CSM ACCREDITATION FOLLOW-UP SURVEY--Faculty and Administration
Fall 2006
1. There are many ways to bring diversity into the classroom. In which of the
following ways do you incorporate diversity into your course or program curricula?
[Check ALL that apply] If you selected “Other”, please specify:
 The question is insulting
 I can't answer this until I know what you mean by "diversity". Racial/ethnic
diversity or diversity of teaching methods?
 The students themselves bring diversity to the classroom.
 It is not always appropriate
 I don't -- Math courses
 Team project interaction. In a hard science, it is a bit more difficult to take time to
 explore diverse experiences as part of the course material. The student's
themselves make up a diverse population, and when team projects are underway
each student must learn a bit about his/her team mates learning styles, schedules,
and cultural aura.
2. In designing your course or program curricula, to what extend do you consider
research information in the following areas: Demographic factors regarding the CSM
student population. If you selected "Other", please specify:
 levels of how students are prepared
 I don't know what "consider research information" means, so I cannot answer. Do
you want to know whether I read official college publications showing research?
 The Preparation course in the program was designed to meet the needs of nontraditional students entering after an extended absence from college or high
school and for students who lacked the opportunities in high school to complete a
high school course in the field.
 Aspects of my specific discipline which have resonance in the above communities.
 Transfer requirements of colleges/universities
 use of internet by students, faculty and staff
 curriculum is designed to facilitate transfer; transfer rates are considered in
program planning
 I look at my course members specifically with significant consideration
 N/A for me
4. In the previous Fall 2005 accreditation survey for faculty and administrators, many
indicated that they do not have enough input in College decision-making. What policies
or practices would you make to improve our decision-making and shared governance
processes? [Please give specific examples]
 CSM Internal could be used to provide more substantial information--really about
governance issues instead of the trivial details it includes.
 The Academic Senate should be contacted first regarding any issues that affect
instruction. All to often the administration makes a decision regarding these issues
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and expects the Senate to rubber stamp it. The Senate should push things up the
ladder not the other way around.
In the 1980s, many companies used the TQM (total quality management) and
quality circles systems to improve their products and services. They formed
"circles" or employee groups consisting of management, professionals, and lineworkers to tackle some of their difficult problems. Perhaps, we could form
committees consisting of admin, faculty, classified workers and students to tackle
specific problem areas and make recommendations for change.
I feel that I do have input into College decision making.
I'm a bit of an insider, but I think the system works quite well. I know a large %
n/a
There needs to be follow-up to make sure that department reps report to their
respective departments. For example, our department had a rep on Faculty Senate
and we never got a report or a highlight of important topics. Maybe the Deans
need to follow-up with that. The reps could send a short email highlighting
important items discussed and any issues raised. Then refer to the minutes that are
published.
I really don't know.
My problem is less with input and more with not having adequate information on
how the College and District are doing with respect to enrollment trends, finances,
and Board of Trustees issues. It is difficult to provide input when one doesn't have
much information about the environment we are working in. It's getting pretty bad
when you have to turn to the "San Matean" (student paper) to discover what's
happening at the College and around the District.
Too many times I have seen administrators solicit faculty input only to then
ignore it. It also happens that administrators solicit faculty input in the
construction of college or district planning only to ignore the results. This leads
faculty to wonder why they should make the effort. It has also happened that
senior administrators decided on a policy with no faculty feedback whatever, but
tried to create the appearance of feedback by creating a faculty committee to
determine how the policy would be implemented.
I think I do have input. I just have to be involved. I don't agree that we do not
have enough opportunity for input
Administrators should not make decisions based on ignorance. The swamp cooler
in building 36 hinders performing science labs. I do not believe the administration
took into account the required activities in the building and the effects of humidity
on those activities, when it decided to install the swamp cooler. Administrators
also did not ask faculty about how they interact with students during office hours
(an important function of the faculty office), before choosing furniture that
hinders interaction.
Incorporate faculty in discussions at the earliest level of decision-making. For
example, the decision to add 5 minutes per class of MWF 3-unit classes was a
reasonable decision, but without faculty input at a much earlier stage of the
discussion it felt imposed onto faculty. The input from faculty came much too late
in the process. As much as possible, include faculty in the brainstorming part of a
problem, not when a solution has already been formulated.
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Before deciding what budget aspects will receive "ear-marked" funds, someone
should ask the faculty (and the students) what choices they would make. For
example: nobody who works in the day appears to be aware that, with no screens
and no air-conditioning, the rooms in the building where I spend a lot of time,
building 16, is swarming with bugs attracted by the light at night, and the rooms
stay hotter inside than the evening air outside. Everyone trying to work in those
rooms is distracted by the bugs and the heat.
Make the head of Admissions and Records much more responsive to concerns
about forms and communication coming from his office. He needs to understand
faculty needs and be helpful in trying to meet6 them.
I believe that the folks who say this - aren't participating on committees.
Committee work is one of the ways you can be heard.
Before diversity there is tolerance and respect. Tolerance and respect are in short
supply at CSM. Mgmt. discrimination against faculty is rampant, i.e., against
women, against Jews, against older folks, against excellence.
Cabinet and Bldg. 1 Deans might each have a small faculty committee to review
major policy decisions before they are implemented
Information flows up (sometimes so it seems) but often doesn't come down as
readily
I probably do not have enough input into college decision-making, but it would be
impossible for a teacher really focusing on teaching to have said input. I have
representatives on the Governing Council, College Council, and AFT--if I care
about having input, I can have it through the channels already in place. We cannot
and should not all be "inputting"--this is a representative governance, just as a
democracy is. (I don't have "enough input" into national decision-making or we
teachers would be paid more than corporate CEOs and we wouldn't be in Iraq!)
Don't know, I feel I do have say in decisions. Maybe it's because I force myself to
be actively involved, involved in more than one committee. Maybe we need to
revisit our governance structure and see if all of the committees are really that
important. There are a number of new things faculty are involved in, for example,
learning communities. The faculty feel they are being proactive versus the usual
committee which is reactive. There is too much reactive work going on. All
employees enjoy their work and are willing to serve if they are doing something
or contributing to something that is proactive.
Have faculty involved in decision-making with respect to the Study Abroad
program. Current program administration seeks "cover" by consulting faculty at
one stage but gives short shrift to faculty in all other aspects of the program.
I'm new and I do not know. Sorry.
This question is especially important for classified staff as they seemed to be the
most negative about input.
5. What improvements can be made to ensure that CSM fosters a climate of mutual trust
and respect among faculty and administrators? [Please give specific examples]
 Meetings with structured agendas that are respectful of time but also allow for
differences in opinion. Real differences (ones not related to race or the ethnicity)
are not encouraged. Diversity at CSM seems to be defined by SOLELY in terms
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of race. That's not where the "difference" lie. Diversity lies is different points of
view regardless of race, gender, cultural background, etc.
Communication is an important part of ensuring a climate of trust and respect.
This can occur in meetings, in one-on-one settings, and with updates or reports at
the college level and the division level.
Being informed of issues and situations and being asked for input before decisions
are reached.
Keep Shirley K.! Short of that, hire someone who has her kind of sensitivity to the
needs and legitimate interests of the faculty. The VPI needs to work more closely
with the faculty and not go off on his own. Don't inundate us with ed school
language and "the latest thing." Don't force electronic everything on everyone.
n/a
I feel respected however, it's difficult when you send an email to a Dean or VP
and get no response. After several reminders and there is still no response, what
can happen? It seems that everyone is just too busy. I don't have any solutions.
I'm quite sure that the proposed Mutual Respect Policy was not the way to ensure
trust and respect. Administrators need to be honest with faculty, and to explain
their decision-making processes.
Decertify the faculty union and return to "meet and confer." Faculty and
administrators are professionals and should treat each other accordingly without
relying on an archaic, adversarial, ineffective and inefficient "win-lose" system of
collective bargaining. Institute an Office of Ombudsman within District HR to
handle all individual personnel issues.
See 4 above. It also helps if deans are reasonably flexible, open to ideas,
reasonably supportive of faculty, and honest in their dealings with faculty. In the
past this has not always been the case.
more free lunches. seriously, perhaps administrators can somehow show value
toward our initiatives as faculty to improve teaching. I personally feel that my
dean is excellent and I appreciate that she has concern for me as an instructor
Administrators should consult with faculty before making decisions, particularly
when faculty expertise can shed light on the outcomes of each possible choice.
The suggestions I listed above might help. As much openness as possible in terms
of long-term trends/ideas. Sometimes it seems that the administration sees longterm problems/changes and begins to make small accommodations or changes
because of those perceived long-term trends. Faculty get brought in when very
little can be done to change the trend, and it becomes a self-fulfilling prophecy.
Stop sending adjuncts announcements of delightful benefits for which they do not
qualify: health care open enrollment, Museum of Tolerance trip, other such.
Get rid of the smarmy Chancellor. We are better educated and drive vehicles that
respect the environment. He is an embarrassment at public functions when he is
required to speak, and he drives a military vehicle. We have no respect for him.
It always seems to be the same folks on committees. I would respect and trust my
colleagues if they would participate more.
Implement tolerance instead of giving lip service to a concept. Make sure mgmt.
does not take illegal workplace actions, forcing grievances.
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Retain the open hours the President has for faculty; have members of Cabinet and
President appear a couple of times each semester at Governing Counsel, as
generally happens now.
improve communication between
Open, honest, clear communication among psychologically and mentally capable
adults assumes more than is realistic--we are not all good communicators, we are
not all psychologically and mentally capable, nor are we all "adults" in our
transactions. I guess we just muddle on as best we can.
No answer, I believe we are already doing a good job.
administrators can continue to maintain an open door policy so faculty can discuss
issues and concerns as they arise, administrators can be visible on campus,
administrators and faculty can attend workshops, diversity series seminars
together
Support transparency wherever legal and practicable.
open communication
Continue to have open and honest dialog. An open-door policy by administrators
is really important.
If you selected "other" please specify:
 The gym showers have hair balls that remain in the gutters for weeks at a time.
Ugghh! This is a health hazard. Simply disgusting. Why doesn't anybody clean
this? Who is in charge. I am speechless.
 The electric doors usually don't work in Bldg. 16 and 14. There needs to be some
regular checking with these doors so we don't have to wait until a student gets
stuck before the door is fixed or the battery is replaced.
 Building 4, in general, and my classroom, 4-152, as well as my office, are poorly
maintained. In the classroom the floors and desks are filth, the curtains are falling
off the rods, ceiling tiles are falling off the ceiling. The room is nearly unbearable
in warm weather, and freezing in the cold. The lighting is inadequate. The outdoor
hallway upstairs if filthy. The floor in my office remains unswept unless I do it.
Graffiti accumulates in the halls unless I call for it to be cleaned up. I could go on.
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I don't really understand "maintenance" for classrooms, offices... I think more
cleaning is needed, including cigarette remains from sidewalks and landscaped
areas. Also, I am in a new building and the temperature/air flow has problems that
aren't maintenance, but poor design and have not ever been working.
The bathrooms in Bldg. 17 are disgustingly maintained and have no ventilation
whatsoever. I believe that this is a code violation, and I have called CAL/OHSHA
about it. It is demoralizing to have to use these bathrooms.
conscience group of people
9. Please provide any other comments about facilities.
 There are no "public" standards for what determines upkeep of classrooms and
offices. If there are, they are kept a secret. None of us know what is reasonable to
expect of the B and G people.
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My colleagues and I have spoken often of the deplorable state of maintenance on
campus. There are some restrooms on campus I will not use. My office is never
cleaned, except for the removal of garbage, and that is not always done. Clearly,
facilities at CSM needs improvement.
Gym showers should be closed down because they are a health hazard. I have
never used the online service request forms because it is obvious that nobody is
listening. If you drop a towel on the floor of the locker room, is literally covered
with dirt and a huge amount of human hair.
We have a beautiful campus. It's a shame that we've let it deteriorate. More
money should be spent on the landscaping to make this a desirable place to come
to. The lawn is full of weeds. I am not critical of the maintenance staff because I
know they do the best they can given the limited staff but this should be a
showcase institution. If you want people to be proud to attend this school we need
to make it a place people want to go to.
It would be nice of the faculty offices were cleaned occasionally.
I have found my facilities needs to be met in a timely, pleasant manner. The only
thing I would change would be the timing of lawn mowing --- as it is really
difficult to teach a class with a loud riding mower going by the window.
CSM has an appearance of neglect, which doesn't make our campus particularly
attractive to students. We look like just another run-down high school, which
detracts from students' ability to understand that we are indeed part of higher
education. Needs a real beautification program and the funds to maintain it
properly.
It sometimes seems that it's such a bother to put in a work order. Particularly since
many items have to be done at night or with overttime.
It is outrageous that our faculty offices are NEVER cleaned, and that despite
teaching here for over 7 years, I have never been able to get a bulletin board or
picture hung in my office.
Something needs to be done about the continual graffiti in restrooms and in other
areas. Why have over $600 million in bond funds available and not be able to
maintain a respectable campus appearance? Something also needs to be done
about the many drivers who totally ignore stop signs around the campus. I
suggested to Chief Wells that we invest in cameras and have tickets written based
on a camera system. I never heard back. We could slow down the speeders while
increasing the parking lot reserve fund.
I usually call when I have a maintenance issue. I know it's a tough issue and that
custodians do work hard One thing that bugs me though is that custodians have
emptied recycling into trash cans and that bothers me as I go out of my way to
recycle
I call in my maintenance requests. Usually they are handled promptly. I would
prefer, however, if maintenance was regularly scheduled so that I wouldn't have
to request it.
I did not answer the above, because it is a mixed answer. I have put in 38 work
requests since 1 Aug 06. About half are listed as completed. For most requests I
would say yes. One problem with the help center is that apparently no one reads
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notes added to work orders. One work order was actually completed by Axiom
(outside furniture contractor) on 9 Aug 06. I added a note stating this fact, but the
work order is still listed as active. I can only assume no added notes are read.
I make my requests by telephone, in person. Other people fill in the paperwork
(thank God). Generally speaking, techs respond quickly and efficiently.
Help us clean up the bathrooms in Bldg. 17 and get air flow going. Stop the flow
of heat on 90 degree days on the top floor of Bldg. 16.
Bldg. 9 AC always on the fritz. Sometimes it gets so hot it's hard to concentrate.
This problem has been happening as long as we have been back in THE BLDG.,
SINCE RENOVATION.
Heating and cooling in Bldg. 16 is uneven; antiquated heating system in Bldg 17
needs replacement.
media service and facilities are terrific quick to respond and always with a smile
these guys are great we would close down without them and I am not aware of
even half of what they do!!!!
There were mosquitoes breeding in the constantly water-filled trenches made by
college vehicles driving on sidewalks and cutting the corners thus breaking
sprinklers and mashing down the dirt so the water collected in these tracks.
Facilities did send someone out to fill in the wet spots after a couple of weeks but
vehicles continued to drive over these spots and make new tracks for water to sit
in and breed mosquitoes.
Students need to feel "proud" of their environment/college and they need to
understand that littering is not acceptable nor is it "cool." I think strongly worded
signs about not littering, security "arresting" litterers--once someone sees trash on
the ground, the impulse to throw a wrapper down is increased. I applaud the new
"green" eco-club that I think is forming--I hope they can help. Meanwhile, I have
driven in states that have strongly worded signs against littering--beyond the
"Keep California beautiful" level--that actually state that people are expected to
take pride in keeping the environs beautiful. We have a gorgeous campus-students need to know they are expected to respect and preserve the environment.
CSM Facilities has been very responsive to our needs. They handle issues that
arise in our building in a timely, professional manner.
Facilities (that can park anywhere with impunity, even in Red & Yellow zones)
has carved out a "Facilities Vehicles Only" parking slot in at least one faculty lot.
This slot is often empty, an irritating fact when no other slot is available in that lot
for faculty vehicles.
Facilities took months to replace my office key after I lost it. That is a
preposterous length of time to have to wait. 2. I also think that the heating of some
classrooms is not adjusted to the weather. My students and I have frozen in winter
and baked in warm weather 16-268. Phoning has never brought any significant
change in the situation. 3. The floor of my office is filthy. Lint hangs from the
ceiling and on the walls in the copy room of building 17.
It would be lovely if rooms could be vacuumed more often and stairwells could be
cleaned
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When a facilities request is placed, you are not updated regarding the status of the
request. Perhaps there is a very good reason for it not being completed. At other
times, facilities personnel have been excellent in providing quick service.
Sometimes items are listed as completed that haven't been satisfactorily addressed.
excellent response time. always!
Most cleaning of office space is minimal. Corners, window areas, blinds, etc., are
not cleaned.
10. Other Comments:
 Facilities has done a great job with landscaping. I made lots of negative comments
about the gym, but they did do a good job on the outside.
 On the diversity question at the start, I teach intercultural communication
 ITS is doing a phenomenal job with work requests. They are completed with
unexpected quickness.
 Who signed off the budget in the Foreign Language Center (18-112) without
assuring air-conditioning to protect the computers (never mind the people)?
If you would like the results of this survey, please give us your email address:
 obrien@smccd.net
 kramm@smccd.net
 locke@smccd.edu
 Carterm@smccd.edu
 grantg@pacbell.net
 combs@smccd.edu
 scholer@smccd.edu
 mathur@smccd.edu
 piper@smccd.edu
 frontierac@smccd.edu
 mcateer@smccd.edu
 brownsh@smccd.edu