness of student learning
programs and services.
Observations: None.
47. The president provides effective leadership for Cabrillo.
4.13
.77
1.65
(.39)
3.55
3.79
3.88
4.09
Observations: None.
6
Analysis of Faculty Survey Responses
There were a total of 58 questions in the faculty survey. In order to maintain
respondent anonymity and elicit honest responses, the faculty members were asked
only to identify the area in which they taught. The areas were Basic Skills,
Counseling, Lab Specialist, Librarian, Occupational Education, and Transfer.
If the question did not exist for 1999, it will be a blank cell. The difference (Diff)
refers to the difference between the mean of 1999 and 2003. The study will provide
“observations” underneath a question only when it is statistically significant (p=.05).
Significant values are in bold typeface.
Accreditation Standard I: Improving Institutional Effectiveness
1999
2003
1. Cabrillo’s mission statement guides institutional planning.
3.90
Observations: None.
2. Cabrillo is committed to continuous improvements of the student learning process.
4.17
Observations: Significantly more Transfer faculty (mean = 4.21) agreed with the statement
as compared to Counseling faculty (mean = 3.81).
3. College Master Plan goals are regularly assessed and results shared with campus constituencies.
3.63
Observations: None.
4. Planning processes are reviewed to identify needed areas of improvement.
3.66
Diff
Observations: None.
5. Institutional planning decisions are based on research data.
2.75
3.39
.64
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 2.75 in 1999 and 3.39 in 2003. Far more people chose “Somewhat
Agree” and “Strongly Agree” in 2003 (42.8%) compared to only 15.9% in 1999.
6. Institutional planning decisions are based on personal opinion.
3.44
3.24
(.20)
3.21
3.56
.35
Accreditation Standard II: Student Learning Programs and Services
1999
2003
Diff
8.
3.89
4.23
.34
3.84
4.09
.25
Observations: None.
7. The information from the Planning and Research Office (Fact Book, Web site, and planning and
research reports) is helpful in getting the information I need.
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.21 in 1999 and 3.56 in 2003. Far more people chose “Somewhat Agree”
and “Strongly Agree” in 2003 (52.4%) compared to only 32.1% in 1999.
Faculty present information fairly and objectively to students and others.
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.89 in 1999 and 4.23 in 2003. Far more people chose “Strongly Agree”
in 2003 (39.5%) than in 1999 (26.7%).
9. College staff present information fairly and objectively to students and others.
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.83 in 1999 and 4.01 in 2003. Far more people chose “Strongly Agree” in
2003 (34.5%) than in 1999 (23.1%).
7
10. Academic freedom is upheld by Cabrillo College.
1999
2003
Diff
4.04
4.29
.25
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 4.04 in 1999 and 4.29 in 2003. The change is attributable to fewer
faculty choosing “Somewhat Disagree” in 2003.
11. Cabrillo encourages the use of different teaching methodologies as a response to learning styles of
students.
4.34
Observations: Compared to faculty in Basic Skills, Occupational and Transfer Education,
Counseling faculty gave slightly lower rating to this question.
12. Cabrillo assesses student learning outcomes and uses the results to make improvements.
3.86
Observations: None.
13. Cabrillo relies on the faculty (and advisory committees when applicable) to determine competency
levels and measurable student learning outcomes.
3.95
Observations: Compared to faculty in Basic Skills, Occupational and Transfer Education,
Counseling faculty gave slightly lower rating to this question.
14. Cabrillo provides clear and accurate information about courses, programs, degrees, and certificates
to its students.
Observations: None.
15. During the average school year, how often do you refer students to the various student support
services on campus? (Please circle one.)
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 2.92 in 1999 and 3.57 in 2003. Higher rating means more faculty are
referring more students to various support services on campus. Both the Counseling
faculty and the Librarians indicated that they referred far more students than other faculty.
16. Student support services make significant contributions to student success (e.g., retention,
transfers).
4.22
2.92
3.57
.65
4.20
4.28
.08
Observations: None.
17. Information on all of the programs available to students at Cabrillo should be listed in one college
publication.
4.22
Observations: None.
18. Cabrillo evaluates the learning support needs of its students based upon learner outcome
assessments to provide services and programs to address those needs.
3.44
Observations: None.
19. Counselors and instructors communicate to make sure that students receive accurate information
about courses and programs.
3.40
Observations: Compared to faculty in all other areas, the Counseling faculty gave the
highest rating (more of them agreeing with the statement of the question).
20. Cabrillo provides programs and services that enhance understanding and appreciation of diversity
on campus.
3.89
Observations: None.
21. The library’s support for instructional programs contributes to student learning outcomes.
4.42
Observations: None.
22. The library collection has enough breadth to meet the needs of my students.
3.44
3.72
.28
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.44 in 1999 and 3.72 in 2003. Across the board, faculty agreed with the
statement in the question.
23. In general, the library is sufficiently responsive to faculty input.
4.22
4.27
.05
Observations: None.
24. Tutoring services provided by Cabrillo support the attainment of student learning outcomes.
Observations: None.
8
4.05
Accreditation Standard III: Resources
1999
25. Cabrillo provides technology development and training for faculty and staff on a regular basis.
2003
Diff
4.12
Observations: None.
26. There are sufficient numbers of qualified faculty to support college programs.
2.81
2.87
.06
Observations: None.
27. There are sufficient numbers of qualified staff to support college services.
2.49
2.68
.19
Observations: None.
28. Personnel search and selection processes are fair to all applicants.
3.03
3.60
.57
3.18
3.70
.52
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.18 in 1999 and 3.70 in 2003. The percent of faculty choosing “Strongly
Agree” was only 12.1% in 1999, but jumped to 26.5% in 2003.
30. Evaluation processes are effective in improving the quality of job performance of staff.
2.89
3.36
.47
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 2.89 in 1999 and 3.36 in 2003.
31. Evaluation processes are effective in improving the quality of job performance of faculty.
2.87
3.41
.54
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 2.87 in 1999 and 3.41 in 2003. The percent of faculty choosing “Strongly
Agree” was only 7.0% in 1999, but jumped to 20.2% in 2003.
32. Evaluation processes are effective in improving the quality of job performance of managers.
2.53
3.08
.55
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 2.52 in 1999 and 3.08 in 2003. The percent of faculty choosing “Strongly
Agree” was only 1.7% in 1999, but jumped to 14.5% in 2003.
33. Cabrillo provides sufficient opportunities for professional development.
3.41
3.54
.13
3.64
3.80
.16
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.03 in 1999 and 3.60 in 2003. There was a 100% increase in the
percent of faculty who chose “Strongly Agree”.
29. Search and selection processes are likely to result in hiring personnel who will effectively advance
the mission of Cabrillo College.
Observations: None.
34. The college’s policies and practices demonstrate appropriate concern for issues of equity and
diversity.
Observations: None.
35. Cabrillo links staffing decisions to its institutional planning.
3.49
Observations: None.
36. The college has adequate physical accommodations for people with disabilities.
3.20
3.80
.60
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.20 in 1999 and 3.80 in 2003. The percent of faculty choosing “Strongly
Agree” was only 9.7% in 1999, but jumped to 31.7% in 2003.
37. I feel safe on campus during the day.
4.47
4.55
.07
Observations: None.
38. I feel safe on campus at night. [See Appendix B for written comments.]
3.23
3.80
.57
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.23 in 1999 and 3.80 in 2003. The percent of faculty choosing
“Somewhat Agree” and “Strongly Agree” was only a combined 47.7% in 1999, but jumped
to 67.8% in 2003.
9
1999
2003
Diff
39. Overall, the campus buildings provide a safe and healthy environment in which to work and learn.
3.59
3.90
.31
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.59 in 1999 and 3.90 in 2003. [See Appendix B for written comments.]
40. Overall, the campus landscaped areas are attractive and safe.
3.67
4.11
.44
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.67 in 1999 and 4.11 in 2003. [See Appendix B for written comments.]
41. In my office, the equipment, software and network connections used to support teaching, are
adequate.
3.47
Observations: None.
42. In my classroom, the equipment, software and network connections used to support teaching, are
adequate.
3.37
Observations: None.
43. The instructional equipment used to support teaching in my classroom(s) is adequate and well
maintained.
3.39
Observations: None
44. Computing Resources responds to service requests with adequate speed.
4.13
Observations: None.
45. Faculty are sufficiently involved in the selection of educational equipment.
3.30
3.64
.34
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 3.30 in 1999 and 3.64 in 2003. The percent of faculty choosing “Strongly
Agree” was only 9.7% in 1999, but jumped to 21.7% in 2003.
46. College budget priorities are determined by systematic planning.
2.71
3.23
.52
Observations: The positive change in the rating as reflected by the average (mean) is
significant. It was 2.71 in 1999 and 3.23 in 2003. The percent of faculty choosing “Strongly
Agree” was only 5.4% in 1999, but jumped to 11.9% in 2003.
47. The work of the Cabrillo Foundation supports the goals of the College Master Plan.
3.84
3.94
.10
Observations: None.
48. Cabrillo attempts to meet the needs of programs and services based on the availability of
financial resources.
3.80
Observations: None.
49. Appropriate and timely budgetary information is provided regularly throughout Cabrillo.
3.66
Observation: None.
50. Cabrillo uses its financial resources wisely and fairly.
3.34
Observations: None.
Accreditation Standard IV: Leadership and Governance
1999
Observations: None.
52. Faculty Senate representation on the College Planning Council (CPC) is effective in making
recommendations with respect to budget policies and planning.
Observations: The positive change in the rating as reflected by the average (mean) is significant. It
was 2.68 in 1999 and 3.38 in 2003. The percent of faculty choosing “Strongly Agree” was only less
than 1% in 1999, but jumped to 18.0% in 2003.
10
Diff
3.79
51. The Faculty Senate is effective in making recommendations, regarding the eleven areas of
primary reliance, to the governing board.
Observations: None.
53. The CPC is an effective channel for faculty ideas regarding institutional decision-making.
2003
3.68
2.69
3.39
.70
1999
Observations: None.
56. The Student Senate has a defined role in institutional governance.
Observations: None.
57. Governing board policies support the quality, integrity and effectiveness of student learning
programs and services.
Observations: None.
58. The Cabrillo College president provides effective leadership for Cabrillo.
Observations: Compared to Occupational and Transfer Education faculty, the Counseling
faculty gave lower rating to this question.
11
Diff
3.76
54. CCFT representation on CPC is effective in making recommendations with regard to workload and
compensation issues.
Observations: None.
55. On average, I spend ___ hour(s) per week on shared governance activities (reading minutes,
memos, newsletters, attending meetings, etc.).
2003
2.39
2.40
3.67
3.80
3.89
.01
Section Two
Ranking of Staff Survey
Staff survey rankings based on the ratings of the responses in 2003 and grouped by
the four accreditation standards.
Note: Not all questions can be ranked because they were only asking for types of
services or frequencies of referring students, such as Question 43 in Standard IV.
Accreditation Standard I: Improving Institutional Effectiveness
2003
2.
Cabrillo is committed to continuous improvements of the student learning process.
4.17
1.
Cabrillo’s mission statement guides institutional planning.
3.94
7.
The information from the Planning and Research Office (Fact Book, Web site, and
3.68
4.
Planning processes are reviewed to identify needed areas of improvement.
3.65
3.
College Master Plan goals are regularly assessed and results shared with campus constituencies.
3.61
5.
Institutional planning decisions are based on research data.
3.52
6.
Institutional planning decisions are based on personal opinion.
3.07
Accreditation Standard II: Student Learning Programs and Services
14. Information on all of the programs available to students should be listed in one college publication.
4.46
12. During the average school year, how often do you refer students to the various student support services on
campus?
13. Student support services make significant contributions to student success (e.g., retention, transfers).
4.27
10. Academic freedom is upheld by Cabrillo College.
4.23
16. Cabrillo provides programs and services that enhance understanding and appreciation of diversity.
4.20
4.26
17. Tutoring services support the attainment of student learner outcomes.
4.19
9.
4.06
College staff present information fairly and objectively to students and others.
11. Cabrillo provides clear and accurate information about courses, programs, degrees, and certificates.
4.06
18. Cabrillo provides technology development and training for faculty and staff on a regular basis.
3.79
8.
3.74
Faculty present information fairly and objectively to students and others.
15. Cabrillo evaluates the learning support needs of its students based upon learner outcomes to provide services
and programs to address those needs.
Accreditation Standard III: Resources
3.52
31. I feel safe on campus during the day.
4.48
36. Computing Resources responds to service requests with adequate speed.
4.11
34. Overall, the campus landscaped areas are attractive and safe.
4.05
33. Overall, the campus buildings provide a safe and healthy environment in which to work and learn.
3.88
37. The work of the Cabrillo Foundation supports the goals of the College Master Plan.
3.85
35. In my office, the equipment, software and network connections used to support my work are adequate and well
maintained.
39. Appropriate and timely budgetary information is provided regularly throughout Cabrillo.
3.79
3.67
32. I feel safe on campus at night.
3.61
27. The college’s policies and practices demonstrate appropriate concern for issues of equity and diversity.
3.59
30. The college has adequate physical accommodations for people with disabilities.
3.52
38. Cabrillo uses resources wisely and fairly.
3.52
22. Search and selection processes are likely to result in hiring personnel who will effectively advance the mission of
Cabrillo College.
26. Cabrillo provides sufficient opportunities for professional development.
3.43
29. College budget priorities are determined by systematic planning.
3.33
3.33
21. Personnel search and selection processes are fair to all applicants.
3.30
19. There are sufficient numbers of qualified faculty to support college programs.
3.21
28. Cabrillo links staffing decisions to its institutional planning.
3.21
24. Evaluation processes are effective in improving the quality of job performance of faculty.
3.14
23. Evaluation processes are effective in improving the quality of job performance of staff.
3.11
12
25. Evaluation processes are effective in improving the quality of job performance of administrators.
2.89
20. There are sufficient numbers of qualified staff to support college services.
2.73
Accreditation Standard IV: Leadership and Governance
2003
42. The SEIU effectively communicates decisions and discussions taking place in the CPC.
4.13
47. The president provides effective leadership for Cabrillo.
4.09
46. Governing board policies support the quality, integrity and effectiveness of student learning programs and
services.
41. The SEIU representation on CPC is effective in making recommendations with respect to compensation and
workload issues.
45. The Student Senate has a defined role in institutional governance.
3.88
3.82
3.79
44. Staff members are encouraged to take initiative in improving the services in which they are involved.
3.55
40. The College Planning Council (CPC) is an effective channel for staff ideas regarding institutional decision-making.
3.51
43. On average, I spend ___ hour(s) per week on shared governance activities (reading minutes, memos,
newsletters, attending meetings, etc.).
1.65
13
Ranking of Faculty Survey
Faculty survey rankings based on the ratings of the responses in 2003 and grouped
by the four accreditation standards.
Note: Not all questions can be ranked because they were only asking for types of
services or frequencies of referring students, such as Question 55 in Standard IV.
Accreditation Standard I: Improving Institutional Effectiveness
2. Cabrillo is committed to continuous improvements of the student learning process.
1. Cabrillo’s mission statement guides institutional planning.
4. Planning processes are reviewed to identify needed areas of improvement.
3. College Master Plan goals are regularly assessed and results shared with campus constituencies.
7. The information from the Planning and Research Office (Fact Book, Web site, and planning and research reports)
is helpful in getting the information I need.
5. Institutional planning decisions are based on research data.
6. Institutional planning decisions are based on personal opinion.
Accreditation Standard II: Student Learning Programs and Services
21. The library’s support for instructional programs contributes to student learning outcomes.
11. Cabrillo encourages the use of different teaching methodologies as a response to learning styles of students.
10. Academic freedom is upheld by Cabrillo College.
16. Student support services make significant contributions to student success (e.g., retention, transfers).
23. In general, the library is sufficiently responsive to faculty input.
8. Faculty present information fairly and objectively to students and others.
14. Cabrillo provides clear and accurate information about courses, programs, degrees, and certificates to its
students.
17. Information on all of the programs available to students at Cabrillo should be listed in one college publication.
(If you agree, please write the name of publication (online or offline) you recommend here):
25. Cabrillo provides technology development and training for faculty and staff on a regular basis.
9. College staff present information fairly and objectively to students and others.
24. Tutoring services provided by Cabrillo support the attainment of student learning outcomes.
13. Cabrillo relies on the faculty (and advisory committees when applicable) to determine competency levels and
measurable student learning outcomes.
20. Cabrillo provides programs and services that enhance understanding and appreciation of diversity on campus.
12. Cabrillo assesses student learning outcomes and uses the results to make improvements.
22. The library collection has enough breadth to meet the needs of my students.
15. During the average school year, how often do you refer students to the various student support services on
campus? (Please circle one.)
18. Cabrillo evaluates the learning support needs of its students based upon learner outcome assessments to
provide services and programs to address those needs.
19. Counselors and instructors communicate to make sure that students receive accurate information about courses
and programs.
Accreditation Standard III: Resources
37. I feel safe on campus during the day.
44. Computing Resources responds to service requests with adequate speed.
40. Overall, the campus landscaped areas are attractive and safe.
47. The work of the Cabrillo Foundation supports the goals of the College Master Plan.
39. Overall, the campus buildings provide a safe and healthy environment in which to work and learn.
34. The college’s policies and practices demonstrate appropriate concern for issues of equity and diversity.
36. The college has adequate physical accommodations for people with disabilities.
38. I feel safe on campus at night.
48. Cabrillo attempts to meet the needs of programs and services based on the availability of financial resources.
29. Search and selection processes are likely to result in hiring personnel who will effectively advance the mission of
Cabrillo College.
49. Appropriate and timely budgetary information is provided regularly throughout Cabrillo.
45. Faculty are sufficiently involved in the selection of educational equipment.
28. Personnel search and selection processes are fair to all applicants.
33. Cabrillo provides sufficient opportunities for professional development.
35. Cabrillo links staffing decisions to its institutional planning.
41. In my office, the equipment, software and network connections used to support teaching, are adequate.
31. Evaluation processes are effective in improving the quality of job performance of faculty.
43. The instructional equipment used to support teaching in my classroom(s) is adequate and well maintained.
14
2003
4.17
3.90
3.66
3.63
3.56
3.39
3.24
4.42
4.34
4.29
4.28
4.27
4.23
4.22
4.22
4.12
4.09
4.05
3.95
3.89
3.86
3.72
3.57
3.44
3.40
4.55
4.13
4.11
3.94
3.90
3.80
3.80
3.80
3.80
3.70
3.66
3.64
3.60
3.54
3.49
3.47
3.41
3.39
42. In my classroom, the equipment, software and network connections used to support teaching, are adequate.
30. Evaluation processes are effective in improving the quality of job performance of staff.
50. Cabrillo uses its financial resources wisely and fairly.
46. College budget priorities are determined by systematic planning.
32. Evaluation processes are effective in improving the quality of job performance of managers.
26. There are sufficient numbers of qualified faculty to support college programs.
27. There are sufficient numbers of qualified staff to support college services.
Accreditation Standard IV: Leadership and Governance
58. The Cabrillo College president provides effective leadership for Cabrillo.
57. Governing board policies support the quality, integrity and effectiveness of student learning programs and
services.
51. The Faculty Senate is effective in making recommendations, regarding the eleven areas of primary reliance, to
the governing board.
54. CCFT representation on CPC is effective in making recommendations with regard to workload and compensation
issues.
52. Faculty Senate representation on the College Planning Council (CPC) is effective in making recommendations
with respect to budget policies and planning.
56. The Student Senate has a defined role in institutional governance.
53. The CPC is an effective channel for faculty ideas regarding institutional decision-making.
55. On average, I spend ___ hour(s) per week on shared governance activities (reading minutes, memos,
newsletters, attending meetings, etc.).
15
3.37
3.36
3.34
3.23
3.08
2.87
2.68
3.89
3.80
3.79
3.76
3.68
3.67
3.39
2.40
Appendix A
Staff 1999 and 2003 Accreditation Survey Item Change Comparison
Q's Precisely the Same on '99 and '03 Staff/Faculty Surveys, Using Exactly the Same Scale
Q# in '99
Q# in '03
1
19
2
20
3
21
4
22
5
23
6
24
7
25
8
26
9
8
10
9
11
10
13
27
14
7 [Same wording, except '03 survey Q7 adds examples to '99's Q14]
19
5
20
6
21
40
23
42
26
43
28
37
29
12
30
13
31
14
40
30
41
31
42
32
43
33
44
34
Reworded Survey Questions and/or Use Different Scales
Q# in '99
Q# in '03
33
36 [Similar wording, different scales]
34
35 [Old Q's 34-36 combine into New Q35, with different scales]
35
35 [Old Q's 34-36 combine into New Q35, with different scales]
36
35 [Old Q's 34-36 combine into New Q35, with different scales]
1999 Survey Questions Deleted/Reworded on 2003 Survey
Deleted: Q12, 15, 16, 17, 18, 22, 24, 25, 27, 32, 37, 38, 39, and 45 from 1999 survey.
New Survey Questions Added to 2003 Survey, Not Appearing on 1999 Survey
Added: Q1, 2, 3, 4, 11, 15, 16, 17, 18, 28, 29, 38, 39, 41, 44, 45, 46, and 47 to 2003 survey.
16
Faculty 1999 and 2003 Survey Item Change Comparison
Q's Precisely the same on '99 and '03 Staff/Faculty Surveys, Using Exactly the Same Scale
Q# in '99
Q# in '03
1
26
2
27
3
28
4
29
5
30
6
31
7
32 [New survey uses "managers" instead of "administrators"
8
33
9
8
10
9
11
10
13
34
17
7 [Same wording, except '03 survey adds examples to '99's Q17]
21
46
22
5
23
6
24
53
29
55
31
47
32
15
33
16
44
45
46
22
47
23
48
36
49
37
50
38
51
39
52
40
Reworded Survey Questions and/or Use Different Scales
Q# in '99
Q# in '03
25
51 [Reworded
34
17 [Same wording, different scales]
36
44 [Similar wording, different scales]
37
41 [Old Q's 37-39 combine into New Q41, with different scales]
38
41 [Old Q's 37-39 combine into New Q41, with different scales]
39
41 [Old Q's 37-39 combine into New Q41, with different scales]
40
42 [Reworded/expanded into Q42, with different scales]
41
43 [Reworded/expanded into Q43, with different scales]
1999 Survey Questions Deleted/Reworded
Deleted: Q12, Q14, Q15, Q16, Q18, Q19, Q20, Q25, Q26, Q27, Q28, Q30, Q35, Q37, Q38, Q39,
Q41, Q42, Q43, Q45, Q53.
New Survey Questions Added to 2003 Survey, Not on 1999 Survey
Q's 1, 2, 3, 4, 11, 12, 13, 14, 18, 19, 20, 21, 24, 25, 35, 48, 49, 50, 51, 52, 54, 56, 57, 58.
17
Appendix B
Staff Written Comments
WRITTEN COMMENTS - STAFF MID-TERM ACCREDITATION SURVEY, 2003
14. If you agree that information on all of the programs available to students at Cabrillo
should be listed in one college publication, please write the name of the publication
(online or offline) you recommend:
Cabrillo Catalog (13 responses).
Catalog - offline (2 responses).
Catalog - online and hardcopy.
Catalog online (3 responses).
Catalog, Schedule, Brochures.
Class Schedule, online.
College Catalog, both hard copy and online (2 responses).
College website (8 responses).
Easy to access online occupational health section of web.
I am not sure such publications are available, but should be both on/offline.
I think on-line Schedule that links to Catalogue works fine.
New Publication to be designed, "Cabrillo Facts" simplified Q&A and bulleted outline format.
Offline, and All Occupational Programs in 1 print brochure, with contact phone numbers.
Poster and brochure.
Programs at Cabrillo That are Available to Cabrillo Students.
Publication dedicated to Programs.
Schedule of Classes, Website.
Schedule of Classes (2 responses).
Student Handbook.
Student Rights, Responsibilities and Services.
Student Success: A Guide to Our Programs.
The Cabrillo Adviser.
The Journey Begins at Cabrillo
The Voice
Voice, all Class Schedules.
Website (needs updating-all departments) and College Catalog.
Website. Links to Course Catalog need to be prominent.
33. Please list examples of any campus facility that is not a safe and/or healthy
environment:
900 Bldg. bad smell like sewer.
900, 800, 400, 500, outdated facilities (classrooms), poor lighting.
Administration Bldg. needs better air circulation system.
Air quality around 900 Bldg. - the bridge & walkway to 900 Bldg. & the walkway in front of 900 Bldg.
when there are lines of students.
Building 100 too hot/poor ventilation/no windows (4 responses).
Bathrooms in many buildings.
18
Better lighting at night, please!
Chemistry Labs/Stockroom too hot.
Fluorescent lighting (2 responses).
Many trip hazards on campus.
Need larger Yoga/Dance areas.
No fresh air or windows in A&R office. Inconsistent temp. in some classrooms on north side.
Some of the bathrooms are dirty & the one below library has hot water flowing through the toilets
(reported)! How in the world can the handicapped get from lower to upper campus??!!
Some parking lots at night.
Ventilation not adequate on mountain side of building.
34. Please list any examples of landscaped areas that are not safe or attractive,
other
than temporary construction activities:
Except for construction.
Gravel parking lot - unsafe.
Lighting in some areas is poor - 1 example is near the old Hort Bldg. where people park.
The hill near Delta H.S. needs crosswalk and light at bottom of hill.
Too much sameness of mass plantings. Use more natives and flowers.
Weeds in and around classroom building, Sesnon, open areas fronting Soquel.
19
Faculty Written Comments
WRITTEN COMMENTS - FACULTY MID-TERM ACCREDITATION SURVEY, 2003
17. If you agree that information on all of the programs available to students at Cabrillo
should be listed in one college publication, please write the name of the publication
(online or offline) you recommend:
All You Want and Need to Know About Cabrillo College.
Already is in catalog.
Aren't they listed in the catalogue? Should be both print & online.
Bulletin or Bulletin supplement.
Cabrillo website (9 responses).
Catalog (29 responses).
Catalog - on and offline (2 responses).
Catalog and online catalog
Catalog and/or "Programs to Help Students" on and offline
Catalog or online, www.cabrillo.edu
Catalog-online.
Clipboard in each department. Offline.
College Catalog - both online and offline.
College Catalog (3 responses).
College Student Handbook (online and print).
College web page - "Student Resources"
Course Catalog.
Course Schedule.
Focus on website.
From the College Home Page, clearly labeled as "Info. on all of the programs available to students".
Handbook.
Main website.
Offline (4 responses).
One page of Schedule.
Online and College Schedule.
Online Catalog.
Online (4 responses).
Paper and computer, never only computer.
Schedule of Classes (4 responses).
Schedule, Catalog, online.
Schedule (2 responses).
Student Resource Manual
Website and Catalog.
Website, a flyer.
Website, Schedule of Classes.
39. Please list examples of any campus facility that is not a safe and/or healthy
environment:
1000 Building elevator by TLC reeks and looks unhealthy and dark.
20
1500 and 1600 Buildings.
500 Building seems to run A/C when cold and heat when hot.
800 Building is either too hot, or too cold.
900, 800.
Athletic and Physical Education Fields are an unsafe teaching environment.
Back stairs outside Sesnon needs more lights at night.
Bathroom old and antiquated.
CTC bad air quality.
Diesel fumes from construction is horrible.
Dirty bathrooms.
Inadequate air flow and lighting.
Inadequate classrooms, 400 and 450.
Inadequate repairs, inadequate cleaning.
Lab funes permeate office areas.
Lack of good ventilation/heating upstairs library.
More stairs from faculty and other parking lots.
No air conditioning during hot humid days.
Noise levels from construction.
Offices and rest rooms in disrepair and cleaning.
Poor lighting - lower campus.
Sealed bldgs like 1000 (air circ. requires closed doors/windows) are miserable to work in.
Temp. control in some classes is erratic.
The classrooms are too hot!
Watsonville classrooms very cold.
40. Please list any examples of landscaped areas that are not safe or attractive,
other
than temporary construction activities:
1500 Courtyard.
Areas of construction only plus parking near Sesnon.
Around 700 Building.
Debris around 1500 Building.
How long before it's not "temporary"?
Need more open-space area for student recreation.
Need to weed beds more.
New landscaping is being overcome with weeds, except near Admin. Bldg.
Paths used all through landscaping.
Still problem for people with injuries and disabilities.
With a wonderful horticulture department I would expect more.
21
Appendix C
Faculty/Staff Accreditation Surveys (2003)
22
CABRILLO ACCREDITATION SURVEY -- FACULTY (Fall 2003)
Absolute Confidentiality: Please do not write your name anywhere on the questionnaire. We sincerely want your honest
responses to these questions that are arranged according to the new accreditation standards. Either pen or pencil is fine.
Please return this completed survey to your Division Office, “Faculty/Staff Survey” collection box, or Planning &
Research Office (PRO) mail box in the Mail Room by Tuesday, September 2, 2003. If you have questions, please
contact Judy Cassada at 479-5720.
The following is my primary faculty responsibility:
___Basic Skills
___Counseling
___ Lab Specialist
___Librarian
___Occupational
___Transfer
On a scale of 1 through 5, with 1 being Strongly Disagree and 5 being Strongly Agree, please rate your perceptions of
Cabrillo College by checking the appropriate box:
1
2
3
4
5

☺
Strongly Disagree
Somewhat Disagree
Neither Agree Nor Disagree
Somewhat Agree
Strongly Disagree<===========> Agree
Agree
Accreditation Standard I: Improving Institutional Effectiveness
1. Cabrillo’s mission statement guides institutional planning.
2. Cabrillo is committed to continuous improvements of the student learning process.
3. College Master Plan goals are regularly assessed and results shared with campus constituencies.
4. Planning processes are reviewed to identify needed areas of improvement.
5. Institutional planning decisions are based on research data.
6. Institutional planning decisions are based on personal opinion.
7. The information from the Planning and Research Office (Fact Book, Web site, and planning and
research reports) is helpful in getting the information I need.
Accreditation Standard II: Student Learning Programs and Services
8. Faculty present information fairly and objectively to students and others.
9. College staff present information fairly and objectively to students and others.
10. Academic freedom is upheld by Cabrillo College.
11. Cabrillo encourages the use of different teaching methodologies as a response to learning styles of
students.
12. Cabrillo assesses student learning outcomes and uses the results to make improvements.
13. Cabrillo relies on the faculty (and advisory committees when applicable) to determine competency
levels and measurable student learning outcomes.
14. Cabrillo provides clear and accurate information about courses, programs, degrees, and certificates to
its students.
0-4
15. During the average school year, how often do you refer students to the various student support
21-40
services on campus? (Please circle one.)
16. Student support services make significant contributions to student success (e.g., retention, transfers).
17. Information on all of the programs available to students at Cabrillo should be listed in one college
publication. (If you agree, please write the name of publication (online or offline) you recommend here):
18. Cabrillo evaluates the learning support needs of its students based upon learner outcome assessments
to provide services and programs to address those needs.
19. Counselors and instructors communicate to make sure that students receive accurate information about
courses and programs.
20. Cabrillo provides programs and services that enhance understanding and appreciation of diversity on
campus.
21. The library’s support for instructional programs contributes to student learning outcomes.
22. The library collection has enough breadth to meet the needs of my students.
23. In general, the library is sufficiently responsive to faculty input.
24. Tutoring services provided by Cabrillo support the attainment of student learning outcomes.
25. Cabrillo provides technology development and training for faculty and staff on a regular basis.
5-10
41-60
11-20
60+
Continued
23
☺

Faculty Survey, continued
Accreditation Standard III: Resources
26. There are sufficient numbers of qualified faculty to support college programs.
27. There are sufficient numbers of qualified staff to support college services.
28. Personnel search and selection processes are fair to all applicants.
29. Search and selection processes are likely to result in hiring personnel who will effectively advance
the mission of Cabrillo College.
30. Evaluation processes are effective in improving the quality of job performance of staff.
31. Evaluation processes are effective in improving the quality of job performance of faculty.
32. Evaluation processes are effective in improving the quality of job performance of managers.
33. Cabrillo provides sufficient opportunities for professional development.
34. The college’s policies and practices demonstrate appropriate concern for issues of equity and
diversity.
35. Cabrillo links staffing decisions to its institutional planning.
36. The college has adequate physical accommodations for people with disabilities.
37. I feel safe on campus during the day.
38. I feel safe on campus at night.
39. Overall, the campus buildings provide a safe and healthy environment in which to work and learn.
[Please list examples of any campus facility that is not a safe and/or healthy environment.]
Disagree<===========>Agree
40. Overall, the campus landscaped areas are attractive and safe. [Please list any examples of landscaped
areas that are not safe or attractive, other than temporary construction activities.]
41. In my office, the equipment, software and network connections used to support teaching, are adequate.
42. In my classroom, the equipment, software and network connections used to support teaching, are
adequate.
43. The instructional equipment used to support teaching in my classroom(s) is adequate and well
maintained.
44. Computing Resources responds to service requests with adequate speed.
45. Faculty are sufficiently involved in the selection of educational equipment.
46. College budget priorities are determined by systematic planning.
47. The work of the Cabrillo Foundation supports the goals of the College Master Plan.
48. Cabrillo attempts to meet the needs of programs and services based on the availability of financial
resources.
49. Appropriate and timely budgetary information is provided regularly throughout Cabrillo.
50. Cabrillo uses its financial resources wisely and fairly.
Accreditation Standard IV: Leadership and Governance
51. The Faculty Senate is effective in making recommendations, regarding the eleven areas of primary
reliance, to the governing board.
52. Faculty Senate representation on the College Planning Council (CPC) is effective in making
recommendations with respect to budget policies and planning.
53. The CPC is an effective channel for faculty ideas regarding institutional decision-making.
54. CCFT representation on CPC is effective in making recommendations with regard to workload and
compensation issues.
55. On average, I spend ___ hour(s) per week on shared governance activities (reading minutes, memos, 0 hrs.
3 hrs.
newsletters, attending meetings, etc.).
56. The Student Senate has a defined role in institutional governance.
57. Governing board policies support the quality, integrity and effectiveness of student learning
programs and services.
58. The Cabrillo College president provides effective leadership for Cabrillo.
Thank you for making this faculty survey possible, and for your excellent work and spirit!
24
1 hr.
4 hrs.
2 hrs.
> 4 hrs.
CABRILLO ACCREDITATION SURVEY -- STAFF (Fall 2003)
Absolute Confidentiality: Please do not write your name anywhere on the questionnaire. We sincerely want
your honest responses to these questions that are arranged based on the new accreditation standards. Please
return completed survey to the “STAFF/ FACULTY SURVEY” collection box in the Mail Room or the
“PLANNING & RESEARCH OFFICE (PRO) mail box by Tuesday, September 2, 2003. Please use
either pen or pencil. If you have questions, please call Judy Cassada at 479-5720.
I primarily work for: __Business Services
__Instruction
__President’s Office
__Student Services
On a scale of 1 through 5, with 1 being Strongly Disagree and 5 being Strongly Agree, please rate your
perceptions of Cabrillo College by checking the appropriate box:
1
Strongly Disagree
2
Somewhat Disagree
3
Neither Agree Nor Disagree
4
Somewhat Agree
5
Strongly Agree
☺

Disagree==========> Agree
Accreditation Standard I: Improving Institutional Effectiveness
1. Cabrillo’s mission statement guides institutional planning.
2. Cabrillo is committed to continuous improvements of the student learning process.
3. College Master Plan goals are regularly assessed and results shared with campus constituencies.
4. Planning processes are reviewed to identify needed areas of improvement.
5. Institutional planning decisions are based on research data.
6. Institutional planning decisions are based on personal opinion.
7. The information from the Planning and Research Office (Fact Book, Web site, and
planning and research reports) is helpful in getting the information I need.
Accreditation Standard II: Student Learning Programs and Services
8. Faculty present information fairly and objectively to students and others.
9. College staff present information fairly and objectively to students and others.
10. Academic freedom is upheld by Cabrillo College.
11. Cabrillo provides clear and accurate information about courses, programs, degrees, and
certificates to its students.
0-4
12. During the average school year, how often do you refer students to the various student support
services on campus? [Please circle one.]
21-40
5-10
11-20
41-60
60+
13. Student support services make significant contributions to student success (e.g., retention,
transfers).
15. Information on all of the programs available to students at Cabrillo should be listed in one
college publication. [If you agree, please write the name of publication (online or offline) you
recommend here:]
15. Cabrillo evaluates the learning support needs of its students based upon learner outcomes to
provide services and programs to address those needs.
16. Cabrillo provides programs and services that enhance understanding and appreciation of
diversity on campus.
17. Tutoring services support the attainment of student learner outcomes.
18. Cabrillo provides technology development and training for faculty and staff on a regular basis.
Accreditation Standard III: Resources
19. There are sufficient numbers of qualified faculty to support college programs.
20. There are sufficient numbers of qualified staff to support college services.
Continued
25
STAFF SURVEY, continued
21. Personnel search and selection processes are fair to all applicants.
22. Search and selection processes are likely to result in hiring personnel who will effectively
advance the mission of Cabrillo College.
23. Evaluation processes are effective in improving the quality of job performance of staff.
24. Evaluation processes are effective in improving the quality of job performance of faculty.
25. Evaluation processes are effective in improving the quality of job performance of
administrators.
26. Cabrillo provides sufficient opportunities for professional development.
27. The college’s policies and practices demonstrate appropriate concern for issues of equity and
diversity.
28. Cabrillo links staffing decisions to its institutional planning.
29. College budget priorities are determined by systematic planning.
30. The college has adequate physical accommodations for people with disabilities.
31. I feel safe on campus during the day.
32. I feel safe on campus at night.
33. Overall, the campus buildings provide a safe and healthy environment in which to work and
learn. [Please list examples of any campus facility that is not a safe and/or healthy environment.]
☺

Disagree<===========>Agree
34. Overall, the campus landscaped areas are attractive and safe.
[Please list any examples of landscaped areas that are not safe or attractive, other than temporary
construction activities.]
35. In my office, the equipment, software and network connections used to support my work are
adequate and well maintained.
36. Computing Resources responds to service requests with adequate speed.
37. The work of the Cabrillo Foundation supports the goals of the College Master Plan.
38. Cabrillo uses resources wisely and fairly.
39. Appropriate and timely budgetary information is provided regularly throughout Cabrillo.
Accreditation Standard IV: Leadership and Governance
40. The College Planning Council (CPC) is an effective channel for staff ideas regarding
institutional decision-making.
41. The SEIU representation on CPC is effective in making recommendations with respect to
compensation and workload issues.
42. The SEIU effectively communicates decisions and discussions taking place in the
CPC.
43. On average, I spend ___ hour(s) per week on shared governance activities (reading minutes,
memos, newsletters, attending meetings, etc.). [Please circle one.]
0 hrs.
3 hrs.
hrs.
44. Staff members are encouraged to take initiative in improving the services in which they are
involved.
45. The Student Senate has a defined role in institutional governance.
46. Governing board policies support the quality, integrity and effectiveness of student learning
programs and services.
47. The president provides effective leadership for Cabrillo.
Thank you for making this staff survey possible, and for your excellent work and spirit!.
26
1 hr.
4 hrs.
2 hrs.
>4
References
Chang, T.S. (2003). The Results of Student Ratings: The Comparison between Paper
and Online Survey. Proceedings at American Educational Research Association,
Chicago, IL.
Crawford, S., McCabe, S., Couper, M., et al (2002). From Mail to Web: Improving
Response Rates and Data Collection Efficiencies. International Conference on
Improving Surveys, Copenhagen, Denmark.
Mertler, C (2003). Patterns of Response and Nonresponse from Teachers to
Traditional and Web Surveys. Practical Assessment, Research & Evaluation, 8(22).
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