Accreditation Employee Survey Fall 2011

Transcription

1 Accreditation Employee Survey Fall 211

2 Golden West College Accreditation Employee Survey - Fall Responses Change 1Item count Mean* Mean* Grade Grade from 26 1 How committed is the campus to continuously improving the student learning process? B- B How well does the college maintain an ongoing, self-reflective dialogue about the continuous improvement of student learning and institutional processes? C+ B How well do GWC faculty/staff/administrators understand the college goals and work collaboratively toward their achievement? C+ B How well does GWC identify and seek to meet the varied educational needs of its students? C+ B -.38 How well does GWC utilize different modes of instruction to fulfill the objectives of the curriculum and to meet students' educational needs? B B Overall, the curriculum at GWC is of appropriate breadth B B Overall, the curriculum at GWC is of appropriate depth B B Overall, the curriculum at GWC is of appropriate rigor B- B The overall quality of instruction is high B B Counselors and instructors communicate appropriately to ensure that students receive accurate information about courses and programs C B Faculty have been given adequate support to develop learning outcomes for courses, programs, certificates and degrees C+ B Units of credit are awarded in a manner consistent with generally accepted norms or equivalencies in higher education B B GWC Student services and programs lead to meaningful student learning outcomes B- B How willing are faculty to share their syllabus with colleagues? 2.4 C+ 1 How well do faculty and deans collaborate on instructional projects? C+ 16 The number of qualified faculty is sufficient to support college programs D+ C The number of qualified staff is sufficient to support college programs C- C The number of qualified administrators/managers is sufficient to support college programs C+ B Personnel search and selection processes are fair to all applicants C C Search and selection processes are likely to result in hiring personnel who will effectively advance the mission of GWC C+ C GWC faculty, staff, and administration demonstrate a strong commitment to diversity, inclusion, and equity B B The diversity of faculty and staff plays an important role in the success of our students B B Evaluation processes are effective in improving staff effectiveness C C Evaluation processes are effective in improving faculty effectiveness C C Evaluation processes are effective in improving administrator/manager effectiveness C C GWC professional development activities meet the needs of its personnel C C GWC facilities are sufficient to support its programs and services C C GWC facilities are accessible by disabled staff and students B- B I feel safe on campus during the day A- A I feel safe on campus at night B- B GWC's technology infrastructure and equipment meet college needs C B GWC provides quality training in the use of information technology C B GWC attempts to meet the needs of programs and services based on the availability of financial resources C+ B Appropriate and timely budgetary information is provided regularly throughout GWC C C GWC uses its financial resources wisely C C GWC distributes its financial resources fairly among departments C- C Teaching and student learning are connected, how well do Deans support faculty in professional development B- 38 How forthcoming are faculty to give honest, constructive feedback to their peers on teaching style or pedagogy? C 39 Has the faculty evaluation process at GWC helped you to become a better instructor? C+ 4 GWC faculty, staff, administrators, and students have a voice on campus through established committees B- B GWC faculty, staff, and students have a voice in decision-making processes C B GWC relies on the Academic Senate and other appropriate committees for recommendations about student learning programs and services B B Through established committee processes, GWC faculty, staff, administrators/managers, and students work together for the good of the institution B- B The district office clearly delineates the functions of the district from those of the college and consistently adheres to this in practice C C The district office provides effective services that support the colleges in their missions and functions C B The district distributes its financial resources fairly among the colleges D C The Board of Trustees reflects the public interest in its activities and decisions C- C The Board of Trustees acts in a manner consistent with its policies and bylaws C C The college president communicates the institutional values and goals B- B -.61 The college president ensures that educational planning is integrated with resource planning and distribution C+ B -.68 *Mean (A=4, B=3, C=2, D=1, F=); SD = Standard Deviation **Grade: A=Excellent,B=Good,C=Average,D=Below Average,F=Failing Overall Average C+ B Total # Surveys 94 GWC Research Office AccreditationEmployeeSurveyResultsFall211.xlsm 1/28/211

3 Employee Survey Summary A B C D F Aqua line and bar (first or left bar in each pair) represents the overall mean for all items in 26. Orange line and bar represents the overall mean for all items in 211. *Mean (A=4, B=3, C=2, D=1, F=); SD = Standard Deviation **Grade: A=Excellent,B=Good,C=Average,D=Below Average,F=Failing Items 14, 1, 37, 38, and 29 are new items in 211. GWC Research Office AccreditationEmployeeSurveyResultsFall211.xlsx 11/1/211

4 Golden West College Accreditation Employee Survey - Fall 211 Background Purpose: The student survey was developed and administered to collect opinion information related to accreditation standards from Golden West College faculty, staff, and administrators. Items were included in the survey only for standards for which stronger evidence did not already exist and the nature of the standard was appropriate for an opinion survey item. Therefore, there are not items addressing every standard. Respondents: All active employees were ed an invitation to participate in the online survey. Survey Design: The survey items were developed in consultation with each accreditation standard and substandard committee and the college researcher during the Fall of 2. They were reviewed again in 211 by the instructional deans/standard chairs. Each standard was evaluated for the pre existence of supporting evidence. In cases where evidence was not found, the standard was evaluated for whether a survey item might be appropriate. Survey items were then developed so respondents could "grade" on a scale of A Excellent, B Good, C Average, D Below Average, F Failing. Respondents also had the option to choose "not applicable/did not know". These responses were not counted in the final count and percentates on an item by item basis. Only items directly related to providing evidence for accreditation standards were included in the survey. Procedures: The survey was administered the Fall invitations were sent all active employees requesting their participation. A link to the confidential online survey was included in the message. Statistics: The responses were summarized with descriptive statistices using Excel. The summarized results were transfered via a cut and paste method in Excel for final formating and presentation. Tables and graphs of counts, percentages, means, and standard deviations by demographic variables were produced for each item.

5 Golden West College Accreditation Employee Survey - Fall 211 Variances Survey Sample* Campus** Survey Sample* Campus** Campus-Survey Campus-Survey Survey Demographics % % % % % % q1. Age Under 2 years q2. Ethnicity African American Asian Hispanic Caucasian Other q3. Gender Female Male q4. Employment Status Classified Full-Time Faculty Part-Time Faculty Administrator/Manager Other 3. n/a 2.4 n/a n/a n/a *Includes 16-day employees **Does not include 16-day employees Generally, the survey respondents for the 211 are representative of the College. There are no groups not represented in the survey responses. However, there are a few areas that are under represented (male 18%, part time faculty 42%, and employees over the age of 24%). Compared to the 26 survey respondents, the 211 sample is very comparable with no striking differences.

6 Survey Demographics Under 2 years Age Survey Sample* 211 Campus** 211 Survey Sample* Female Gender Male Survey Sample* 211 Campus** 211 Survey Sample* 26 Status Survey Sample* 211 Campus** 211 Survey Sample* 26 8 Ethnicity 4 Primary Work Area African American Asian Hispanic Caucasian Other Survey Sample* 211 Campus** 211 Survey Sample* 26 Survey Sample* 211 Campus** 211 Survey Sample* 26