Fill - Free fillable Blank-staff-IE2017 View Survey PDF form

This survey is being directed to all Columbia College staff for the purpose of addressing

accreditation self-study issues. It also serves as our bi-annual Institutional Effectiveness Survey.

You have received the link to this survey because you are part of the college staff and thus

important to this evaluation and study.

The survey is strictly anonymous, meaning your personal identification is not attached to this

survey in any way thus, you will not be able to leave and return to the same survey once you've left

it. You can, however, opt out of the survey at any time by clicking the "Exit" button at the top of

each page and return later to start over --or-- note the question number you were on when you had

to exit and then click "next" until you arrive at the question following the last one you completed

before exiting (won't hurt a thing).

Questions about this survey or its format can be addressed to the Institutional Research Office. In

terms of the accreditation process and purpose, please contact the Vice President of Instruction's

Office. Thank you so much!

Now, click the "Next" button at the bottom to get started.

(The survey is estimated at between 15-20 minutes.)

1. Informed Consent

Centered in the Sierra foothills, Columbia College offers students of diverse backgrounds many

opportunities for discovery and success. Through a supportive and engaging learning environment,

students master foundational skills, explore their passions, attain degrees and certificates, and

pursue career and transfer pathways. We collaborate with surrounding communities to cultivate

intellectual, cultural and economic vitality. Columbia College inspires students to become

inquisitive, creative, and thoughtful life-long learners.

2. Standard IA - The College Mission

Strongly Agree Agree

Neither Agree

nor Disagree Disagree

Strongly

Disagree Don't Know

a. Find opportunities for

discovery and success.

b. Find a supportive and

engaging learning

environment

c. Master foundational

skills

d. Explore their passions

e. Attain degrees and

certificates

f. Pursue career

pathways

g. Fulfill the requirements

for transfer to a

university

h. Be inspired to become

inquisitive, creative, and

thoughtful life-long

learners

g. Be equipped to pursue

pathways to employment

h. Pursue transfer to

universities

i. Become inquisitive,

creative, and thoughtful

life-long learners.

Comments please...

1. Columbia College provides a supportive and engaging learning environment for students of diverse

backgrounds to (A1):

Strongly Agree Agree

Neither Agree

nor Disagree Disagree

Strongly

Disagree Don't Know

Support student learning

Focus on student

achievement and

success

Cultivate intellectual

vitality

Cultivate cultural vitality

Economic vitality

Comments:

2. Columbia College collaborates with its surrounding communities to:

(IA.4, IB.1, IVB.6):

Strongly Agree Agree

Neither Agree

nor Disagree Disagree

Strongly

Disagree N/A

Programs and services

are aligned with the

College Mission

Is guided by the College

Mission in its institutional

decision-making and

planning

The College Mission

informs the college's

allocations of its

resources

Develops its institutional

goals in line with the

College Mission

Other (please specify)

3. The College...

(IA.3, IIID.2)

The following questions ask you to rate the effectiveness of SLO evaluations and assessments. If

you are not familiar with CSLOs, PSLOs, or ISLOs, please proceed to Question #8. (IA.2, IB.1, IB.2,

IB.4, IB.5, IB.9)

Please use the slider to indicate your perception of the level...

3. Standard I - Institutional Effectiveness

4. The level at which research and/or data have been instrumental in identifying improvements needed for

program(s) or service(s):

0% - Not Instrumental in

identifying improvements

100% - Very Instrumental in

identifying improvements

5. The level at which outcomes assessment/evaluations of SLOs have been instrumental for identifying

improvements needed for the learning experience for students:

0% - Not Instrumental for

the learning experience

100% - Very Instrumental

for the learning experience

6. The level at which completing a program review has been key in identifying programmatic needs along

with the resources needed to meet those needs:

0% - Not Instrumental at all

in justifying resource

requests

100% - Very Instrumental in

justifying resource requests

7. The overall level at which the results of planning, SLOs, PSLOs, and/or SAOs have been instrumental in

making improvements to programs a/or service areas (IB.2):

0% - Not Instrumental for

improvements made

100% - Very Instrumental

for improvements made

4. Standards I, II, and IV - Institutional Strengths

Three or More

Committees Three Committees Two Committees One Committee None or N/A

Highly involved

(organizer, or chair of

one or more college

committees)

Regular Attendee

(attend and contribute to

each meeting)

Monitor (attend less than

60% of the meetings)

Visitor (attend only when

requested - non-voting

party)

I have not participated in

a college committee in

over a year

Please list the committees you have served on over the past year:

8. Please indicate your participation in college governance and decision-making committees...

(IB.7, IVA.1)

Select one answer per column, per row:

Strongly Agree Agree

Neither Agree no

Disagree Disagree

Strongly

Disagree Not a clue...

Student Learning

Outcomes (SLOs) and

results of assessments

Curriculum reviews

Program reviews and the

program evaluations

The college strategic

plan and goals

Accreditation processes

Institutional-set

standards

Institutional data and

reports

Comments please:

9. Do you agree that the College assesses its strengths from the following:

(IB.2, IB.5, IB.8, IIA.1, IIA.11, IIB.3)

Student Success

Other (please specify)

10. Please refer to the above image of institutionally-set standards for student achievement - Successful

Course Completions.

Indicate your level of familiarity with these trends depicted (IB.3)

Yes, I am very familiar with, and could explain institutional-set standards to others

Yes, I am familiar with institutional-set standards but am not sure if I could explain them

Vaguely familiar - I have seen these before, but I am not sure what they mean

Not at all familiar - I have never seen, or had institutional-set standards explained to me

11. Please provide a bit more detail regarding your understanding of the "Institution-set Standards" for

student achievement that is a component of our current ACCJC Accreditation Self-study, Standard IB.3,

and included in Columbia's ACCJC Annual Reports:

Check all that apply:

They are required and reported annually

They are considered "the floor," or the lower limit of satisfactory outcomes

There are five ACCJC standards: successful course completions, awards earned, certificates earned, transfers to universities and

job placement.

They are calculated at 1sd below the average of the previous five years.

There is no such thing as an institution-set standard.

Just in case you're curious:

Institution-set standards are required and reported to ACCJC annually as well as addressed in our self-study in Standard IB.3,

Institution-set standards are considered "the floor," or the lower limit of satisfactory outcomes,

There are five institution-set standards (not to be confused with the four accreditation self-study standards). They are:

successful course completions,

awards earned,

certificates earned,

transfers to universities, and

job placement

They have been calculated at 1 sd below the mean across the previous five years for the past three reports.

5. Standards I, II, III - Institutional Integrity

Highly Effective Effective

Somewhat

Ineffective Not effective Unknown

The Mission Statement

Student Learning

Outcomes for courses

(CSLOs)

Program Learning

Outcomes (PSLOs)

Institutional Learning

Outcomes (ISLOs)

Support services

available for students

The Library's services

The Printed Catalog

The Online Catalog

The Online Schedule of

Classes

Guidance in selecting a

course of study (degree,

certificate, transfer) and

the requirements

The cost of attendance

(tuition, non-instructional

fees, textbooks, etc.)

Expectations for student

conduct (academic

honesty, behavior, etc.)

The college's

commitment to high

quality education

The College's

accreditation status

(public disclosure)

The College's policies

and procedures

If you could change, or add to the information provided to students, what would it be and how would it be disseminated to them?

12. How would you rate the clarity and accuracy of the following college information provided to students:

(IC.1, IC.2, IC.12)

13. How would you rate the clarity and accuracy of the following college information provided to faculty

Highly Effective Effective

Somewhat

Ineffective Not effective Unknown

The Mission Statement

Student Learning

Outcomes for courses

(CSLOs)

Program Learning

Outcomes (PSLOs)

Institutional Learning

Outcomes (ISLOs)

Teaching online at the

college (developing and

teaching online)

The Library's services

Counseling and

Advisement

Student outcomes data,

e.g., enrollments, FTES,

student Demographics,

awards, etc.

Curriculum development

and the review process

Program development

and the review process

Articulation of courses to

universities and other

colleges

Faculty responsibilities

and academic freedom

Participation in college

governance committees

Dialogues regarding

improvements for high

quality education

Collaborations with

community and external

partners

The timely distribution of

college fiscal information

The College's

accreditation status,

policies and procedures

and staff:

(IB.3, IIA.3, IIA.11,IIA.16, IIIA.10, IIIA.11, IIID.2, IIID.4, IIID.5)?

District Policies and

Procedures

Highly Effective Effective

Somewhat

Ineffective Not effective Unknown

If you could change, or add to the information provided to faculty and staff, what would it be and how would it be disseminated to them?

6. Standard III - Human Resources

Strongly Agree Agree

Neutral (neither

Agree or

Disagree) Disagree

Strongly

Disagree N/A

College policies and

procedures for faculty

and staff are clearly

defined

My work performance is

evaluated regularly and

fairly

This college supports an

atmosphere of

intellectual freedom

Faculty distinguish

between personal

conviction and

professionally accepted

views in their disciplines

I feel there is adequate

representation in terms

of the negotiation

process (not specific to

pay increases)

I am encouraged to

participate in the

college's governance

and decision-making

processes

I have found staff and

professional

development available

when needed

I contribute to, and have

recommended

innovations for

improvements for

institutional excellence

Other (please specify)

14. Please indicate your agreement with the following (in terms of your primary work assignment):

(IC.9, IIIA.11, IIIC.4, IIIC.5, IVA.1, IVA.2)

7. Standard I, IV - Governance

Strongly Agree Agree

Neither Agree

nor Disagree Disagree

Strongly

Disagree N/A

Provides an atmosphere

that promotes a collegial

process in setting its

goals and priorities

Ensures that the

evaluation and planning

process is based on high

quality research and

analysis

Allocates resources

based on planning

toward goals for

improvements in student

achievement and

learning

Provides timely

communication that

serves and benefits the

institutions

Provides timely

communication that

serves and benefits the

community(ies)

Engages in effective

communication that

ensures effective

operations between the

colleges/district

Other (please specify)

15. Rate your level of agreement with the following, "The College leadership team..."

(IA.2, IA.3, IB.1, IB.9, IIA.11, IVB.3, IVD.6)

Strongly Agree Agree

Neither Agree or

Disagree Disagree

Strongly

Disagree N/A

There are numerous

ways and opportunities

that I can participate in

college decision-making

processes

There is broad faculty

and staff representation

in the college decision-

making process

Students are

encouraged to

participate and included

in the college decision-

making process

Faculty and staff share a

strong commitment and

responsibility to evaluate

and improve the student

learning environment

and student outcomes

Other (please specify)

16. Rate your level of agreement with the following, in terms of participation in college decision-making:

(IB.1, IB.5, IB.6, IB.8)

Strongly Agree Agree

Neither agree or

disagree Disagree

Strongly

Disagree N/A

Ensures the College's

perspective is

considered while

overseeing district

policies and plans

Maintains a well-

documented decision-

making process with

wide distribution of the

results of their decisions

Provides leadership in

communicating

educational excellence

and integrity to the

communities it serves

17. Rate your level of agreement with the following, "the YCCD District and Board..."

(IVC.3, IVC.5, IVC.8, IVD.1.,IVD.6, IVD.7)

Allocates resources that

provides adequate

district/system services

in support of the

colleges.

Reviews key indicators

to ensure the college is

accomplishing its goals

for student success and

achievement

Provides leadership in

setting and

communicating

expectations of

education excellence

and integrity to the

communities it serves

Maintains timely and

accurate communication

between the district

entities to

ensure effective

operations in meeting the

college's educational

goals for student

achievement and

learning.

Strongly Agree Agree

Neither agree or

disagree Disagree

Strongly

Disagree N/A

Other (please specify)

Since this is an anonymous survey, we'll need to know a little about you...

8. Demographics

18. The job classification of your primary YCCD work assignment:

Administrator (academic)

Director or Manager (classified)

Tenured or tenure-track faculty

Adjunct faculty

Full-time, permanent classified staff

Part-time, permanent classified staff

Temporary classified staff (or on-call)

Other (please specify):

19. Your gender:

Female

Male

Decline to state

Comments:

20. Number of years employed with Columbia College:

0-2 years

3-7 years

8-12 years

13-17 years

18-24 years

25 years or more

Other (please specify)

If over 1 hour, please specify:

21. Approximately how long is your commute to work?

10 minutes or less

11 - 30 minutes

31 - 60 minutes

Over 1 hour

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