West Valley College Point of Service Survey, Fall 2012
SUMMARY
Office of Vice President of Student Services & Office of Student Development
Acknowledgement: This survey demonstrates a strong collaboration between the Office of Student
Development and the Office of the Vice President of Student Services. I would like to thank Dr. Michelle
Donohue-Mendoza and her staff for the extremely important role they played in disseminating the
survey, tabulating and compiling the results, and completing the data report. I would also like to thank
the many counselors and instructors who assisted us by allowing portion of their class time to conduct
the survey, and last but not least, thank you to the Student Services departments who also participated
in disseminating and collecting the survey.
Introduction: Student Services in higher education involves a complex relationship between the student
and the educational environment, which—at best—provides support for all students. This survey
expands upon institutional efforts to obtain clear data regarding students’ perception. The survey data
will be used not only for our accreditation self-study but to actively address the ongoing needs of the
student population. Additionally, in planning retention strategies, the data will be useful, given the fact
that students seem to define positive or negative experiences based on how they relate with staff,
specific departments, and specific faculty.
Theoretical Framework: Human beings are complex and unpredictable; therefore no single theory can
account for human behavior. A student’s satisfaction with the college, specific services, or with specific
departments is part of the complex ongoing investigation that has caused much anxiety among all
educators in higher education institutions. While academic and support services are intended to
promote intellectual and personal (student development) growth among students, these services cannot
fully account for how individuals will interact with their environment. It was suggested by Neal and
Noel (1980) that interactionist theory defining the relationship between college and student satisfaction
may best explain why students remain or leave college. Tinto’s (Leaving College, 1987, 1993) analysis of
retention research led him to theorize that college attrition is primarily an interactive process between
the individual and the institution. Tinto’s three principles are the following:
1. An enduring commitment to student welfare
2. A broader commitment to the education—not mere—retention—of all students
3. An emphasis upon the importance of social, cultural, and intellectual community in education of
students (p. 145).
Thus, while we cannot predict how a student will react to his or her environment, the fundamental
knowledge that Student Services plays a vital role in shaping students’ perception about the college
prompts us to place a strong emphasis on ensuring that the college will meet the basic needs of
students for quality and friendly service. In reviewing the data and the summary of the common
themes of change, it is therefore highly critical that we examine the results using the three guiding
principles that serve a theoretical framework for addressing students’ needs and perceptions.
1
STUDENT SERVICES POINT OF SERVICES SURVEY
Quantitative & Qualitative Results
Methodology
The Point of Service Survey was first administered in fall 2009, yielding over 500 student responses. In
fall 2012, the Point of Service Survey (pencil-paper) was administered again with a few enhancements.
In October 2012, the survey was administered in 70 morning, afternoon, and evening classes (in
collaboration with faculty). In November 2012, the survey was distributed to students through
prominent Student Support Services programs including Admissions & Records, Counseling, Health
Services, Student Development/Campus Center, TRiO, and the Library. Students who completed a
survey received a $2 off coffee coupon that could be used at our two Drip Coffee locations on the
campus, the library and Campus Center. Also, students could submit their name for a drawing for a
Barnes and Noble Nook E-reader. Given the support of faculty and staff in key areas of the campus,
2,043 surveys were completed by students. In December 2012, all completed surveys were entered into
Survey Monkey by seven student program board members to aid in data entry and analysis. Open–
ended comments were compiled in a word document.
First Generation College Status:
One/ both parents graduated
from college
Parents did not graduate from
college
Full- Time n=1,485
58%
864
Part- Time n=558
57.4%
317
41.5%
42.6
You are a:
First-year Student (0-29 units)
Continuing Student (30+ units)
Have AA/AS degree or higher
degree
Full- Time n=1,485
38.4%
565
56.0%
825
5.6%
83
Part- Time n=558
40.8%
225
42.6%
235
16.5%
91
Are you a:
Day-time student
Night-time student
Both
Full- Time n=1,485
77.6%
1,148
0.3%
4
22.2%
328
Part- Time n=558
77.7%
433
5.0%
28
17.2%
96
Academic Status: Do you consider
yourself an:
Excellent student (3.6-4.0 GPA)
Good student (3.0-3.5 GPA)
Average student (2.0-2.9 GPA)
Struggling student
(below 2.0 GPA)
Full- Time n=1,485
Part- Time
23.6%
43.5%
30.8%
2.0%
14.8%
44.2%
34.2%
6.8%
614
349
644
456
30
2
235
n=558
81
242
187
37
College Success and Orientation:
Full- Time n=1,485
Part- Time
I am enrolled in (or have taken) a college success or a counseling class:
yes
53.4%
745
52.8%
no
46.6%
650
47.2%
I am not enrolled (or never took) either of these courses:
yes
51.8%
548
50.6%
no
48.2%
509
49.4%
I attended a college orientation:
yes
65.7%
802
53.5%
no
34.3%
418
46.5%
n=558
262
234
170
166
232
202
How often do you use the following "gateway"
services?
Welcome Center:
Often
Sometimes
Not at all
Not sure
Counseling/ Academic Advising:
Often
Sometimes
Not at all
Not sure
Admissions & Records/Registration:
Often
Sometimes
Not at all
Not sure
Financial Aid:
Often
Sometimes
Not at all
Not sure
Full- Time n=1,485
Part- Time
8.4%
24.0%
46.5%
21.0%
120
342
662
299
7.8%
19.2%
45.4%
27.7%
41
101
239
146
21.3%
54.4%
21.4%
2.9%
306
781
307
42
17.1%
50.1%
29.0%
3.8%
90
264
153
20
18.3%
61.0%
18.0%
2.7%
261
871
257
38
19.1%
57.1%
18.9%
4.9%
101
302
100
26
18.9%
25.1%
50.8%
5.1%
270
359
726
173
16.5%
19.5%
55.5%
8.5%
87
103
293
45
How do you predominantly access these
"gateway" services or how do you
predominantly find out information?
WV Student Portal
WVC Website
In-person
Phone
Email
Combination of online & in-person
Full- Time n=1,485
Part- Time
29.4%
13.8%
15.9%
0.8%
5.1%
35.0%
28.9%
20.0%
17.8%
0.9%
6.1%
26.2%
When do you predominantly use in-person
Full- Time n=1,485
3
425
200
230
12
74
506
Part- Time
n=558
n=558
156
108
96
5
33
141
n=558
services, get help, or find an answer or
solution to your problem?
Between 8:30-Noon
Between 1-5 p.m.
After 5 p.m.
I don't come on campus to use services
39.5%
52.4%
6.7%
12.7%
If you have a question or concern, what is the
predominant way that you obtain help, find
the answer, or resolve your problem?
WVC Website
WV Student Portal
I send an email
I call the college or department and try
to get the answer/ help by phone
I make an appointment with someone
who can help me
I go to the specific department and try to
speak to someone without an
appointment
569
754
96
183
36.5%
46.5%
10.0%
18.0%
193
246
53
95
Full- Time n=1,485
Part- Time
n=558
32.0%
12.5%
12.3%
9.4%
457
179
175
134
35.1%
14.2%
12.1%
9.3%
188
76
65
50
19.6%
280
18.3%
98
14.2%
202
10.8%
58
Below, students were asked to rate support services in terms of their top five services they
were interested in using here at West Valley using a scale of 1 (most important) and in
descending numbers to signify the order of importance up to 5.
Student Support
Services:
1-Most
2
Important
3
4
Top 5
5
FT(n)=
1,432
PT(n)=
515
Individualized counseling (education plans, career, transfer, athletics, international, personal)
Full-time
54.2%
17.3%
10.5%
10.5%
7.5%
1,076
(583)
(186)
(113)
(113)
(81)
Part-time
52.0%
15.7%
16.5%
7.3%
8.4%
381
(198)
(60)
(63)
(28)
(32)
Financial Aid
Full-time
31.7%
24.0%
14.7%
15.3%
14.3%
720
(228)
(173)
(106)
(110)
(103)
Part-time
26.6%
25.8%
15.3%
16.5%
15.7%
248
(66)
(64)
(38)
(41)
(39)
Priority registration (allowing you to register for classes prior to other students)
Full-time
19.9%
26.6%
23.0%
18.2%
12.4%
704
(140)
(187)
(162)
(128)
(87)
Part-time
26.1%
22.8%
23.7%
16.6%
10.8%
241
(63)
(55)
(57)
(40)
(26)
4
Transfer Center Workshops & Activities
Full-time
12.4%
25.9%
25.7%
19.8%
16.2%
637
(79)
(165)
(164)
(126)
(103)
Part-time
12.7%
22.7%
28.2%
21.0%
15.5%
181
(23)
(41)
(51)
(38)
(28)
Career mentoring (connecting you with individuals in the field / industry)
Full-time
12.8%
28.9%
22.0%
19.0%
17.3%
595
(76)
(172)
(131)
(113)
(103)
Part-time
16.5%
29.0%
14.7%
22.1%
17.7%
231
(38)
(67)
(34)
(51)
(41)
Campus Center & Student Life Events & Activities
Full-time
11.0%
16.5%
28.3%
20.0%
24.3%
474
(52)
(78)
(134)
(95)
(115)
Part-time
13.6%
23.9%
17.9%
18.5%
26.1%
184
(25)
(44)
(33)
(34)
(48)
Book service or book grants
Full-time
4.2%
19.5%
25.8%
28.9%
21.6%
380
(16)
(74)
(98)
(110)
(82)
Part-time
13.2%
20.1%
22.9%
22.9%
20.8%
144
(19)
(29)
(33)
(33)
(30)
Field trips to four-year universities (northern and southern California universities)
Full-time
13.4%
19.8%
18.1%
21.9%
26.8%
343
(46)
(68)
(62)
(75)
(92)
Part-time
11.6%
19.6%
17.0%
26.8%
25.0%
112
(13)
(22)
(19)
(30)
(28)
Academic incentives in the form of grants (dependent on GPA and unmet need)
Full-time
5.7%
13.2%
22.9%
27.5%
30.7%
280
(16)
(37)
(64)
(77)
(86)
Part-time
9.5%
10.7%
17.9%
28.6%
33.3%
84
(8)
(9)
(15)
(24)
(28)
Specialized workshops: How to overcome anxiety, health & wellness workshops, time/stress
management, study skills, how to get scholarships, how to transfer, finding lucrative
careers, etc.
Full-time
7.9%
11.2%
13.3%
27.7%
39.9%
278
(22)
(31)
(37)
(77)
(111)
Part-time
9.7%
11.2%
11.2%
26.9%
41.0%
134
(13)
(15)
(15)
(36)
(55)
Physical & Mental Health Services
Full-time
6.4%
18.5%
27.3%
24.1%
23.7%
249
(16)
(46)
(68)
(60)
(59)
Part-time
19.1%
15.7%
16.5%
21.7%
27.0%
115
(22)
(18)
(19)
(25)
(31)
Welcome Center (inside Admissions & Records building)
Full-time
7.8%
10.8%
17.7%
27.7%
35.9%
231
(18)
(25)
(41)
(64)
(83)
Part-time
10.9%
16.4%
16.4%
25.5%
30.9%
110
(12)
(18)
(18)
(28)
(34)
Financial & Budget Planning Workshops & Counseling
Full-time
9.2%
17.9%
22.5%
28.4%
22.0%
218
(20)
(39)
(49)
(62)
(48)
5
Part-time
8.7%
18.4%
29.1%
23.3%
20.4%
103
(9)
(19)
(30)
(24)
(21)
Disability Support Services & Accommodations (DESP)
Full-time
30.7%
21.4%
17.2%
16.7%
14.1%
192
(59)
(41)
(33)
(32)
(27)
Part-time
30.4%
24.3%
22.6%
9.6%
13.0%
115
(35)
(28)
(26)
(11)
(15)
Cultural enrichment events and activities (field trips to museums, plays, concerts, speakers )
Full-time
11.8%
17.7%
23.1%
23.1%
24.2%
186
(22)
(33)
(43)
(43)
(45)
Part-time
10.3%
15.5%
28.9%
29.9%
15.5%
97
(10)
(15)
(28)
(29)
(15)
Educational Opportunity Programs & Services (EOP&S)
Full-time
7.3%
14.0%
24.2%
28.1%
26.4%
178
(13)
(25)
(43)
(50)
(47)
Part-time
4.3%
14.3%
24.3%
31.4%
25.7%
70
(3)
(10)
(17)
(22)
(18)
Community Service/Service Learning Activities to fulfill Class Service Hour Requirements
Full-time
5.0%
6.6%
14.0%
27.3%
47.1%
121
(6)
(8)
(17)
(33)
(57)
Part-time
10.3%
10.3%
31.0%
13.8%
34.5%
58
(6)
(6)
(18)
(8)
(20)
TRiO & Student Support Programs
Full-time
15.3%
18.8%
17.6%
22.4%
25.9%
85
(13)
(16)
(15)
(19)
(22)
Part-time
11.1%
6.7%
40.0%
17.8%
24.4%
45
(5)
(3)
(18)
(8)
(11)
Veteran's Resource Center
Full-time
15.8%
8.8%
29.8%
21.1%
24.6%
57
(9)
(5)
(17)
(12)
(14)
Part-time
11.1%
19.4%
8.3%
16.7%
44.4%
36
(4)
(7)
(3)
(6)
(16)
Below, students rated each department on the basis of the quality of Customer Service using a
Likert scale of 1-poor service to 5-excellent service
Customer Service:
Our aim is to assist you to the best of our ability. Let us know how we are doing.
FT(n)=1,418
lowest 1
2
3
4
Admissions and Records staff are courteous and helpful
Full-time
7.4%
9.2%
22.4%
29.6%
(103)
(128)
(310)
(410)
Part-time
4.7%
7.8%
21.4%
30.4%
(23)
(38)
(104)
(148)
Counseling staff are courteous and helpful
Full-time
5.7%
10.0%
18.2%
27.4%
(78)
(137)
(249)
(375)
Part-time
6.0%
9.4%
20.3%
27.5%
6
excellent 5
PT(n) = 515
31.3%
(434)
35.7%
(174)
1,385
38.6%
(528)
36.9%
1,367
487
469
(28)
(44)
(95)
Counselors are courteous and helpful
Full-time
6.2%
9.3%
19.1%
(84)
(125)
(257)
Part-time
7.0%
9.8%
19.4%
(32)
(45)
(89)
Financial Aid staff are courteous and helpful
Full-time
8.2%
9.2%
23.5%
(96)
(107)
(275)
Part-time
8.7%
8.9%
22.1%
(34)
(35)
(87)
Transfer Center staff are courteous and helpful
Full-time
5.6%
7.3%
24.0%
(67)
(87)
(285)
Part-time
8.7%
8.9%
21.1%
(33)
(34)
(80)
DESP staff are courteous and helpful
Full-time
6.6%
5.5%
23.8%
(65)
(54)
(235)
Part-time
6.4%
5.8%
16.5%
(22)
(20)
(57)
(129)
(173)
24.1%
(324)
25.1%
(115)
41.3%
(555)
38.8%
(178)
1,345
26.5%
(310)
30.0%
(118)
32.6%
(381)
30.3%
(119)
1,169
29.5%
(350)
29.2%
(111)
33.6%
(399)
32.1%
(122)
1,188
24.1%
(238)
24.1%
(83)
40.1%
(396)
47.2%
(163)
988
459
393
380
345
Open-ended Comments & Student Perceptions—General themes
The comment section produced qualitative data; the written comments were analyzed by reading them
several times to look for key words. Patterns and themes emerged from those readings and were
carefully noted. Words that appeared repeatedly were noted as key words and the frequency was
recorded and used to cluster the data, which then led to the development of themes.
NOTE: It is important to note that when students provided comments, some also commented about
their instructors and/or the particular class in which the survey was being administered. Thus the
following themes of change and the themes of appreciation include their perception of faculty and staff
alike.
Variable:
Reason for not utilizing service (including orientation or specific service i.e. web, portal or programs)




Didn’t realize I needed to
Confusing
Did not find it necessary/did not want to
Too busy
Better Customer Service Needed

Slow/crowded/faster lines needed/not enough staff/availability of service
7



Need more cheerful employees (to include faculty and staff as well as Bookstore employees);
need smiles
Info not always accurate (including inconsistent information)
Need more of… (specific service; classes; caring staff)
Acknowledgment (including appreciation for department, service, program, individuals)



Thank you (including “keep up the good work; “great job”; thanks in general; so far so good)
Helpful (including specific programs and individuals)
Appreciation for West Valley College (I really like it at WVC; I love West Valley, I love everything
about West Valley)
Sample comments about change needed:
“The biggest thing I’ve noticed is that some staff come to work because it is their job that pays the bills
and they express that sort of attitude like they have to help because it’s part of the job and not so much
they really care about the students’ future.”
“I found personal (personnel) in _____ and ____ to be rude and unprofessional.”
“_____absolutely useless!”
Sample comments of appreciation
“I think this school does a great job with services”
I love West Valley and everything about it.
I love West Valley College; it has made me a better person”
____ (person or dept.) is awesome/ wonderful/great
8