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Student Satisfaction @ Shoreline Community College

Results from the Noel-Levitz Student Satisfaction Inventory

(SSI)

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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

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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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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)

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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)

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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)

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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

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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.

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Dissemination of Results

• 3 Formats– Electronic reports prepared by

publisher available on intranet– Detailed summary prepared

locally—available on intranet (http://intranet.shore.ctc.edu/intranetiear/Surveys/surveys.htm)

– Hard copy (most detail) at Library reserve desk

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Dissemination of Results

• Presentations to full student services staff, Student Success Committee, and one academic division

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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

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Overall Summary

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Satisfaction Comparison: SCC & Western Region CC’s

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Satisfaction: SCC

Satisfaction: West Region

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Satisfaction Comparison: SCC Students and Employees

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Satisfaction: Students

Satisfaction: Employees

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Highlights--Most Important Dimensions

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Strengths

• Instructional Effectiveness: – Instructional excellence– Course variety– Knowledge and availability of

faculty– Opportunities for intellectual

growth

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Strengths

• Registration Effectiveness: – Helpfulness of registration

personnel– Clear and well-publicized policies

and procedures– Helpfulness of bookstore staff*

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Strengths

• Academic Services: – Adequacy of library resources and

services*– Adequacy and accessibility of

computer labs– Helpfulness of library staff

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Challenges

• Safety and Security: – Perceived adequacy of parking

spaces– Lighting and security of parking

areas*

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Challenges

• Academic Advising (marginal gap):– Advisors’ knowledge of transfer

requirements– Help with reaching educational

goals– Concern with individual success

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Challenges

• Instructional Effectiveness– Timely feedback to students

(marginal)– Early warnings to students doing

poorly in class (marginal)*

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Local Items--Students

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Local Student Items                 2003-01

  Fall 2003       Fall 2001      Satisfactio

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  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 6.23 5.61 0.62   6.24 5.59 0.65   0.02

76. Academic requirements and policies are faiar and reasonable. 6.10 5.24 0.86   6.19 5.34 0.85   -0.10

77. I am sufficiently challenged by the academic program offered by the college. 6.10 5.50 0.60   6.09 5.44 0.65   0.06

75. The college catalog and student handbook provide clear and accurate information. 6.03 5.37 0.66   6.03 5.33 0.70   0.04

78. Financial aid information is readily available. 5.97 4.70 1.27   6.02 4.73 1.29   -0.03

73. The college welcomes and supports students from diverse cultures. 5.77 5.57 0.20   5.91 5.57 0.34   0.00

80. Food services are adequate to meet the needs of students. 5.52 4.20 1.32   5.50 4.15 1.35   0.05

79. Student activities and programs match my needs and interests. 5.44 4.81 0.63   5.38 4.60 0.78   0.21

74. Campus publications keep me informed about important events, deadlines, etc. 5.33 4.80 0.53   5.34 4.60 0.74   0.20

71. Student Government represents my interests. 4.72 4.09 0.63   4.66 4.03 0.63   0.06

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Local Items--Employees

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Local Employee Items                 2003-01

  Fall 2003       Fall 2001      Satisfactio

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Local Items (ordered from most to leas important) Import.

Satisfact. Gap   Import.

Satisfact. Gap   Change

                   

52. Shoreline welcomes and supports students from diverse cultures 6.50 6.16 0.34   6.53 6.11 0.42   0.05

55. My immediate work environment enhances my ability to perform my job well. 6.42 4.66 1.76   6.30 4.42 1.88   0.24

58. There is a positive working relationship between the faculty and the administration at Shoreline. 6.40 4.02 2.38   6.42 3.98 2.44   0.04

60. Job performance expectations have been clearly communicated to me. 6.40 5.19 1.21   6.40 5.00 1.40   0.19

51. Job satisfaction is a priority at Shoreline Community College. 6.38 4.06 2.32   6.20 3.95 2.25   0.11

59. Shoreline welcomes and supports faculty and staff from diverse cultures. 6.37 5.61 0.76   6.36 5.78 0.58   -0.17

57. Current procedures for communicating policies, information and ideas adequately support my needs as a Shoreline employee 6.21 4.49 1.72   6.28 4.52 1.76   -0.03

53. I am encouraged to participate in departmental decision-making. 6.19 5.15 1.04   5.75 4.58 1.17   0.57

56. New ideas for improving the quality of my work environment are encouraged. 6.19 4.73 1.46   6.21 4.45 1.76   0.28

54. The college governance structure provides an opportunity for campus wide participation and collaboration in decision making. 6.02 4.00 2.02   6.01 4.66 1.35   -0.66