De Anza College Office of Institutional Research and Planning
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1 De Anza College Office of Institutional Research and Planning To: Accreditation Steering Committee From: Mallory Newell, De Anza Researcher Margaret Bliss, Student Assistant Date: 7/1/01 Subject: Spring 01 Survey Administration The employee survey was developed collaboratively by the De Anza and Foothill Offices of Institutional Research and Planning. The survey was then shared with the De Anza Accreditation Steering Committee in spring 01 prior to administration. In May 01, all De Anza employees were provided the opportunity to participate in the survey and this resulted in 145 responses. The survey included questions about employee demographics and Standards I-IV. Demographic Comparisons Survey respondents comprised of a proportionate percentage of full-time faculty (%), parttime faculty (%), and classified professionals (%). 71% of survey respondents have worked at De Anza for years or more while % have worked for De Anza 0-5 years. Of all survey respondents 5% identified as female, the same as the total percentage within the De Anza employee population. 1% of respondents identified as an Asian category compared to 4% in the overall employee population, compared to 41% of respondents identifying as White, compared to 4% in the total population. Standard I Standard I.A. 74% (10) of respondents stated they strongly agree/agree that the college mission statement is used to guide institutional planning and resource prioritization, while 7% () strongly disagree/disagree, 17% don t know/does not apply. Standard I.B.1 7% (10) of respondents stated they strongly agree/agree that the college maintains ongoing dialogue about the continuous improvement of student learning and institutional processes, while 1% () strongly disagree/disagree. Standard I.B.4 0% (11) of respondents stated they strongly agree/agree that the college reviews student data to identify achievement gaps, while 5% (7) strongly disagree/disagree; 15% stated don t know/does not apply. Standard I.B. % () of respondents stated they strongly agree/agree that the college documents its program review, planning, and resource prioritization 1
2 processes (broadly communicated using website, s, newsletters, shared governance discussion, etc.), while 1% (1) strongly disagree/disagree. Standard I.B.. % () of respondents stated they strongly agree/agree that the program review, planning, and resources prioritization processes highlight how each program/unit serves students, and how it can serve them better (short-and longterm), while 1% (0) strongly disagree/disagree; 17% stated don t know/does not apply. Standard II Standard II.A.7 7% (105) of respondents stated they strongly agree/agree that the college uses delivery m odes and teaching methodologies appropriately to better reflect the diverse needs and learning styles of students, while 1% (1) strongly disagree/disagree; 14% stated don t know/does not apply. Standard II.B.1 7% () of respondents stated they strongly agree/agree that the college library resources are sufficient for students to complete academic assignments, while 4% (7) strongly disagree/disagree; % stated don t know/does not apply. Standard II.B.1/II.C. 7% (10) of respondents stated they strongly agree/agree that the college provides students sufficient access to the library and other learning support services, whether face-to-face or in an online (i.e. web-based, internet) format, while % (1) strongly disagree/disagree. Standard II.C.1 54% (7) of respondents stated they strongly agree/agree that the college evaluates the quality of student support services to assure they meet student needs, while % () strongly disagree/disagree; 4% stated don t know/does not apply. Standard III Standard III.A.1 77% (111) of respondents stated they strongly agree/agree that the college employs individuals who are qualified for their position, with appropriate education, training, and experience, while 1% () strongly disagree/disagree. Standard III.B.14 % () of respondents stated they strongly agree/agree that sufficient training opportunities are provided by the college in state/federal regulations, such as Title 5 Ed Code, Title IX, and sexual harassment while % (7) strongly disagree/disagree. Standard III.A.14 5% (4) of respondents stated they strongly agree/agree that sufficient training opportunities are provided by the college on health and safety issues (e.g., emergency situation training, active shooter training, etc.), while % (47) strongly disagree/disagree.
3 Standard III.A.14 54% (7) of respondents stated they strongly agree/agree that sufficient training opportunities are provided by the college in institutional planning, including program review, accreditation standards, institutional standards and goals, while 0% (4) strongly disagree/disagree; 17% stated don t know/does not apply. Standard III.C.1 7% (110) of respondents stated they strongly agree/agree that sufficient training in the use of technology (hardware and software) is provided to effectively carry out work responsibilities, including supporting student learning, while 0% () strongly disagree/disagree. Standard IV Standard IV.A.1 % (7) of respondents stated they strongly agree/agree that faculty and staff are empowered to develop programs and services that will enhance student learning, while 1% (0) strongly disagree/disagree; 11% stated don t know/does not apply. Standard IV.A. 51% (7) of respondents stated they strongly agree/agree that there is effective (i.e. clear, current, and widely available) communication at the college, while 44% (4) strongly disagree/disagree. Standard IV.B. % (57) of respondents stated they strongly agree/agree that the college president engages in collaborative decision-making with an emphasis on collegiality and open communication between and among all constituents, while 5% (50) of respondents strongly disagree/disagree; %stated don t know/does not apply. Standard IV.C.4 4% (0) of respondents stated they strongly agree/agree that the Board of Trustees advocates for and defends the college and protects if rom undue influence or pressure, while 10% (15) strongly disagree/disagree, and 4% stated don t know/does not apply. Standard IV.D.1 5% (0) of respondents stated they strongly agree/agree that the district chancellor provides leadership in setting expectations of education excellence and the support needed to sustain these efforts, while 10% (14) strongly disagree/disagree, and 4% stated don t know/does not apply. Standard IV.D. 54% (7) of respondents stated they strongly agree/agree that the district chancellor ensures sufficient district support is allocated so the colleges can achieve their mission goals, while 7% (11) strongly disagree/disagree; % stated don t know/does not apply. Standard IV.D. 40% (5) of respondents stated they strongly agree/agree that there is effective (i.e. clear, current, and widely available) communication between the college and the district, allowing the college to achieve its mission and goals, while 7% () strongly disagree/disagree; % stated don t know/does not apply.
4 What is your primary job classification at De Anza? Full-time faculty 1 47 Part-time faculty 4 Classified professional 47 Administrator 4 How long have you worked at De Anza? 0- years years years 1 10 or more years To which ethnic group do you MOST identify? African American/Black 1 5 Asian 1 15 Filipino/Pacific Islander 5 Latino/a Native American 5 1 White 5 41 Other 7 Prefer not to repond 0 14 Mean: 5 7/14/01 4
5 What is your gender? Male Female 5 5 Other 0 0 Prefer not to respond The college mission statement is used to guide institutional planning and resource prioritization. (I.A..) Strongly Agree 1 7 Agree 7 47 Disagree Dont Know/Doesnt Apply /14/01 5
6 The college maintains ongoing dialogue about the continuous improvement of student learning and institutional processes. (I.B.1.) Strongly Agree 1 4 Agree Disagree Dont Know/Doesnt Apply The college reviews student data to identify achievement gaps. (I.B.4.) Strongly Agree Agree Disagree Dont Know/Doesnt Apply /14/01
7 The college documents its program review, planning, and resource prioritization processes (broadly communicated using website, s, newsletters, shared governance discussions, etc.). (I.B..) Strongly Agree 1 7 Agree 1 4 Disagree 15 Dont Know/Doesnt Apply Program review, planning, and resource prioritization processes highlight how each program/unit serves students, and how it can serve them better (short-and long-term). (I.B..) Strongly Agree 1 4 Agree 54 Disagree 1 Dont Know/Doesnt Apply /14/01 7
8 The college uses delivery modes and teaching methodologies appropriately to better reflect the diverse needs and learning styles of students. (II.A.7.) Strongly Agree 1 7 Agree Disagree 1 Dont Know/Doesnt Apply The college library resources are sufficient for students to complete academic assignments. (II.B.1.) Strongly Agree 1 41 Agree 55 Disagree 5 1 Dont Know/Doesnt Apply /14/01
9 The college provides students sufficient access to the library and other learning support services, whether face-to-face or in an online (i.e. web-based, internet) format. (II.B.1./II.C..) Strongly Agree 1 5 Agree 0 Disagree 5 Dont Know/Doesnt Apply The college evaluates the quality of student support services to assure they meet student needs. (II.C.1.) Strongly Agree Agree 5 7 Disagree Dont Know/Doesnt Apply /14/01
10 The college employs individuals who are qualified for their position, with appropriate education, training, and experience. (III.A.1.) Strongly Agree Agree 4 Disagree 1 15 Dont Know/Doesnt Apply Sufficient training opportunities are provided by the college in state/federal regulations, such as Title 5 Ed Code, Title IX, and sexual harassment. (II.B.14.) Strongly Agree 1 4 Agree Disagree 11 Dont Know/Doesnt Apply /14/01 10
11 Sufficient training opportunities are provided by the college on health and safety issues (e.g. emergency situation training, active shooter training, etc.). (III.A.14.) Strongly Agree 1 1 Agree 5 Disagree 5 1 Dont Know/Doesnt Apply Sufficient training opportunities are provided by the college in institutional planning, including program review, accreditation standards, institutional standards and goals. (III.A.14.) Strongly Agree 1 Agree 4 Disagree 11 Dont Know/Doesnt Apply /14/01 11
12 Sufficient training in the use of technology (hardware and software) is provided to effectively carry out work responsibilities, including supporting student learning. (III.C.1.) Strongly Agree 1 Agree 71 Disagree 1 Dont Know/Doesnt Apply Faculty and staff are empowered to develop programs and services that will enhance student learning. (IV.A.1.) Strongly Agree 1 1 Agree Disagree Dont Know/Doesnt Apply /14/01 1
13 There is effective (i.e. clear, current, and widely available) communication at the college. (IV.A..) Strongly Agree Agree 5 7 Disagree Dont Know/Doesnt Apply The college president engages in collaborative decision-making with an emphasis on collegiality and open communication between and among all constituents. (IV.B..) Strongly Agree 1 Agree 5 Disagree 1 Dont Know/Doesnt Apply /14/01 1
14 The Board of Trustees advocates for and defends the college and protects it from undue influence or pressure. (IV.C.4.) Strongly Agree Agree 4 Disagree 4 Dont Know/Doesnt Apply 5 4 The district chancellor provides leadership in setting expectations of education excellence and the support needed to sustain these efforts. (IV.D.1) Strongly Agree 1 Agree 54 Disagree 11 Dont Know/Doesnt Apply /14/01 14
15 The district chancellor ensures sufficient district support is allocated so the colleges can achieve their mission and goals. (IV.D..) Strongly Agree Agree 5 7 Disagree 1 Dont Know/Doesnt Apply 5 55 There is effective (i.e. clear, current, and widely available) communication between the colleges and the district, allowing the college to achieve its mission and goals. (IV.D..) Strongly Agree 1 15 Agree 41 Disagree 1 17 Dont Know/Doesnt Apply /14/01 15
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