1 Student Shoreline Community College Results from the Noel-Levitz Student Satisfaction Inventory (SSI)

2 Description First selected for administration in Fall, 2001 Focus on two critical elements: Importance and Satisfaction and the gap between the two Well-established reliability and validity Availability of regional and national comparison data

3 Description Availability of companion employee survey (Institutional Priorities Survey--IPS) to compare student/employee perceptions Included 10 locally developed questions in the same importance/satisfaction measurement format

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5 Measures 12 Dimensions of Community College Education (In order of perceived importance at Shoreline—both years) Instructional Effectiveness (quality of instruction, course variety, availability of faculty) Academic Advising/Counseling (primarily advising) Registration Effectiveness (helpfulness of personnel, bookstore staff, policies) Safety and Security (parking, lighting, staff) Concern for the Individual (fair treatment, concern for success)

6 Measures 12 Dimensions of Community College Education (In order of perceived importance at Shoreline—both years) Academic Services (library, labs, tutoring) Campus Climate (welcoming atmosphere, attention to individual needs, approachability of staff, community reputation) Admissions and Financial Aid Service Excellence (helpfulness of staff in various areas) Student Centeredness (caring staff, quality of experience)

7 Measures 12 Dimensions of Community College Education (In order of perceived importance at Shoreline—both years) Campus Support Services (career services, veterans services, orientation) Responsiveness to Diverse Populations (satisfaction only)

8 History and Sampling Administered in late Fall Quarter 2001 and 2003 Sample of classes structured to assure proportionate representations of disciplines and times of day. Sample for 2003 included 92 classes, 1785 students (unduplicated) Administration by volunteer proctors

9 History and Sampling 2003 return rate: 1268 (71%) – Similar to 2001 Demographic comparisons of population and actual survey returns indicate sample was an accurate reflection of the campus at large Continue administration on regular basis in future years to monitor satisfaction Explore web-administration alternative to minimize impact on instructional time.

10 Dissemination of Results 3 Formats –Electronic reports prepared by publisher available on intranet –Detailed summary prepared locally—available on intranet ( etiear/Surveys/surveys.htm) etiear/Surveys/surveys.htm –Hard copy (most detail) at Library reserve desk

11 Dissemination of Results Presentations to full student services staff, Student Success Committee, and one academic division

12 Results Scale review –Importance: 1=low; 7=high importance –Satisfaction: 1=low; 7=high satisfaction –Gap: publisher suggests that an importance-satisfaction gap of 1.5 scale points or greater should be a focus of concern (for high-importance areas). This was used in local analysis along with 1.25 as a marginal gap score

13 Overall Summary

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15 Satisfaction Comparison: SCC & Western Region CC’s

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17 Satisfaction Comparison: SCC Students and Employees

18 Highlights-- Most Important Dimensions

19 Strengths Instructional Effectiveness: –Instructional excellence –Course variety –Knowledge and availability of faculty –Opportunities for intellectual growth

20 Strengths Registration Effectiveness: –Helpfulness of registration personnel –Clear and well-publicized policies and procedures –Helpfulness of bookstore staff*

21 Strengths Academic Services: –Adequacy of library resources and services* –Adequacy and accessibility of computer labs –Helpfulness of library staff

22 Challenges Safety and Security: –Perceived adequacy of parking spaces –Lighting and security of parking areas*

23 Challenges Academic Advising (marginal gap): –Advisors’ knowledge of transfer requirements –Help with reaching educational goals –Concern with individual success

24 Challenges Instructional Effectiveness –Timely feedback to students (marginal) –Early warnings to students doing poorly in class (marginal)*

25 Local Items--Students

26 Local Student Items Fall 2003 Fall 2001 Satisfaction Import.Satisfact.Gap Import.Satisfact.Gap Change Local Items (ordered from most to least important) 72. The quarterly class schedule is a helpful tool in choosing my classes Academic requirements and policies are faiar and reasonable I am sufficiently challenged by the academic program offered by the college The college catalog and student handbook provide clear and accurate information Financial aid information is readily available The college welcomes and supports students from diverse cultures Food services are adequate to meet the needs of students Student activities and programs match my needs and interests Campus publications keep me informed about important events, deadlines, etc Student Government represents my interests

27 Local Items--Employees

28 Local Employee Items Fall 2003 Fall 2001 Satisfaction Local Items (ordered from most to leas important)Import.Satisfact.Gap Import.Satisfact.Gap Change 52. Shoreline welcomes and supports students from diverse cultures My immediate work environment enhances my ability to perform my job well There is a positive working relationship between the faculty and the administration at Shoreline Job performance expectations have been clearly communicated to me Job satisfaction is a priority at Shoreline Community College Shoreline welcomes and supports faculty and staff from diverse cultures Current procedures for communicating policies, information and ideas adequately support my needs as a Shoreline employee I am encouraged to participate in departmental decision-making New ideas for improving the quality of my work environment are encouraged The college governance structure provides an opportunity for campus wide participation and collaboration in decision making