2008 Survey Report of Faculty, Classified Staff and Managers. Prepared by ARC Research. July 23, 2008

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2 accreditation 2008 Survey Report of Faculty, Classified Staff and Managers Prepared by ARC Research July 23, 2008 Jane de Leon, PhD Dean of Planning, Research & Professional Development American River College 4700 College Oak Drive Sacramento, California (916)

3 Table of Contents 2008 Accreditation Survey Report Introduction... 3 Methodology... 3 Instrumentation... 3 Sampling... 3 Reporting of Survey Results... 4 Standard I: Institutional Mission and Effectiveness... 5 Standard I.A.: Mission... 5 Standard I.B: Institutional Effectiveness Standard II: Student Learning Programs and Services Standard II.A: Instructional Programs Standard II.B: Student Support Services Standard II.B: Student Support Services (continued.) Standard II.C: Library and Learning Support Services Standard II.C: Library and Learning Support Services (continued.) Standard III: Resources Standard III.A: Human Resources Standard III.B: Physical Resources Standard III.C: Technology Resources Standard III.D: Financial Resources Standard IV: Leadership and Governance Standard IV.A: Decision-Making Roles and Processes Standard IV.B: Board and Administrative Organization Appendix

4 2008 Accreditation Survey Report Introduction In Fall 2008, American River College (ARC) will undertake an institutional self-study to prepare for the visit in October 2009 by the site team for the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges (ACCJC/WASC). To support the self-study, two surveys were administered. In Spring 2008, the ARC Research Department designed and administered a survey based on the accreditation standards for the faculty, classified staff and administration. For the students, the Community College Survey of Student Engagement (CCSSE) was administered in Spring This report summarizes the results of the survey of the faculty, classified staff, and administration. Methodology Instrumentation The survey items for the faculty, classified staff and administrators survey was developed by looking at each accreditation standard and using the Guide to Evaluation Institutions published by ACCJC/WASC as a guide. The survey was organized by the accreditation standards and substandards. The draft questions were sent out to the accreditation steering committee and the college s President s Executive Staff for review. The research office then refined and/or drafted survey questions to address their desired topics. The survey was then placed into online format for distribution. Sampling Faculty, classified staff and administrators were notified of their survey through that contained a link to the survey, and announcements in the college s staff newsletter were also sent out. Those individuals not having access to computers during the survey period were provided opportunities to complete paper-and-pencil forms of the questionnaires. A total of 448 responses were received during a 3 week time frame; of those, 292 were faculty, 129 were classified staff and 27 management. 3

5 Reporting of Survey Results This results section provides a breakdown of data from ARC s accreditation self-study faculty and staff survey conducted spring The results are presented after the accreditation standards to which the survey results pertain. All responses are categorized by response group (Faculty, Classified Staff, and Management). The questions on ARC s accreditation self-study survey were answered using a fivepoint Likert scale from to. These responses were coded using the following scheme: 5 = 4 = 3 = (Neither nor ) 2 = 1= 0= Know 4

6 Standard I: Institutional Mission and Effectiveness The institution demonstrates strong commitment to a mission that emphasizes achievement of student learning and to communicating the mission internally and externally. The institution uses analyses of quantitative and qualitative data and analysis in an ongoing and systematic cycle of evaluation, integrated planning, implementation, and re-evaluation to verify and improve the effectiveness by which the mission is accomplished. Standard I.A.: Mission The institution has a statement of mission that defines the institution s broad educational purposes, its intended student population, and its commitment to achieving student learning. I am aware of the college's Mission, Vision, and Values. / / Know Total Faculty % % 5 1.7% 3 1.0% % Classified Staff % % 4 3.1% 2 1.6% % Management % 1 3.7% 0 0.0% 0 0.0% % Total % % 9 2.0% 5 1.1% % 5

7 The ARC Mission Statement is well publicized. / / Know Total Faculty % % % 6 2.1% % Classified Staff % % % 3 2.3% % Management % 1 3.7% 2 7.4% 0 0.0% % Total % % % 9 2.0% % 6

8 I am aware the college reviews the Mission Statement every three to five years. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % 0 0.0% 0 0.0% 0 0.0% % Total % % % % % 7

9 I was given the opportunity to review the Mission, Vision and Values Statement in draft form. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % 0 0.0% 1 3.8% 0 0.0% % Total % % % % % 8

10 The Mission Statement guides institutional planning and institutional decision making. / / Know Total Faculty % % % % % Classified Staff % % 8 6.2% % % Management % 2 7.7% 1 3.8% 0 0.0% % Total % % % % % Summary: Survey results indicated that most faculty, classified staff and management are well informed about the college s mission and purpose and feel that they have had the opportunity to review the mission statement. However, there was a sizable disparity between positive ratings by faculty (70%), by classified staff (62%), and by management (94%). There was also a surprising number of faculty (7.6%) and classified staff (11.7%) that said they did not that the college reviewed the mission statement every three to five years. 9

11 Standard I.B: Institutional Effectiveness The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning. The institution also organizes its key processes and allocates its resources to effectively support student learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of student learning outcomes and 2) evidence of institution and program performance. The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning. I understand the college's Goals and Objectives and the extent to which they are achieved. / / Know Total Faculty % % % 8 2.8% % Classified Staff % % % 5 3.9% % Management % 1 3.7% 2 7.4% 0 0.0% % Total % % % % % 10

12 The college's Goals and Objectives help guide the Educational Master Plan (EMP), curriculum, and staff development. / / Know Total Faculty % % % % % Classified Staff % % 6 4.7% % % Management % 2 7.4% 1 3.7% 0 0.0% % Total % % % % % 11

13 The college defines and disseminates its planning processes adequately. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % % 2 7.4% 0 0.0% % Total % % % % % 12

14 The college involves appropriate segments of the college community in institutional planning. / / Know Total Faculty % % % % % Classified Staff % % 9 7.0% % % Management % 2 7.4% 2 7.4% 1 3.7% % Total % % % % % 13

15 I have the opportunity to provide input to the annual EMP for my department/area. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % 1 3.7% 0 0.0% 0 0.0% % Total % % % % % 14

16 Institutional research is integrated with institutional planning and evaluation. / / Know Total Faculty % % 9 3.1% % % Classified Staff % % 9 7.0% % % Management % 2 7.7% 0 0.0% 2 7.7% % Total % % % % % 15

17 Institutional research documents (Key Effectiveness Indicators, demographic profiles, survey results, etc.) provide information for planning and program evaluation. / / Know Total Faculty % % % % % Classified Staff % % 6 4.7% % % Management % 1 3.7% 0 0.0% 0 0.0% % Total % % % % % 16

18 Program Review is effective in evaluating the strengths and weaknesses of individual programs. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % % 2 7.4% 0 0.0% % Total % % % % % 17

19 There is continuous collegial, self-reflective dialogue about student learning and institutional processes. / / Know Total Faculty % % % 7 2.4% % Classified Staff % % % % % Management % % 1 3.7% 0 0.0% % Total % % % % % 18

20 Summary There was general agreement that the college makes a conscious, deliberate, and integrated approach to achieving institutional effectiveness and student learning guided by the college s goals and objectives and implemented through evaluation and planning processes such as the educational master plan, the collection and use of institutional research, and the program review process. Positive ratings by management were generally higher ( / ratings ranged from 82% to 96% more than were positive ratings by faculty and classified staff / ratings ranged from 48% to 76%). These differences were reflected in a high percentage of responses given by faculty (19%) and by classified staff (20%) for all the items above, compared with 9% by management. Additionally, classified staff d / d at a relatively high rate (18%) that they had the opportunity to provide input into the educational master plan for their area. 19

21 Standard II: Student Learning Programs and Services The institution offers high-quality instructional programs, student support services, and library and learning support services that facilitate and demonstrate the achievement of stated student learning outcomes. The institution provides an environment that supports learning, enhances student understanding and appreciation of diversity, and encourages personal and civic responsibility as well as intellectual, aesthetic, and personal development for all of its students. Standard II.A: Instructional Programs The institution offers high-quality instructional programs in recognized and emerging fields of study that culminate in identified student outcomes leading to degrees, certificates, employment, or transfer to other higher education institutions or programs consistent with its mission. Instructional programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered in the name of the institution. 20

22 Most faculty and staff are engaged in discussions identifying and assessing Student Learning Outcomes (SLO's). / / Know Total Faculty % % % % % Classified Staff % % % % % Management % % 2 7.4% 2 7.4% % Total % % % % % 21

23 . I had the opportunity to participate in departmental and campuswide discussions about SLO s. / / Know Total Faculty % % % 5 1.7% % Classified Staff % % % % % Management % % 1 3.7% 0 0.0% % Total % % % % % Note: Two factors can account for the disparity shown in the / ratings shown by faculty (80.1%) and classified staff (31.3%). Early in the work on SLOs, relatively few classified staff had participated in the development of SLOs because SLOs, particularly instructional SLOs, are the purview of the faculty. Further, while more classified staff participated in the development of SLOs for Student Services, this situation occurred much after the initial discussion and work on SLOs. 22

24 I am aware of how the college is assessing the course SLO's with student surveys. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % 0 0.0% 2 7.4% 0 0.0% % Total % % % % % 23

25 Overall, course outlines clearly specify the subject matter to be covered and skills to be acquired by the students. / / Know Total Faculty % % % % Classified Staff % % 9 7.0% % Management % 2 7.4% 0 0.0% % Total % % % % 24

26 Course offerings include diverse methods of instruction. / / Know Total Faculty % % % % % Classified Staff % % 9 7.1% % % Management % 2 7.4% % 1 3.7% % Total % % % % % 25

27 Course offerings expose students to a variety of points of view. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % 2 7.4% 1 3.7% 2 7.4% % Total % % % % % 26

28 Courses are offered on a regular basis and provide students with the opportunity to complete programs in a reasonable time frame. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % 0 0.0% 1 3.7% 1 3.7% % Total % % % % % 27

29 Programs are assessed, reviewed, and modified as needed on a regular basis. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % % 1 4.0% 1 4.0% % Total % % % % % 28

30 There is ample opportunity to be involved in making plans and setting priorities for my department and/or program. / / Know Total Faculty % % % 6 2.1% % Classified Staff % % % % % Management % % 1 3.7% 0 0.0% % Total % % % % % 29

31 Faculty exercise a substantial voice in matters related to educational programs, personnel, and institutional policies. / / Know Total Faculty % % % % % Classified Staff % % 6 4.7% % % Management % 2 7.4% 0 0.0% 0 0.0% % Total % % % % % 30

32 Members of my department stay current in their field of expertise. / / Know Total Faculty % % 9 3.1% % % Classified Staff % % % % % Management % % 1 3.7% 0 0.0% % Total % % % % % Summary Faculty and management felt positively about both a) the currency, effectiveness, and assessment of instructional programs at American River College and b) their awareness and involvement in the development and assessment of course student learning outcomes (SLOs). The overall percent for / responses among faculty and management ranged from 59% to 93% for the items above. However, classified staff were less positive (21% to 61%). Of note, classified staff d / d that they had the opportunity to be involved in discussion about SLOs (34%), in participating in the course SLO assessment process (34%), and in being 31

33 aware of how the college is using student surveys as part of the course SLO assessment process (26%). As was previously observed for Standard II.A, these responses can be explained partially by the fact that the SLO process is primarily a faculty-driven process so that classified staff were not included in the discussions of the creation or the assessment process of the SLO s until Spring Classified staff also responded in relatively higher numbers (9% to 27%) to all items pertaining to the adequacy of instructional programs in promoting student success. 32

34 Standard II.B: Student Support Services The institution recruits and admits diverse students who are able to benefit from its programs, consistent with its mission. Student support services address the identified needs of students and enhance a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. The institution systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services. ARC provides students with clear and accurate information about courses, programs, degrees, and certificates. / / Know Total Faculty % % % % % Classified Staff % % % 4 3.1% % Management % 2 7.4% 2 7.4% 1 3.7% % Total % % % % % 33

35 Student support services make significant contributions to student success. / / Know Total Faculty % % 7 2.4% % % Classified Staff % % 3 2.3% 4 3.1% % Management % 0 0.0% 0 0.0% 0 0.0% % Total % % % % % 34

36 Students are able to access most of our student support services face-to-face or online at our outreach centers. / / Know Total Faculty % % % % % Classified Staff % % 5 3.9% % % Management % % % 0 0.0% % Total % % % % % 35

37 I where to refer students for various campus support services. / / Know Total Faculty % % % 6 2.1% % Classified Staff % % 6 4.7% 1 0.8% % Management % % 0 0.0% 0 0.0% % Total % % % 7 1.6% % Summary Respondents were consistently positive about the accessibility and effectiveness of student support services to promote student success. Overall / ratings ranged from 73% to 84% for the above items. Faculty, classified staff, and management all also agreed / d in high numbers concerning where to refer students for various campus support services (overall average = 84%). 36

38 Standard II.B: Student Support Services (continued.) Item F C M Assessment Center Career and Job Opportunities CalWORKs Counseling DSPS (Disabled Student Program & Services) and/or LD (Learning Disabilities) EOP&S (Educational Opportunity Program and Services)* Financial Aid Health Center Transfer Center ReEntry Student Athletes Support Program* Summary Faculty, staff, and management were highly consistent in their pattern of referring students to student support services (correlations ranged from +.83 to +.90). The greatest number of students were referred by all groups to Counseling (overall average percent = 81%). Disabled Student Programs and Services (DSPS), Financial Aid, and the Assessment Center were among the other services to which students were frequently referred by the faculty and by those classified staff and management individuals whose assignments include frequent contact with students (e.g., individuals who work in Athletics, Counseling, and Records and Admissions). 37

39 Standard II.C: Library and Learning Support Services Library and other learning support services for students are sufficient to support the institution s instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered. Such services include library services and collections, tutoring, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that library and other learning support services may be used effectively and efficiently. The institution systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services. The ARC library has adequate materials to support my student's assignments. / / Know Total Faculty % % % % % Classified Staff % % 9 7.0% % % Management % % 2 7.4% % % Total % % % % % 38

40 The library maintains sufficient operating hours for faculty and student access. / / Know Total Faculty % % % % % Classified Staff % % 7 5.5% % % Management % % % 1 3.7% % Total % % % % % 39

41 The Learning Resource Center (LRC) maintains sufficient operating hours for faculty and student access. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % % % 1 3.7% % Total % % % % % 40

42 The equipment in the LRC (computers, dvd players etc.) is properly maintained. / / Know Total Faculty % % 2 0.7% % % Classified Staff % % 2 1.6% % % Management % % 0 0.0% % % Total % % 4 0.9% % % Summary A large proportion of respondents / that the library and learning support services are sufficient for meeting the needs of students, faculty, and staff at American River College. Highest ratings were given by faculty. Overall, / ratings ranged from 64% to 74% for the above items. However, responses were uncharacteristically high for all groups, including management, regarding the adequacy of materials in the library (20%) and the maintenance of equipment in the learning resource center (26%). 41

43 Standard II.C: Library and Learning Support Services (continued.) Item F C M Beacon Program ESL Center Library LRC RAD Reading Center Science Skills Center Tutoring Services WAC Writing Center Summary Faculty, classified staff, and management were very consistent in their pattern of referring students to academic support services (correlations ranged from +.83 to +.93). All groups referred the most students to the learning resource center (LRC) (overall average = 74%). Faculty and classified staff referred the second highest number of students to the library, followed by tutoring services, and writing across the curriculum (WAC). For management, the most referrals were first to the LRC and next to Reading across the Disciplines (RAD), Tutoring Services, and the library. 42

44 Standard III: Resources The institution effectively uses its human, physical, technology, and financial resources to achieve its broad educational purposes, including stated student learning outcomes, and to improve institutional effectiveness. Standard III.A: Human Resources The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, and to improve institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning. I have the supplies and equipment needed to perform my job. / / Know Total Faculty % % % 0 0.0% % Classified Staff % % % 0 0.0% % Management % 1 3.7% 2 7.4% 0 0.0% % Total % % % 0 0.0% % 43

45 ARC provides sufficient opportunities for professional development. / / Know Total Faculty % % % 3 1.0% % Classified Staff % % % 2 1.6% % Management % % 2 7.4% 0 0.0% % Total % % % 5 1.1% % 44

46 ARC makes certain that the criteria and procedures for selection of all personnel are clearly and publicly stated. / / Know Total Faculty % % % % % Classified Staff % % % 2 1.6% % Management % 2 7.4% 1 3.7% 0 0.0% % Total % % % % % Summary There was general agreement that American River College supplies sufficient resources for its employees to perform their duties, provides opportunities for continued growth, and demonstrates institutional effectiveness. Overall percent for / responses ranged from 69% to 72% for the items above. Positive ratings by faculty (71%) and staff (65%) were slightly lower than positive ratings given by management (83%). 45

47 Standard III.B: Physical Resources Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning. The grounds of ARC are maintained in a safe and secure manner. / / Know Total Faculty % % % 1 0.3% % Classified Staff % % % 2 1.6% % Management % % 1 3.7% 0 0.0% % Total % % % 3 0.7% % 46

48 My workspace is maintained in a safe and secure manner. / / Know Total Faculty % % % 1 0.3% % Classified Staff % % % 0 0.0% % Management % 0 0.0% 1 3.7% 0 0.0% % Total % % % 1 0.2% % 47

49 Campus facilities (i.e., classrooms, restrooms, offices) are adequately maintained. / / Know Total Faculty % % % 2 0.7% % Classified Staff % % % 3 2.3% % Management % % % 0 0.0% % Total % % % 5 1.1% % Summary Most respondents felt positively about the safety and security of their workplace and the grounds at American River College. Overall percent for / responses were 74% to 77% for the first two items above. However, respondents were less positive about the adequate maintenance of campus facilities (48%). About onethird of faculty (32%) and staff (37%) and one-tenth (11%) of managers responded / to this last item. 48

50 Standard III.C: Technology Resources Technology resources are used to support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning. Overall, ARC maintains, upgrades or replaces its technology infrastructure and equipment to meet instructional and staff needs. / / Know Total Faculty % % % % % Classified Staff % % % 6 4.7% % Management % % 0 0.0% 0 0.0% % Total % % % % % 49

51 ARC provides appropriate technology training for staff and faculty. / / Know Total Faculty % % % 3 1.0% % Classified Staff % % % 4 3.1% % Management % 1 3.7% 1 3.7% 0 0.0% % Total % % % 7 1.6% % 50

52 The college plans for and supports technology innovation. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % % 0 0.0% 0 0.0% % Total % % % % % Summary The majority of faculty, classified staff, and management responded favorably regarding the status, timeliness, and approach to technology and training adopted at American River College. Overall percent for / responses ranged from 63% to 74% for the items above. However, positive ratings by faculty (68%) and staff (63%) were generally lower as compared to positive ratings by management (89%). These differences were reflected in the percentage of faculty (13%) and staff (15%) who gave unfavorable ( / ) ratings. Only 1% of managers gave such unfavorable ratings to these same items. 51

53 Standard III.D: Financial Resources Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resources planning is integrated with institutional planning. The college provides sufficient resources to support its educational programs. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % % 0 0.0% 1 3.7% % Total % % % % % 52

54 Appropriate and timely budgetary information is provided throughout the year. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % 2 7.4% 1 3.7% 0 0.0% % Total % % % % % 53

55 ARC attempts to meet the needs of programs and services based on the availability of financial resources. / / Know Total Faculty % % % % % Classified Staff % % 6 4.7% % % Management % 0 0.0% 1 3.7% 1 3.7% % Total % % % % % 54

56 / ARC uses its financial resources wisely and fairly. / Know Total Faculty % % % % % Classified Staff % % % % % Management % 1 3.7% 0 0.0% 0 0.0% % Total % % % % % Summary Overall, perceptions concerning the adequacy of financial resources and their responsible and timely distribution were positive (Overall Means for / responses averaged 58% for the items above). However, a noticeable disparity occurred between positive ratings by faculty (57%) and staff (53%) vs. positive ratings by management (89%). A corresponding difference was apparent in the percentage of faculty (13%) and staff (18%) who were unaware of how financial resources are provided and distributed, compared to only 2% of managers who felt similarly. 55

57 Standard IV: Leadership and Governance The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. Governance roles are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acledging the designated responsibilities of the governing board and the chief administrator. Standard IV.A: Decision-Making Roles and Processes The institution recognizes that ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve. The college governance structure follows an organized process. / / Know Total Faculty % % % % % Classified Staff % % 8 6.3% % % Management % 0 0.0% 1 3.7% 0 0.0% % Total % % % % % 56

58 / I how the ARC collegial governance process works. / Know Total Faculty % % % % % Classified Staff % % % % % Management % 1 3.8% 0 0.0% 0 0.0% % Total % % % % % 57

59 Faculty, staff, administrators, and students have clearly defined roles in institutional governance. / / Know Total Faculty % % % % % Classified Staff % % % % % Management % 2 7.4% 1 3.7% 0 0.0% % Total % % % % % 58

60 The ARC administration provides effective and productive leadership. / / Know Total Faculty % % % % % Classified Staff % % % 9 7.1% % Management % 0 0.0% 2 7.4% 0 0.0% % Total % % % % % Summary Most faculty, classified staff, and management felt positively about the leadership and governance at American River College (Overall percent for / responses ranged from 53% to 65% for the items above). However, there was a sizable disparity between positive ratings by faculty (62%) and staff (50%) vs. positive ratings by management (94%). Moreover, a significant percentage of faculty (15%) and staff (23%) seemed unaware of the governance process and responded to the first 3 items above. In contrast, none of the managers used the response option for these items. 59

61 Standard IV.B: Board and Administrative Organization In addition to the leadership of individuals and constituencies, institutions recognize the designated responsibilities of the governing board for setting policies and of the chief administrator for the effective operation of the institution. Multi-college districts/systems clearly define the organizational roles of the district/system and the colleges. Governing board policies support the quality, integrity and effectiveness of student learning programs and services. / / Know Total Faculty % % % % % Classified Staff % % 7 5.6% % % Management % 2 7.4% 0 0.0% 0 0.0% % Total % % % % % Summary The majority of faculty, classified staff, and management felt that governing board policies support the quality, integrity and effectiveness of student learning programs and services (Overall percent = 56% / ). However, there was a sizable disparity between ratings by faculty and staff (56% and 48% respectively) vs. ratings by 60

62 management (93%). One in 5 faculty and 1 in 4 staff also responded to this item; no managers used this response option. 61

63 Appendix 62

64 Class Climate ARC Accreditation Self Study, Faculty and Staff Survey, Spring 2008 Mark as shown: Correction: Please use a ball point pen or a thin felt tip. This form will be processed automatically. Please follow the examples shown to help optimize the reading results. Your candid opinion is important! This survey is part of ARC s self study to re affirm accreditation. Information collected from this survey will be used to respond to the accreditation standards as well as better serve our faculty, staff, and students. Please take a moment to complete the questions below. Use the adjacent scale to indicate the extent to which you strongly disagree or strongly agree with each statement. Select if the statement is not related to your work at ARC or you lack sufficient ledge to answer the question. Your responses are completely voluntary and anonymous. No individual responses are reported. Thank you. 1. Job Classification 1.1 I am: Faculty Classified Management Standard I: Institutional Mission and Effectiveness 2. I.A: Mission 2.1 I am aware of the college's Mission, Vision, and Values. 2.2 The ARC Mission Statement is well publicized. Disagee 2.3 I am aware the college reviews the Mission Statement every three to five years. 2.4 I was given the opportunity to review the Mission, Vision and Values Statement in draft form. Disagee 2.5 The Mission Statement guides institutional planning and institutional decision making. F437U0P1PL0V , Page 1/7 SAMPLE

65 Class Climate ARC Accreditation Self Study, Faculty and Staff Survey, Spring I.B: Institutional Effectiveness 3.1 I understand the college's Goals and Objectives and the extent to which they are achieved. 3.2 The college's Goals and Objectives help guide the Educational Master Plan (EMP), curriculum, and staff development. 3.3 The college defines and disseminates its planning processes adequately. 3.4 The college involves appropriate segments of the college community in institutional planning. 3.5 I have the opportunity to provide input to the annual EMP for my department/area. 3.6 Institutional research is integrated with institutional planning and evaluation. k now 3.7 Institutional research documents (Key Effectiveness Indicators, demographic profiles, survey results, etc.) provide information for planning and program evaluation. 3.8 Program Review is effective in evaluating the strengths and weaknesses of individual programs. 3.9 There is continuous collegial, self reflective dialogue about student learning and institutional processes. Standard II: Student Learning Programs and Services 4. II.A: Instructional Programs 4.1 Most faculty and staff are engaged in discussions identifying and assessing Student Learning Outcomes (SLO's). F437U0P2PL0V , Page 2/7 SAMPLE

66 Class Climate ARC Accreditation Self Study, Faculty and Staff Survey, Spring II.A: Instructional Programs [Continue] 4.2 I had the opportunity to participate in departmental and campus wide discussions about SLO s. 4.3 I had the opportunity to participate in departmental and campus wide discussions during the creation of the course SLO s assessment process. 4.4 I am aware of how the college is assessing the course SLO's with student surveys. 4.5 All instructional offerings are in keeping with the college's mission, regardless of where and how they are taught. 4.6 Overall, course outlines clearly specify the subject matter to be covered and skills to be acquired by the students. 4.7 Course offerings include diverse methods of instruction. 4.8 Course offerings expose students to a variety of points of view. 4.9 Courses are offered on a regular basis and provide students with the opportunity to complete programs in a reasonable time frame Programs are assessed, reviewed, and modified as needed on a regular basis There is ample opportunity to be involved in making plans and setting priorities for my department and/or program Faculty exercise a substantial voice in matters related to educational programs, personnel, and institutional policies Members of my department stay current in their field of expertise. F437U0P3PL0V , Page 3/7 SAMPLE

67 Class Climate ARC Accreditation Self Study, Faculty and Staff Survey, Spring II. B: Student Support Services 5.1 ARC provides students with clear and accurate information about courses, programs, degrees, and certificates. 5.2 Student support services make significant contributions to student success. 5.3 Students are able to access most of our student support services face to face or online at our outreach centers. 5.4 I where to refer students for various campus support services. 5.5 Which of the following student services have you referred students to in the last year? (Mark all that apply) Assessment Center Career and Job Opportunities CalWORKs Counseling DSPS (Disabled Student Services) and/or LD (Learning Disabilities) EOP&S (Educational Opportunity Program and Services) Financial Aid Health Center Transfer Center Re Entry Student Athletes Support Program 6. II. C: Library and Learning Support Services 6.1 The ARC library has adequate materials to support my student's assignments. 6.2 The library maintains sufficient operating hours for faculty and student access. 6.3 The Learning Resource Center (LRC) maintains sufficient operating hours for faculty and student access. 6.4 The equipment in the LRC (computers, dvd players etc.) is properly maintained. F437U0P4PL0V , Page 4/7 SAMPLE

68 Class Climate ARC Accreditation Self Study, Faculty and Staff Survey, Spring II. C: Library and Learning Support Services [Continue] 6.5 Which of the following academic support services have you referred students to in the last year? (Mark all that apply) Beacon Program ESL (English As a Second Library Language) Center LRC (Learning Resource RAD (Reading Across the Reading Center Center) Disciplines) Science Skills Center Tutoring Services WAC (Writing Across the Curriculum) Writing Center Standard III: Resources 7. III. A: Human Resources 7.1 I have the supplies and equipment needed to perform my job. 7.2 ARC provides sufficient opportunities for professional development. 7.3 ARC makes certain that the criteria and procedures for selection of all personnel are clearly and publicly stated. 8. III. B: Physical Resources 8.1 The grounds of ARC are maintained in a safe and secure manner. 8.2 My workspace is maintained in a safe and secure manner. 8.3 Campus facilities (i.e., classrooms, restrooms, offices) are adequately maintained. 9. III. C: Technology Resources F437U0P5PL0V , Page 5/7 SAMPLE

69 Class Climate ARC Accreditation Self Study, Faculty and Staff Survey, Spring III. C: Technology Resources [Continue] 9.1 Overall, ARC maintains, upgrades or replaces its technology infrastructure and equipment to meet instructional and staff needs. 9.2 ARC provides appropriate technology training for staff and faculty. 9.3 The college plans for and supports technology innovation. 10. III. D: Financial Resources 10.1 The college provides sufficient resources to support its educational programs Appropriate and timely budgetary information is provided throughout the year ARC attempts to meet the needs of programs and services based on the availability of financial resources ARC uses its financial resources wisely and fairly. Standard IV: Leadership and Governance 11. IV. A: Decision Making Roles and Processes 11.1 The college governance structure follows an organized process I how the ARC collegial governance process works Faculty, staff, administrators, and students have clearly defined roles in institutional governance. F437U0P6PL0V , Page 6/7 SAMPLE

70 Class Climate ARC Accreditation Self Study, Faculty and Staff Survey, Spring IV. A: Decision Making Roles and Processes [Continue] 11.4 The ARC administration provides effective and productive leadership. 12. IV. B: Board and Administrative Organization 12.1 Governing board policies support the quality, integrity and effectiveness of student learning programs and services. F437U0P7PL0V , Page 7/7 SAMPLE

71 This report is prepared by: Jim Barr, Cathie Browning, Yuj Shimizu, ARC Research Office American River College 4700 College Oak Drive Sacramento, CA Los Rios Community College District