Skyline College Human Resource Plan: Staffing for Student Success

Transcription

1 Skyline College Human Resource Plan: Staffing for Student Success Working Draft Version Revised 7 May 2013 Page 1

2 Table of Contents Message from the President p. 3 About Skyline College p. 5 Vision-Mission-Values Goals Institutional (Student) Learning Outcomes Taskforce on Staffing for Student Success (T3S) p. 11 Integrated Planning for Human Resources p. 13 Equity and Excellence in Hiring and Retention How the Staffing Plan Informs the Budget Process FTES Goals FTEF and Staffing Needs Staffing Levels and the Allocation of Resources Position Allocation and Prioritization Faculty Hiring Priorities Process Classified Staff Hiring Priorities Process Administrator Hiring Priorities Process Integrating Staffing with College Initiatives Conclusion and Next Steps p. 29 Appendices p. 30 A. Skyline College Annual Planning and Budgeting Calendar B. Balanced Scorecard C. Employee Voice Survey D. Community College Survey of Student Engagement (CCSSE) E. Factors that Influence Staffing Needs F. Overview of the Faculty Obligation Number (FON) G. Staff Levels and the Allocation of Resources H. Skyline College Strategic Plan for I. Strategic Planning in a Basic Aid Environment J. Strategic Priorities Staffing for Student Success for K. Grant Funded and Measure G Positions Revised 7 May 2013 Page 2

3 Message from the President The Skyline College Leadership strives to make the college a magnet for attracting the best faculty and staff: those who believe in Skyline College s mission and the Master Plan of the California Community College; and who thus commit their life s work to serving the students for whom that Master Plan was traditionally designed. We are firmly grounded in a commitment to empower and transform the lives of our global community of learners--developing the depth of their humanity, and maximizing their human potential --to achieve their intellectual, cultural, social, economic and personal fulfillment. In an effort to continuously enhance our Human Resources, Skyline College engages in an integrated planning process that is both participatory and transparent. Guided by the college s strategic priorities, mission-vision-values, and goals, each stage of this integrated process incorporates multiple voices, promotes equity and excellence, and utilizes promising practices that maximize institutional effectiveness and student success. Key to inspiring a global and diverse community of learners to achieve intellectual, cultural, social, and economic fulfillment is the recruitment, hiring, retention, and ongoing development of exceptional talent. Skyline College s recruitment processes are designed to attract a diverse, talented, and engaged faculty and staff who are committed to student success. Ensuring sufficient faculty, staff, and administration to provide high quality instruction and student support secures the institutional commitment to excellence and serves our strategic Revised 7 May 2013 Page 3

4 priorities. Retention of dedicated faculty and staff further strengthens institutional effectiveness by providing continuity and institutional memory. This Manual describes the planning, hiring, and evaluation processes enacted to ensure that the college meets and maintains a sufficient number of qualified faculty, staff, and administrators with full-time responsibilities to the college. For an overview of ongoing opportunities and resources for professional development, please reference Professional Development Resources, at I continue to invite ongoing feedback as the Skyline College community, individually and collectively, continues to evolve as one of the most exemplary, innovative, and academically excellent community colleges in the state. Revised 7 May 2013 Page 4

5 About Skyline College Skyline College opened in 1969 as part of the San Mateo County Community College District. Located on a 111-acre site overlooking the Pacific Ocean just south of San Francisco, Skyline College offers world-class educational opportunities to residents from North San Mateo County and beyond. Over 10,000 students enroll in a broad range of affordable day, evening, weekend and online courses. Many students complete lower division general education requirements at Skyline College and then transfer to four-year colleges and universities to earn a bachelor s degree. Other Skyline College students graduate and achieve an Associate in Arts (A.A.) or Associate in Science (A.S.) degree. Additionally, Skyline College offers the latest in career technical education through such nationally acclaimed programs as Automotive Technology, Networking, Business, Environmental Technology and Allied Health. The students benefit from state-of-the-art technology, One Stop Student Support Services, SparkPoint at Skyline College, integrated student services and instruction through learning communities and an environment designed to support student success. The curriculum consists of 42 Associate Degree Programs, 52 Certificate Programs, Honors Transfer Program, Interdisciplinary Studies major and various Learning Communities such as ASTEP, Kababayan, MESA, Puente, Scholar Athlete and Women in Transition. Revised 7 May 2013 Page 5

6 The vision-mission-values and goals of Skyline College are reflected in our educational programs, student services and student success. They are also infused throughout the integrated planning practices for the college s human resources. Vision-Mission-Values Skyline College inspires a global and diverse community of learners to achieve intellectual, cultural, social, economic and personal fulfillment. The mission of the college is to empower and transform a global community of learners. We believe that education is the foundation of our civilized democratic society. Thus, we have identified the following values: Campus Climate: We value a campus-wide climate that reflects a students first philosophy' with mutual respect between all constituencies and appreciation for diversity. Both instruction and student services are dedicated to providing every student with an avenue to success. Open Access: We are committed to the availability of quality educational programs and services for every member of our community regardless of level of preparation, socio-economic status, cultural, religious or ethnic background, or disability. We are committed to providing students with open access to programs and responsive student services that enable them to advance steadily toward their goals. Revised 7 May 2013 Page 6

7 Student Success: We value students success in achieving their goals, and strengthening their voices as they transform their lives through their educational experience. Academic Excellence: We value excellence in all aspects of our mission as a comprehensive community college offering preparation for transfer to a baccalaureate institution, workforce and economic development through career technical education programs and certificates, Associate of Arts and Associate of Science degrees, transfers, skills development, and lifelong learning. We are committed to academic rigor and quality with relevant, recent, and evolving curriculum and well-equipped programs that include new and emerging areas of study. We are dedicated to an educational climate that values creativity, innovation and freedom of intellectual exploration, discovery, thought, and exchange of ideas. Community Connection: We value a deep engagement with the community we serve and our role as an academic and cultural center for community including business, industry, labor, nonprofits, government and the arts. We are dedicated to maintaining a college culture and institutional climate that is warm and welcoming to all. Shared Governance: We value just, fair, inclusive, and well-understood, transparent governance processes based upon open and honest communication. Sustainability: We value an institutional culture that represents a strong commitment to environmental sustainability and justice. We are committed to the following tenet of Revised 7 May 2013 Page 7

8 sustainability: To meet present needs without compromising the ability of future generations to meet their needs. Goals Building on the strong foundation of our vision-mission- values, the college has set the following goals: 1. Develop the scope, quality, accessibility and accountability of instructional and student service offerings, programs, and services to lead the San Francisco Bay region in transferring students, awarding degrees and certificates and reflecting social and educational equity. 2. Enhance institutional effectiveness in planning and decision-making processes through cooperative leadership, effective communication, and participatory governance. 3. Fulfill the college s role as a leading academic and cultural center for the community. 4. Play a central role in the preparation of the region s workforce and expand networks and partnerships with business, the community, and non-profit organizations. 5. Provide human, physical, technological and financial resources to assure excellent educational programs and student services in order to support students in attaining their educational goals and improve institutional effectiveness. Revised 7 May 2013 Page 8

9 6. Establish and maintain fiscal stability and alignment of programs and services to the core mission, vision, and values of the college. 7. Recruit, retain and support a world-class faculty, staff, and administration that is committed to ongoing improvement through access to opportunities for professional growth and advancement. 8. Internationalize the educational experience by enriching the college with a diverse community of learners representing the collective resources of humanity and engaging in a vibrant dialogue that engenders an understanding of others. Skyline College s vision-mission-values and goals are reflected and implemented through the Institutional (Student) Learning Outcomes (ILOs): Institutional (Student) Learning Outcomes (ILOs) Upon completing an A.A./A.S. Degree and/or transfer preparation, students will show evidence of ability in the following core competency areas: 1. Critical Thinking Demonstrate critical thinking skills in problem-solving across the disciplines and in daily life. 2. Effective Communication Communicate and comprehend effectively. 3. Citizenship Use knowledge acquired from their experiences at this College to be ethically responsible, culturally proficient citizens, informed and involved in civic affairs locally, nationally, and globally. Revised 7 May 2013 Page 9

10 4. Information Literacy Demonstrate skills central to information literacy. 5. Lifelong Wellness Demonstrate an understanding of lifelong wellness through physical fitness and personal development. Revised 7 May 2013 Page 10

11 Taskforce on Staffing for Student Success (T3S) Purpose and Background One of Skyline College s goals is to provide human, physical, technological and financial resources to ensure excellent educational programs and student services, and improve institutional effectiveness in order to support students in attaining their educational goals. The recruitment and retention of world-class faculty, staff and administrators is vital to achieving this goal. During the fall of 2007, a small Taskforce on Staffing for Student Success was formed with the purpose of developing a staffing plan for the college. The Taskforce provided some foundational work, and then disbanded. As Skyline College has continued to grow and additional planning processes, communication practices, and nuances have evolved, the Institutional Planning Committee (IPC) saw the need to convene a new taskforce to ensure that the planning processes remain integrated, transparent, inclusive, and effective in advancing the college s mission-vision-values and goals. The IPC requested volunteers from both within the IPC itself and the College Budget Committee (CBC) to serve on the new taskforce. Charged with developing a staffing plan or needs document to: Link staffing decisions not only to the college vision-mission-values, but also to our goals and strategies, unit reviews, Educational and Facilities Master Plans, and program reviews; Integrate staffing with college initiatives; Inform the budget process; Revised 7 May 2013 Page 11

12 Inform staffing changes in the face of retirements; and Inform grant-seeking efforts. Revised 7 May 2013 Page 12

13 Integrated Planning for Human Resources The planning process at Skyline College is grounded in our vision-mission-values and Institutional Learning Outcomes, and results in the development of the annual strategic priorities. The college planning process is broad-based, utilizing participatory governance and planning structures that are designed to engage the college community to maximize input opportunities across constituencies while effectively centralizing and integrating a large number of individual program plans into an overall all College Plan. Human resource needs are integrated throughout multiple aspects of the planning process, such as the Comprehensive Program Review Process, Administrative Leadership Unit Review (ALUR), FTEF (Full-Time Equivalent Faculty) Allocation, Classified Hiring Priorities, budget allocation, enrollment management and goal setting, Educational Master Plan, Educational Facilities Master Plan and Professional Development. The integrated planning process follows an annual planning cycle as illustrated in the Annual Planning and Budget Calendar (Appendix A). The process incorporates the annual and comprehensive planning processes of the President, administrative leadership, Deans and academic departments, and student support units. Participatory governance committees; including the Institutional Planning Committee (IPC), the College Budget Committee (CBC), the Curriculum Committee, the Academic Senate, and the College Governance Council (CGC), review the various plans for integration and resource allocation at several stages of the process. In addition to human resources needs, the annual plans include needs for facilities, equipment, and budget. Assessment tools, such as the Balanced Scorecard (Appendix B), as well as Revised 7 May 2013 Page 13

14 constituent surveys, such as the Employee Voice Survey (Appendix C), and the Community College Survey of Student Engagement (CCSSE, Appendix D), further inform the recommendations. Although they share many similarities and are aligned in the planning cycle, processes for the prioritization and allocation vary across constituencies, as do procedures for recruitment, hiring, evaluation and ongoing development. A brief overview follows, and links for detailed resources can be found in Factors that Influence Staffing Needs (Appendix E). Equity and Excellence in Hiring and Retention Skyline College approaches excellence and equity from a strengths framework, going beyond the absence of discrimination and the removal of barriers to create a proactively inclusive, accessible, and embracing campus climate. The recruitment, hiring, and retention of Skyline College s faculty, staff, and administrators reflect this commitment and align with our mission of transformative global education, and our ongoing work to promote student success. One of the ways in which the college institutionalizes this commitment is through the work of the SEEED/SE (Stewardship for Equity, Equal Employment, and Diversity/Student Equity) Committee, and its Subcommittee on Equity in Hiring. The subcommittee is exploring the question how do our current hiring practices assist or exclude in the attracting, hiring, and retaining of faculty, staff and administrators reflective of our student population? The rich and detailed work generated by SEEED throughout this process will form the foundation of a Skyline College Comprehensive Diversity Framework, forthcoming in Academic Year The Skyline College Comprehensive Diversity Framework will inform the ongoing enhancement of all phases of the recruitment and hiring process, as well as providing a rich data source on how Revised 7 May 2013 Page 14

15 campus policies and climate might be impacting retention of diverse personnel. Ensuring diversity and equity at all levels of the college promotes Skyline s mission and strategic priorities, enriches curricular content and pedagogical approaches, deepens critical thinking, enhances cultural fluency, strengthens campus community, and increases student success. Broadening and deepening our candidate pools as new or retirement positions become available is the first step in this process. How the Staffing Plan Informs the Budget Process FTES Goals FTEF and Staffing Needs Staffing needs are influenced by the Full-Time Equivalent Student (FTES) goals. The FTES goals have historically influenced the amount of funding received when the college was dependent upon state apportionment. SMCCCD recently became a basic aid district, which means that the district no longer receives state apportionment because the revenues it receives from local property taxes and student enrollment fees are sufficient to cover its state-determined revenue limit. With the dissolution of redevelopment agencies and the recovery of the real estate market, property tax revenues in San Mateo County continue to increase, providing a more stable revenue source for SMCCCD. Additional funding sources include federal funds, lottery funds, and local revenues (such as donations, special elections for parcel taxes, cafeteria sales and interest on investments). 1 Prior to becoming a basic aid district, the college funding was subject to state revenue limits, or as translated at the local level, enrollment limits. While there are 1 Alvarez, V.L. School Funding in California and the Uniqueness and Vulnerability of Basic Aid Funding, May 2009 Revised 7 May 2013 Page 15

16 benefits to being basic aid, such as not being affected by declining enrollment, there are also challenges associated with being a basic aid district. One of the challenges is the difficulty in engaging in long-term funding projections because of possible fluctuations in the property tax values, the health of the housing market, and the overall economy, or a change in legislation that could eliminate or restructure funding for basic aid districts. The state determines the level of FTES that it will fund. To ensure fiscal stability, the Board of Trustees has elected to maintain enrollment goals that coincide with the state funded FTES, despite the non-dependence on state apportionment. This will help mitigate a precipitous drop in revenues that would in turn trigger dramatic and disruptive reductions in programs and services. The Chancellor s Office for the California Community Colleges hosts two yearly budget workshops throughout the state. At these workshops, the Chief Business Officers (CBOs) from the 72 districts receive the estimated base FTES that the state will fund for each district. Each district submits their enrollment reports three times per year, and the estimated base FTES is based on these 320 Enrollment Reports. The SMCCCD CBOs bring the information back to the district and meet with the Vice Presidents of Instruction from the three colleges. The Vice Presidents estimate the enrollment that can be generated at their respective colleges, taking into consideration internal and external factors that may influence enrollment. For the Office of Instruction, these enrollment goals are vital, since they become the basis for decision-making with regard to the number of course sections to be offered during the summer, fall and spring semesters. On the Finance side, the estimates, as approved by the College Presidents, are provided to the Executive Vice Chancellor and the Chief Financial Officer, who then feeds these enrollment (FTES) goals into the district allocation model for the General Unrestricted Fund Revised 7 May 2013 Page 16

17 (Fund 1). After requesting and receiving feedback on the prorated goals, the Executive Vice Chancellor releases the budget site allocations to the colleges. The Skyline College Chief Business Officer then runs budget scenarios related to FTES/FTEF/and load for review by Cabinet. Cabinet discusses the scenarios and agrees upon the FTES and Load goal. That FTES goal is entered into the scenario modeling template along with the number of existing full-time equivalent faculty (FTEF) to determine the number of additional FTEF needed to achieve the FTES target, assuming the load goal. It then calculates the amount of Fund 1 dollars needed for the hourly instruction (1310) budget. These scenarios are provided to the budget committee for review and deliberation, resulting in the recommendation of a balanced budget which incorporates the number of faculty, staff and administrator positions that can be funded out of Fund 1 during the ensuing year. Because state enrollment goals are not finalized until the state budget is finalized, the college often works with a tentative set of goals and assumptions, which are adjusted and finalized once the state budget is finalized. Despite becoming basic aid, the San Mateo Community College District continues to engage in the goal setting process in order to remain close to the state funded FTES goals. Another variable in this equation is the Faculty Obligation Number (FON), designed as an arbitrary number used by the California Community Colleges Board of Governors to work toward a goal of having 75% of CCC credit instruction taught by full-time faculty members. A more detailed overview of the FON can be found in Appendix F. Staffing Levels and the Allocation of Resources San Mateo County Community College District developed and utilizes a resource allocation model that mirrors the state funding model. It is primarily driven by FTES and the Revised 7 May 2013 Page 17

18 state determines the level of FTES it will fund. The district allocation model funds FTES growth using the 5 year-average FTES for each college. The District Committee on Budget and Finance (DCBF) regularly reviews the effectiveness of the resource allocation model. During this academic year, DCBF reviewed data that showed faculty, classified and administrator positions at each of the campuses to determine a minimum level of staffing to operate a college. The goal of the DCBF is to develop a recommendation to add a line adjustment in the resource allocation model considering factors and measures such as: ratio of full-time to part-time faculty; load; new/continuing students per counselor ratio; vocational programs; student headcount, and course enrollments, among others (Staffing Levels and the Allocation of Resources, Appendix G). The DCBF will continue its work in AY and bring its recommendation through the districtwide participatory governance process. Position Allocation and Prioritization Currently, the college utilizes two human resources planning processes: the Full-Time Equivalent Faculty (FTEF) Allocation Process, conducted within each division to identify and prioritize faculty hiring needs; and the Classified Staff Hiring Priorities Process, which follows a similar trajectory, with recommendations being made by Cabinet. Both processes build from the ground, up with extensive opportunities for input. A third planning process is currently being finalized, to identify and prioritize hiring needs for Administrators. Once vetted by Cabinet and approved by the President, the Taskforce will review options for effectively integrating all three plans into the college planning and budget cycle in a manner that addresses Revised 7 May 2013 Page 18

19 the unique needs of each while enhancing institutional cohesion and effectiveness for student success. Faculty Hiring Priorities Process Skyline College is committed to continuing to meet the accreditation standards requiring a sufficient number of qualified faculty with full-time responsibilities. In alignment with the college s students first philosophy, vision-mission-values, evidence-based decision-making, and commitment to academic excellence; there is widespread consensus that it is necessary to access sufficient data to inform a broader continuum of hiring needs, from minimum to ideal. With more nuanced numbers, the participatory governance system will provide abundant opportunities for discussing various scenarios that enable us to pursue a standard of excellence while balancing competing needs within a set resource limitation Each year, Skyline College engages in a two-part process to determine how many new faculty will be sought and what priority the various disciplines will have when allocating these positions. The College Budget Committee makes a recommendation of a balanced budget that includes scenarios for hiring additional faculty, staff and administrators, identifying only the recommended number of positions rather than where the positions should be allocated. The recommended budget will include considerations for anticipated separations or retirements, replacement cost, salary and benefits. Upon acceptance of the recommended annual budget, the President consults with Cabinet and announces the number of new faculty hires that will be sought. Revised 7 May 2013 Page 19

20 A parallel process takes place within the FTEF Allocation Committee, which is made up of faculty representatives from each of the divisions, an instructional and a student services administrator, and the Vice President of Instruction. The College Business Officer serves as a resource person to the committee. Proposals for new faculty positions are invited at this time, in a process guided by a commitment to remain a comprehensive community college with high quality programs and services offered to meet the instructional and support needs of the community we serve. Input is solicited throughout the process from all constituencies, and each division has the opportunity to generate a request. Requests may include new and/or replacement positions. The integrated planning process includes consideration of how the students, college and unit will be affected if the requested position is not allocated. The proposals must address the ways in which multiple aspects of the planning process influenced the request such as: a) recommendations from the Educational/Facilities Master Plan; b) recommendations from the Comprehensive Program Review Process; c) the Administrative Leadership Unit Review (ALUR); d) institutional and programmatic recommendations from accreditation; e) district, college, division, and department goals; f) demographics, community needs, job training needs, emerging trends, and other colleges offering similar programs; g) availability and expertise of Associate staff presently in the department; h) number of full-time faculty in the program, anticipated retirements in the Department; FTES generated and load; i) recommendations by departmental Advisory Board; Revised 7 May 2013 Page 20

21 j) impact on Student Learning Outcomes; and k) impact on institutional effectiveness/student access and success (Balanced Scorecard). Additional factors; such as the ratio of full-time to part-time faculty, program productivity, efficiency measures and trends, licensing, certification and accreditation needs, are also taken into consideration. All hiring processes align with the policies and goals of the San Mateo Community College District, the Board of Trustees, and the collective bargaining agreements. The faculty requests are first considered at the division level. For purposes of the allocation process, Student Services is considered one division). The FTEF Allocation Committee considers all division requests, places them in a priority ranking, and makes a recommendation to forward to the Academic Senate. Faculty positions that are needed to fulfill accreditation or regulation compliance are prioritized, as are positions paid through categorical and grant funding. The Academic Senate considers the recommendation, consults with the Instructional Leadership Team, and forwards their recommended priority ranking to the Vice President of Instruction. The Vice President of Instruction consults with the Vice President of Student Services and makes a recommendation to the President. The President takes the recommendation into consideration as the decision for position ranking is made. Faculty positions vacated in less than 24 months of hire are not included in the allocation process. The college priorities are considered with each separation, unless the separation is within the first few years (before tenure) of the hire. Faculty positions vacated Revised 7 May 2013 Page 21

22 after 24 months of hire (separation, retirement, layoff, or termination) go through the FTEF allocation process. Rehires/replacements are not automatic, but will be made as approved through the process. Hiring processes for the allocated positions are initiated, and if successful, result in the hiring of new full-time faculty. The Taskforce recommended that the process for hiring replacements for retiring faculty be revised to mirror the process for replacing classified employees, which is usually automatic upon recommendation of the dean and Vice President. This will ensure that healthy robust programs will continue even after the faculty retires. This year, two faculty retired at the end of fall Based on the recommendation of the deans and Vice President, two replacements 45% Full-time Faculty 21% will be hired in fall 2013 in addition to the four new faculty positions prioritized by the FTEF Allocation 8% 26% Committee. 62 and above age age below 50 As of Fall 2012, Skyline College has 112 full-time and 227 adjunct faculty members. Of the full-time faculty, more than 50% are over the age of fifty. Considering the age of 55 as a starting point, more than 40% of them are likely to retire within ten years. Considering the age of 62 as a starting point, almost a quarter of the faculty are likely to retire within the next five years. Revised 7 May 2013 Page 22

23 Classified Staff Hiring Priorities Process A diverse, talented and dedicated classified staff enhance the effectiveness of the college in meeting its mission, along with the integrity and quality of the programs and services. As with faculty positions, the number of classified positions to be hired are initially recommended in the budget model scenarios. Related planning processes; such as program review, Administrative Leadership Unit Review (ALUR), the Educational Master Plan and the enrollment trends, may also impact the numbers of classified staff needed. The ALURs are developed in consultation with the faculty and staff at the department and division level; and in developing the classified position priority list, resources identified through the Comprehensive Program Review Process should be included. Based on the unit plans and Program Review findings, classified staff positions are identified and prioritized at the division level. The appropriate Vice President will compile and prioritize all division lists. Once the budget committee recommends a balanced budget with position scenarios including the number of classified positions to be hired, Cabinet considers the position requests submitted by the respective administrative units. The President consults with the Cabinet and considers the recommendations; identifies classified positions approved for hiring, and communicates the results to the College Governance Council. The President may automatically approve the replacement of existing positions that are vacated due to separation or retirement. However; for newly created positions, if the need arises to hire a staff position at a time during the year that is out of synchronicity with the budget and planning process, managers are encouraged to use temporary staffing solutions until the position goes through the planning and budget process or is otherwise allocated and approved. Revised 7 May 2013 Page 23

24 To meet accreditation standards, the college must maintain a sufficient number of staff with appropriate preparation and experience to provide services necessary to Classified Staff support the institution s mission and purposes. (citation) As of Fall 2012, Skyline College 28% 11% 0% 1% 10% 23% currently has 101 permanent classified staff members and fifty-eight short-term hourly employees. One third of the classified staff is over the age of fifty, with about a quarter of 27% Age Range the staff likely to retire within ten years (age 55 or older). As the Administrative Leadership Unit Reviews are completed, administrators are required to consider the staffing trend of the recent four years and the upcoming three years. This data is considered in the position allocation process. Administrators Hiring Priorities Process This human resource plan is intended to support the college in meeting the accreditation standard that the institution maintains a sufficient number of administrators with appropriate preparation and experience to provide the administrative services necessary to support the institution s mission and purposes. (citation) The administration of the college is composed of three major segments: 1) Instruction, 2) Student Services, and 3) Administrative Services. Skyline College currently has seventeen administrators. Eighteen percent of the administrators Revised 7 May 2013 Page 24

25 (3 of 17) are grant funded positions that are responsible for major segments of instruction and integrated student services. Eighteen percent of the administration is responsible for student services. Forty-seven percent is responsible for instruction, and the remaining seventeen percent is in the general administrative segment (President, Chief Business Officer, 50% 40% 30% 20% 10% 0% Administration and Dean of Planning Research and Institutional Effectiveness). Almost two thirds of the seventeen administrators are age fifty or older and are likely to retire within the next 10 to 12 years. A quarter of them are age sixty or more and likely to retire within five years. Over the last fifteen to twenty years, there has not been a process in place for considering the addition of administrative positions. The challenging fiscal condition of the state led to budget reductions. For example, Skyline College has one dean position (Dean of Instructional Technology) that it has allowed to remain vacant for the past decade. The responsibilities were distributed among the existing instructional deans. With the submission of Administrative Leadership Unit Reviews, the President will engage the college in a discussion on the administrative organization of the college and consider administrative position needs. The funding of the positions will be included in the participatory governance budget processes. While the organizational structure is an Administrative prerogative, the College faculty and staff, and the executive leadership of the district, will be consulted. Revised 7 May 2013 Page 25

26 Integrating Staffing with College Initiatives On Opening Day, the President announces to the college the Strategic Priorities for the academic year. These priorities are developed within the governance structure throughout the year, through the ongoing evaluation of student needs and the effectiveness of programs and services throughout the college in support of student learning. This year, the President announced the six strategic priorities upon which Skyline College will focus over the next five years: 1. Facilities and Technology identify and scale technology-enabled approaches and upgraded facilities to improve teaching and learning; 2. Student Services expand and enhance Student Services programs through innovation and the seamless delivery of services; 3. Equity and Excellence develop and strengthen relationships to ensure excellence in practice for an increasingly diverse student population, with a strong focus on improving student outcomes; 4. Comprehensive Community Connection engage in a comprehensive initiative to strengthen connections with community, workforce/business and industry, including the development of a middle college and expanding concurrent enrollment; 5. Instruction build on the strong educational foundations and college goals where faculty and staff keep abreast of emerging fields of study and engage in connecting academic programming with the needs of our community and prepare students for their future; Revised 7 May 2013 Page 26

27 6. Fiscal Stability and Resource Development maintain fiscal stability through strategic integrated planning and resource allocation and development to be able to create permanent faculty, classified and administrator positions to meet student and community needs. These strategic priorities are embodied in the Skyline College Strategic Plan for (Appendix H), and are in concert with the Board of Trustees Goals, Skyline College s goals, and the District Strategic Priorities. On March 13, 2013, the Board of Trustees held a study session on Strategic Planning in a Basic Aid Environment (Appendix I). The Executive Vice Chancellor and the three College Presidents all shared presentations on district and college priorities and initiatives. The Strategic Plan informs the staff planning process at every stage. Cabinet reviewed the Administrative Leadership Unit Reviews (ALURs) that were submitted to the Institutional Planning Council. These unit reviews had been informed by the previously completed annual and comprehensive instructional and student services planning and review processes, and framed by the campus strategic priorities. ALURs contained projected staffing needs for each division and program in addition to facilities and budget requirements. Cabinet evaluated the faculty, staff and administrator positions identified in the ALURs and integrated these into the Strategic Priorities Staffing for Student Success for (Appendix J) which was presented to the Chancellor and Executive Team on April 24, This comprehensive planning document depicts the vision for the implementation of each of the Strategic Priorities and will serve as a blueprint for human resource planning for the college within the next 5 years. The Strategic Revised 7 May 2013 Page 27

28 Priorities staffing plan will inform faculty, classified and administrative hiring decisions. Positions identified in the plan, in combination with yearly staffing requests initiated at the division level as part of the college s annual planning process, will be evaluated, prioritized and funded based on need and the availability of resources. Another important component presented in the Strategic Plan is the institutionalization of grant-funded positions. Three key programs on campus have relied on soft money since their inception. These include the Center for International Trade Development (CITD), the Center for Workforce Development, and SparkPoint at Skyline College. These programs are part of the fabric of the college and the positions must be institutionalized in order to ensure that their operations can continue even if their current funding source(s) expire. Notwithstanding, these programs will continue to apply for grants and generate revenues that will enable the college to further its mission vision-values and help our students succeed. Lastly, there are several classified positions that are currently funded out of Measure G funding, which is expiring at the end of fiscal year Decisions will need to be made on how these positions will be funded should Measure G not be renewed. For now, the college has been setting aside fund 1 dollars when the budget committee recommends funding for classified positions, to build up savings for these positions. A list of the grant-funded and Measure G positions are shown in Appendix K. Skyline College uses a strategic management system called the Balanced Score Card (BSC) as a way to enhance existing college-wide planning processes. (Appendix B). The BSC translates the college s vision-mission-values into meaningful and measurable indicators which Revised 7 May 2013 Page 28

29 are directly linked to college-wide goals and strategies. It then measures, tracks, and communicates the college s performance in progressing toward each goal. The core indicators and outcome measures include a balance of both financial and non-financial components to measure institutional effectiveness. The Balanced Score Card provides a thorough and detailed progress report by applying these core indicators and outcome measures using four distinct yet overlapping perspectives: Perspective A: External Stakeholders Perspective B: Internal Stakeholders Perspective C: Financial and Operational Performance; and Perspective D: Growth and Innovation. The results of the BSC are displayed in a dashboard for a quick and easy determination of our effectiveness at a glance. Integrated in the BSC are outcome measures related to the use of human resources including a) student to counselor ratio, b) overall employee satisfaction, c) load-ratio of weekly student contact hours to full-time faculty equivalencies, and d) professional development investment. Revised 7 May 2013 Page 29

30 Conclusion and Next Steps The Taskforce on Staffing for Student Success recognizes the dynamic nature of its charge, and remains committed to the ongoing work of identifying emerging needs, engaging the campus community in dialogue, and enhancing institutional effectiveness in the service of student success. To that end, this document will be reviewed and updated regularly. The AY updates will incorporate data and recommendations from the forthcoming documents, namely the Comprehensive Diversity Framework, Enrollment Management Plan, and Succession and Planning: Retirements, Transfers, and Promotions. Additional areas that may be addressed/ expanded include Professional Development and the impact of new college initiatives, productivity and technology. Revised 7 May 2013 Page 30

31 Appendices Appendix A Skyline College Annual Planning and Budgeting Calendar Revised 7 May 2013 Page 31

32 Skyline College Annual Planning Budgeting Calendar for FY # Planning Activity Link Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun 1 Announce current year Annual Strategic Priorities on Opening Day President 2 Develop current year Annual ALUR Units 3 Submit ALUR to IPC Units 4 Review BSC to determine outcomes during previous year & report to College Council IPC 5 Review collegewide plans for integration into strategic priorities process IPC 6 Prioritize Strategic Priorities for next year (Initial draft) IPC 7 Submit next year FTEF Priority Recommendations FTEFAC to AS 8 Develop Initial Budget Estimates for next year CBC 9 Review next year FTEF Priority Recs in consultation with ILT and recommend to VPI AS & ILT 10 Review next year FTEF Priority Recommendations fromas & submit final rec to President VPI & VPSS 11 Submit next year Classified & Administrative Hiring Priorities to Cabinet Units 12 Begin Annual and Comprehensive Instruction and Student Service Program Planning Process Units 13 Submit next year Tentative Budget Recommendation to College Council then to President CBC 14 Reassess next year Budget Estimates after Governor's Proposal is announced CBC 15 Prioritize Strategic Priorities for next year (2nd draft) IPC 16 Perform Program Assessment Analysis VP's/Units 17 Continue Annual and Comprehensive Instruction and Student Svc Program Planning Process Units 18 Submit next year Annual Budget Requests to CBC Units 19 Recommend next year Strategic Priorities to College Council IPC 20 Review and Distribute Program Review Reports and next year Annual Budget Requests CC/CBC 21 Recommend next year balanced budget to CGC --final recommendation to President CBC 22 Submit next yeat Annual Budget to District President 23 Submit list of suggested Annual Priorities for next year to President CGC 24 Complete Outcomes Assessment Section of ALUR Units Legend Budget BSC: Balanced Scorecard ILT: Instructional Leadership Team Planning CBC: College Budget Committee IPC: Institutional Planning Committee Evaluation/Assessment CGC - College Governance Council Units - Programs and Divisions ALUR: Administrative Leadership Unit Review CC: Curriculum Committee VPI: Vice President, Instruction AS: Academic Senate FTEFAC: FTE Allocation Committee VPSS: Vice Pesident of Sudents Perpetual Skyline Planning and Budget Calendar_final_post 11/16/2012

33 Appendix B Balanced Score Card Revised 7 May 2013 Page 32

34 SKYLINE COLLEGE Overview of Balanced Scorecard & Planning Process The Balanced Scorecard (BSC) is a strategic management system adopted by the Skyline College Institutional Planning Committee (a participatory governance committee) as a way in which to enhance the existing college-wide planning process. The BSC translates the college Mission-Vision-Values into meaningful indicators which are directly linked to college goals and strategies. The BSC provides a vehicle for collaborative decision making by measuring, tracking and communicating performance of goals and strategies. The BSC makes use of a set of core indicators that define and measure institutional effectiveness. It views the college s effectiveness from four perspectives, each with a balance of financial and non-financial indicators and outcome measures: Perspective A - Internal Stakeholders, Perspective B - External Stakeholders, Perspective C - Financial & Operational Performance, and Perspective D - Growth & Innovation. The BSC also incorporates a balance of lead indicators which identify what the college puts into the system to drive performance, and lag indicators which identify the college s outputs or explanations of performance. The outcomes are reported through a visual Scorecard providing a snapshot of how well the college is performing under each indicator and ultimately how well the college is implementing its strategies and moving toward its goals. The Scorecard uses measurable outcomes which were established through a collaborative process of research, analysis and negotiation among the various constituency groups across the college. These measurable outcomes provide the means for assessing and adjusting strategies for meeting the college-wide goals. 1

35 FIGURE B Skyline College Balanced Scorecard: Institutional Effectiveness from Four Perspectives Using four perspectives to look at the key indicators, the Balanced Scorecard assesses how the institution effectively meets the goals of the Mission-Vision-Values. BALANCED SCORECARD OVERVIEW Perspective A: External Stakeholders How well does the college respond to the needs of students, the community, local business and industry, as well as the government and accrediting agencies? Strategies Student Access, Success & Equity Outreach & Responsiveness to Community Needs Cultural Center for the Community Marketing & Outreach Assess Student Learning Effectiveness Indicators Retention & Persistence Access & Success Satisfaction & Perception Employability Marketing & Public Relations Perspective B: Internal Stakeholders How well does the college respond to the needs of college leadership, administration, staff, faculty and the Board of Trustees? Strategies Integrated Planning/Institutional Performance Management Effective Communication Safe & Secure Campus Effectiveness Indicators Program & Service Quality Employee Satisfaction Safety MISSION-VISION-VALUES Perspective C: Financial & Business Operations How well does the college manage productivity, efficiency and fiscal responsibilities? Strategies Integrated & Evidence-Based Resource Planning Updated Facilities Effectiveness Indicators Enrollment Productivity & Efficiency Budget Efficiency Facilities Planning Perspective D: Innovation & Growth How well does the college continuously improve and create value? Strategies Innovative Programs & Services Development Innovative Programs & Services Delivery Comprehensive Staff Development Effectiveness Indicators Program & Service Enhancements Grant Procurement Staff Development Opportunities 2

36 Skyline College Goals & Strategies GOAL 1: Develop the scope, quality, accessibility and accountability of instructional and student service offerings, programs and services. Strategy 1.1 INNOVATIVE PROGRAMS, SERVICES & MODES OF DELIVERY: An innovative and comprehensive balance of programs, courses, services and modes of delivery that meet student and community needs. Strategy 1.2 STUDENT ACCESS, SUCCESS & EQUITY IN OUTCOMES: Student access, success and equity in outcomes through availability, quality and assessment of support services and student learning outcomes, for all student populations. Strategy 1.3 OUTREACH & RESPONSIVENESS TO COMMUNITY NEEDS: Broad outreach efforts that build partnerships and respond to educational community needs. Strategy 1.4 ASSESSMENT OF STUDENT LEARNING: Ensure Skyline College assesses student learning at the course, program and institutional levels, engages in shared reflection on the results of these assessments, and uses the results to sustain or improve student learning. GOAL 2: Enhance institutional effectiveness in the planning and decision-making processes through cooperative leadership, effective communication and participatory governance. Strategy 2.1 INTEGRATED PLANNING & INSTITUTIONAL PERFORMANCE MEASUREMENT: An integrated planning system responds to all stakeholders and tracks and measures college-wide performance indicators. Strategy 2.2 EFFECTIVE COMMUNICATION: Widespread, continuous and reliable communication informs decision-making processes and ensures institutional effectiveness. Strategy 2.3 SAFE & SECURE CAMPUS: A safe and secure environment that includes staff trained in emergency procedures. GOAL 3: Fulfill the college s role as a leading academic and cultural center for the community through partnerships with businesses, the community and non-profit organizations. Strategy 3.1 CULTURAL CENTER FOR THE COMMUNITY: A position and presence in the community as a major cultural center. Strategy 3.2 MARKETING, OUTREACH & CONNECTIONS TO ACADEMIC & BUSINESS COMMUNITIES: Broad outreach and marketing efforts incorporate continuous evaluation of community needs for comprehensive planning to build public awareness. GOAL 4: Provide adequate human, physical, technological and financial resources to successfully implement educational programs and student services in order to improve student learning outcomes. Strategy 4.1 INTEGRATED & EVIDENCE-BASED RESOURCE PLANNING SYSTEM: A comprehensive, integrated and evidence-based resource planning system that responds to all stakeholders and is tied to budget, program and services decisions. Strategy 4.2 UPDATED FACILITIES: Updated facilities including timely replacement of equipment. 3

37 (Goals & Strategies - Continued) GOAL 5: Offer faculty and staff opportunities for professional growth and advancement. Strategy 5.1 COMPREHENSIVE STAFF DEVELOPMENT PROGRAM: Unified and coordinated staff development programs are dynamic, comprehensive and rich. GOAL 6: Play a central role in the preparation of the region s workforce and expand networks and partnerships with businesses, the community and non-profit organizations. Strategy 6.1 OUTREACH & RESPONSIVENESS TO COMMUNITY NEEDS: Broad outreach efforts that build partnerships and respond to educational community needs. Strategy 6.2 INNOVATIVE PROGRAMS, SERVICES & MODES OF DELIVERY: An innovative and comprehensive balance of programs, courses, services and modes of delivery that meet student and community needs. Strategy 6.3 MARKETING, OUTREACH & CONNECTIONS TO ACADEMIC & BUSINESS COMMUNITIES: Broad outreach and marketing efforts incorporate continuous evaluation of community needs for comprehensive planning to build public awareness. GOAL 7: Establish and maintain fiscal stability and alignment of programs and services to the core Mission-Vision-Values of the college. Strategy 7.1 INTEGRATED PLANNING & INSTITUTIONAL PERFORMANCE MEASUREMENT: An integrated planning system responds to all stakeholders and tracks and measures college-wide performance indicators. GOAL 8: Internationalize the educational experience by enriching the college with a diverse community of learners representing the collective resources of humanity and engaging in a vibrant dialogue that engenders an understanding of others. Strategy 8.1 CULTURAL CENTER FOR THE COMMUNITY: A position and presence in the community as a major cultural center. Strategy 8.2 MARKETING, OUTREACH & CONNECTIONS TO ACADEMIC & BUSINESS COMMUNITIES: Broad outreach and marketing efforts that incorporate continuous evaluation of community needs for comprehensive planning to build public awareness. Strategy 8.3 STUDENT ACCESS, SUCCESS & EQUITY IN OUTCOMES: Student access, success and equity in outcomes through availability, quality and assessment of support services and student learning outcomes, for all student populations. Strategy 8.4 INNOVATIVE PROGRAMS, SERVICES & MODES OF DELIVERY: An innovative and comprehensive balance of programs, courses, services and modes of delivery to meet student and community needs. 4

38 Skyline College Strategy Map Perspective A: External Stakeholders How well does the college respond to the needs of students, the community, local businesses and industry, as well as the government and accrediting agencies? GOAL 1: Develop the scope, quality, accessibility and accountability of instructional and student service offerings, programs and services. Strategies: 1.2 Student Access, Success & Equity in Outcomes: Student access, success and equity in outcomes through availability, quality and assessment of support services and student learning outcomes, for all student populations. 1.3 Outreach & Responsiveness to Community Needs: Broad outreach efforts that build partnerships and respond to educational community needs. GOAL 3: Fulfill the college s role as a leading academic and cultural center for the community through partnerships with businesses, the community and non-profit organizations. Strategies: 3.1 Cultural Center for the Community: A position and presence in the community as a major cultural center. 3.2 Marketing, Outreach & Connections to Academic & Business Communities: Broad outreach and marketing efforts that incorporate continuous evaluation of community needs for comprehensive planning to build public awareness. GOAL 6: Play a central role in the preparation of the region s workforce and expand networks and partnerships with businesses, the community and non-profit organizations. Strategies: 6.1 Outreach & Responsiveness to Community Needs: Broad outreach efforts that build partnerships and respond to educational community needs. 6.3 Marketing, Outreach & Connections to Academic & Business Communities: Broad outreach and marketing efforts that incorporate continuous evaluation of community needs for comprehensive planning to build public awareness. 5

39 (Strategy Map, Perspective A - Continued) GOAL 8: Internationalize the educational experience by enriching the college with a diverse community of learners representing the collective resources of humanity and engaging in a vibrant dialogue that engenders an understanding of others. Strategies: 8.1 Cultural Center for the Community: A position and presence in the community as a major cultural center. 8.2 Marketing, Outreach & Connections to Academic & Business Communities: Broad outreach and marketing efforts that incorporate continuous evaluation of community needs for comprehensive planning to build public awareness. 8.3 Student Access, Success & Equity in Outcomes: Student access, success and equity in outcomes through availability, quality and assessment of support services and student learning outcomes, for all student populations. Indicators & Outcome Measures Retention & Persistence 1.2, 1.4 & 8.3 Retention rates 1.2, 1.4 & 8.3 Term persistence rates Success 1.2, 1.4 & 8.3 All successful course completion rates 1.2 & 8.3 Basic skills improvement rates 1.2 & 8.3 Student Right-to-Know (SRTK) transfer prepared rate: Completion 1.2 & 8.3 SRTK transfer rate Access 1.2 & 8.3 Counselor-to-student ratio 1.2 & 8.3 Financial Aid recipient rate Community & Student Satisfaction/Perception 1.2 & 8.3 Student satisfaction overall ratings 1.3, 3.1, 6.1 & 8.1 Community perception overall ratings Employability 1.2 & 8.3 Vocational & Technical Education Act (VTEA) Core Indicator: Retention Marketing & Public Relations 3.2, 6.3 & 8.2 Number of marketing and PR events 6

40 (Strategy Map - Continued) Perspective B: Internal Stakeholders How well does the college respond to the needs of college leadership, administration, staff, faculty and the Board of Trustees? GOAL 2: Enhance institutional effectiveness in the planning and decision-making processes through cooperative leadership, effective communication and participatory governance. Strategies: 2.1 Integrated Planning & Institutional Performance Measurement: An integrated planning system responds to all stakeholders and tracks and measures college-wide performance indicators. 2.2 Effective Communication: Widespread, continuous and reliable communication informs decision-making processes and ensures institutional effectiveness. 2.3 Safe & Secure Campus: A safe and secure environment including staff trained in emergency procedures. GOAL 7: Establish and maintain fiscal stability and alignment of programs and services to the core Mission-Vision-Values of the college. Strategy: 7.1 Integrated Planning & Institutional Performance Measurement: An integrated planning system responds to all stakeholders and tracks and measures college-wide performance indicators. Indicators & Outcome Measures Program & Service Quality 1.4, 2.1 & 7.1 Number of Program Reviews completed Employee Satisfaction & Perception 2.2 Employee overall satisfaction ratings 2.3 Employee perception of governance process Safety 2.3 Student Right-to-Know (SRTK) crime statistics 7

41 (Strategy Map - Continued) Perspective C: Financial & Business Operations How well does the college manage our productivity, efficiency and fiscal responsibilities? GOAL 4: Provide adequate human, physical, technological and financial resources to successfully implement educational programs and student services in order to improve student learning outcomes. Strategies: 4.1 Integrated & Evidence-Based Resource Planning System: A comprehensive, integrated and evidence-based resource planning system responds to all stakeholders and is tied to budget, program and services decisions. 4.2 Updated Facilities: Updated facilities including timely replacement of equipment. Indicator & Outcome Measures Productivity 4.1 Full-Time Equivalent Students (FTES) 4.1 Weighted Student Credit Hours (WSCH) Efficiency 4.1 Load 4.1 Fill rates Budget Efficiency 4.1 Actual expenditures-to-total budget ratio Facilities Planning 4.2 Capital improvement expenditures 8

42 (Strategy Map - Continued) Perspective D: Innovation & Growth How well does the college continuously improve and create value? GOAL 1: Develop the scope, quality, accessibility and accountability of instructional and student service offerings, programs and services. Strategy: 1.1 Innovative Programs, Services & Modes of Delivery: An innovative and comprehensive balance of programs, courses, services and modes of delivery that meet student and community needs. GOAL 5: Offer faculty and staff opportunities for professional growth and advancement. Strategy: 5.1 Comprehensive Staff Development Program: Unified and coordinated staff development programs are dynamic, comprehensive and rich. GOAL 6: Play a central role in the preparation of the region s workforce and expand networks and partnerships with businesses, the community and non-profit organizations. Strategy: 6.2 Innovative Programs, Services & Modes of Delivery: An innovative and comprehensive balance of programs, courses, services and modes of delivery that meet student and community needs. GOAL 8: Internationalize the educational experience by enriching the college with a diverse community of learners representing the collective resources of humanity and engaging in a vibrant dialogue that engenders an understanding of others. Strategy: 8.4 Innovative Programs, Services & Modes of Delivery: An innovative and comprehensive balance of programs, courses, services and modes of delivery to meet student and community needs. Indicators & Outcome Measures Program & Service Enhancements 1.1, 6.2 & 8.4 Number of new courses/programs approved 1.1, 6.2 & 8.4 Percentage of technology-mediated instruction 1.1, 6.2 & 8.4 Amount of President s Innovation Fund (PIF) grants Grant Procurement 1.1, 6.2 & 8.4 Amount of grant-funded activities Staff Development Opportunities 5.1 Number of internal opportunities & participants 5.1 Amount of professional development funds For more information on the Skyline College Balanced Scorecard please visit our website at: http/:// 9

43 SKYLINE COLLEGE Balanced Scorecard Outcome Measures Trend Analysis & Benchmark Academic Year November 2012 Office of Planning, Research & Institutional Effectiveness

44 Table of Contents Outcome Code Outcome Measure Page ES1 Retention Rates 3 ES2 Term Persistence Rates 4 ES3 All Successful Course Completion Rates 5 ES4 Basic Skills Successful Course Completion Rates 6 ES5 ARCC Achievement Rate 7 ES6 Student Right to Know (SRTK) Transfer Rate 8 ES7 Student to Counselor Rate 9 ES8 Financial Aid Recipient Rate 10 ES9 Student Satisfaction Overall Rating 11 ES10 Community Events 12 IS1 Percent of Program Reviews Scheduled 13 IS2 Employee Overall Satisfaction Rate 14 IS3 Student Right to Know (SRTK) Crime Statistics 15 FBO1 FTES-Trend All Courses 16 FBO2 Load 17 FBO3 Fill Rates 18 FBO4 Actual Expenditures to Total Budget Ratio 19 IG1 Number of New Courses Approved 20 IG2 Percentage of Technology-mediated Instruction 21 IG3 PIF Funding Granted 22 IG4 Amount of Grant Allocations 23 IG5 Amount of Professional Development Funds 24

45 Effectiveness Indicator: Retention Strategy: 1.2, 8.3 Student Access, Success & Equity in Outcomes 1.4 Assessment of Student Learning Retention Rates 2002/03 84% 84% 2003/04 83% 84% 2004/05 85% 84% 2005/06 84% 84% 2006/07 83% 84% 2007/08 82% 84% 2008/09 84% 84% 2009/10 85% 84% 2010/11 83% 84% 2011/12 84% 84% Perspective: External Stakeholders (ES) Outcome Measure ES1: Retention Rate Goal Indicator Notes Goal initially set using 5-year average; kept at 84% in Updated 06/04/13 `

46 Perspective: External Stakeholders (ES) Outcome Measure ES2: Term Persistence Rate Effectiveness Indicator: Persistence 1 Strategy: 1.2 Student Access, Success & Equity in Outcomes 1.4 Assessment of Student Learning Persistence Rates 2002/03 46% 51% 2003/04 50% 51% 2004/05 53% 51% 2005/06 48% 51% 2006/07 52% 51% 2007/08 50% 51% 2008/09 54% 51% 2009/10 52% 51% 2010/11 56% 51% 2011/12 52% 51% Goal Indicator Notes Goal set using 5-year average 1 Previous editions of the Balanced Scorecard included all students in the calculation of the term persistence rate. The definition on page 44 of the dictionary specifies that the calculation be based on first-time students only. Thus, a recalcualtion was performed for previous years as well as the goal value. Those values are included here. Updated 06/04/13

47 Perspective: External Stakeholders (ES) Outcome Measure ES3: All Course Success Rate Effectiveness Indicator: Success Strategy: 1.2 Student Access, Success & Equity in Outcomes 1.4 Assessment of Student Learning All Success Course Completion Rates 2002/03 71% 70% 2003/04 69% 70% 2004/05 68% 70% 2005/06 68% 70% 2006/07 68% 70% 2007/08 68% 70% 2008/09 69% 70% 2009/10 70% 70% 2010/11 68% 70% 2011/12 69% 70% Goal Indicator Notes Goal initially set using 5-year average; kept at 70% in Updated 06/04/13

48 Perspective: External Stakeholders (ES) Outcome Measure ES4: Basic Skills Course Success Rate Effectiveness Indicator: Success Strategy: 1.2 Student Access, Success & Equity in Outcomes 1.4 Assessment of Student Learning Basic Skills Successful Course Completion Rates 2002/03 55% 55% 2003/04 56% 55% 2004/05 55% 55% 2005/06 56% 55% 2006/07 54% 55% 2007/08 57% 55% 2008/09 58% 55% 2009/10 62% 55% 2010/11 62% 55% 2011/12 64% 55% Goal Indicator Notes Goal initially set using 5-year average Goal initially set using 5-year average Updated 06/04/13

49 Perspective: External Stakeholders (ES) Outcome Measure ES5: ARCC Achievement Rate Effectiveness Indicator: Success Strategy: 1.2 Student Access, Success & Equity in Outcomes 1.4 Assessment of Student Learning ARCC Achievement Rates Goal Indicator Notes 2002/03 NA NA NA 2003/04 58% 53% 2004/05 57% 53% 2005/06 57% 53% 2006/07 59% 53% 2007/08 58% 59% 2008/09 57% 60% 2009/10 54% 61% 2010/11 59% 53% Goal based on ARCC college peer group average; established in 0607 for the first time 2011/12 N/A* Updated 06/04/13

50 Perspective: External Stakeholders (ES) Outcome Measure ES6: Student Right to Know (SRTK) Completion Rate Effectiveness Indicator: Success Strategy: 1.2 Student Access, Success & Equity in Outcomes 1.4 Assessment of Student Learning Transfer Rates 2002/03 32% 35% 2003/04 40% 34% 2004/05 45% 35% 2005/06 44% 36% 2006/07 45% 36% Goal Indicator Notes Fall 1999 Cohort through Spring 2002 Fall 2000 Cohort through Spring 2003 Fall 2001 Cohort through Spring 2004 Fall 2002 Cohort through Spring 2005 Fall 2003 Cohort through Spring /08 33% 25% Fall 2004 Cohort through Spring /09 27% 24% Fall 2005 Cohort through Spring /10 35% 25% 2010/11 31% 25% 2011/12 20% 25% Fall 2006 Cohort through Spring 2009 Fall 2007 cohort through Spring 2010 Fall 2008 cohort through Spring 2011 Updated 06/04/13

51 Perspective: External Stakeholders (ES) Outcome Measure ES7: Student to Counselor Ratio Effectiveness Indicator: Access Strategy: 1.2 Student Access, Success & Equity in Outcomes 1.4 Assessment of Student Learning Credit Student Count* Counselor Count** Ratio Goal Indicator Notes 2002/03 NA NA NA NA NA 2003/04 NA NA NA NA NA 2004/05 12, :1 900:1 2005/06 12, :1 900:1 2006/07 12, :1 900:1 2007/08 12, :1 900:1 2008/09 14, :1 900:1 2009/10 14, ,041:1 900:1 Reworked counselor count to include all counseling FTE; as a result changed goal to 1,000:1 Reworked Credit Student Count to only include Fall/Spring (consistent with counseling; changed goal to 900:1 2010/11 14, :1 900:1 2011/12 14, :1 900:1 * Student count= Fall and Spring unduplicated headcount ** Counselor count= Total counseling activities= professional time (PRO) + counseling time Updated 06/04/13

52 Perspective: External Stakeholders (ES) Outcome Measure ES8: Financial Aid Recipient Rate Effectiveness Indicator: Access Strategy: 1.2 Student Access, Success & Equity in Outcomes 1.4 Assessment of Student Learning Financial Aid Recipient Count* Student Headcount** Financial Aid Recipient Rate Goal Indicator Notes 2002/03 NA NA NA NA NA 2003/04 NA NA NA NA NA 2004/05 NA NA NA NA NA 2005/06 4,143 13,957 30% 28% Data w/improved methodology available starting in 2005/ /07 4,211 14,511 29% 28% 2007/08 4,535 15,490 29% 28% 2008/09 4,944 16,847 29% 28% Goal at 28.0% in with new methodology 2009/10 6,132 18,020 34% 28% 2010/11 6,909 17,307 40% 28% 2011/12 6,275 17,833 35% 28% *Financial Aid Recipient Count = Summer, Fall and Spring (unduplicated) Students who receive financial aid including: BOG fee waivers, Pell Grants, TRIO, EOPS, CARE, CalWorks (Scholarship data not included in all five years because data were not available) *Student Headcount = Skyline College unduplicated headcount (Summer, Fall & Spring) Updated 06/04/13

53 Perspective: External Stakeholders (ES) Outcome Measure ES9: Student Satisfaction Overall Rating Effectiveness Indicator: Satisfaction/Perception Strategy: 1.2 Student Access, Success & Equity in Outcomes Satisfaction Overall Rating Goal Indicator Notes 2002/03 NA 79% NA 2003/04 NA 79% NA 2004/05 NA 79% NA 2005/06 70% 79% 2006/07 NA 79% NA 2007/08 NA 79% NA 2008/09 NA 79% NA 2009/10 74% 79% 2010/11 NA 79% NA 2011/12 NA 79% NA Updated 06/04/13

54 Perspective: External Stakeholders (ES) Outcome Measure ES10: Community Events Effectiveness Indicator: Marketing & Public Relations Strategy: 3.2,6.3,8.2 Marketing, Outreach, and Connections to Academic & Business Communities # of Events Goal Indicator Notes 2002/03 NA NA NA 2003/ / / / / / / / / Goal set by Cabinet on 8/21/08 to reflect performance from previous years Updated 06/04/13

55 Perspective: Internal Stakeholders (IS) Outcome Measure IS1: Percentage of Program Reviews Completed Effectiveness Indicator: Program and Service Quality Strategy: 2.1 Assessment of Student Learning 2.1, 7.1 Integrated Planning & Institutional Performance Measurement # of Program Reviews Completed # of Program Reviews Scheduled Percent Goal Indicator Notes 2002/ % 75% 2003/ % 75% 2004/ % 75% 2005/ % 75% 2006/ % 75% 2007/ % 75% 2008/ % 75% Goal set on 9/10/2008 at the IPC meeting 2009/ % 75% 2010/ % 75% 2011/ % 75% Updated 06/04/13

56 Perspective: Internal Stakeholders (IS) Outcome Measure IS2: Employee Overall Satisfaction Rating Effectiveness Indicator: Employee Satisfaction Strategy: 2.2 Effective Communication Overall Satisfaction Goal Indicator Notes 2002/03 NA NA NA 2003/04 NA NA NA 2004/05 NA NA NA 2005/06 NA NA NA 2006/07 74% 70% Employee Voice Survey Implemented 2007/08 NA NA NA 2008/09 NA NA NA 2009/10 NA NA NA 2010/11 NA NA NA 2011/12 82% 70% Employee Voice Survey Implemented Updated 06/04/13

57 Perspective: Internal Stakeholders (IS) Outcome Measure IS3: Student Right to Know (SRTK) Crime Statistics (Number of Offenses) Effectiveness Indicator: Campus Safety Strategy: 2.3 Safety and Secure Campus Number of Offenses Goal Indicator Notes 2002/03 NA 10 NA 2003/04 NA 10 NA 2004/05 NA / / Goal set in 2006/ / / / / / Updated 06/04/13

58 Perspective: Financial and Business Operations (FBO) Outcome Measure FBO1: FTES Trend - All Courses Effectiveness Indicator: Productivity Strategy: 4.1 Integrated and Evidence-Based Resource Planning System FTES Trend-All Courses Goal Indicator Notes 2002/03 NA NA NA 2003/04-7.8% 0% Goal was to be flat for year 2004/05-2.0% 0% Goal was to be flat for year 2005/06-1.6% 0% Goal was to be flat for year 2006/07-8.0% 2007/08 7.7% 2008/ % 2009/10 8.5% 2010/11-4.8% 2011/12 1.5% 4.5% (06/07 College goal) Goal of 4.5% established for year 2.0% (07/08 College goal) Goal of 2.0% established for year 4.5% (08/09 College goal) Goal of 4.5% established for year 0.0% (09/10 College goal) Goal of 2.0% established for year 0.0% (09/10 College goal) 0.0% (09/10 College goal) Updated 06/04/13

59 Perspective: Financial and Business Operations (FBO) Outcome Measure FBO2: Load Effectiveness Indicator: Efficiency Strategy: 4.1 Integrated and Evidence-Based Resource Planning System Load Goal Indicator Notes 2002/ / / / / / Goal set at state-defined level of / / / / Updated 06/04/13

60 Perspective: Financial and Business Operations (FBO) Outcome Measure FBO3: Fill Rates Effectiveness Indicator: Efficiency Strategy: 4.1 Integrated and Evidence-Based Resource Planning System Fill Rates Goal Indicator Notes 2002/03 84% 83% 2003/04 89% 83% 2004/05 85% 83% 2005/06 77% 83% 2006/07 77% 83% 2007/08 82% 83% 2008/09 87% 83% 2009/10 94% 83% 2010/11 95% 83% 2011/12 90% 83% Goal initially set using 5-year average; kept at 83% in Goal initially set using 5-year average; kept at 83% in Updated 06/04/13

61 Perspective: Financial and Business Operations (FBO) Outcome Measure FBO4: Ending Balance Effectiveness Indicator: Budget Efficiency Strategy: 4.1 Integrated and Evidence-Based Resource Planning System Actual Expenditures to Total Budget Ratio 2002/03 3.0% 2.0% 2003/04 3.0% 2.0% 2004/05 2.0% 2.0% 2005/06 1.0% 2.0% 2006/07 0.0% 2.0% 2007/08 3.0% 2.5% 2008/09 5.1% 2.5% 2009/10 7.3% 2.5% 2010/11 6.3% 2.5% 2011/12 5.0% 2.5% Goal Indicator Notes Goal set for 2% reserve in ending balance Goal increased to 2.5% reserve in ending balance Goal continued at 2.5% Goal continued at 2.5% Updated 06/04/13

62 Perspective: Innovation and Growth (IG) Outcome Measure IG1: Number of New Courses Approved Effectiveness Indicator: Program and Services Enhancements Strategy: 1.1 Innovative Programs, Services & Modes of Delivery # of New Courses Approved 2002/ / / / / / / / / / Goal Indicator Notes Goal initially set using 5-year average; kept at 37 in Updated 06/04/13

63 Perspective: Innovation and Growth (IG) Outcome Measure IG2: Percentage of Technology-mediate Instruction Effectiveness Indicator: Programs and Service Enhancements Strategy: 1.1 Innovative Programs, Services & Modes of Delivery # of Techmediated Instruction Sections # of Total Sections Percentage of Technologymediated Instruction 2002/ , % 4.0% 2003/ , % 4.0% 2004/ , % 4.0% 2005/ , % 4.0% 2006/ , % 4.0% 2007/ , % 4.0% 2008/ , % 4.0% 2009/ , % 4.0% 2010/ % 4.0% 2011/ % 4.0% Goal Indicator Notes Goal initially set through strategic planning Goal initially set through strategic planning Updated 06/04/13

64 Perspective: Innovation and Growth (IG) Outcome Measure IG3: President's Innovation Funds Granted Effectiveness Indicator: Program and Service Enhancements Strategy: 1.1 Innovative Programs, Services & Modes of Delivery PIF Funding Granted 2002/03 $20,000 $50, /04 $23,600 $50, /05 $47,700 $50, /06 $47,575 $50, /07 $43,378 $50,000 Goal Indicator Notes 2007/08 $46,440 $75,000 Goal set by Cabinet on 8/21/ /09 $71,000 $75, /10 $69,704 $75,000 Goal set by Cabinet on 8/21/ /11 $61,380 $75, /12 $79,840 $75,000 Updated 06/04/13

65 Perspective: Innovation and Growth (IG) Outcome Measure IG4: Amount of Grant Allocations Effectiveness Indicator: Grant Procurement Strategy: 1.1 Innovative Programs, Services & Modes of Delivery Amount of Grant Allocations 2002/03 $3,794,632 $4,244, /04 $3,762,633 $4,244, /05 $4,401,343 $4,244, /06 $5,266,034 $4,244, /07 $5,329,066 $4,244, /08 $7,124,075 $4,244, /09 $7,610,234 $4,244, /10 $7,054,041 $4,244, /11 $11,971,807 $4,244, /12 $6,166,883 $4,244,133 Goal Indicator Notes Goal initially set using 5-year average; kept at $4,244,133 in Updated 06/04/13

66 Perspective: Innovation and Growth (IG) Outcome Measure IG5: Amount of Professional Development Funds Effectiveness Indicator: Staff and Development Opportunities Strategy: 5.1 Comprehensive Staff Development Program Amount of Professional Development Funds 2002/03 $74,493 $74, /04 $73,813 $73, /05 $77,118 $77, /06 $82,468 $82, /07 $76,053 $76, /08 $78,475 $78, /09 $77,367 $77, /10 $78,475 $78, /11 $86,272 $78, /12 $83,766 $78,475 Goal Indicator Notes Goal is a mandated 1% of annual faculty salaries Updated 06/04/13

67 Appendix C Employee Voice Survey Revised 7 May 2013 Page 33

68 Employee Voice Survey Executive Summary Spring 2012 Prepared by: Office of Planning, Research & Institutional Effectiveness Skyline College

69 Employee Voice Survey Table of Contents Page Introduction 3 Overview 3 Purpose 3 Survey Population 3 Instrumentation 3 Methodology 4 Implementation 4 Respondent Profile 4 Interpreting the Results 4 The Findings 5 Conclusions 15 Recommendations 16 Appendix 17 A. Data Table 17 B. Survey Instrument 37 2

70 Employee Voice Survey Introduction Overview Skyline College is scheduled for an accreditation site visit in Fall 2013 using the accreditation standards required by the Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC). The self-study process requires an examination of collegewide performance and effectiveness using evidence that might demonstrate existing and future trends. One source of evidence is an employee perception study in which all full-time and part-time employees (i.e., faculty, staff and administrators) are asked to provide feedback on work-related issues and the campus environment. Purpose The purpose of this survey study was to measure employee perception and satisfaction with the Skyline College work environment as they related to the following six dimensions: 1) Institutional Commitment, 2) Dialogue, 3) Evaluation, Planning and Improvement, 4) Institutional Integrity, 5) Organization, and 6) Student Learning Outcomes. The results from the survey will be used to inform responses to the accreditation standards and for other college-wide planning and improvement efforts. The survey will also be useful for establishing benchmarks for future studies and for evaluating the college s mission, goals and strategies. Survey Population The survey sample was a census in which all employees were invited to participate, including full-time and part-time classified staff, faculty and administrators. Of a total of 495 employees invited to take the survey, 169 responded. The final response rate was 34 percent. Instrumentation The employee voice survey used was first developed and validated by the Accreditation Steering Committee and the Institutional Planning Committee in Spring 2006 and tested for reliability during Summer Some of the items were newly created, while others were drawn from previous surveys. In order to compare some of the results of the survey, a number of questions were taken from the Skyline College Classified Staff Institutional Survey in 2000, and a few others were taken from the College of San Mateo s Classified Staff Survey and Faculty and Administration Survey in The survey included 79 items rated on a fivepoint Likert scale, with five indicating complete agreement with the item, and one indicating complete disagreement. In addition, there were five demographic questions and two open-ended comments. 3

71 Employee Voice Survey Methodology In order to maintain confidentiality and ensure easy access to the survey, Zoomerang was used to create an online version of the survey. Data was collected through Zoomerang, downloaded and analyzed using Microsoft Excel. Throughout the process, the Office of Planning, Research, and Institutional Effectiveness had sole access to the data. Implementation Communications. All of the shared governance groups, the college leadership, and management were informed and connected to the process through continuous communication as follows: 1. Electronic pre-notifications to employees. 2. Discussion of the survey in committee meetings. 3. Executive summary report of results and oral briefings. Administration. The surveys were made available online to all employees in May The Office of Planning, Research and Institutional Effectiveness (PRIE) ed all Skyline College Employees a message concerning the administration of the survey and provided them all with a URL for the survey. In addition, reminders of the survey were included in the weekly editions of Skyline Shines a publication produced by the Office of the President. Respondent Profile The majority of survey respondents were female (63%) and/or white (60%). Fiftythree percent have worked at Skyline College for more than ten years. Most respondents worked in instruction (64%) or student services (23%), and were fulltime faculty (39%), part-time faculty (26%) or full-time classified (23%). Interpreting the Results Findings are reported by survey dimension: Institutional Commitment; Dialogue; Evaluation, Planning and Improvement; Institutional Integrity; Organization; and Student Learning Outcomes. Items with the most and least favorable ratings in a dimension are reported as a way to distinguish the most salient perceptions. A summary of related comments for each dimension is also provided. When interpreting the data, it is important to maintain two perspectives. One, it is important to understand the scale to which respondents gave an item a favorable or unfavorable rating. For instance, a least favorable rating with a value of seven percent indicates that while this is the least favorable item within that dimension, few gave it an unfavorable rating. Second, because the five-point Likert scale provided a neutral option of somewhat agree/disagree, it cannot be assumed that those who did not indicate a favorable rating did so because they indicated an unfavorable rating. For example, seven percent of respondents giving an unfavorable rating to a specific item does not translate to 93 percent indicating a favorable rating as many may have indicated somewhat agree/disagree. 4

72 Employee Voice Survey The Findings Overall Ratings Institutional Commitment The items that comprised the Institutional Commitment dimension examined the commitment of the district and college to Skyline College s mission. The items regarding the district asked respondents to rate the district s support of the college s mission (e.g. policies provided effective management of programs and services, fair distribution of resources and necessary services). The items regarding the college asked how well Skyline College worked toward fulfilling its vision and mission and whether the college was supportive of individual employee efforts (e.g. encouraged high quality work and creativity, acknowledged extra effort and excellent service to students, valued opinions of classified staff, and evaluated classified employees effectively). Results. The item regarding Skyline College s work toward fulfilling its vision and mission received the most favorable rating (90 percent agreed/completely agreed). This represents an eight percentage point increase from Also rated favorable were the items regarding supervisory encouragement to employees to do high quality work (88 percent) and employees overall satisfaction with their current assignment (79 percent). Both of these represent increases from the 2006 Employee Voice survey. The item within this dimension receiving the most unfavorable rating compared to the other ten Institutional Commitment items was the one relative to recognizing extra effort by employees (20 percent disagreed/completely disagreed). Also with relatively high unfavorable ratings within this dimension were items specific to the weight given to the opinions of classified staff (15 percent), and the effectiveness of classified employee evaluations (11 percent). However, for each of these items, the percent of respondents giving an unfavorable rating is less than their 2006 values. Related Comments. Many survey respondents commented about Skyline College s commitment to its students and their success. Respondents frequently mentioned the students-first mentality of the college and the strong commitment to meeting students needs. Additional comments were made regarding the overall feeling of community in the college and some strong relationships that exist among colleagues. The fact that item #7 in this dimension was given a favorable rating by only 60 percent of respondents may indicate extra work by staff and/or faculty to help students often goes without recognition. 5

73 Employee Voice Survey Dialogue The items that comprised the Dialogue dimension examined the effectiveness of communication on campus. These items covered communication between employees and supervisors (e.g. comfort with bringing up problems, being informed of matters that affect them) as well as among coworkers. Questions also inquired on the extent to which campus communications reached employees (e.g. results of college goals are shared with constituents, awareness of student support services, materials in campus media) as well as the extent to which employee opinions were shared with management (e.g. opportunities to participate on college councils and committees). Results. As with the 2006 survey, the item asking whether the employee would recommend Skyline College as a good place to work received the most favorable rating (87 percent agreed/completely agreed). Employees feeling comfortable bringing up problems to their supervisor and feeling their supervisor keeps them informed also received high ratings (80 and 75 percent, respectively). Again, both percentages represent increases from In terms of unfavorable ratings, item #15 which relates to communication between coworkers being encouraged received the most unfavorable rating in this dimension. Of all respondents, 12 percent disagreed/completely disagreed with this item. Similarly, 11 percent of respondents disagreed/completely disagreed with feeling comfortable bringing up problems to their 6

74 Employee Voice Survey supervisor. Although both of these items also received the highest unfavorable ratings in 2006, these 2012 ratings are at least three percentage points less than the previous findings. Related Comments. Many survey respondents commented on the collegiality and can-do attitude among staff and faculty at Skyline College. There was widespread agreement in the comments that Skyline College was a friendly and supportive environment and one in which colleagues helped and respected one another. Many comments discussed how there was good communication regarding college goals, decisions and plans. However, some mentioned the need for greater collaboration across multiple levels. For instance, collaboration between divisions and departments, administration and faculty, and among adjunct faculty could help fully identify student needs and promote more effective strategies. Evaluation, Planning and Improvement The items that comprised the Evaluation, Planning and Improvement dimension examined the efficacy of the process at Skyline College. Items asked about the involvement of all constituency groups in the decision-making process (e.g. identifying areas of improvement, developing financial plans, making budget decisions, collaborating to achieve college goals, taking employee ideas seriously, participating in college-wide planning). Items also asked about the effectiveness of program review and opportunities for individual professional growth (e.g. training in technology, staff development). 7

75 Employee Voice Survey Results. Sufficient opportunities for staff development (70 percent), ideas to improve unit are taken seriously (69 percent), and satisfied with opportunities to participate in college planning (69 percent) are the three items receiving the highest favorable rating in this dimension. Program review promoting positive change also received a high favorable rating with 67 percent of respondent answering agree/completely agree. Each of these outcomes represents an increase from Among the nine items in this dimension, the item with the highest unfavorable rating illustrates that 18 percent of respondents disagree/completely disagree with there being adequate opportunities for training in technology. College budget decisions being based on all constituents input receive the next highest unfavorable rating at 16 percent. Although the latter represents a four percentage point decrease from 2006, the former represents a four percentage point increase from 2006 findings. Related Comments. Many comments on the survey described the environment at Skyline College as collegial and dedicated to improving the work of faculty and staff. Although the shared governance process was mentioned as a strength and that it helps promote a feeling of inclusiveness, some comments suggested the ideas/opinions of all constituencies were not given consideration. In addition, respondents suggested the college be more selective in the initiatives it chooses to pursue as well as provide more flex-time for committee work. 8

76 Employee Voice Survey Institutional Integrity The items that comprised the Institutional Integrity dimension examined the integrity of the shared governance process, hiring practices, and diversity. Items asked about the role of staff in institutional governance (e.g. role is clearly stated and publicized, role is substantive and defined, participation in the decision-making process is encouraged), the hiring procedures and policies (e.g. clearly stated and fair procedures, commitment to employee equity and diversity, sufficient opportunities for promotion), and the promotion of diversity on campus (e.g. equal support for all genders, racial/ethnic groups, and lifestyles, campus climate appreciative of differences). Results. Five of the 18 items in this dimension had over 80 percent of respondents agreeing or completely agreeing with the statement. The highest was campus equally supporting men and women 87 percent of respondents gave it a favorable rating. The next highest was diversity is actively promoted (86%) and then campus equally supportive of all lifestyles (85 percent). Receiving the largest unfavorable rating within this dimension is the item relative to Skyline College providing opportunities for promotion. Here, 18 percent of respondents disagreed or completely disagreed with this statement. The next highest items were hiring procedures and policies are fair and there is high respect for all in my area. In both cases, 15 percent of respondents disagreed or completely disagreed with the respective statement. Related Comments. As mentioned previously, many commented on shared governance being a positive aspect of the college and that the faculty and staff were supportive of each other. Supporting this is the fact that respondents commented on the diversity of the campus and the overall culture and environment of tolerance and inclusivity being a strength of the college. Nevertheless, some comments discussed the need for additional faculty and staff to be hired in order to be more effective in their work. 9

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78 Employee Voice Survey Organization The items that comprised the Organization dimension examined the adequacy of campus facilities and safety. The items asked respondents to rate their satisfaction with campus facilities (e.g. classrooms, assigned workspace, staff parking, handicapped access, maintenance). The items also asked respondents to rate their access to safety information (e.g. crime and accident prevention, disaster preparedness) and their confidence in the abilities of security personnel (e.g. answer questions about safety and security, conduct criminal investigations). Results. Feeling safe on campus received the highest favorable rating in this dimension with 83 percent of respondents agreeing or completely agreeing with this statement. The next highest item (with 79 percent of respondents agreeing or completely agreeing) states that security offices conduct criminal investigations professionally. With 74 percent of respondents giving a favorable rating, the next highest items are security officers answer safety and security questions, and there is adequate campus parking for staff. The item with the most unfavorable rating among the 12 items here shows 27 percent of respondents disagreeing or completely disagreeing with campus facilities being adequately maintained. This is followed by facilities meeting the needs of respondents (17 percent gave an 11

79 Employee Voice Survey unfavorable rating) and satisfaction with handicapped access on campus (16 percent gave an unfavorable rating). Related Comments. While some respondents made positive comments regarding the campus, its facilities, and its location, many suggested areas of improvement. Specifically, the cleanliness of the facilities was often mentioned. Cleaner bathrooms, classrooms, stairwells, and overall building maintenance were mentioned in multiple instances. Supporting this sentiment is the fact that only 49 percent of respondents felt campus facilities were adequately maintained (item #51). In terms of possible new facilities, multiple comments mentioned the need for a new Arts complex. Student Learning Outcomes The items that comprised the Student Learning Outcomes (SLOs) dimension examined their role on campus. Items asked about the attitude of the campus toward SLOs (e.g. making SLOs a focus, taking a positive approach toward their implementation), sufficient time and resources for the SLOs (e.g. sufficient training, opportunity to participate, clear guidelines for assessment), and how SLO assessment is used to inform decisions (e.g. engage faculty about assessment results, use results to inform resource requests). 12

80 Employee Voice Survey Results. With 92 percent of respondents agreeing or strongly agreeing with knowing where to refer students to support services, this item received the highest favorable rating in this dimension. Skyline College having quality learning experiences for students was next with 91 percent of respondents giving it a favorable rating. The item with the third highest favorable rating is SLOs being a focus for the college with 89 percent of respondents agreeing or completely agreeing with this statement. Finding TracDat helpful to manage the assessment process received the highest unfavorable Student Learning Outcome rating as 29 percent of respondents disagreed or completely disagreed with this statement. The items with the next two highest unfavorable ratings spoke to respondents feeling the Student Learning Outcomes Assessment Cycle (SLOAC) is worthwhile and/or meaningful, and that they have adequate time for their SLOs. In each case, 21 percent of respondents gave the item an unfavorable rating. Related Comments. Many respondents noted that Skyline College was committed to student success. The comments stated repeatedly that Skyline College believed and practiced its students first philosophy. Respondents also commented that the faculty and staff demonstrated enthusiasm in working with students and sincere concern for their success. Respondents, however, felt the practice of assessing SLOs was a bit overwhelming. Some felt it too structured and that it took away from the work they do in the classroom. 13

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82 Employee Voice Survey Conclusions 1. Overall, survey respondents repeatedly commented on the sense of community, collegiality, and students first philosophy of Skyline College. They felt the focus and purpose of all who work at the college revolved around the needs of the students and thus were dedicated to improving the educational experiences of its students. 2. In addition to 64 percent of respondents believing that the shared governance process worked well overall, many commented that the shared governance process helped promote inclusivity. While some respondents questioned the degree to which their voices were heard in the governance process, nearly 70 percent were satisfied with the opportunities given to participate in college planning (item #25). 3. Many felt there were opportunities for staff development and ideas to improve the work environment were taken seriously. However, a number of respondents (18 percent) disagreed with the idea that the college provides opportunities for promotion. 4. Improving the cleanliness of campus facilities was a need expressed by respondents through their own comments as well as answers to the survey questions. 5. Items #32 through #37 reinforce comments made by respondents that the Skyline College not only supports its diverse staff, faculty, and student body, but also promotes a diverse working and learning environment. Item # 39 shows some respondents questioned the fairness of the hiring procedures and policies (15 percent) but item #41 reinforces the college s commitment to employee equity and diversity. 6. There was high consensus throughout the survey that Skyline College is focused on the academic success of its students. For instance, 91 percent of respondents agreed that the college has quality learning experiences for students while 89 percent agreed that student learning outcomes (SLOs) were a focus for the college. However, many found the process of SLO assessment cumbersome. Whether it is because many felt SLO guidelines were not clear (items #70-#73) or that less than half of faculty engage colleagues in discussions about how to use assessment results (item #75), there seems to be a disconnect between SLOs and the institutional focus on improving the learning experiences of students. 7. As all items in the Dialogue dimension have a favorable rating of 68 percent or above, participants are, on average, satisfied with communication on the Skyline College campus. Some individual comments did suggest improving collaboration across all levels of the college would positively impact the effectiveness of their work. 8. Overall, Skyline College continues to be a place where staff and faculty feel safe to work, embrace diversity, recommend as a good place to work, and are focused on fulfilling its mission and vision. 15

83 Recommendations Employee Voice Survey 1. Continue the students first philosophy that permeates the culture and work of staff, faculty, and administrators at Skyline College through increased opportunities for communication and collaboration within and across departments, across divisions, and between staff, faculty, and administration. 2. Continue to promote the shared governance process. In particular, continue efforts to promote equity in committee participation and ensure that the ideas and opinions of all constituency groups are heard and given importance. 3. Evaluate the staffing needs of the college and how they are meeting the needs of students. Many respondents felt additional staff and faculty were needed to help support their work. 4. Find ways in which to improve the cleanliness of the college facilities, including better maintenance of the buildings, classrooms, bathrooms and grounds. 5. Many respondents in the Employee Voice Survey commented on the way in which Skyline College embraces diversity and is inclusive, welcoming and supportive of its faculty and staff. This is another unique strength for the college that should be celebrated and recognized as a value-added benefit of working and studying at Skyline College. 6. Maintaining high standards of student learning is a strong sentiment shared by all at Skyline College. However, many did not understand the guidelines of SLOs nor use SLO assessments to improve the academic experiences of students. Efforts are needed to increase individuals knowledge of SLOs why they are important and how the process can improve the learning experiences of students. 7. Multiple survey items suggest respondents enjoy working at Skyline College and are encouraged to be creative and innovative in addressing the variety of students academic needs. However, many feel the college does not acknowledge extra effort and opportunities for promotion could be increased. Therefore, a recommendation is to examine how the college recognizes the work of its faculty and staff and how it policies promote opportunities for career advancement. 8. As a way to build on the college s dedication to its students, some respondents commented on specific student resources that could improve students academic experiences. For instance, some mentioned were articulated educational pathways, improving online registration, and additional tutors. 9. Maintain the college culture that is focused on fulfilling the college mission and vision, fosters a sense of safety, promotes diversity, and underlies the sentiment of Skyline College being a good place to work. 16

84 Employee Voice Survey Appendix A Data Tables Question 1: Skyline actively works toward fulfilling its vision and mission. Count Percent Completely Disagree 1 1% Disagree 1 1% Somewhat Agree/Disagree 15 9% Agree 76 47% Completely Agree 70 43% Total % Missing 6 Question 2: District policies provide effective management of campus programs and services. Count Percent Completely Disagree 3 2% Disagree 7 4% Somewhat Agree/Disagree 55 34% Agree 75 46% Completely Agree 24 15% Total % Missing 5 Question 3: The Board of Trustees, the District Office, and the College function as mutually supporting yet independent self-governing units. Count Percent Completely Disagree 2 1% Disagree 9 6% Somewhat Agree/Disagree 49 31% Agree 73 46% Completely Agree 26 16% Total % Missing 10 17

85 Employee Voice Survey Question 4: The District Office provides necessary services that support Skyline s mission. Count Percent Completely Disagree 0 0% Disagree 9 6% Somewhat Agree/Disagree 44 27% Agree 78 48% Completely Agree 30 19% Total % Missing 8 Question 5: I believe that classified employee evaluation is an effective process. Count Percent Completely Disagree 6 4% Disagree 10 7% Somewhat Agree/Disagree 50 34% Agree 56 38% Completely Agree 25 17% Total % Missing 22 Question 6: My supervisor(s) encourages me to do high quality work. Count Percent Completely Disagree 4 2% Disagree 6 4% Somewhat Agree/Disagree 9 5% Agree 49 30% Completely Agree 96 59% Total % Missing 5 Question 7: I feel that extra effort on my part would be acknowledged. Count Percent Completely Disagree 12 7% Disagree 20 12% Somewhat Agree/Disagree 34 21% Agree 48 29% Completely Agree 49 30% Total % Missing 6 18

86 Employee Voice Survey Question 8: Providing excellent service to students is acknowledged in my area. Count Percent Completely Disagree 6 4% Disagree 10 6% Somewhat Agree/Disagree 29 18% Agree 46 28% Completely Agree 72 44% Total % Missing 6 Question 9: I believe that the opinions of classified staff are given appropriate weight in matters of institutional importance. Count Percent Completely Disagree 3 2% Disagree 20 13% Somewhat Agree/Disagree 45 29% Agree 59 38% Completely Agree 29 19% Total % Missing 13 Question 10: I am encouraged to be creative and come up with new ideas and improvements. Count Percent Completely Disagree 6 4% Disagree 10 6% Somewhat Agree/Disagree 29 18% Agree 50 31% Completely Agree 68 42% Total % Missing 6 Question 11: All in all, I am satisfied with my current assignment. Count Percent Completely Disagree 4 2% Disagree 6 4% Somewhat Agree/Disagree 24 15% Agree 63 39% Completely Agree 66 40% Total % Missing 6 19

87 Employee Voice Survey Question 12: Results of college goals are regularly shared with campus constituencies. Count Percent Completely Disagree 1 1% Disagree 10 7% Somewhat Agree/Disagree 38 25% Agree 76 50% Completely Agree 28 18% Total % Missing 16 Question 13: I am comfortable in bringing up problems with my direct supervisor. Count Percent Completely Disagree 8 5% Disagree 10 6% Somewhat Agree/Disagree 14 9% Agree 61 39% Completely Agree 64 41% Total % Missing 12 Question 14: My supervisor keeps me informed of matters that affect me. Count Percent Completely Disagree 7 5% Disagree 5 3% Somewhat Agree/Disagree 27 18% Agree 54 35% Completely Agree 61 40% Total % Missing 15 Question 15: Effective communication between co-workers is encouraged in my area. Count Percent Completely Disagree 9 6% Disagree 10 6% Somewhat Agree/Disagree 27 17% Agree 57 37% Completely Agree 53 34% Total % Missing 13 20

88 Employee Voice Survey Question 16: Classified staff is aware of the support services available for students. Count Percent Completely Disagree 0 0% Disagree 8 6% Somewhat Agree/Disagree 39 27% Agree 66 46% Completely Agree 32 22% Total % Missing 24 Question 17: I have seen materials in campus media that increased my understanding of diverse groups. Count Percent Completely Disagree 4 3% Disagree 8 5% Somewhat Agree/Disagree 36 23% Agree 66 43% Completely Agree 40 26% Total % Missing 15 Question 18: I feel that classified staff is provided adequate opportunities to participate on important college councils and committees. Count Percent Completely Disagree 3 2% Disagree 5 3% Somewhat Agree/Disagree 36 25% Agree 62 43% Completely Agree 38 26% Total % Missing 25 Question 19: I would recommend Skyline College as a good place to work. Count Percent Completely Disagree 2 1% Disagree 5 3% Somewhat Agree/Disagree 13 8% Agree 57 37% Completely Agree 78 50% Total % Missing 14 21

89 Employee Voice Survey Question 20: A consultative planning process is used to identify needed areas of improvement. Count Percent Completely Disagree 5 3% Disagree 9 6% Somewhat Agree/Disagree 51 35% Agree 55 37% Completely Agree 27 18% Total % Missing 22 Question 21: Staff has adequate opportunities to participate in the development of financial plans and budgets. Count Percent Completely Disagree 4 3% Disagree 18 12% Somewhat Agree/Disagree 51 35% Agree 52 36% Completely Agree 21 14% Total % Missing 23 Question 22: All constituency groups work collaboratively towards the achievement of college goals. Count Percent Completely Disagree 0 0% Disagree 13 9% Somewhat Agree/Disagree 49 33% Agree 58 39% Completely Agree 29 19% Total % Missing 20 Question 23: College budget decisions are based upon input from all college constituencies. Count Percent Completely Disagree 6 4% Disagree 17 12% Somewhat Agree/Disagree 47 32% Agree 55 38% Completely Agree 20 14% Total % Missing 24 22

90 Employee Voice Survey Question 24: My ideas for improving my unit are taken seriously. Count Percent Completely Disagree 6 4% Disagree 14 9% Somewhat Agree/Disagree 26 17% Agree 62 42% Completely Agree 41 28% Total % Missing 20 Question 25: I am satisfied with the amount of opportunity I have to participate in college-wide planning. Count Percent Completely Disagree 5 3% Disagree 13 9% Somewhat Agree/Disagree 28 19% Agree 67 46% Completely Agree 34 23% Total % Missing 22 Question 26: The program review process helps to promote positive change on campus. Count Percent Completely Disagree 4 3% Disagree 9 6% Somewhat Agree/Disagree 35 24% Agree 65 45% Completely Agree 33 23% Total % Missing 23 Question 27: Skyline provides adequate opportunities for training in technology related to my area of responsibility. Count Percent Completely Disagree 8 5% Disagree 18 12% Somewhat Agree/Disagree 38 26% Agree 63 43% Completely Agree 21 14% Total % Missing 21 23

91 Employee Voice Survey Question 28: The college provides sufficient opportunities for continued professional staff development. Count Percent Completely Disagree 3 2% Disagree 10 7% Somewhat Agree/Disagree 31 21% Agree 74 50% Completely Agree 31 21% Total % Missing 20 Question 29: The role of staff in shared governance is clearly stated and publicized. Count Percent Completely Disagree 1 1% Disagree 11 8% Somewhat Agree/Disagree 40 29% Agree 62 45% Completely Agree 25 18% Total % Missing 30 Question 30: The procedures for hiring employees are clearly stated. Count Percent Completely Disagree 2 1% Disagree 10 7% Somewhat Agree/Disagree 28 19% Agree 68 47% Completely Agree 36 25% Total % Missing 25 Question 31: The District Office acts in a manner consistent with Board policies, statutes, and regulations. Count Percent Completely Disagree 2 1% Disagree 8 6% Somewhat Agree/Disagree 35 25% Agree 65 47% Completely Agree 28 20% Total % Missing 31 24

92 Employee Voice Survey Question 32: The college deals with students in a fair and ethical way. Count Percent Completely Disagree 0 0% Disagree 2 1% Somewhat Agree/Disagree 21 15% Agree 69 49% Completely Agree 50 35% Total % Missing 27 Question 33: The campus is equally supportive of men and women. Count Percent Completely Disagree 1 1% Disagree 4 3% Somewhat Agree/Disagree 14 10% Agree 66 46% Completely Agree 57 40% Total % Missing 27 Question 34: The campus is equally supportive of all racial/ethnic groups. Count Percent Completely Disagree 3 2% Disagree 10 7% Somewhat Agree/Disagree 20 14% Agree 59 41% Completely Agree 51 36% Total % Missing 26 Question 35: The campus is equally supportive of all lifestyles. Count Percent Completely Disagree 1 1% Disagree 2 1% Somewhat Agree/Disagree 19 13% Agree 67 46% Completely Agree 56 39% Total % Missing 24 25

93 Employee Voice Survey Question 36: Diversity (in regard to gender, ethnicity and age) is actively promoted on campus. Count Percent Completely Disagree 2 1% Disagree 4 3% Somewhat Agree/Disagree 14 10% Agree 61 43% Completely Agree 61 43% Total % Missing 27 Question 37: I believe that the climate at Skyline is one of appreciation of differences. Count Percent Completely Disagree 1 1% Disagree 3 2% Somewhat Agree/Disagree 19 13% Agree 61 42% Completely Agree 60 42% Total % Missing 25 Question 38: Skyline provides sufficient opportunities for promotion. Count Percent Completely Disagree 7 5% Disagree 18 13% Somewhat Agree/Disagree 35 25% Agree 51 37% Completely Agree 28 20% Total % Missing 30 Question 39: Procedures and policies for hiring personnel are fair. Count Percent Completely Disagree 6 4% Disagree 15 11% Somewhat Agree/Disagree 41 29% Agree 47 34% Completely Agree 31 22% Total % Missing 29 26

94 Employee Voice Survey Question 40: There is high respect for all in my area. Count Percent Completely Disagree 7 5% Disagree 15 10% Somewhat Agree/Disagree 26 18% Agree 51 36% Completely Agree 44 31% Total % Missing 26 Question 41: Policies and practices of the college clearly demonstrate commitment to issues of employee equity and diversity. Count Percent Completely Disagree 1 1% Disagree 9 6% Somewhat Agree/Disagree 26 18% Agree 69 49% Completely Agree 36 26% Total % Missing 28 Question 42: Skyline encourages staff and faculty participation in the decision-making process. Count Percent Completely Disagree 6 4% Disagree 12 8% Somewhat Agree/Disagree 36 25% Agree 57 40% Completely Agree 31 22% Total % Missing 27 Question 43: Staff has a substantive and clearly defined role in institutional governance. Count Percent Completely Disagree 2 1% Disagree 9 7% Somewhat Agree/Disagree 45 33% Agree 56 41% Completely Agree 26 19% Total % Missing 31 27

95 Employee Voice Survey Question 44: The technical support services for my technology issues are adequate. Count Percent Completely Disagree 4 3% Disagree 6 4% Somewhat Agree/Disagree 26 19% Agree 65 47% Completely Agree 37 27% Total % Missing 31 Question 45: I believe there is sufficient data and information available to assess the quality and effectiveness of my program or area. Count Percent Completely Disagree 3 2% Disagree 12 8% Somewhat Agree/Disagree 29 20% Agree 67 47% Completely Agree 33 23% Total % Missing 25 Question 46: Overall, the shared governance process is working well at Skyline. Count Percent Completely Disagree 4 3% Disagree 9 7% Somewhat Agree/Disagree 36 26% Agree 59 43% Completely Agree 30 22% Total % Missing 31 Question 47: District Office adheres to clearly defined policies consistent with the mission of the district. Count Percent Completely Disagree 1 1% Disagree 6 5% Somewhat Agree/Disagree 38 29% Agree 62 48% Completely Agree 22 17% Total % Missing 40 28

96 Employee Voice Survey Question 48: The facilities (i.e., classroom and office space) adequately meet my needs. Count Percent Completely Disagree 7 5% Disagree 17 12% Somewhat Agree/Disagree 41 30% Agree 52 38% Completely Agree 21 15% Total % Missing 31 Question 49: My assigned workspace is adequate for me to carry out my job. Count Percent Completely Disagree 1 1% Disagree 15 11% Somewhat Agree/Disagree 36 26% Agree 51 37% Completely Agree 35 25% Total % Missing 31 Question 50: I am satisfied with the handicapped access on campus for employees. Count Percent Completely Disagree 6 5% Disagree 15 11% Somewhat Agree/Disagree 17 13% Agree 66 50% Completely Agree 29 22% Total % Missing 36 Question 51: Campus facilities (i.e. classrooms, washrooms and offices) are adequately maintained. Count Percent Completely Disagree 11 8% Disagree 26 19% Somewhat Agree/Disagree 32 24% Agree 43 32% Completely Agree 23 17% Total % Missing 34 29

97 Employee Voice Survey Question 52: There is adequate parking on campus for staff. Count Percent Completely Disagree 1 1% Disagree 10 7% Somewhat Agree/Disagree 24 18% Agree 70 51% Completely Agree 32 23% Total % Missing 32 Question 53: There are clear divisions of authority and responsibility between and among the District Office, Governing Board and Skyline. Count Percent Completely Disagree 0 0% Disagree 5 4% Somewhat Agree/Disagree 37 28% Agree 62 48% Completely Agree 26 20% Total % Missing 39 Question 54: I have access to enough information about crime and accident prevention. Count Percent Completely Disagree 2 1% Disagree 11 8% Somewhat Agree/Disagree 34 25% Agree 68 49% Completely Agree 23 17% Total % Missing 31 Question 55: I have access to enough information about disaster preparedness. Count Percent Completely Disagree 2 1% Disagree 14 10% Somewhat Agree/Disagree 39 29% Agree 56 42% Completely Agree 23 17% Total % Missing 35 30

98 Employee Voice Survey Question 56: The security officers are able to answer my questions about safety and security issues at the college. Count Percent Completely Disagree 0 0% Disagree 2 2% Somewhat Agree/Disagree 32 24% Agree 66 50% Completely Agree 32 24% Total % Missing 37 Question 57: I am confident that the security officers conduct criminal investigations in a professional manner. Count Percent Completely Disagree 0 0% Disagree 4 3% Somewhat Agree/Disagree 24 18% Agree 75 56% Completely Agree 30 23% Total % Missing 36 Question 58: Overall, I feel safe on campus. Count Percent Completely Disagree 1 1% Disagree 2 1% Somewhat Agree/Disagree 20 14% Agree 67 48% Completely Agree 49 35% Total % Missing 30 Question 59: If necessary, I know where to refer students to various support services on campus (e.g. Financial Aid and DSPS). Count Percent Completely Disagree 0 0% Disagree 2 1% Somewhat Agree/Disagree 9 7% Agree 68 50% Completely Agree 58 42% Total % Missing 32 31

99 Employee Voice Survey Question 60: I have been given adequate opportunity to participate in the student learning outcomes and assessment process at Skyline College. Count Percent Completely Disagree 2 1% Disagree 5 4% Somewhat Agree/Disagree 18 13% Agree 66 49% Completely Agree 43 32% Total % Missing 35 Question 61: Skyline College has provided sufficient training in student learning outcomes and assessment. Count Percent Completely Disagree 1 1% Disagree 8 6% Somewhat Agree/Disagree 26 19% Agree 64 47% Completely Agree 36 27% Total % Missing 34 Question 62: I believe that Skyline has made student learning outcomes and assessment a focus for the college. Count Percent Completely Disagree 0 0% Disagree 1 1% Somewhat Agree/Disagree 14 11% Agree 65 49% Completely Agree 52 39% Total % Missing 37 Question 63: I have been given sufficient information on the purpose and value of student learning outcomes and assessment at Skyline College. Count Percent Completely Disagree 5 4% Disagree 10 7% Somewhat Agree/Disagree 24 18% Agree 59 43% Completely Agree 38 28% Total % Missing 33 32

100 Employee Voice Survey Question 64: I believe that Skyline is taking a positive approach toward implementing student learning outcomes and assessment. Count Percent Completely Disagree 3 2% Disagree 7 5% Somewhat Agree/Disagree 22 16% Agree 61 45% Completely Agree 43 32% Total % Missing 33 Question 65: Overall, Skyline College provides a high quality learning experience for students. Count Percent Completely Disagree 0 0% Disagree 2 1% Somewhat Agree/Disagree 10 7% Agree 69 51% Completely Agree 55 40% Total % Missing 33 Question 66: I feel that the Student Learning Outcomes Assessment Cycle (SLOAC) is worthwhile/meaningful. Count Percent Completely Disagree 9 7% Disagree 18 14% Somewhat Agree/Disagree 32 25% Agree 52 40% Completely Agree 19 15% Total % Missing 39 Question 67: I have been given adequate time to work on my SLOs. Count Percent Completely Disagree 7 5% Disagree 20 16% Somewhat Agree/Disagree 35 27% Agree 48 37% Completely Agree 19 15% Total % Missing 40 33

101 Employee Voice Survey Question 68: I feel that it would be helpful to have an established day each semester to work on assessment. Count Percent Completely Disagree 7 5% Disagree 4 3% Somewhat Agree/Disagree 24 18% Agree 57 44% Completely Agree 39 30% Total % Missing 38 Question 69: I have been given adequate resources to work on my SLOs. Count Percent Completely Disagree 6 5% Disagree 14 11% Somewhat Agree/Disagree 37 29% Agree 52 41% Completely Agree 18 14% Total % Missing 42 Question 70: The SLO guidelines have been clear enough to guide me in my course level assessment. Count Percent Completely Disagree 5 4% Disagree 13 10% Somewhat Agree/Disagree 31 24% Agree 56 44% Completely Agree 22 17% Total % Missing 42 Question 71: The SLO guidelines have been clear enough to guide me in my program level assessment. Count Percent Completely Disagree 7 5% Disagree 14 11% Somewhat Agree/Disagree 32 25% Agree 34 27% Completely Agree 15 12% N/A 26 20% Total % Missing 41 34

102 Employee Voice Survey Question 72: The SLO guidelines have been clear enough to guide me in my institutional level assessment. Count Percent Completely Disagree 7 6% Disagree 16 13% Somewhat Agree/Disagree 42 34% Agree 41 33% Completely Agree 17 14% Total % Missing 46 Question 73: I am familiar with the ISLOs and their purpose. Count Percent Completely Disagree 10 8% Disagree 15 11% Somewhat Agree/Disagree 43 33% Agree 42 32% Completely Agree 21 16% Total % Missing 38 Question 74: I am familiar with multiple means to assess. Count Percent Completely Disagree 4 3% Disagree 18 14% Somewhat Agree/Disagree 31 24% Agree 51 39% Completely Agree 26 20% Total % Missing 39 Question 75: I engage other faculty in my department in dialogues about assessment results and subsequent action plans. Count Percent Completely Disagree 10 8% Disagree 16 12% Somewhat Agree/Disagree 24 19% Agree 35 27% Completely Agree 24 19% N/A 20 16% Total % Missing 40 35

103 Employee Voice Survey Question 76: I use assessment results to inform subsequent plans. Count Percent Completely Disagree 4 3% Disagree 15 12% Somewhat Agree/Disagree 31 25% Agree 55 44% Completely Agree 21 17% Total % Missing 43 Question 77: I use assessment results to inform subsequent resource requests. Count Percent Completely Disagree 5 4% Disagree 17 14% Somewhat Agree/Disagree 34 28% Agree 48 39% Completely Agree 18 15% Total % Missing 47 Question 78: I see how assessment can inform decisions about curriculum, resource allocation, etc. Count Percent Completely Disagree 3 2% Disagree 15 12% Somewhat Agree/Disagree 27 21% Agree 57 45% Completely Agree 26 20% Total % Missing 41 Question 79: I find TracDat helpful to manage the assessment process. Count Percent Completely Disagree 19 15% Disagree 17 14% Somewhat Agree/Disagree 43 34% Agree 38 30% Completely Agree 8 6% Total % Missing 44 36

104 Employee Voice Survey Appendix B Survey Instrument Employee Voice SurveySpring 2012 Page 1 - Heading Institutional Commitment Description Page 1 - Question 1 - Rating Scale - Matrix Skyline actively works toward fulfilling its vision and mission. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 1 - Question 2 - Rating Scale - Matrix District policies provide effective management of campus programs and services. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 1 - Question 3 - Rating Scale - Matrix The Board of Trustees, the District Office, and the College function as mutually supporting yet independent self-governing units. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 1 - Question 4 - Rating Scale - Matrix The District Office provides necessary services that support Skyline's mission. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 1 - Question 5 - Rating Scale - Matrix I believe that classified employee evaluation is an effective process. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 1 - Question 6 - Rating Scale - Matrix My supervisor(s) encourages me to do high quality work. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 1 - Question 7 - Rating Scale - Matrix I feel that extra effort on my part would be acknowledged. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree

105 Employee Voice Survey Page 1 - Question 8 - Rating Scale - Matrix Providing excellent service to students is acknowledged in my area. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 1 - Question 9 - Rating Scale - Matrix I believe that the opinions of classified staff are given appropriate weight in matters of institutional importance. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 1 - Question 10 - Rating Scale - Matrix I am encouraged to be creative and come up with new ideas and improvements. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 1 - Question 11 - Rating Scale - Matrix All in all, I am satisfied with my current assignment. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 2 - Heading Dialogue Description Page 2 - Question 12 - Rating Scale - Matrix Results of college goals are regularly shared with campus constituencies. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 2 - Question 13 - Rating Scale - Matrix I am comfortable in bringing up problems with my direct supervisor. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 2 - Question 14 - Rating Scale - Matrix My supervisor keeps me informed of matters that affect me. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 2 - Question 15 - Rating Scale - Matrix Effective communication between co-workers is encouraged in my area. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree

106 Employee Voice Survey Page 2 - Question 16 - Rating Scale - Matrix Classified staff is aware of the support services available for students. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 2 - Question 17 - Rating Scale - Matrix I have seen materials in campus media that increased my understanding of diverse groups. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 2 - Question 18 - Rating Scale - Matrix I feel that classified staff is provided adequate opportunities to participate on important college councils and committees. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 2 - Question 19 - Rating Scale - Matrix I would recommend Skyline College as a good place to work. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 3 - Heading Evaluation, Planning and Improvement Description Page 3 - Question 20 - Rating Scale - Matrix A consultative planning process is used to identify needed areas of improvement. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 3 - Question 21 - Rating Scale - Matrix Staff has adequate opportunities to participate in the development of financial plans and budgets. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 3 - Question 22 - Rating Scale - Matrix All constituency groups work collaboratively towards the achievement of college goals. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 3 - Question 23 - Rating Scale - Matrix College budget decisions are based upon input from all college constituencies. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree

107 Employee Voice Survey Page 3 - Question 24 - Rating Scale - Matrix My ideas for improving my unit are taken seriously. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 3 - Question 25 - Rating Scale - Matrix I am satisfied with the amount of opportunity I have to participate in college-wide planning. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 3 - Question 26 - Rating Scale - Matrix The program review process helps to promote positive change on campus. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 3 - Question 27 - Rating Scale - Matrix Skyline provides adequate opportunities for training in technology related to my area of responsibility. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 3 - Question 28 - Rating Scale - Matrix The college provides sufficient opportunities for continued professional staff development. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 4 - Heading Institutional Integrity (Part 1 of 2) Description Page 4 - Question 29 - Rating Scale - Matrix The role of staff in shared governance is clearly stated and publicized. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 4 - Question 30 - Rating Scale - Matrix The procedures for hiring employees are clearly stated. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 4 - Question 31 - Rating Scale - Matrix The District Office acts in a manner consistent with Board policies, statutes, and regulations. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree

108 Employee Voice Survey Page 4 - Question 32 - Rating Scale - Matrix The college deals with students in a fair and ethical way. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 4 - Question 33 - Rating Scale - Matrix The campus is equally supportive of men and women. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 4 - Question 34 - Rating Scale - Matrix The campus is equally supportive of all racial/ethnic groups. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 4 - Question 35 - Rating Scale - Matrix The campus is equally supportive of all lifestyles. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Heading Institutional Integrity (Part 2 of 2) Description Page 5 - Question 36 - Rating Scale - Matrix Diversity (in regard to gender, ethnicity and age) is actively promoted on campus. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Question 37 - Rating Scale - Matrix I believe that the climate at Skyline is one of appreciation of differences. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Question 38 - Rating Scale - Matrix Skyline provides sufficient opportunities for promotion. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Question 39 - Rating Scale - Matrix Procedures and policies for hiring personnel are fair. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree

109 Employee Voice Survey Page 5 - Question 40 - Rating Scale - Matrix There is high respect for all in my area. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Question 41 - Rating Scale - Matrix Policies and practices of the college clearly demonstrate commitment to issues of employee equity and diversity. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Question 42 - Rating Scale - Matrix Skyline encourages staff and faculty participation in the decision-making process. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Question 43 - Rating Scale - Matrix Staff has a substantive and clearly defined role in institutional governance. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Question 44 - Rating Scale - Matrix The technical support services for my technology issues are adequate. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Question 45 - Rating Scale - Matrix I believe there is sufficient data and information available to assess the quality and effectiveness of my program or area. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 5 - Question 46 - Rating Scale - Matrix Overall, the shared governance process is working well at Skyline. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 6 - Heading Organization Description Page 6 - Question 47 - Rating Scale - Matrix District Office adheres to clearly defined policies consistent with the mission of the district. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree

110 Employee Voice Survey Page 6 - Question 48 - Rating Scale - Matrix The facilities (i.e., classroom and office space) adequately meet my needs. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree Page 6 - Question 49 - Rating Scale - Matrix My assigned workspace is adequate for me to carry out my job. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree Page 6 - Question 50 - Rating Scale - Matrix I am satisfied with the handicapped access on campus for employees. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree Page 6 - Question 51 - Rating Scale - Matrix Campus facilities (i.e. classrooms, washrooms and offices) are adequately maintained. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree Page 6 - Question 52 - Rating Scale - Matrix There is adequate parking on campus for staff. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 6 - Question 53 - Rating Scale - Matrix There are clear divisions of authority and responsibility between and among the District Office, Governing Board and Skyline. Somewhat Completely Disagree Disagree Agree Completely Agree Agree/Disagree Page 6 - Question 54 - Rating Scale - Matrix I have access to enough information about crime and accident prevention. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree Page 6 - Question 55 - Rating Scale - Matrix I have access to enough information about disaster preparedness. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree

111 Employee Voice Survey Page 6 - Question 56 - Rating Scale - Matrix The security officers are able to answer my questions about safety and security issues at the college. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree Page 6 - Question 57 - Rating Scale - Matrix I am confident that the security officers conduct criminal investigations in a professional manner. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree Page 6 - Question 58 - Rating Scale - Matrix Overall, I feel safe on campus. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 7 - Heading Student Learning Outcomes (Part 1 of 2) Description Page 7 - Question 59 - Rating Scale - Matrix If necessary, I know where to refer students to various support services on campus (e.g. Financial Aid and DSPS). Somewhat Completely Disagree Disagree Agree Completely Agree Agree/Disagree Page 7 - Question 60 - Rating Scale - Matrix I have been given adequate opportunity to participate in the student learning outcomes and assessment process at Skyline College. Somewhat Completely Disagree Disagree Agree Completely Agree Agree/Disagree Page 7 - Question 61 - Rating Scale - Matrix Skyline College has provided sufficient training in student learning outcomes and assessment. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree Page 7 - Question 62 - Rating Scale - Matrix I believe that Skyline has made student learning outcomes and assessment a focus for the college. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree

112 Employee Voice Survey Page 7 - Question 63 - Rating Scale - Matrix I have been given sufficient information on the purpose and value of student learning outcomes and assessment at Skyline College. Somewhat Completely Disagree Disagree Agree Completely Agree Agree/Disagree Page 7 - Question 64 - Rating Scale - Matrix I believe that Skyline is taking a positive approach toward implementing student learning outcomes and assessment. Somewhat Completely Disagree Disagree Agree Completely Agree Agree/Disagree Page 7 - Question 65 - Rating Scale - Matrix Overall, Skyline College provides a high quality learning experience for students. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree Page 8 - Heading Student Learning Outcomes (Part 2 of 2) Description Page 8 - Question 66 - Rating Scale - Matrix I feel that the Student Learning Outcomes Assessment Cycle (SLOAC) is worthwhile/meaningful. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree Page 8 - Question 67 - Rating Scale - Matrix I have been given adequate time to work on my SLOs. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree Page 8 - Question 68 - Rating Scale - Matrix I feel that it would be helpful to have an established day each semester to work on assessment. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree Page 8 - Question 69 - Rating Scale - Matrix I have been given adequate resources to work on my SLOs. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree

113 Employee Voice Survey Page 8 - Question 70 - Rating Scale - Matrix The SLO guidelines have been clear enough to guide me in my course level assessment. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree Page 8 - Question 71 - Rating Scale - Matrix The SLO guidelines have been clear enough to guide me in my program level assessment. Somewhat Completely Disagree Disagree Agree Completely Agree N/A Agree/Disagree Page 8 - Question 72 - Rating Scale - Matrix The SLO guidelines have been clear enough to guide me in my institutional level assessment. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree Page 8 - Question 73 - Rating Scale - Matrix I am familiar with the ISLOs and their purpose. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 8 - Question 74 - Rating Scale - Matrix I am familiar with multiple means to assess. Completely Disagree Disagree Somewhat Agree/Disagree Agree Completely Agree Page 8 - Question 75 - Rating Scale - Matrix I engage other faculty in my department in dialogues about assessment results and subsequent action plans. Somewhat Completely Disagree Disagree Agree Completely Agree N/A Agree/Disagree Page 8 - Question 76 - Rating Scale - Matrix I use assessment results to inform subsequent plans. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree Page 8 - Question 77 - Rating Scale - Matrix I use assessment results to inform subsequent resource requests. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree

114 Employee Voice Survey Page 8 - Question 78 - Rating Scale - Matrix I see how assessment can inform decisions about curriculum, resource allocation, etc. Somewhat Completely Disagree Disagree Agree Agree/Disagree Completely Agree Page 8 - Question 79 - Rating Scale - Matrix I find TracDat helpful to manage the assessment process. Somewhat Completely Disagree Disagree Agree/Disagree Agree Completely Agree Page 9 - Heading Tell us about you... Description Page 9 - Question 80 - Choice - One Answer (Drop Down) What is your gender? Male Female Page 9 - Question 81 - Choice - One Answer (Drop Down) Which best describes the area of the college where you work? Instruction - faculty and classified Student Services - faculty and classified Administration/Management Other Page 9 - Question 82 - Choice - One Answer (Drop Down) How many years have you worked at Skyline College Less than one year 1-2 years 3-5 years 6-10 years More than 10 years Page 9 - Question 83 - Choice - One Answer (Drop Down) What is your employment status Full-time classified Part-time classified Full-time faculty Part-time faculty Administrator 47

115 Employee Voice Survey Page 9 - Question 84 - Choice - One Answer (Drop Down) Which ethnic group do you most identify with? African American Asian Filipino Hispanic White Other Page 10 - Heading Comments Description Page 10 - Question 85 - Open Ended - Comments Box Please comment on one or two things that you like most about working at Skyline College. Page 10 - Question 86 - Open Ended - Comments Box Please comment on one or two things that you would like to see changed or improved at Skyline College. Page 10 - Heading Thank You! Thank you for taking the time to fill out the employee voice survey. Please click the "Submit" button below to submit your responses. 48

116 Appendix D Community College Survey of Student Engagement (CCSSE) Revised 7 May 2013 Page 34

117 Community College Survey of Student Engagement Executive Summary Spring 2012 Prepared by: Office of Planning, Research & Institutional Effectiveness Skyline College

118 CCSSE Executive Summary Table of Contents Introduction 3 Overview 3 Purpose 3 Instrumentation 3 Methodology 3 Respondent Profile 3 Interpreting the Results 4 Findings 5 Recommendations 13 Appendix A (Characteristics of respondents) 14 Appendix B (Item-level results) 15 Page 2

119 CCSSE Executive Summary Introduction Overview A student engagement survey was administered to a representative sample of Skyline College students during the spring 2012 semester. The survey, in conjunction with other institutional surveys such as the student satisfaction survey conducted in 2010, provides information to inform institutional practice as well as the accreditation self-study process that concludes in the spring of The self-study process requires an assessment of institutional performance in terms of student engagement and one source of evidence is a campus engagement study in which students provide feedback on questions assessing institutional practices and student behaviors that are correlated highly with student learning and student retention. This survey provided evidence needed for the self-study. Purpose The purpose of this survey study was to measure current student levels of engagement by asking them about their college experiences. The results from the survey will be used to inform responses to the accreditation standards and will be used for planning and improvement efforts. The survey will also be useful for establishing benchmarks for future studies and for evaluating the college s mission, goals and strategies. Instrumentation The Community College Survey of Student Engagement (CCSSE) was used to measure levels of engagement for Skyline College students. Questions on the survey ask students about such things as: how they spend their time; what they feel they have gained from their classes; how they assess their relationships and interactions with faculty, counselors, and peers; what kinds of work they are challenged to do; and how the college supports their learning. Findings are categorized into five benchmark areas: active and collaborative learning; student effort; academic challenge; student-faculty interaction; and support for learners. Methodology The survey was administered to students in randomly selected classes at Skyline College. The required number of course sections to be surveyed was determined by the total sample size needed to reduce sampling error and to ensure valid results. Findings are based on over 800 respondents. Respondent Profile Respondents included in the findings of the survey were, on average, more likely to be male, age 18-24, and full-time (See Appendix A for full breakdown). By race/ethnicity, 41 percent of respondents were Asian/Pacific Islander, two percent were Black, 18 percent were White/Non-Hispanic, 19 percent were Hispanic/Latino/Spanish, nine 3

120 CCSSE Executive Summary percent were other, and seven percent were international students or foreign nationals. For Asian/Pacific Islander and other student groups, these percentages are on par with those of Skyline College. For Black, White, and Hispanic, these represent an underrepresentation by up to five percentage points while for international students it represents an overrepresentation of six percentage points. Interpreting the Results Survey items are grouped into five benchmark areas: active and collaborative learning; student effort; academic challenge; student-faculty interaction; and support for learners. A Likert scale was used for many survey items while answers for other items had dichotomous options (yes/no or enrolled/not enrolled). Means and frequencies for each item were calculated as well as for each benchmark area. Means report the average response to an item while frequencies give student counts to each response item. In the CCSSE report, findings for Skyline College were compared to other large colleges (i.e. colleges with 8,000-14,999 students) and to the 2012 CCSSE Cohort. The 2012 CCSSE Cohort is comprised of participating colleges over the previous three years (2010 through 2012). This includes 710 institutions from 48 states and the District of Columbia, four Canadian provinces, plus Bermuda and the Northern Marianas. Three hundred fourteen colleges are classified as small (<4,500 students), 187 as medium (4,500-7,999 students), 134 as large (8,000-14,999 students), and 75 as extra-large institutions (15,000+ students). One hundred forty-five of the colleges are classified as urban-serving, 155 as suburban-serving, and 410 as rural-serving. Although comparing findings to those of other colleges is of value, it is important to understand how valuable is the comparison. In this instance, comparing Skyline College to those of similar size and to those in the 2012 CCSSE Cohort does not allow for direct comparison to colleges of similar characteristics (e.g. race/ethnicity, gender, geographic location). Therefore, interpretations should focus on how the institution feels about the outcome itself (e.g. is the college satisfied with 47 percent of students having a positive outcome?) in addition to how the outcome compares to the other two groups (e.g. what does it mean for the average response for Skyline College students to be less than that of students in other large colleges and/or all students in the 2012 CCSSE Cohort?). 4

121 CCSSE Executive Summary The Findings Overall The narratives below provide an overall summary for each benchmark category and highlight some of the highest and lowest performing items within the category. Outcome results for individual items can be seen in Appendix B. Figure 1 shows scores for Skyline College Students are less than 50 (the standardized mean) for each benchmark category except for Support for Learners. This indicates that when compared to students from large colleges or students in the 2012 CCSSE Cohort, Skyline College students, on average, are less likely to report: 1. They are actively involved in their education and collaborate with others to problem solve or master content. 2. They engage in behavior that significantly contributes to their learning. 3. They engaged in practices exemplifying academic challenging work. 4. They interact with instructors and/or advisors. The Support for Learners score indicates that Skyline College students are more likely to report they are satisfied with the level of support given to them by the college to be successful in the education. The finding for the Support for Learners benchmark category is the only one greater than those from the two comparison groups. 5

122 CCSSE Executive Summary Active and Collaborative Learning CCSSE Benchmark Description: Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Through collaborating with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with real-life situations and problems. Results: As seen in Figure 2, Skyline College s average score for this benchmark category was 46.6, which was less than large colleges by 2.8 and less than the 2012 Cohort mean by 3.4 points. This implies that Skyline College students are less actively involved in their education and collaborate with others to a lesser degree than students in other large colleges and all students in the 2012 Cohort. When looking at individual survey items, there is evidence of a majority of Skyline College students demonstrating behavior exemplifying active and collaborative learning. Specifically, approximately 51 percent stated they asked questions in class or contributed to class discussions either often or very often. Also, 52 percent responded they worked with other students on projects during class often or very often. The two items in which Skyline College students had the lowest rating were those specific to tutoring or teaching other students and participating in a community-based project as part of a regular course. For each of those two items, eight percent of respondents said they engaged in the activity often or very often while over 70 percent said they never engaged in those activities. 6

123 CCSSE Executive Summary Implications: Findings from this benchmark indicate that, on average, Skyline College students are engaged in their education while in class by participating in class discussions and/or working with students on projects during class. However, when students leave the structure of the classroom, they become less engaged. Although the two metrics used here to measure engagement outside the classroom do not capture other forms of active and collaborative learning (e.g. working with study groups, participating in non- community-based projects), the implication is that students are less active or collaborative in their learning when they leave the classroom environment. Student Effort CCSSE Benchmark Description: Students own behaviors contribute significantly to their learning and the likelihood that they will successfully attain their educational goals. Results: Figure 3 shows the Skyline College students score of 40.9 in this category is 8.3 points below large colleges and 9.1 points below the 2012 Cohort. This difference is greater than that found in the Active and Collaborative Learning category and suggests that Skyline College students are less likely to engage in efforts positively contributing to their educational experience than students in the two comparison groups. Of the students included in the survey, 85 percent indicated they never or sometimes come to class without having completed assigned tasks. Over 50 percent responded that in a typical 7- day week they spend 6 or more hours a week preparing for class. Together these findings demonstrate students dedicating time and effort outside of class to be prepared for their academic work. 7

124 CCSSE Executive Summary The items in this benchmark category measuring how often a student uses certain college services indicates Skyline College students are less likely to use peer tutoring, skill labs, and/or the computer lab. Because there is no description about the characteristics of students indicating they do not use the respective college service(s), it is difficult to interpret these findings. It is possible, for instance, that students do not go to a skill lab or use peer tutoring because they use an instructor s office hours for academic assistance. Nevertheless, it is important for the college to understand the degree to which students are engaging with some of its academic support services. Implications: Findings here combined with those of the previous benchmark category suggest Skyline College students engage in work outside of class to prepare themselves academically, but that this work is more likely done individually and not in collaboration. The finding that students prefer to work on their own may also contribute to their not using services such as skill labs or peer tutoring. Academic Challenge CCSSE Benchmark Description: Challenging intellectual and creative work is central to student learning and collegiate quality. These survey items address the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the rigor of examinations used to evaluate student performance. Results: As in the previous two benchmark categories, Skyline College students score was below students at other large college and those in the 2012 CCSSE Cohort. Specifically, the score of 44.6 was five and 5.4 points below the two comparison groups, respectfully, suggesting 8

125 CCSSE Executive Summary fewer Skyline College students felt they were academically challenged than those at large colleges and those in the 2012 CCSSE Cohort. For this benchmark category, over 60 percent of students indicated they participated in academically challenging work quite a bit or very much on multiple survey items. Specifically, 67 percent responded they analyze the basic elements of an idea, experience, or theory; 62 percent reported using information they read or heard to perform a new skill; and 69 percent indicated they were encouraged to spend significant amounts of time studying. In addition to these findings, 60 percent of students felt their examinations challenged them to do their best work. The one survey item in which less than 50 percent of students responded positively was with respect to a student feeling they worked harder than they thought they could to meet the instructor s standards or expectations. For this item, 54 percent of students indicated this sometimes or never was the case. The two survey items with the greatest percent of students selecting the lowest rating as their response dealt with 1) making judgments about the value or soundness of information, arguments, or methods, and 2) applying theories or concepts to practical problems or in new situations. Here, 15 and 14 percent of students, respectfully, indicated they engaged in these practices very little. Implications: Overall, findings from this category indicate Skyline College students are engaged in behaviors demonstrating they are challenged academically. If the goal of the institution is to increase the levels of engagement for this category, there already exists a strong foundation from which to build and numerous examples of best practices within the college that can be used as models. Student-Faculty Interaction CCSSE Benchmark Description: In general, the more contact students have with their teachers, the more likely they are to learn effectively and to persist toward achievement of their educational goals. Through such interactions, faculty members become role models, mentors, and guides for continuous, lifelong learning. 9

126 CCSSE Executive Summary Results: With respect to the degree to which Skyline College students interact with college faculty, the score of 47 is 3 or nearly 3 points less than that of the two comparison groups. Therefore, Skyline College students are less likely to interact with faculty than students at other large colleges or those in the 2012 CCSSE Cohort. Despite Skyline College students saying they interact with faculty less than those in the two comparison groups, this does not mean they do not engage with faculty. In fact, over 57 percent indicate they use to communicate with their instructor. Also, evidence demonstrates that in terms of their academic work, instructors provide prompt feedback to students. Specifically, 52 percent of students responded that such feedback is given to them often or very often indicating interaction on academic work, on average, happens in a timely manner. Results indicate students discussing ideas with instructors outside of class never happens for 47 percent of them, and that nearly two-thirds (64 percent) have never worked with instructors on activities other than coursework. The latter may not be surprising if students do not perceive their instructors as resources for guidance in areas other than academic coursework. Implications: Skyline College students continue to indicate that outside of class they are more likely to work by themselves than with others (i.e. instructors or other students). One exception to this is their communication with instructors via . However, as many indicate that outside of class they do not discuss ideas from their readings or classes with instructors, the implication is that communication is more likely to be regarding logistical items (e.g. when an assignment is due or what are the requirements of an assignment). 10

127 CCSSE Executive Summary Support for Learners CCSSE Benchmark Description: Students perform better and are more satisfied at colleges that provide important support services, cultivate positive relationships among groups on campus, and demonstrate commitment to their success. Results: Figure 6 shows the score for Skyline College students is greater than students in other large colleges as well as those in the 2012 CCSSE Cohort. The score of 52.1 is 2.3 points greater than for large colleges and 2.1 points greater than for the 2012 CCSSE Cohort. Therefore, not only are Skyline College students more likely to feel the college supports their educational experiences than not, they are also more likely to feel this than students in the two comparison groups. There are three items in which over 50 percent of respondents say there is a great deal of support from the college. First, 51 percent of students say they use academic advising sometimes or often. Second, 58 percent of students feel encouraged to interact with students from different backgrounds (economic, social, racial, or ethnic). Last, 72 percent say the college provides quite a bit or very much support to help them succeed at the institution. Of the seven items included in this benchmark, the three receiving the lowest levels of positive feedback were related to support for non-academic responsibilities, social support, and career counseling. Of the 782 respondents who answered the item discussing support for non-academic responsibilities (e.g. work, family), 34 percent responded that the college places very little emphasis on this. In terms of providing support needed to thrive socially, 28 percent felt the 11

128 CCSSE Executive Summary college places very little emphasis. Last, 42 percent of respondents said they rarely or never use career-counseling services. Implications: Although there are areas for improvement, Skyline College students feel the college is committed to supporting them in their educational experiences. The fact that over 70 percent of students feel there is a strong emphasis by the college to provide them with the support they need to succeed is a strong indicator of how students feel with respect to their learning environment. A possible next step for the college is to ensure a high level of support is felt in all parts of the college. 12

129 CCSSE Executive Summary Recommendations 1. Continue to promote and foster high levels of engagement in the classroom environment through increased opportunities for students to engage in dialogue regarding their academic work as well as work collaboratively on projects involving applications of ideas/concepts they learned. 2. Facilitate collaborative work outside of class through task completion or class projects that begin in the classroom but require time outside of class for their completion. If students already belong to a college club and/or organization, coordinate a project with these groups to help students engage in learning experiences outside the classroom. 3. Embed the use of peer tutoring, skill labs, and computer labs into curricula to improve and enrich the academic experiences of students. Such services are not only intended to help students who are struggling academically but also to help those doing well academically to perform at higher levels. 4. Build on the college s strengths in terms of providing students with academic challenging educational experiences. Help students develop and use the skills of judging the value of information, arguments, or methods as well as the applications of theories or concepts to new situations. 5. Through , engage students in dialogue regarding their academic coursework. Students report ing their instructors often but it does not seem this communication is related to ideas discussed in class. 6. Develop new and innovative strategies for students to communicate with instructors as well as work collaboratively on coursework outside of class. Social media, virtual classroom environments, and internet discussion boards are a few examples of ways to facilitate experiences outside the classroom that engage students in a collaborative environment promoting an exchange of ideas. 7. Promote mentoring types of relationships between students and instructors. Currently, students do not often engage their instructors in conversations not related to their academic coursework. Instructors can provide students with guidance on a range of issues such as academic skill building, career information, and time management. 8. Maintain the high level of student support embedded throughout the institution. Students feel the college is committed to their success and it is important to not only sustain this effort but to work to ensure it is felt in all aspects of the college. 13

130 Community College Survey of Student Engagement - Skyline College 2012 Appendix Table 1 Respondents to Underlying Population Comparisons: Comparison Group and the 2012 CCSSE Cohort Your Respondents Count Your Respondents Percentage Your Population Size Group Comparison Population 2012 Cohort Colleges Population Sex Male % 46% 43% 41% Female % 54% 57% 59% Race or Ethnicity American Indian or Native American 0 0% 0% 1% 2% Asian, Asian American or Pacific Islander % 40% 5% 3% Black or African American, Non-Hispanic 18 2% 4% 14% 13% White, Non-Hispanic % 21% 53% 61% Hispanic, Latino, Spanish % 24% 16% 11% Other 76 9% 9% 10% 8% International Student or Foreign National 55 7% 1% 1% 1% Age 18 to % 20% 22% 22% 20 to % 20% 18% 16% 22 to % 17% 14% 12% 25 to % 14% 14% 13% 30 to % 11% 14% 14% 40 to % 7% 8% 8% 50 to % 6% 4% 4% % 1% 1% 1% Enrollment Status Less than full-time % 72% 58% 55% Full-time % 28% 42% 45% Notes: Percentages may not add up to 100% in each category due to missing data and/or rounding. All population data are those reported by institutions for the most recent IPEDS enrollment report. Respondents include only data used in the national CCSSE analysis. Some data were excluded in accordance with CCSSE data exclusion rules JUN12

131 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Scores Report - Main Survey Comparison Group: Large Colleges* [Weighted] Your College Large Colleges 2012 Cohort Benchmark Score Score Difference Score Difference Active and Collaborative Learning Student Effort Academic Challenge Student-Faculty Interaction Support for Learners * The comparison group and cohort columns on this page INCLUDE your college. 15 page 1-11JUN12

132 Community College Survey of Student Engagement Skyline College 2012 Benchmark Bar Chart - Main Survey Comparison Group: Large Colleges* [Weighted] Active and Collaborative Learning (ACTCOLL) Your College Large Colleges 2012 Cohort * The comparison group and cohort bars on this page INCLUDE your college. 11JUN12 16

133 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Means Report - Main Survey Comparison Group: Large Colleges* [Weighted] Active and Collaborative Learning (ACTCOLL) Your College Large Colleges 2012 Cohort Item Variable Mean Mean Effect Size** Mean Effect Size** Item 4: In your experiences at this college during the current school year, about how often have you done each of the following? 1 = Never, 2 = Sometimes, 3 = Often, 4 = Very often 4a. Asked questions in class or contributed to class discussions [ACTCOLL] CLQUEST ** ** 4b. Made a class presentation [ACTCOLL] CLPRESEN ** ** 4f. Worked with other students on projects during class [ACTCOLL] CLASSGRP g. Worked with classmates outside of class to prepare class assignments [ACTCOLL] OCCGRP h. Tutored or taught other students (paid or voluntary) [ACTCOLL] TUTOR i. Participated in a community-based project as a part of a regular course [ACTCOLL] 4r. Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) [ACTCOLL] COMMPROJ OOCIDEAS * The comparison group and cohort columns on this page EXCLUDE your college. ** T-test: 2-tailed page 3-11JUN12 If a row contains less than 50 respondents (please see Frequency Distribution that follows), interpret the comparison results cautiously. 17

134 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Frequency Distributions - Main Survey Comparison Group: Large Colleges* [Weighted] Active and Collaborative Learning (ACTCOLL) Your College Large Colleges 2012 Cohort Item Variable Responses Count Percent Count Percent Count Percent Item 4: In your experiences at this college during the current school year, about how often have you done each of the following? 4a. Asked questions in class or contributed to class discussions [ACTCOLL] CLQUEST Never , , Sometimes , , Often , , Very often , , Total , , b. Made a class presentation [ACTCOLL] CLPRESEN Never , , Sometimes , , Often , , Very often , , Total , , f. Worked with other students on projects during class [ACTCOLL] CLASSGRP Never , , Sometimes , , Often , , Very often , , Total , , g. Worked with classmates outside of class to prepare class assignments [ACTCOLL] OCCGRP Never , , Sometimes , , Often , , Very often , , Total , , h. Tutored or taught other students (paid or voluntary) [ACTCOLL] TUTOR Never , , Sometimes , , Often , , Very often , , Total , , i. Participated in a community-based project as a part of a regular course [ACTCOLL] COMMPROJ Never , , Sometimes , , Often , , Very often , , Total , , r. Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) [ACTCOLL] OOCIDEAS Never , , Sometimes , , Often , , Very often , , Total , , * The comparison group and cohort columns on this page EXCLUDE your college. 18 page 4-11JUN12

135 Community College Survey of Student Engagement Skyline College 2012 Benchmark Bar Chart - Main Survey Comparison Group: Large Colleges* [Weighted] Student Effort (STUEFF) Your College Large Colleges 2012 Cohort * The comparison group and cohort bars on this page INCLUDE your college. 11JUN12 19

136 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Means Report - Main Survey Comparison Group: Large Colleges* [Weighted] Student Effort (STUEFF) Your College Large Colleges 2012 Cohort Item Variable Mean Mean Effect Size** Mean Effect Size** Item 4: In your experiences at this college during the current school year, about how often have you done each of the following? 1 = Never, 2 = Sometimes, 3 = Often, 4 = Very often 4c. Prepared two or more drafts of a paper or assignment before turning it in [STUEFF] 4d. Worked on a paper or project that required integrating ideas or information from various sources [STUEFF] REWROPAP ** ** INTEGRAT ** ** 4e. Came to class without completing readings or assignments [STUEFF] CLUNPREP Item 6: During the current school year, about how much reading and writing have you done at this college? 1 = None, 2 = Between 1 and 4, 3 = Between 5 and 10, 4 = Between 11 and 20, 5 = More than 20 6b. Number of books read on your own (not assigned) for personal enjoyment or academic enrichment [STUEFF] READOWN Item 10: About how many hours do you spend in a typical 7-day week doing each of the following? 0 = None, 1 = 1-5 hours, 2 = 6-10 hours, 3 = hours, 4 = hours, 5 = More than 30 hours 10a. Preparing for class (studying, reading, writing, rehearsing, doing homework, or other activites related to your program) [STUEFF] ACADPR Item 13.1: How often do you use the following services at this college? 1 = Rarely/Never, 2 = Sometimes, 3 = Often (Don't know/n.a. category not included in means calculations) 13.1d. Peer or other tutoring [STUEFF] USETUTOR e. Skill labs (writing, math, etc.) [STUEFF] USELAB ** 13.1h. Computer lab [STUEFF] USECOMLB ** ** * The comparison group and cohort columns on this page EXCLUDE your college. ** T-test: 2-tailed page 6-11JUN12 If a row contains less than 50 respondents (please see Frequency Distribution that follows), interpret the comparison results cautiously. 20

137 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Frequency Distributions - Main Survey Comparison Group: Large Colleges* [Weighted] Student Effort (STUEFF) Your College Large Colleges 2012 Cohort Item Variable Responses Count Percent Count Percent Count Percent Item 4: In your experiences at this college during the current school year, about how often have you done each of the following? 4c. Prepared two or more drafts of a paper or assignment before turning it in [STUEFF] REWROPAP Never , , Sometimes , , Often , , Very often , , Total , , d. Worked on a paper or project that required integrating ideas or information from various sources [STUEFF] INTEGRAT Never , , Sometimes , , Often , , Very often , , Total , , e. Came to class without completing readings or assignments [STUEFF] CLUNPREP Never , , Sometimes , , Often , , Very often , , Total , , Item 6: During the current school year, about how much reading and writing have you done at this college? 6b. Number of books read on your own (not assigned) for personal enjoyment or academic enrichment [STUEFF] READOWN None , , to , , to , , to , , More than , , Total , , Item 10: About how many hours do you spend in a typical 7-day week doing each of the following? 10a. Preparing for class (studying, reading, writing, rehearsing, doing homework, or other activites related to your program) [STUEFF] ACADPR01 None , , hours , , hours , , hours , , hours , , More than 30 hours , , Total , , Item 13.1: How often do you use the following services at this college? 13.1d. Peer or other tutoring [STUEFF] USETUTOR Don't know/n.a , , Rarely/Never , , Sometimes , , Often , , Total , , * The comparison group and cohort columns on this page EXCLUDE your college. 21 page 7-11JUN12

138 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Frequency Distributions - Main Survey Comparison Group: Large Colleges* [Weighted] Student Effort (STUEFF) Your College Large Colleges 2012 Cohort Item Variable Responses Count Percent Count Percent Count Percent Item 13.1: How often do you use the following services at this college? 13.1e. Skill labs (writing, math, etc.) [STUEFF] USELAB Don't know/n.a , , Rarely/Never , , Sometimes , , Often , , Total , , h. Computer lab [STUEFF] USECOMLB Don't know/n.a , , Rarely/Never , , Sometimes , , Often , , Total , , * The comparison group and cohort columns on this page EXCLUDE your college. 22 page 8-11JUN12

139 Community College Survey of Student Engagement Skyline College 2012 Benchmark Bar Chart - Main Survey Comparison Group: Large Colleges* [Weighted] Academic Challenge (ACCHALL) Your College Large Colleges 2012 Cohort * The comparison group and cohort bars on this page INCLUDE your college. 11JUN12 23

140 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Means Report - Main Survey Comparison Group: Large Colleges* [Weighted] Academic Challenge (ACCHALL) Your College Large Colleges 2012 Cohort Item Variable Mean Mean Effect Size** Mean Effect Size** Item 4: In your experiences at this college during the current school year, about how often have you done each of the following? 1 = Never, 2 = Sometimes, 3 = Often, 4 = Very often 4p. Worked harder than you thought you could to meet an instructor's standards or expectations [ACCHALL] WORKHARD Item 5: During the current school year, how much has your coursework at this college emphasized the following mental activities? 1 = Very little, 2 = Some, 3 = Quite a bit, 4 = Very much 5b. Analyzing the basic elements of an idea, experience, or theory [ACCHALL] ANALYZE c. Synthesizing and organizing ideas, information, or experiences in new ways [ACCHALL] 5d. Making judgments about the value or soundness of information, arguments, or methods [ACCHALL] 5e. Applying theories or concepts to practical problems or in new situations [ACCHALL] SYNTHESZ EVALUATE APPLYING f. Using information you have read or heard to perform a new skill [ACCHALL] PERFORM Item 6: During the current school year, about how much reading and writing have you done at this college? 1 = None, 2 = Between 1 and 4, 3 = Between 5 and 10, 4 = Between 11 and 20, 5 = More than 20 6a. Number of assigned textbooks, manuals, books, or book-length packs of course readings [ACCHALL] READASGN ** 6c. Number of written papers or reports of any length [ACCHALL] WRITEANY ** ** Item 7 1 = Extremely easy... 7 = Extremely challenging 7. Mark the response that best represents the extent to which your examinations during the current school year have challenged you to do your best work at this college [ACCHALL] EXAMS ** Item 9: How much does this college emphasize each of the following? 1 = Very little, 2 = Some, 3 = Quite a bit, 4 = Very much 9a. Encouraging you to spend significant amounts of time studying [ACCHALL] ENVSCHOL * The comparison group and cohort columns on this page EXCLUDE your college. ** T-test: 2-tailed page 10-11JUN12 If a row contains less than 50 respondents (please see Frequency Distribution that follows), interpret the comparison results cautiously. 24

141 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Frequency Distributions - Main Survey Comparison Group: Large Colleges* [Weighted] Academic Challenge (ACCHALL) Your College Large Colleges 2012 Cohort Item Variable Responses Count Percent Count Percent Count Percent Item 4: In your experiences at this college during the current school year, about how often have you done each of the following? 4p. Worked harder than you thought you could to meet an instructor's standards or expectations [ACCHALL] WORKHARD Never , , Sometimes , , Often , , Very often , , Total , , Item 5: During the current school year, how much has your coursework at this college emphasized the following mental activities? 5b. Analyzing the basic elements of an idea, experience, or theory [ACCHALL] ANALYZE Very little , , Some , , Quite a bit , , Very much , , Total , , c. Synthesizing and organizing ideas, information, or experiences in new ways [ACCHALL] SYNTHESZ Very little , , Some , , Quite a bit , , Very much , , Total , , d. Making judgments about the value or soundness of information, arguments, or methods [ACCHALL] EVALUATE Very little , , Some , , Quite a bit , , Very much , , Total , , e. Applying theories or concepts to practical problems or in new situations [ACCHALL] APPLYING Very little , , Some , , Quite a bit , , Very much , , Total , , f. Using information you have read or heard to perform a new skill [ACCHALL] PERFORM Very little , , Some , , Quite a bit , , Very much , , Total , , * The comparison group and cohort columns on this page EXCLUDE your college. 25 page 11-11JUN12

142 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Frequency Distributions - Main Survey Comparison Group: Large Colleges* [Weighted] Academic Challenge (ACCHALL) Your College Large Colleges 2012 Cohort Item Variable Responses Count Percent Count Percent Count Percent Item 6: During the current school year, about how much reading and writing have you done at this college? 6a. Number of assigned textbooks, manuals, books, or book-length packs of course readings [ACCHALL] READASGN None , , to , , to , , to , , More than , , Total , , c. Number of written papers or reports of any length [ACCHALL] WRITEANY None , , to , , to , , to , , More than , , Total , , Item 7 7. Mark the response that best represents the extent to which your examinations during the current school year have challenged you to do your best work at this college [ACCHALL] EXAMS (1) Extremely easy , , (2) , , (3) , , (4) , , (5) , , (6) , , (7) Extremely challenging , , Total , , Item 9: How much does this college emphasize each of the following? 9a. Encouraging you to spend significant amounts of time studying [ACCHALL] ENVSCHOL Very little , , Some , , Quite a bit , , Very much , , Total , , * The comparison group and cohort columns on this page EXCLUDE your college. 26 page 12-11JUN12

143 Community College Survey of Student Engagement Skyline College 2012 Benchmark Bar Chart - Main Survey Comparison Group: Large Colleges* [Weighted] Student-Faculty Interaction (STUFAC) Your College Large Colleges 2012 Cohort * The comparison group and cohort bars on this page INCLUDE your college. 11JUN12 27

144 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Means Report - Main Survey Comparison Group: Large Colleges* [Weighted] Student-Faculty Interaction (STUFAC) Your College Large Colleges 2012 Cohort Item Variable Mean Mean Effect Size** Mean Effect Size** Item 4: In your experiences at this college during the current school year, about how often have you done each of the following? 1 = Never, 2 = Sometimes, 3 = Often, 4 = Very often 4k. Used to communicate with an instructor [STUFAC] l. Discussed grades or assignments with an instructor [STUFAC] FACGRADE ** 4m. Talked about career plans with an instructor or advisor [STUFAC] FACPLANS n. Discussed ideas from your readings or classes with instructors outside of class [STUFAC] 4o. Received prompt feedback (written or oral) from instructors on your performance [STUFAC] FACIDEAS FACFEED q. Worked with instructors on activities other than coursework [STUFAC] FACOTH * The comparison group and cohort columns on this page EXCLUDE your college. ** T-test: 2-tailed page 14-11JUN12 If a row contains less than 50 respondents (please see Frequency Distribution that follows), interpret the comparison results cautiously. 28

145 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Frequency Distributions - Main Survey Comparison Group: Large Colleges* [Weighted] Student-Faculty Interaction (STUFAC) Your College Large Colleges 2012 Cohort Item Variable Responses Count Percent Count Percent Count Percent Item 4: In your experiences at this college during the current school year, about how often have you done each of the following? 4k. Used to communicate with an instructor [STUFAC] Never , , Sometimes , , Often , , Very often , , Total , , l. Discussed grades or assignments with an instructor [STUFAC] FACGRADE Never , , Sometimes , , Often , , Very often , , Total , , m. Talked about career plans with an instructor or advisor [STUFAC] FACPLANS Never , , Sometimes , , Often , , Very often , , Total , , n. Discussed ideas from your readings or classes with instructors outside of class [STUFAC] FACIDEAS Never , , Sometimes , , Often , , Very often , , Total , , o. Received prompt feedback (written or oral) from instructors on your performance [STUFAC] FACFEED Never , , Sometimes , , Often , , Very often , , Total , , q. Worked with instructors on activities other than coursework [STUFAC] FACOTH Never , , Sometimes , , Often , , Very often , , Total , , * The comparison group and cohort columns on this page EXCLUDE your college. 29 page 15-11JUN12

146 Community College Survey of Student Engagement Skyline College 2012 Benchmark Bar Chart - Main Survey Comparison Group: Large Colleges* [Weighted] Support for Learners (SUPPORT) Your College Large Colleges 2012 Cohort * The comparison group and cohort bars on this page INCLUDE your college. 11JUN12 30

147 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Means Report - Main Survey Comparison Group: Large Colleges* [Weighted] Support for Learners (SUPPORT) Your College Large Colleges 2012 Cohort Item Variable Mean Mean Effect Size** Mean Effect Size** Item 9: How much does this college emphasize each of the following? 1 = Very little, 2 = Some, 3 = Quite a bit, 4 = Very much 9b. Providing the support you need to help you succeed at this college [SUPPORT] 9c. Encouraging contact among students from different economic, social, and racial or ethnic backgrounds [SUPPORT] 9d. Helping you cope with your non-academic responsibilities (work, family, etc.) [SUPPORT] ENVSUPRT ENVDIVRS ENVNACAD ** e. Providing the support you need to thrive socially [SUPPORT] ENVSOCAL f. Providing the financial support you need to afford your education [SUPPORT] FINSUPP Item 13.1: How often do you use the following services at this college? 1 = Rarely/Never, 2 = Sometimes, 3 = Often (Don't know/n.a. category not included in means calculations) 13.1a. Academic advising/planning [SUPPORT] USEACAD b. Career counseling [SUPPORT] USECACOU ** ** * The comparison group and cohort columns on this page EXCLUDE your college. ** T-test: 2-tailed page 17-11JUN12 If a row contains less than 50 respondents (please see Frequency Distribution that follows), interpret the comparison results cautiously. 31

148 Community College Survey of Student Engagement - Skyline College 2012 Benchmark Frequency Distributions - Main Survey Comparison Group: Large Colleges* [Weighted] Support for Learners (SUPPORT) Your College Large Colleges 2012 Cohort Item Variable Responses Count Percent Count Percent Count Percent Item 9: How much does this college emphasize each of the following? 9b. Providing the support you need to help you succeed at this college [SUPPORT] ENVSUPRT Very little , , Some , , Quite a bit , , Very much , , Total , , c. Encouraging contact among students from different economic, social, and racial or ethnic backgrounds [SUPPORT] ENVDIVRS Very little , , Some , , Quite a bit , , Very much , , Total , , d. Helping you cope with your non-academic responsibilities (work, family, etc.) [SUPPORT] ENVNACAD Very little , , Some , , Quite a bit , , Very much , , Total , , e. Providing the support you need to thrive socially [SUPPORT] ENVSOCAL Very little , , Some , , Quite a bit , , Very much , , Total , , f. Providing the financial support you need to afford your education [SUPPORT] FINSUPP Very little , , Some , , Quite a bit , , Very much , , Total , , Item 13.1: How often do you use the following services at this college? 13.1a. Academic advising/planning [SUPPORT] USEACAD Don't know/n.a , , Rarely/Never , , Sometimes , , Often , , Total , , b. Career counseling [SUPPORT] USECACOU Don't know/n.a , , Rarely/Never , , Sometimes , , Often , , Total , , * The comparison group and cohort columns on this page EXCLUDE your college. 32 page 18-11JUN12

149 Appendix E Factors that Influence Staffing Needs Revised 7 May 2013 Page 35

150 Appendix F Overview of the Faculty Obligation Number (FON) When AB1725 passed in 1989, it included the intent of the legislature to have the community college system reach the goal of having 75% of its credit instruction taught by fulltime faculty members. (Title 5, California Code of Regulations). To accomplish this, the legislation directed the California Community Colleges Board of Governors (BOG) to adopt a process to meet the intent. The BOG instead adopted regulations that set a formula for determining the full-time Faculty Obligation Number (FON). In doing so, it did not preclude. colleges from hiring more part-time faculty. Consequently, while the number of full-time faculty may increase, the actual percentage of credit instruction taught by full-time faculty may decrease if colleges hire more part-time faculty while also hiring more full-time faculty. None-the-less, each year districts are required to meet their FON if the BOG suspends the growth obligation because it has determined that adequate growth fund, cost of living adjustment funds, and/ or funds for other core programs have been provided to allow for full or partial implementation of the full-time faculty hiring obligations specified for districts in section of title 5, California Code of Regulations. 2 The growth obligation for the FON has been suspended in 2008, 2009, 2010, and Districts are required to identify their FON using the formula that takes into consideration the Full-time Equivalent Faculty in instruction. Districts may comply with the 2 Troy, D. Consultation Digest, Chancellors Office of California Community Colleges, October 20, 2011 Revised 7 May 2013 Page 36

151 FON obligation by either maintaining the quantity of full-time faculty in the previous years, reduced for any enrollment decline; or maintaining the percentage of full-time faculty in the previous year. Full-time faculty overload is excluded from the calculation. Full-time faculty sabbatical is included and part-time replacements are excluded. Full-time faculty unpaid leave is included and part-time replacements are excluded. 3 Over the recent decade, the San Mateo County Community College District FON has fluctuated between 67% and 72.5%. This number is not calculated for individual colleges. If the district does not meet the FON, a replacement cost is assessed. This amount is approximately $60,289 per full-time faculty member below the obligation. It is not known how basic aid districts are impacted by failure to meet the FON because there is no apportionment from which to deduct the assessment. Shadow FON numbers are maintained in order to consider possible staffing implications should the BOG fail to suspend the FON each year and should SMCCD fall out of basic aid. Fall 2012 (Potential) District Frozen FON Shadow FON (Recal 1/09) FT Faculty Actual 11/11 Calculated Advance Info only P-1 Compliance Potential SMCCD For planning purposes, we can see that the SMCCCD may be in the position of having to hire approximately 64 new full-time faculty positions in order to comply. Despite the suspension of the FON, Skyline College has maintained a commitment to achieving and maintaining a fulltime faculty corps. The gradual introduction of new faculty each year not only minimized a 3 Walton, I, Academic Senate for California Community Colleges Rostrum, March 2004 Revised 7 May 2013 Page 37

152 dramatic impact on the FON; but more so, introduces new talent and ideas into the academy. It maintains a corps of faculty that can engage in faculty leadership activities, curriculum activities, curriculum vitalization, teaching, interdisciplinary collaboration, engagement in student activities, and engagement in professional activities that support the integrity of the instruction and services. Revised 7 May 2013 Page 38

153 Appendix G Staff Levels and the Allocation of Resources Revised 7 May 2013 Page 39

154 Discussion/Draft Proposal for New Resource Allocation 3/1/2013 0:00 Canada CSM Skyline Total 2012/13 Allocation Current Model $ 16,286,933 $ 27,927,242 $ 28,019,676 $ 72,233,851 Minimum Staffing Admin & Non-instructional $ 2,955,539 $ 3,056,771 $ 2,873,200 $ 8,885,510 FT Faculty Instructional $ 74,377 $ 94,782 $ 71,580 $ 240, $ 3,430,853 $ 5,526,040 $ 7,755,366 $ 16,712,259 New FT Faculty Instructional $ - $ - $ 471,179 $ 471,179 Release/Reassigned Time $ 521,239 $ 803,817 $ 721,011 $ 2,046,067 Library/Learning Resource Center $ 96,342 $ 141,041 $ 206,172 $ 443,556 Vocational Programs $ 78,738 $ 96,142 $ 238,006 $ 412,887 Counseling $ 372,108 $ 805,723 $ 732,946 $ 1,910,777 New Counseling $ 52,741 $ 41,796 $ 94,536 Staffing Allocations 43% $ 7,581,938 $ 10,524,316 $ 13,111,257 $ 31,217,511 Remaining available to allocate 57% $ 41,016,340 FTES Goals 4,237 7,299 7,985 Percentage 22% 37% 41% FTES-Based allocation $ 8,901,364 $ 15,336,757 $ 16,778,219 $ 41,016,340 Total Revised Allocation $ 16,483,302 $ 25,861,073 $ 29,889,476 $ 72,233,851 Change from Current Proposed Alloc $ 196,369 $ (2,066,169) $ 1,869,800 $ 0

155 Appendix H Skyline College Strategic Plan for Revised 7 May 2013 Page 40

156 S SKYLINE COLLEGE STRATEGIC PLAN Skyline College Mission: To emplower and transform a global community of learners. STRATEGIC PLAN Empowering and transforming the lives of a global community of learners calls for a strategic focus and priority setting. Skyline College has put forth its best thinking as we translate the mission, goals and strategic directions of San Mateo Community College District and Skyline College into meaningful programs and services that meet the community s needs for social, cultural, economic and educational fulfillment. The six strategic priorities upon which Skyline College will focus over the next five years follow. 1 FACILITIES & TECHNOLOGY Skyline College will identify and scale technology-enabled approaches and upgraded facilities to improve teaching and learning. This strategic priority will extend our reach and multiply the benefit of interactive digital research and learning support through expanding our technological capacity. We will have the ability to focus on digital and web services and support for students, faculty and staff (ebooks, eaudio, emagazines, online services for tutoring and supporting learning) shift our focus to web enhanced services across the college. Examples include: Online Learning Center (BG-3, BG-4, DSP-2.3c, SCG-4) Library/Learning Resource Center Technology Enhanced Classrooms Electronic Signboard Building 2 Building 1 Building 5 2 STUDENT SERVICES Skyline College will expand and enhance Student Services programs through innovation and the seamless delivery of services. This strategic priority includes intentional and systematic approaches that build strong collaborations with K-12 and four-year partners using the cohort model, non-traditional strategies to support veterans, military personnel and their families, and seamless linkages between instructional programs, job placement services and, business and industry. Examples include: Job Placement and Follow up (SCG-6) Transfer (SCG-1) The Skyline College Promise (BG-3, SCG-1) Veterans Resource Center (pathway for vets) (BG-3, SCG-1) Student Success Initiatives (BG-4, SCG-1) 3 EQUITY & EXCELLENCE Skyline College will develop and strengthen relationships both domestic and international to ensure excellence in practice for an increasingly diverse student population. This strategic priority will increase the number of international students through innovative outreach and increased capacity initiatives (e.g. residential agreements). Additionally, there will be a strong focus on improving student outcomes through a dedicated professional development center inquiry center, where research

157 will serve as the foundation for improving institutional practice. Examples include: International Students/Study Abroad (BG-8, DSP-3.1f, SCG-8) Center for Transformative Teaching and Learning (Professional Development) (BG-7, DSP-4.5a, DSP-4.5b) Center for Transformative Inquiry (research) (BG-7, DSP-5.1c, SCG-2) Sustainability Initiative (BG-6, SCG-6) 4 COMPREHENSIVE COMMUNITY CONNECTION Skyline College will engage in a comprehensive initiative to strengthen the community connections. This initiative will include an overarching outreach strategy that includes the development of a middle college and expanding concurrent enrollment. Finally, we will begin the discussions on the feasibility and benefits of a Vista Creative Arts Complex. Examples include: a. Community on Campus (BG-1, SCG-3) b. Comprehensive Outreach (BG-3, DSP-2.1b, SCG-1, SCG-3) c. Concurrent Enrollment (BG-3, DSP-5.2a, SCG-1, SCG-3) d. The Skyline College Promise e. Middle College (DSP-2.2b, DSP-2.2c, SCG-1, SCG-3) f. Workforce/Business & Industry Connections (BG-1, SCG-4, SCG-4) g. Vista Creative Arts Complex (initial conversations) (DSP-12.a, SCG-3) 5 INSTRUCTION Skyline College will build on the strong educational foundations and college goals by enhancing accessibility, leading in workforce programs supporting the region, and providing learning opportunities that prepare students for their future. Skyline College faculty and staff keep abreast of emerging fields of study and engage in connecting academic programming with the needs of our students and community. Examples include: College for Working Adults (BG-3, SCG-6) Service Learning (BG-3, SCG-3) Acceleration Project (BG-3, SCG-1, SCG-3) New Programs (BG-1, SCG-1, SCG-3, SCG-4) a. ASL Interpreter Training b. Urban Music Academy c. Anesthesiology Certificate d. Journalism e. Art/Digital Imagery f. Digital Photography g. Teacher Prep Institute 6 FISCAL STABILITY / RESOURCE DEVELOPMENT Skyline College will maintain fiscal s tability through strategic integrated planning and resource allocation and development. This strategic priority strives to maintain the sound fiscal health of the institution through a balanced general fund budget with a built-in reserve, ongoing resource development and revenue generation. The college aims to provide stable funding to be able to create permanent classified and administrator positions as well as develop initiatives to meet student and community needs. Examples include: Reserve for Contingency (BG-1, SCG-5, SCG-7) Alternative Revenue Streams a. Grants Infrastructure (BG-1, DSP-4.1c, SCG-4) b. Facilities Rental (BG-1, DSP-4.1c, SCG-5) c. International Students Program (BG-1, BG-8, DSP-3.1f, SCG-8) LEGEND: BG = BOARD GOAL DSP = DISTRICT STRATEGIC PLAN RECOMMENDATION SCG = SKYLINE COLLEGE GOAL

158 Appendix I Strategic Planning in a Basic Aid Environment Revised 7 May 2013 Page 41

159 Board Study Session March 13, 2013

160 Basic Aid Opportunities/Risks Strategic Initiatives District Wide College of San Mateo Cañada College Skyline College Next Steps

161

162 Being Basic Aid does not mean we are wealthy SMCCCD receives less per student than every school district in the county, even revenue limit districts SMCCCD $5,242 Lowest School $5,509 Highest School $12,637 $ per FTES or ADA

163 SMCCCD receives less per credit FTES than West Kern CCD a revenue limit district. SMCCCD $5,242 Revenue per credit FTES West Kern $6,399 Difference $976 or 18% less

164 Opportunities Support our definition of student success Mix of community ed/credit classes More supportive services Can have smaller classes Not chasing WSCH Our own program mix No penalties for certain issues

165 Risks Can we fall out of Basic Aid? State revenues increase bucket gets bigger Legislation attacks basic aid districts Consolidation of categorical programs into revenue limit Keep FTES at or above state-funded level Be vigilant about legislation

166 While we still need to complete reports and follow rules, we can in the most part define who we are and how we operate: KEEP THE COMMUNITY IN COMMUNITY COLLEGE!

167 Accreditation Community Needs Survey Survey complete, now doing focus groups with businesses; high schools still to come International Students Recruitment and marketing Development of infrastructure Additional funding Renewal of Parcel Tax Capital Outlay Bond Certificates of Participation

168 Develop a highly integrated and coordinated structure for student success: Execute the High School Transition Initiative Further develop and institutionalize programs to address the achievement gap Build professional development capacity SOTL Center. Revitalize CTE Develop a comprehensive community connection: Address lifelong learning needs Bring the gown to the town Build distance education capacity Globalize the curriculum Build grant and development capacity

169 Four strategic directions Teaching and Learning Completion Community Connections Global and Sustainable Initiatives University Center International Students Student/Community Classes

170 Facilities and Technology Online Learning Center Equity and Excellence Center for Transformative Teaching & Learning (CTTL) International Students/Study Abroad Instruction Digital Art, Teacher Prep Academy, Urban Music Academy, ASL Trainer Student Services The Skyline Promise Veterans Center Community Connection Middle College Concurrent Enrollment Resource Development Grants Infrastructure Facilities Rental Program