2014 Noel Levitz Student Satisfaction Report

Transcription

Noel-Levitz
2013 Student
Satisfaction Results
Survey Report
March 2014
Noel-Levitz Student Satisfaction Survey Report 2014
Fox Valley Technical College
TABLE OF CONTENTS
Executive Summary
College Participation and Representation ................................................................... ii
Key Demographic Comparisons ................................................................................ iii
Key Findings ................................................................................................................ v
Meeting Student Satisfaction Expectations ......................................................... v
Institutional Summary ........................................................................................ vi
Strengths ............................................................................................................ vii
Challenges ......................................................................................................... vii
Benchmarks ....................................................................................................... vii
Trends in Student Satisfaction .........................................................................viii
Using The Results ..................................................................................................... xii
Interpretive Definitions and Descriptions
Purpose and Background .......................................................................................... xiii
Survey Instrument .....................................................................................................xiii
Definition of Performance Gap .................................................................................xiii
Question Groupings by Institutional Category .........................................................xiii
Definition of Level of Significance ............................................................................ xv
Limitations ................................................................................................................. xv
Acknowledgement...................................................................................................... xv
Longitudinal Summaries
FVTC Longitudinal Demographic Summary ............................................................... 2
FVTC Longitudinal Institutional Summary.................................................................. 4
FVTC Fall 2013 to Fall 2011 Results
Institutional Summary Item Report ............................................................................. 5
Institutional Summary Scale Report .......................................................................... 11
Benchmark Comparisons
Summary Comparison ................................................................................................ 17
WTCS Summary Scale Report Comparison .............................................................. 18
National Summary Scale Report Comparison ........................................................... 19
Appendices
Student Satisfaction Inventory Survey Instrument ................................................... 20
Noel Levitz Student Satisfaction Campus Item List of Questions 2013 .................... 25
Noel Levitz Student Satisfaction Survey Additional Questions 2013 ....................... 26
i
Executive Summary
Fox Valley Technical College conducts the Student Satisfaction survey as an ongoing effort to gather
feedback from students across the district. Understanding students' experiences and satisfaction is
important in our efforts to enrich the student experience and to make Fox Valley Technical College a
more student-centered college. The results of this effort provide the college with valuable information
that will be used for student success initiatives, strategic planning and continuous improvement.
The Noel-Levitz Student Satisfaction Inventory (SSI) was conducted in November 2013 to evaluate
academic, instructional and student support services from the students’ point of view. Program
instructors distributed 2,496 paper copies within classrooms and 1,851 (74.2%) completed the paper
survey. This report highlights the results of the SSI survey including college participation and
representation, key demographic longitudinal comparisons and key findings.
College Participation and Representation
Figure 1
Significant efforts were invested in preplanning and gathering college-wide
demographics to conduct this survey with the
goal of obtaining a comprehensive
representation of student satisfaction across
the entire College. In Figure 1, the number of
students responding shows the increasing
numbers of students participating in the SSI
with 1,508 for 2009, 1,810 for 2011, and
1,851 for 2013.
Figure 2 and Figure 3 demonstrate regional and division representation across the Fox Valley Technical
College district. Students from all district campuses were included in the SSI survey.
Figure 2
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It is important to the college that not only students from all district campuses are represented, but
students from all divisions are likewise represented in the SSI. Figure 3 displays the results of
representation for each division.
Figure 3
Percent of Division Participation
2013: 1,620 Total
29%
2011: 1,663 Total
27%
19% 19%
15% 16%
15% 15%
14%
12%
8% 8%
1%
Business &
Service
3%
General
Studies
Health
Information
Technology
2011
Mfg & Ag
Public Safety
Technologies
Transp. &
Construction
2013
Key Demographic Comparisons
Key demographics are summarized below for the 2009, 2011 and 2013 results.
Age
2009
2011
2013
18 and under
6.8%
7.3%
10.2%
19 to 24
47.3%
46.0%
50.8%
25 to 34
22.8%
24.9%
23.0%
35 to 44
10.9%
11.0%
9.8%
45 and over
12.3%
10.8%
6.3%
The diversity of student age groups represented in the survey sample has changed slightly in some
areas from 2007 to 2013. There is an increasing trend in the percentage of students under age 24 and
a decreasing trend in students age 25 and above.
iii
Educational Goals
2009
2011
2013
Associate Degree
68.8%
67.6%
70.1%
Vocation/Technical Program
14.7%
12.3%
8.7%
Transfer To Another Institution
3.3%
6.0%
6.7%
Certification
6.3%
8.0%
6.1%
Self-Improvement/Pleasure
0.1%
0.9%
1.8%
Job Related Training
3.3%
2.8%
3.6%
Other Educational Goal
2.9%
2.5%
3.7%
A higher percentage of students from 2009 and 2011 to 2013 are focused on an Associate Degree, and
there is a noted decrease in students indicating that their goal is a Vocational/Technical Program.
Employment
2009
2011
2013
Full-time off campus
24.1%
22.9%
28.4%
Part-time off campus
40.5%
43.8%
44.8%
Full-time on campus
1.2%
1.6%
1.4%
Part-time on campus
3.0%
4.0%
2.7%
31.2%
27.7%
22.7%
Not employed
A higher percentage of students from 2009 and 2011 to 2013 are employed full-time off campus. A
lower percentage of students from 2009 and 2011 to 2013 are not employed.
Disabilities
2009
2011
2013
Yes-Disability
9.4%
11.1%
11.8%
No-Disability
90.6%
89.0%
88.8%
A slightly higher percentage of students from 2009 and 2011 to 2013 are identified as having a
disability.
Complete demographic trends are available on the FVTC Longitudinal Demographic Summary.
iv
Key Findings
This report identifies the areas that matter most to students, how satisfied they are in having their
expectations met, and where there is room for improvement. It also highlights how FVTC compares
with the comparison groups of WTCS (Wisconsin Technical College System) and national community
colleges. Key findings include strengths, challenges, benchmarks and trends.
Meeting Student Satisfaction Expectations
The 2013 survey results demonstrate a consistent average student satisfaction mean ratings for the 2009,
2011 and 2013 results.
How has your college experience met your expectations?
2009
2011
2013
AVG
Mean score comparison.
4.79
4.90
4.84
4.84
Overall satisfaction with your experience at FVTC.
2009
2011
2013
AVG
5.53
5.62
5.58
5.58
If you had to do it over again, would you enroll here?
2009
2011
2013
AVG
5.77
5.84
5.80
5.80
2009
72.7%
22.6%
4.8%
2011
74.2%
21.6%
4.3%
2013
72.8%
21.7%
5.5%
AVG
73.2%
21.9%
4.9%
Institution was my
1st Choice
2nd Choice
3rd Choice or Lower
An average of 95.1% of students chose Fox Valley Technical College as their first or second choice.
v
Institutional Summary
The survey results are summarized in an institutional summary of twelve scales (categories) to provide
an overview of student satisfaction. Table 1 below shows an increase in the Satisfaction mean for
eleven of the twelve categories from 2009 to 2013. Interestingly, the Importance mean rating is
decreasing for each of the twelve scales as listed in Table 2. A complete listing of the questions that
make up each category can be found in the Institutional Scale Report.
Table 1. Satisfaction Means for 2009, 2011 and 2013
Institutional Summary of Satisfaction
1. Student Centeredness
2. Instructional Effectiveness
3. Responsiveness to Diverse Populations
4. Campus Support Services
5. Safety and Security
6. Academic Advising/Counseling
7. Admissions and Financial Aid
8. Academic Services
9. Registration Effectiveness
10. Service Excellence
11. Concern for the Individual
12. Campus Climate
2009
5.49
5.52
5.48
5.03
5.05
5.40
5.04
5.36
5.33
5.28
5.36
5.42
2011
5.58
5.61
5.51
5.14
5.15
5.42
5.25
5.42
5.43
5.39
5.42
5.43
2013
5.56
5.57
5.53
5.14
5.07
5.34
5.31
5.46
5.41
5.38
5.40
5.50
2009
5.93
6.08
N/A
5.25
5.75
6.05
5.87
5.85
6.04
5.80
6.06
5.90
2011
6.04
6.27
N/A
5.33
5.84
6.13
5.98
5.94
6.14
5.90
6.15
6.00
2013
5.94
6.16
N/A
5.32
5.76
6.00
5.88
5.83
6.03
5.79
6.05
5.91
Table 2. Importance Means for 2009, 2011 and 2013
Institutional Summary of Importance
1. Student Centeredness
2. Instructional Effectiveness
3. Responsiveness to Diverse Populations
4. Campus Support Services
5. Safety and Security
6. Academic Advising/Counseling
7. Admissions and Financial Aid
8. Academic Services
9. Registration Effectiveness
10. Service Excellence
11. Concern for the Individual
12. Campus Climate
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Strengths
Strengths equal high importance and high satisfaction. For the following items, FVTC ranked in the
top half of importance and the top 25% of satisfaction scores.
 The quality of instruction I receive in most of my classes is excellent.
 Nearly all of the faculty are knowledgeable in their fields.
 The quality of instruction in the vocational/technical programs is excellent.
 I am able to experience intellectual growth here.
 My academic advisor is knowledgeable about my program requirements.
 There is a good variety of courses provided on this campus.
 Program requirements are clear and reasonable.
Challenges
Challenges equal high importance and low satisfaction or large performance gap. These items ranked in
the top half of importance and the bottom 25% of satisfaction scores or top 25% of performance gaps.
 Classes are scheduled at times that are convenient for me.
 I am able to register for classes I need with few conflicts.
 Faculty are fair and unbiased in their treatment of individual students.
 Faculty are understanding of students' unique life circumstances.
 Faculty provide timely feedback about student progress in a course.
 This school does whatever it can to help me reach my educational goals.
Benchmarks
Benchmark results provide an overview of how students’ perceptions compare with other technical
colleges across the state and nationally. The SSI results are benchmarked against previous college
results, other Wisconsin Technical College System results, and national college results. Below are the
2013 strengths which are benchmarked against the following comparisons.
FVTC Comparison 2013 to 2011
FVTC Comparison with Wisconsin Technical College System (2009-2013)
vii
FVTC Comparison with National Colleges
 Program requirements are clear and reasonable.
 The campus is safe and secure for all students.
 Nearly all classes deal with practical experiences and applications.
Trends in Student Satisfaction
The results of the SSI are studied and analyzed for trends affecting the college. Information is provided
in the figures below on trends recognized for 2013.
Figure 4
A consistent 95% of students choose FVTC as their first or second choice for college.
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Figure 5
Importance in Making Decision to Enroll
6.3
6.2
6.14
6.1
6
5.97
5.9
5.8
6.18
Cost
5.92
Academic Reputation
5.98
5.87
5.81
5.79
5.7
5.6
Financial Aid
5.58
5.5
2009
2011
2013
Cost is increasingly important to students when choosing to enroll at FVTC.
Figure 6
Age
56
50.8
46
47.27
19 to 24
45.98
25 to 34
36
26
22.75
24.94
22.95
35 to 44
18 and under
16
6
10.87
6.82
11
7.31
10.18
9.8
2009
2011
2013
The percentage of ages 19 to 24 is increasingly represented and the percentage of ages of 35 to 44 has
decreased over the three reported years of results.
ix
Figure 7
Educational Goals
68.00
68.80
70.12
67.62
Associate Degree
58.00
48.00
38.00
28.00
18.00
Vocation/Technical
Program
14.65
8.00
2009
12.3
8.68
2013
2011
The percentage of students choosing educational goals of associate degree are increasing as conversely
the percentage of students choosing vocation/technical programs is decreasing.
Figure 8
The three year average (mean) remains steady for overall satisfaction.
x
Figure 9
Satisfaction Means Trending Upward
5.6
5.48
5.4
5.42
Responsiveness to
Diverse Populations
5.53
5.5
5.46
5.51
5.43
5.42
Campus Climate
5.36
5.31
Academic Services
5.25
5.2
Admissions and
Financial Aid
5.04
5
2009
2011
2013
Survey questions were summarized into twelve scales (categories). These four scales demonstrate
areas of satisfaction are trending higher over the three year results.
Figure 10
Importance Means Trending Downward
6.3
6.27
Instructional Effectiveness
6.2
6.1
6.14
6.13
6.08
6.05
6.04
Registration Effectiveness
6.03
6
6
5.94
5.9
5.9
5.8
6.16
5.85
5.8
Academic Advising/Counseling
Academic Services
5.83
5.79
Service Excellence
5.7
2009
2011
2013
These five scales demonstrating areas of importance to students are trending lower over the three year
results.
xi
Table 3. Employability Essentials
Employability Essentials
My general education coursework has prepared me to
Adapt to Change in the workplace.
Think Critically and Creatively in the workplace.
My occupational/technical coursework has prepared me to
Communicate Effectively and Respectfully in the workplace.
Work Collaboratively in the workplace.
Act Responsibly in the workplace.
Importance
Satisfaction
Performance
Gap (Sorted)
6.03
5.46
0.57
6.04
5.56
0.48
6.22
5.76
0.46
6.20
5.84
0.36
6.09
5.74
0.35
6.01
5.66
0.35
6.17
5.83
0.34
6.13
5.79
0.34
6.07
5.73
0.34
6.18
5.91
0.27
Employability Essentials are the skills and behaviors employers want to see demonstrated in the
workplace, and they are incorporated into all college courses. On a scale of 1-7, Table 3 demonstrates
a high rate of satisfaction for each employability essential as compared to its rating of importance and
the resulting performance gap.
Using the Results
The results of the student satisfaction survey provide useful and comprehensive information to guide
college decision-making efforts and action planning. From these results, the college can identify
overall strengths, which provide a foundation from which to build as we seek to continually improve.
Further, important information is obtained regarding where to focus resources to improve programs
and services.
FVTC continues to deliver high quality services that students expect and are satisfied with. The
information from this report will be further analyzed, specific strengths and challenges will be studied
for their implications on the College; and detailed information will be shared with all divisions. The
information from this satisfaction data provides:
 Direction for student success initiatives
 Guidance in strategic planning efforts
 Input as part of continuous quality improvement efforts
 Offer information for accreditation requirements
 Present nationally-normed satisfaction research for recruitment efforts
 Allow for data-driven decision making
xii
Interpretive Definitions and Descriptions
Purpose and Background
The intent of this survey data is for use as one of the multiple elements considered in evaluation of
student satisfaction with College services and facilities. Using this approach, teams are encouraged to
consider these results along with other quantitative sources of feedback from other surveys or metrics
related to a particular area of the College, as well as qualitative sources of feedback such as observation,
focus groups, interviews and contacts of a non-metric nature (e.g., complaints). Viewing an individual
situation from multiple perspectives enables the team to identify patterns of evidence that are
consistently pointing to an issue that needs improvement.
Survey Instrument
The Noel-Levitz survey instrument asks students to respond to each item on a 1 to 7 Likert scale, with 7
being high. Each item describes an expectation. Students rate how important it is to meet this expectation
and how satisfied they are with the College in meeting this expectation.
The College Effectiveness Department conducted the survey with students in a sample of core program
courses. Students in these classes were asked to complete the survey during the class period. Both
associate degree and diploma program-declared students are typically in these classes, as are undeclared
program students who may have been taking a program course.
Definition of Performance Gap
Each scale contains three areas of measurement: importance, satisfaction, and performance gap.
The performance gap is simply the importance score minus the satisfaction score. The larger the
performance gap, the greater the discrepancy between what students expect and their level of
satisfaction with the current situation. The smaller the performance gap, the better the institution is
doing at meeting student expectations. It is important to consider all of the information provided.
Focusing on only one area of measurement (such as the performance gap) likely will result in
overlooking areas of students’ experiences that they value most.
Question Groupings by Institutional Category
The Student Satisfaction Survey is conducted regularly to document change over time and to facilitate
improvement in student experiences and satisfaction. Each college division is provided with a
customized report to facilitate improvement efforts. The survey results are summarized in an
institutional summary of twelve categories to provide an overview of student satisfaction. The items
which contribute to each category can be reviewed within the full college report. The twelve category
groupings are as follows:
xiii
1. Student Centeredness - campus efforts to convey to students that they are important. This scale
measures the extent to which students feel welcomed and valued.
2. Instructional Effectiveness - students’ academic experience, the curriculum, and the campus’s
overriding commitment to academic excellence. This comprehensive scale covers areas such as the
effectiveness of college faculty in and out of the classroom, content of the courses, and sufficient
course offerings.
3. Responsiveness to Diverse Populations - college’s commitment to specific groups of students
enrolled at FVTC, e.g., under-represented populations; students with disabilities; commuters; parttime students; and older, returning learners.
4. Campus Support Services - quality of support programs and services which students utilize to
make their educational experiences more meaningful and productive. This scale covers a variety of
areas.
5. Safety and Security - college’s responsiveness to students’ personal safety and security on
campus. This scale measures the effectiveness of both security personnel and campus facilities.
6. Academic Advising and Counseling - comprehensiveness of the academic advising program. The
advising area is evaluated on the basis of knowledge, competence, and personal concern for student
success, as well as on approachability.
7. Admissions and Financial Aid - college’s ability to enroll students in an effective manner. This
scale covers issues such as competence and knowledge of admissions counselors, as well as the
effectiveness and availability of financial aid programs.
8. Academic Services - services students utilize to achieve their academic goals. These services
include the library, computer labs, tutoring, and study areas.
9. Registration Effectiveness - issues associated with registration and billing. This scale also
measures the college’s commitment to making this process as smooth and effective as possible.
10. Service Excellence - perceived attitude of FVTC staff, especially front-line staff, toward students.
This scale pinpoints the areas of the campus where quality service and personal concern for
students are rated most and least favorably.
11. Concern for the Individual - college’s commitment to treating each student as an individual.
Those groups who frequently deal with students on a personal level (e.g., faculty, advisors, etc.)
are included in this assessment.
12. Campus Climate - extent to which the college provides experiences that promote a sense of
campus pride and feelings of belonging. This scale also assess the effectiveness of institution’s
channels of communication for students.
xiv
Definition of Level of Significance
In the survey data reports that Noel-Levitz provides, the level of significance is reported for
those items where necessary. This designation is reflected by the number of asterisks which
appear behind the mean difference number:
 No asterisk = No significant difference
 One asterisk “*” = Difference statistically significant at the .05 level
 Two asterisks “**” = Difference statistically significant at the .01 level
 Three asterisks “***” = Difference statistically significant at the .001 level
The greater the number of asterisks, the greater the confidence in the significance of this
difference, and the greater the likelihood that this difference did not occur by chance. For
example:
 The statistical significance at the .05 level indicates that there are five chances in 100
that the difference between your institution’s satisfaction score and the comparison
group satisfaction score would occur due to chance alone.

The .01 level indicates a one in 100 chance.
 The .001 level indicates a one in 1,000 chance.
Limitations
The survey was administered in the classroom. The effects of various administration modes (e.g.,
direction given to students) on results are unknown.
The survey could be slightly biased due to stacking of courses, specialty courses that only meet once or
early dismissal of courses. The emphasis of this report is based on a sample and not necessarily a
representative sample of all of the courses taught at this level.
Acknowledgement
Program area Team Leads and Department Chairs throughout all locations were instrumental in
conducting this survey. The College Effectiveness Department acknowledges the assistance of
management, instructors and support professionals in administering this survey.
Information and language were used from Noel Levitz resources for descriptions, definitions, and
interpretations. These resources include the Noel-Levitz, Inc. “Satisfaction-Priorities Surveys
Interpretive Guide” and “Reviewing and Sharing Your Satisfaction Data”.
For more information about the 2014 Noel Levitz Student Satisfaction Inventory Report, contact
Shiela Kahler at Fox Valley Technical College, College Effectiveness at [email protected].
xv
2013 Noel-Levitz Student
Satisfaction Results
2014 Survey Report
1
Longitudinal Summaries
FVTC Longitudinal Demographic Summary for 2009, 2011 and 2013
GENDER
Female
Male
2009
44.0%
56.0%
2011
45.6%
54.4%
2013
45.4%
54.6%
AGE
18 and under
19 to 24
25 to 34
35 to 44
45 and over
6.8%
47.3%
22.8%
10.9%
12.3%
7.3%
46.0%
24.9%
11.0%
10.8%
10.2%
50.8%
23.0%
9.8%
6.3%
ETHNICITY
African-American
American Indian or Alaskan Native
Asian or Pacific Islander
Caucasian/White
Hispanic
Other race
Race - Prefer not to respond
0.8%
1.2%
2.7%
87.0%
3.0%
1.8%
3.6%
1.5%
1.2%
3.3%
86.7%
2.3%
1.0%
4.0%
2.4%
1.3%
4.5%
81.9%
3.7%
1.8%
4.4%
CURRENT ENROLLMENT STATUS
Day
Evening
Weekend
80.5%
19.2%
0.3%
82.8%
17.1%
0.1%
80.7%
18.9%
0.4%
CLASS LOAD
Full-time
Part-time
77.7%
22.3%
76.3%
23.7%
70.8%
29.2%
CLASS LEVEL
1 Year or less
2 Years
3 Years
4 or More Years
40.7%
37.0%
14.5%
7.8%
43.9%
34.8%
14.9%
6.4%
44.2%
31.3%
16.6%
7.9%
2
EDUCATIONAL GOALS
Associate Degree
Vocation/Technical Program
Transfer To Another Institution
Certification
Self-Improvement/Pleasure
Job Related Training
Other Educational Goal
2009
68.8%
14.7%
3.3%
6.3%
0.8%
3.3%
2.9%
2011
67.6%
12.3%
6.0%
8.0%
0.9%
2.8%
2.5%
2013
70.1%
8.7%
6.7%
6.1%
1.2%
3.6%
3.7%
EMPLOYMENT
Full-time off campus
Part-time off campus
Full-time on campus
Part-time on campus
Not employed
24.1%
40.5%
1.6%
3.0%
31.2%
22.9%
43.8%
1.6%
4.0%
27.7%
28.4%
44.8%
1.4%
2.7%
22.7%
CURRENT RESIDENCE
Residence hall
Own house
Rent room or apt off campus
Parent's home
Other residence
1.5%
28.4%
34.0%
31.7%
4.5%
0.3%
26.0%
37.6%
31.0%
5.1%
1.0%
21.1%
36.1%
35.6%
6.2%
RESIDENCE CLASSIFICATION
In-state
Out-of-state
International (not U.S. citizen)
97.9%
0.3%
1.8%
98.9%
0.2%
0.9%
96.5%
0.8%
2.7%
DISABILITIES
Yes-Disability
No-Disability
9.4%
90.6%
11.0%
89.0%
11.2%
88.8%
3
FVTC Longitudinal Institutional Summary 2009, 2011 and 2013
The Importance and Satisfaction mean ratings for each of the twelve categories are listed for 2009,
2011 and 2013. The Noel-Levitz survey instrument asks students to respond to each item on a 1 to 7
Likert scale, with 7 being high.
TABLE 4
Student
Centeredness
Instructional
Effectiveness
Responsiveness to
Diverse
Populations
Campus Support
Services
Safety and
Security
Academic
Advising/
Counseling
Admissions and
Financial Aid
Satisfaction
Change
2009 2011 2013 2009 2011 2013 2009 2011 2013 2013-2011
Importance
Satisfaction
Gap
5.93
6.04
5.94
5.49
5.58
5.56
0.44
0.46
0.38
-0.02
6.17
6.27
6.16
5.52
5.61
5.57
0.65
0.66
0.59
-0.04
5.48
5.51
5.53
0.02
5.25
5.33
5.32
5.03
5.14
5.14
0.22
0.19
0.18
0.00
5.75
5.84
5.76
5.05
5.15
5.07
0.70
0.69
0.69
-0.08*
6.05
6.13
6.00
5.40
5.42
5.34
0.65
0.71
0.66
-0.08*
5.87
5.98
5.88
5.04
5.25
5.31
0.83
0.73
0.57
0.06
Academic Services
5.85
5.94
5.83
5.36
5.42
5.46
0.49
0.52
0.37
0.04
Registration
Effectiveness
6.04
6.14
6.03
5.33
5.43
5.41
0.71
0.71
0.62
-0.02
Service Excellence
5.80
5.90
5.79
5.28
5.39
5.38
0.52
0.51
0.41
-0.01
Concern for the
Individual
6.06
6.15
6.05
5.36
5.42
5.40
0.70
0.73
0.65
-0.02
Campus Climate
5.90
6.00
5.91
5.42
5.53
5.50
0.48
0.47
0.41
-0.03
* Difference statistically significant at the .05 level
The table above illustrates the increasing Satisfaction mean ratings, along with the rising Importance
mean ratings. A performance gap is calculated by simply subtracting the Satisfaction score from the
Importance score. The larger the performance gap, the greater the discrepancy between what students
expect and their level of satisfaction with the current situation. The smaller the performance gap, the
better the institution is doing at meeting student expectations. The gap between the Importance and
Satisfaction mean ratings from the table above are summarized below.
4
FVTC Fall 2013 to Fall 2011 Results
Institutional Summary Item Report for Each Question
TABLE 5
December 2013
Item
01. Most students feel a sense of belonging
here.
02. Faculty care about me as an individual.
03. The quality of instruction in the
vocational/technical programs is excellent.
04. Security staff are helpful.
05. The personnel involved in registration are
helpful.
06. My academic advisor is approachable.
07. Adequate financial aid is available for most
students.
08. Classes are scheduled at times that are
convenient for me.
09. Internships or practical experiences are
provided in my degree/certificate program.
10. Child care facilities are available on
campus.
11. Security staff respond quickly in
emergencies.
12. My academic advisor helps me set goals to
work toward.
13. Financial aid awards are announced to
students in time to be helpful in college
planning.
14. Library resources and services are adequate.
15. I am able to register for classes I need with
few conflicts.
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
5.54
5.50
/
1.25
0.04
5.66
5.59
/
1.20
0.07
Satisfaction
Difference
-0.09*
6.05
6.29
5.62
5.69
/
/
1.27
1.22
0.43
0.60
6.11
6.38
5.68
5.68
/
/
1.29
1.22
0.43
0.70
-0.06
0.01
5.12
6.06
4.91
5.52
/
/
1.56
1.43
0.21
0.54
5.13
6.18
4.77
5.51
/
/
1.57
1.41
0.36
0.67
0.14*
0.01
6.11
6.11
5.52
5.40
/
/
1.52
1.56
0.59
0.71
6.27
6.23
5.64
5.39
/
/
1.47
1.56
0.63
0.84
-0.12*
0.01
6.34
5.21
/
1.53
1.13
6.44
5.19
/
1.52
1.25
0.02
5.97
5.33
/
1.43
0.64
6.06
5.35
/
1.47
0.71
-0.02
4.30
4.68
/
1.49
-0.38
4.15
4.72
/
1.49
-0.57
-0.04
5.56
4.94
/
1.41
0.62
5.69
4.9
/
1.42
0.79
0.04
5.75
5.05
/
1.62
0.70
5.84
5.07
/
1.60
0.77
-0.02
5.91
5.18
/
1.52
0.73
6.03
5.00
/
1.62
1.03
0.18**
5.81
6.28
5.49
5.34
/
/
1.35
1.58
0.32
0.94
5.90
6.39
5.4
5.25
/
/
1.42
1.57
0.50
1.14
0.09
0.09
5
TABLE 5
December 2013
Item
16. The college shows concern for students as
individuals.
17. Personnel in the Veterans' Services program
are helpful.
19. This campus provides effective support
services for displaced homemakers.
20. Financial aid counselors are helpful.
21. There are a sufficient number of study areas
on campus.
22. People on this campus respect and are
supportive of each other.
23. Faculty are understanding of students'
unique life circumstances.
24. Parking lots are well-lighted and secure.
25. My academic advisor is concerned about my
success as an individual.
26. Library staff are helpful and approachable.
27. The campus staff are caring and helpful.
28. It is an enjoyable experience to be a student
on this campus.
29. Faculty are fair and unbiased in their
treatment of individual students.
30. The career services office provides students
with the help they need to get a job.
31. The campus is safe and secure for all
students.
32. My academic advisor is knowledgeable
about my program requirements.
33. Admissions counselors accurately portray
the campus in their recruiting practices.
34. Computer labs are adequate and accessible.
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
6.04
5.31
/
1.45
0.73
6.12
5.22
/
1.49
0.90
Satisfaction
Difference
0.09
4.74
4.82
/
1.35
-0.08
4.49
4.67
/
1.26
-0.18
0.15**
4.95
4.86
/
1.34
0.09
4.95
4.77
/
1.28
0.18
0.09
5.80
5.79
5.18
5.51
/
/
1.49
1.39
0.62
0.28
5.86
5.92
5.02
5.45
/
/
1.54
1.41
0.84
0.47
0.16**
0.06
5.94
5.57
/
1.22
0.37
6.00
5.59
/
1.23
0.41
-0.02
6.15
5.42
/
1.44
0.73
6.21
5.41
/
1.44
0.80
0.01
5.84
5.98
5.33
5.17
/
/
1.47
1.65
0.51
0.81
5.95
6.13
5.47
5.28
/
/
1.42
1.62
0.48
0.85
-0.14**
-0.11
5.56
5.97
6.11
5.37
5.67
5.71
/
/
/
1.39
1.20
1.29
0.19
0.30
0.40
5.60
6.07
6.23
5.29
5.64
5.75
/
/
/
1.41
1.22
1.27
0.31
0.43
0.48
0.08
0.03
-0.04
6.21
5.51
/
1.41
0.70
6.33
5.51
/
1.45
0.82
0
5.78
5.25
/
1.31
0.53
5.97
5.23
/
1.32
0.74
0.02
6.17
5.79
/
1.18
0.38
6.23
5.89
/
1.15
0.34
-0.10*
6.24
5.69
/
1.47
0.55
6.41
5.83
/
1.44
0.58
-0.14**
5.66
5.25
/
1.35
0.41
5.74
5.28
/
1.37
0.46
-0.03
6.10
5.58
/
1.44
0.52
6.26
5.51
/
1.47
0.75
0.07
6
TABLE 5
December 2013
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
35. Policies and procedures regarding
registration and course selection are clear and
well-publicized.
36. Students are made to feel welcome on this
campus.
37. Faculty take into consideration student
differences as they teach a course.
6.04
5.45
/
1.37
0.59
6.14
5.40
/
1.38
0.74
Satisfaction
Difference
0.05
6.11
5.76
/
1.23
0.35
6.2
5.85
/
1.16
0.35
-0.09*
6.05
5.36
/
1.37
0.69
6.13
5.40
/
1.39
0.73
-0.04
38. The student center is a comfortable place for
students to spend their leisure time.
39. The amount of student parking space on
campus is adequate.
about the transfer requirements of other schools.
41. Admissions staff are knowledgeable.
42. The equipment in the lab facilities is kept up
to date.
43. Class change (drop/add) policies are
reasonable.
44. I generally know what's happening on
campus.
45. This institution has a good reputation within
the community.
46. Faculty provide timely feedback about
student progress in a course.
47. There are adequate services to help me
decide upon a career.
48. Counseling staff care about students as
individuals.
49. Admissions counselors respond to
prospective students' unique needs and requests.
50. Tutoring services are readily available.
51. There are convenient ways of paying my
school bill.
5.42
5.35
/
1.33
0.07
5.44
5.37
/
1.34
0.07
-0.02
6.07
4.33
/
1.95
1.74
6.14
4.64
/
1.87
1.5
-0.31***
5.84
5.15
/
1.51
0.69
5.95
5.25
/
1.47
0.7
-0.1
5.99
6.08
5.52
5.64
/
/
1.31
1.28
0.47
0.44
6.11
6.27
5.52
5.70
/
/
1.34
1.34
0.59
0.57
0
-0.06
5.95
5.54
/
1.34
0.41
6.05
5.57
/
1.38
0.48
-0.03
5.25
5.14
/
1.49
0.11
5.37
5.24
/
1.42
0.13
-0.10*
6.06
5.97
/
1.17
0.09
6.15
6.04
/
1.13
0.11
-0.07
6.14
5.42
/
1.42
0.72
6.24
5.40
/
1.42
0.84
0.02
5.96
5.46
/
1.37
0.50
6.05
5.50
/
1.30
0.55
-0.04
5.95
5.39
/
1.41
0.56
6.04
5.39
/
1.46
0.65
0
5.79
5.32
/
1.35
0.47
5.87
5.23
/
1.39
0.64
0.09
5.57
6.04
5.22
5.45
/
/
1.40
1.43
0.35
0.59
5.6
6.11
5.14
5.52
/
/
1.47
1.42
0.46
0.59
0.08
-0.07
Item
7
TABLE 5
December 2013
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
52. This school does whatever it can to help me
reach my educational goals.
53. The assessment and course placement
procedures are reasonable.
54. Faculty are interested in my academic
problems.
6.12
5.40
/
1.36
0.72
6.26
5.43
/
1.42
0.83
Satisfaction
Difference
-0.03
5.90
5.49
/
1.26
0.41
6.01
5.44
/
1.33
0.57
0.05
5.94
5.30
/
1.37
0.64
6.05
5.38
/
1.39
0.67
-0.08
55. Academic support services adequately meet
the needs of students.
56. The business office is open during hours
which are convenient for most students.
57. Administrators are approachable to students.
58. Nearly all of the faculty are knowledgeable
in their fields.
59. New student orientation services help
students adjust to college.
60. Billing policies are reasonable.
61. Faculty are usually available after class and
during office hours.
62. Bookstore staff are helpful.
63. I seldom get the "run-around" when seeking
information on this campus.
64. Nearly all classes deal with practical
experiences and applications.
65. Students are notified early in the term if they
are doing poorly in a class.
66. Program requirements are clear and
reasonable.
67. Channels for expressing student complaints
are readily available.
68. On the whole, the campus is wellmaintained.
69. There is a good variety of courses provided
on this campus.
5.83
5.33
/
1.3
0.50
5.94
5.34
/
1.33
0.60
-0.01
5.77
5.30
/
1.38
0.47
5.87
5.43
/
1.33
0.44
-0.13**
5.88
6.32
5.39
5.91
/
/
1.36
1.16
0.49
0.41
5.96
6.47
5.43
5.96
/
/
1.36
1.19
0.53
0.51
-0.04
-0.05
5.69
5.32
/
1.47
0.37
5.75
5.35
/
1.42
0.40
-0.03
5.91
6.12
5.41
5.65
/
/
1.34
1.32
0.50
0.47
6.02
6.25
5.45
5.74
/
/
1.36
1.25
0.57
0.51
-0.04
-0.09*
5.84
5.91
5.50
5.22
/
/
1.49
1.52
0.34
0.69
5.99
6.06
5.57
5.19
/
/
1.47
1.60
0.42
0.87
-0.07
0.03
6.16
5.66
/
1.31
0.50
6.29
5.76
/
1.26
0.53
-0.10*
5.98
4.86
/
1.65
1.12
6.09
4.85
/
1.65
1.24
0.01
6.22
5.70
/
1.29
0.52
6.35
5.70
/
1.31
0.65
0.00
5.71
4.99
/
1.56
0.72
5.85
4.93
/
1.56
0.92
0.06
6.12
5.99
/
1.14
0.13
6.21
6.13
/
1.01
0.08
-0.14***
6.23
5.89
/
1.24
0.34
6.34
5.95
/
1.18
0.39
-0.06
Item
8
TABLE 5
December 2013
Item
70. I am able to experience intellectual growth
here.
71. My general education coursework has
prepared me to Adapt to Change in the
workplace.
72. My occupational/technical coursework has
prepared me to Adapt to Change in the
workplace.
prepared me to Think Critically and Creatively
in the workplace.
prepared me to Think Critically and Creatively
in the workplace.
prepared me to Work Collaboratively in the
workplace.
prepared me to Work Collaboratively in the
workplace.
prepared me to Communicate Effectively and
Respectfully in the workplace.
prepared me to Communicate Effectively and
Respectfully in the workplace.
prepared me to Act Responsibly in the
workplace.
prepared me to Act Responsibly in the
workplace.
81. Institution's commitment to part-time
students?
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
6.28
5.87
/
1.21
0.41
6.38
5.99
/
1.11
0.39
6.03
5.46
/
1.42
0.57
6.22
5.76
/
1.19
0.46
6.04
5.56
/
1.34
0.48
6.20
5.84
/
1.15
0.36
6.01
5.66
/
1.27
0.35
6.13
5.79
/
1.17
0.34
6.09
5.74
/
1.25
0.35
6.17
5.83
/
1.18
0.34
6.07
5.73
/
1.28
0.34
6.18
5.91
/
1.18
0.27
5.64
/
1.35
9
Satisfaction
Difference
-0.12**
Items 71-80 are custom college questions which changed
significantly between 2011 and 2013.
5.63
/
1.28
0.01
TABLE 5
December 2013
Item
Importance
82. Institution's commitment to evening
students?
83. Institution's commitment to older, returning
learners?
84. Institution's commitment to underrepresented populations?
85. Institution's commitment to commuters?
86. Institution's commitment to students with
disabilities?
87. Cost as factor in decision to enroll.
88. Financial aid as factor in decision to enroll.
89. Academic reputation as factor in decision to
enroll.
90. Size of institution as factor in decision to
enroll.
91. Opportunity to play sports as factor in
decision to enroll.
92. Recommendations from family/friends as
factor in decision to enroll.
93. Geographic setting as factor in decision to
enroll.
94. Campus appearance as factor in decision to
enroll.
95. Personalized attention prior to enrollment as
factor in decision to enroll.
*
December 2011
Satisfaction
/
SD
1.41
5.47
/
1.38
Satisfaction
Difference
0.04
/
1.37
5.61
/
1.30
0.01
5.46
/
1.33
5.44
/
1.27
0.02
5.40
5.55
/
/
1.48
1.37
5.35
5.52
/
/
1.42
1.32
0.05
0.03
Satisfaction
/
SD
5.51
/
5.62
Gap
Importance
6.18
5.81
5.92
6.14
5.87
5.98
5.05
4.98
3.12
2.87
4.70
4.64
5.33
5.41
5.02
5.03
5.33
5.33
Difference statistically significant at the .05 level
** Difference statistically significant at the .01 level
*** Difference statistically significant at the .001 level
10
Gap
Institutional Summary Scale Report by Item
TABLE 6
December 2013
Scale/Item
Student Centeredness
here.
individuals.
on this campus.
campus.
Instructional Effectiveness
18. The quality of instruction I receive in most
of my classes is excellent.
23. Faculty are understanding of students'
unique life circumstances.
37. Faculty take into consideration student
differences as they teach a course.
46. Faculty provide timely feedback about
student progress in a course.
54. Faculty are interested in my academic
problems.
58. Nearly all of the faculty are knowledgeable
in their fields.
61. Faculty are usually available after class and
during office hours.
64. Nearly all classes deal with practical
experiences and applications.
65. Students are notified early in the term if they
are doing poorly in a class.
66. Program requirements are clear and
reasonable.
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
5.94
5.54
5.56
5.5
/
/
1.04
1.25
0.38
0.04
6.04
5.66
5.58
5.59
/
/
1.01
1.2
0.46
0.07
Satisfaction
Difference
-0.02
-0.09*
6.04
5.31
/
1.45
0.73
6.12
5.22
/
1.49
0.9
0.09
5.97
6.11
5.67
5.71
/
/
1.2
1.29
0.3
0.4
6.07
6.23
5.64
5.75
/
/
1.22
1.27
0.43
0.48
0.03
-0.04
6.11
5.76
/
1.23
0.35
6.2
5.85
/
1.16
0.35
-0.09*
5.88
6.16
6.05
6.38
5.39
5.57
5.62
5.67
/
/
/
/
1.36
0.99
1.27
1.25
0.49
0.59
0.43
0.71
5.96
6.27
6.11
6.48
5.43
5.61
5.68
5.72
/
/
/
/
1.36
0.95
1.29
1.26
0.53
0.66
0.43
0.76
-0.04
-0.04
-0.06
-0.05
6.15
5.42
/
1.44
0.73
6.21
5.41
/
1.44
0.8
0.01
6.21
5.51
/
1.41
0.7
6.33
5.51
/
1.45
0.82
0
6.05
5.36
/
1.37
0.69
6.13
5.4
/
1.39
0.73
-0.04
6.14
5.42
/
1.42
0.72
6.24
5.4
/
1.42
0.84
0.02
5.94
5.3
/
1.37
0.64
6.05
5.38
/
1.39
0.67
-0.08
6.32
5.91
/
1.16
0.41
6.47
5.96
/
1.19
0.51
-0.05
6.12
5.65
/
1.32
0.47
6.25
5.74
/
1.25
0.51
-0.09*
6.16
5.66
/
1.31
0.5
6.29
5.76
/
1.26
0.53
-0.10*
5.98
4.86
/
1.65
1.12
6.09
4.85
/
1.65
1.24
0.01
6.22
5.7
/
1.29
0.52
6.35
5.7
/
1.31
0.65
0
11
TABLE 6
December 2013
Scale/Item
69. There is a good variety of courses provided
on this campus.
81. Institution's commitment to part-time
students?
82. Institution's commitment to evening
students?
83. Institution's commitment to older, returning
learners?
84. Institution's commitment to underrepresented populations?
85. Institution's commitment to commuters?
86. Institution's commitment to students with
disabilities?
Campus Support Services
10. Child care facilities are available on
campus.
17. Personnel in the Veterans' Services program
are helpful.
19. This campus provides effective support
services for displaced homemakers.
30. The career services office provides students
with the help they need to get a job.
38. The student center is a comfortable place for
students to spend their leisure time.
47. There are adequate services to help me
decide upon a career.
Safety and Security
04. Security staff are helpful.
11. Security staff respond quickly in
emergencies.
24. Parking lots are well-lighted and secure.
students.
December 2011
Satisfaction
Difference
-0.06
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
6.23
5.89
/
1.24
0.34
6.34
5.95
/
1.18
0.39
5.64
/
1.35
5.63
/
1.28
0.01
5.51
/
1.41
5.47
/
1.38
0.04
5.62
/
1.37
5.61
/
1.3
0.01
5.46
/
1.33
5.44
/
1.27
0.02
5.4
5.55
/
/
1.48
1.37
5.35
5.52
/
/
1.42
1.32
0.05
0.03
5.32
4.3
5.14
4.68
/
/
1.1
1.49
0.18
-0.38
5.33
4.15
5.14
4.72
/
/
1.05
1.49
0.19
-0.57
0
-0.04
4.74
4.82
/
1.35
-0.08
4.49
4.67
/
1.26
-0.18
0.15**
4.95
4.86
/
1.34
0.09
4.95
4.77
/
1.28
0.18
0.09
5.78
5.25
/
1.31
0.53
5.97
5.23
/
1.32
0.74
0.02
5.42
5.35
/
1.33
0.07
5.44
5.37
/
1.34
0.07
-0.02
5.96
5.46
/
1.37
0.5
6.05
5.5
/
1.3
0.55
-0.04
5.69
5.32
/
1.47
0.37
5.75
5.35
/
1.42
0.4
-0.03
5.76
5.12
5.56
5.07
4.91
4.94
/
/
/
1.1
1.56
1.41
0.69
0.21
0.62
5.84
5.13
5.69
5.15
4.77
4.9
/
/
/
1.07
1.57
1.42
0.69
0.36
0.79
-0.08*
0.14*
0.04
5.84
6.17
5.33
5.79
/
/
1.47
1.18
0.51
0.38
5.95
6.23
5.47
5.89
/
/
1.42
1.15
0.48
0.34
-0.14**
-0.10*
12
TABLE 6
December 2013
Scale/Item
39. The amount of student parking space on
campus is adequate.
Academic Advising/Counseling
06. My academic advisor is approachable.
12. My academic advisor helps me set goals to
work toward.
about my program requirements.
about the transfer requirements of other schools.
individuals.
Admissions and Financial Aid
07. Adequate financial aid is available for most
students.
13. Financial aid awards are announced to
students in time to be helpful in college
planning.
20. Financial aid counselors are helpful.
33. Admissions counselors accurately portray
the campus in their recruiting practices.
41. Admissions staff are knowledgeable.
49. Admissions counselors respond to
prospective students' unique needs and requests.
Academic Services
14. Library resources and services are adequate.
21. There are a sufficient number of study areas
on campus.
34. Computer labs are adequate and accessible.
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
6.07
4.33
/
1.95
1.74
6.14
4.64
/
1.87
1.5
Satisfaction
Difference
-0.31***
6
6.11
5.75
5.34
5.52
5.05
/
/
/
1.2
1.52
1.62
0.66
0.59
0.7
6.13
6.27
5.84
5.42
5.64
5.07
/
/
/
1.17
1.47
1.6
0.71
0.63
0.77
-0.08*
-0.12*
-0.02
5.98
5.17
/
1.65
0.81
6.13
5.28
/
1.62
0.85
-0.11
6.24
5.69
/
1.47
0.55
6.41
5.83
/
1.44
0.58
-0.14**
5.84
5.15
/
1.51
0.69
5.95
5.25
/
1.47
0.7
-0.1
5.95
5.39
/
1.41
0.56
6.04
5.39
/
1.46
0.65
0
6.12
5.4
/
1.36
0.72
6.26
5.43
/
1.42
0.83
-0.03
5.88
6.11
5.31
5.4
/
/
1.11
1.56
0.57
0.71
5.98
6.23
5.25
5.39
/
/
1.12
1.56
0.73
0.84
0.06
0.01
5.91
5.18
/
1.52
0.73
6.03
5
/
1.62
1.03
0.18**
5.8
5.66
5.18
5.25
/
/
1.49
1.35
0.62
0.41
5.86
5.74
5.02
5.28
/
/
1.54
1.37
0.84
0.46
0.16**
-0.03
5.99
5.79
5.52
5.32
/
/
1.31
1.35
0.47
0.47
6.11
5.87
5.52
5.23
/
/
1.34
1.39
0.59
0.64
0
0.09
5.83
5.81
5.79
5.46
5.49
5.51
/
/
/
1.02
1.35
1.39
0.37
0.32
0.28
5.94
5.9
5.92
5.42
5.4
5.45
/
/
/
1
1.42
1.41
0.52
0.5
0.47
0.04
0.09
0.06
5.56
6.1
5.37
5.58
/
/
1.39
1.44
0.19
0.52
5.6
6.26
5.29
5.51
/
/
1.41
1.47
0.31
0.75
0.08
0.07
13
TABLE 6
December 2013
Scale/Item
42. The equipment in the lab facilities is kept up
to date.
50. Tutoring services are readily available.
55. Academic support services adequately meet
the needs of students.
Registration Effectiveness
helpful.
08. Classes are scheduled at times that are
convenient for me.
15. I am able to register for classes I need with
few conflicts.
35. Policies and procedures regarding
registration and course selection are clear and
well-publicized.
43. Class change (drop/add) policies are
reasonable.
51. There are convenient ways of paying my
school bill.
56. The business office is open during hours
which are convenient for most students.
60. Billing policies are reasonable.
Service Excellence
helpful.
campus.
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
6.08
5.64
/
1.28
0.44
6.27
5.7
/
1.34
0.57
Satisfaction
Difference
-0.06
5.57
5.83
5.22
5.33
/
/
1.4
1.3
0.35
0.5
5.6
5.94
5.14
5.34
/
/
1.47
1.33
0.46
0.6
0.08
-0.01
6.03
6.06
5.41
5.52
/
/
1
1.43
0.62
0.54
6.14
6.18
5.43
5.51
/
/
0.94
1.41
0.71
0.67
-0.02
0.01
6.34
5.21
/
1.53
1.13
6.44
5.19
/
1.52
1.25
0.02
6.28
5.34
/
1.58
0.94
6.39
5.25
/
1.57
1.14
0.09
6.04
5.45
/
1.37
0.59
6.14
5.4
/
1.38
0.74
0.05
5.95
5.54
/
1.34
0.41
6.05
5.57
/
1.38
0.48
-0.03
6.04
5.45
/
1.43
0.59
6.11
5.52
/
1.42
0.59
-0.07
5.77
5.3
/
1.38
0.47
5.87
5.43
/
1.33
0.44
-0.13**
5.91
5.84
5.79
6.06
5.41
5.5
5.38
5.52
/
/
/
/
1.34
1.49
1.02
1.43
0.5
0.34
0.41
0.54
6.02
5.99
5.9
6.18
5.45
5.57
5.39
5.51
/
/
/
/
1.36
1.47
0.96
1.41
0.57
0.42
0.51
0.67
-0.04
-0.07
-0.01
0.01
5.94
5.57
/
1.22
0.37
6
5.59
/
1.23
0.41
-0.02
5.56
5.97
5.25
5.37
5.67
5.14
/
/
/
1.39
1.2
1.49
0.19
0.3
0.11
5.6
6.07
5.37
5.29
5.64
5.24
/
/
/
1.41
1.22
1.42
0.31
0.43
0.13
0.08
0.03
-0.10*
5.88
5.84
5.39
5.5
/
/
1.36
1.49
0.49
0.34
5.96
5.99
5.43
5.57
/
/
1.36
1.47
0.53
0.42
-0.04
-0.07
14
TABLE 6
December 2013
Scale/Item
Concern for the Individual
individuals.
individuals.
Campus Climate
here.Faculty care about me as an individual.
02.
individuals.
on this campus.
students.
campus.
campus.
45. This institution has a good reputation within
the community.
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
5.91
5.22
/
1.52
0.69
6.06
5.19
/
1.6
0.87
Satisfaction
Difference
0.03
5.71
4.99
/
1.56
0.72
5.85
4.93
/
1.56
0.92
0.06
6.05
6.05
6.04
5.4
5.62
5.31
/
/
/
1.13
1.27
1.45
0.65
0.43
0.73
6.15
6.11
6.12
5.42
5.68
5.22
/
/
/
1.13
1.29
1.49
0.73
0.43
0.9
-0.02
-0.06
0.09
5.98
5.17
/
1.65
0.81
6.13
5.28
/
1.62
0.85
-0.11
6.21
5.51
/
1.41
0.7
6.33
5.51
/
1.45
0.82
0
5.95
5.39
/
1.41
0.56
6.04
5.39
/
1.46
0.65
0
5.91
5.54
6.05
6.04
5.5
5.5
5.62
5.31
/
/
/
/
0.98
1.25
1.27
1.45
0.41
0.04
0.43
0.73
6
5.66
6.11
6.12
5.53
5.59
5.68
5.22
/
/
/
/
0.94
1.2
1.29
1.49
0.47
0.07
0.43
0.9
-0.03
-0.09*
-0.06
0.09
5.94
5.57
/
1.22
0.37
6
5.59
/
1.23
0.41
-0.02
5.97
6.11
5.67
5.71
/
/
1.2
1.29
0.3
0.4
6.07
6.23
5.64
5.75
/
/
1.22
1.27
0.43
0.48
0.03
-0.04
6.17
5.79
/
1.18
0.38
6.23
5.89
/
1.15
0.34
-0.10*
6.11
5.76
/
1.23
0.35
6.2
5.85
/
1.16
0.35
-0.09*
5.25
5.14
/
1.49
0.11
5.37
5.24
/
1.42
0.13
-0.10*
6.06
5.97
/
1.17
0.09
6.15
6.04
/
1.13
0.11
-0.07
6.12
5.4
/
1.36
0.72
6.26
5.43
/
1.42
0.83
-0.03
15
TABLE 6
December 2013
December 2011
Importance
Satisfaction
/
SD
Gap
Importance
Satisfaction
/
SD
Gap
5.88
5.69
5.39
5.32
/
/
1.36
1.47
0.49
0.37
5.96
5.75
5.43
5.35
/
/
1.36
1.42
0.53
0.4
Satisfaction
Difference
-0.04
-0.03
5.91
5.22
/
1.52
0.69
6.06
5.19
/
1.6
0.87
0.03
5.71
4.99
/
1.56
0.72
5.85
4.93
/
1.56
0.92
0.06
Scale/Item
* Difference statistically significant at the .05 level
** Difference statistically significant at the .01 level
*** Difference statistically significant at the .001 level
16
Benchmark Comparisons
TABLE 7: Summary Comparison – 2013 Benchmarks
So far, how has your college experience met your
expectations?
1=Much worse than expected
2=Quite a bit worse than I expected
3=Worse than I expected
4=About what I expected
5=Better than I expected
6=Quite a bit better than I expected
7=Much better than expected
Rate your overall satisfaction with your experience
here thus far.
All in all, if you had to do it over, would you enroll
here again?
17
FVTC
WTCS
National
4.84
4.92
4.84
1%
1%
7%
35%
28%
13%
13%
1%
1%
6%
32%
27%
14%
15%
1%
1%
6%
35%
24%
12%
16%
5.58
5.66
5.47
0%
1%
5%
9%
16%
44%
21%
0%
2%
5%
7%
15%
45%
24%
1%
2%
5%
11%
16%
40%
21%
5.80
5.92
5.72
1%
3%
3%
8%
11%
32%
39%
1%
3%
3%
6%
8%
33%
43%
2%
4%
3%
8%
10%
30%
39%
WTCS Summary Scale Report Comparison
18
National Summary Scale Report Comparison
19
APPENDIX
Survey Instrument
20
21
22
23
24
Questions 71 – 80, please respond to the following on page 3 of the survey form.
Question
#
71
72
73
74
75
76
77
78
79
80
Continue using importance rating in left columns and level of satisfaction rating in
right columns.
COMMENTS:
Please write any additional comments below.
Your Program Name: ____________________________________
Continue on other side
25
Question 112. Find your Program Major, then fill in the 4-digit Major Code on page 4 of the survey form.
Code
2001
2002
2003
2004
2103
2005
2104
2105
2106
2006
2089
2007
2008
2009
2010
2019
2011
2012
2013
2014
2087
2015
2088
2090
2016
2017
2018
2086
2021
2022
2023
2024
2025
2107
2108
2026
2027
2109
2028
2030
2031
2032
2020
2034
2035
2091
2033
2036
2037
2038
2040
2092
2093
2110
2041
2111
Program Major
Accounting
Accounting Assistant
Administrative Professional
Aeronautics – Pilot Training (AAS)
Aeronautics – Professional Pilot (TD)
Agri-Business/Science Technology
Agribusiness Agronomy Technician
Agribusiness Dairy Technician
Agribusiness Management Technician
Agriculture Equipment Service Technician (TD)
Agriculture Power Equipment (AAS)
Aircraft Electronics
Airframe & Powerplant Mechanics
Alcohol & Other Drug Abuse Associate
Applied Engineering Technology
Applied Instrumentation & Process Control Automation
Auto Collision Repair & Refinishing Technician
Automated Manufacturing Systems Technician
Automotive Maintenance Technician
Automotive Technician
Automotive Technician – Imports
Automotive Technology
Automotive Technology – Imports
Automotive Technology GM ASEP
Banking & Financial Services
Broadcast Captioning
Business Management
Construction Management Technology
Criminal Justice - Law Enforcement
Criminal Justice - Law Enforcement Academy
Culinary Arts
Dental Assistant
Dental Hygienist
Diesel Construction Equip Service Tech (FABTECH)
Diesel Engine Service Technician (FABTECH)
Diesel Equipment Mechanic (TD)
Diesel Equipment Technology (AAS)
Diesel Power Generation & Marine Service Tech (FABTECH)
Early Childhood Education
Electrical Engineering Technology
Electricity
Electro-Mechanical Technology
Electronic & Computer Engineering Technology
Emergency Medical Technician
Emergency Medical Tech - Paramedic
Energy & Environmental Engineering Technology
Engineering Electronics Design & Manufacturing
Farm Business & Production Management
Farm Operation
Fire Protection Technician
Food Service Production
Forensic Science
Health Information Technology
Homeland Security and Asset Protection Management
Horticulture Technician
Horticulture/Landscape Specialist
Code
2042
2043
2044
2045
2046
2094
2095
2047
2096
2048
2097
2049
2050
2051
2112
2098
2113
2052
2053
2054
2114
2055
2084
2056
2057
2099
2059
2060
2061
2062
2063
2064
2065
2066
2067
2068
2069
2070
2071
2072
2115
2074
2075
2077
2076
2100
2101
2078
2079
2080
2102
2085
2116
2081
2082
2083
Program Major
Hotel and Restaurant Management
Human Resources
Individualized Technical Studies
Industrial Welding Technician
Interior Design
Interior Design – Commercial Design
Interior Design – Kitchen & Bath Design
IT - Computer Support Specialist (AAS)
IT - Help Desk Support Specialist (TD)
IT - Network Specialist
IT - Network Systems Administration
IT – Software Developer
IT - Web Development & Design Specialist
Judicial Reporting
Laboratory Science Assistant (TD)
Laboratory Science Technician (AAS)
Law Enforcement
Machine Tool Technician
Management Development (Supervisory Mgmt)
Marketing
Mechanical CAD Drafting (TD)
Mechanical Design Technology (AAS)
Medical Administrative Professional
Medical Assistant
Medical Coding Specialist
Medical Office Assistant
Meeting & Event Management
Metal Fabrication/Welding
Natural Resources Technician
Nursing - Associate Degree
Nursing Assistant
Occupational Therapy Assistant
Office Assistant
Outdoor Power Equipment Technician
Package and Label Printing (TD)
Package and Label Printing Technician (AAS)
Paralegal
Paramedic Technician
Pharmacy Technician
Practical Nursing
Printing (TD)
Printing and Publishing (AAS)
Production Welding
Professional Communications
Residential Building Construction
Safety Engineering Technology
Supply Chain Management
Technical Studies-Journeyworker
Truck Driving
Vehicle Refinishing & Repair Technology
Wildland Fire Crew (TD)
Wildland Firefighter (AAS)
Wind Energy Technology
Wood Manufacturing Technology
Other
Not in a program
Question 113. I attend most of my courses at: Please fill in the 1-digit location code on page 4 of the survey form.
1
2
3
Appleton Campus
Neenah Fire Training Center
Regional Center
4
5
6
Oshkosh – Riverside Campus
Oshkosh – Other
Alternative Delivery (i.e. On-line)
26

2014 Noel Levitz Student Satisfaction Report

Transcription

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