The Adult Learning Focused Institution (ALFI) Assessment ... › ResearchPlanning › Documents ›...

The Adult Learning Focused Institution (ALFI) Assessment Tool Report

Prepared for Shasta College

December 2016

Adult Learning Focused Institution Assessment Results for Shasta College

Table of Contents

Cover Letter Introduction to the Institutional Self-Assessment Survey and the Comparative Data Final Summary Crosswalk Shasta College Summary Reports and Responses Potential Contribution to Each Benchmark Benchmark scores for Shasta Appendices: Appendix A – How Benchmark Scores Were Constructed Appendix B – Adult Learning Focused Institutional Self-Assessment Survey -

College and University Version

Appendix C – Information on the Developers of the ALFI Assessment Tools

Appendix D - ALI

National Headquarters Telephone 312.499.2600 Website www.cael .org

55 E. Monroe St . , Suite 2710 Facs imile 312.499.2601

Chicago, IL 60603

December 28, 2016 Kate Mahar Dean of Foundational Skills and Institutional Effectiveness Shasta College 11555 Old Oregon Trail Redding, CA 96003 Dear Dean Mahar, We are pleased to present the results from the ALFI Assessments. Congratulations on all the work you and your institution have done to get to this stage. I hope that these results will help you and the college as you as move forward with your plans to increase adult student recruitment, retention and graduation at Shasta College. Enclosed are the results from your Institutional Self-Assessment Survey and comparison reports for both the Adult Learner Inventory and the Institutional Self-Assessment Survey. We have also included a copy of the Adult Learner Inventory report that Ruffalo Noel-Levitz sent you as a point of comparison. We hope you find this information valuable as you make plans for continuing your work with adult students. Please do not hesitate to contact me if you have questions; my assistant Laurie will be in touch to set up a time and date to discuss the reports and any next steps with you and your team. I can be reached at (312) 499-2399 or [email protected]; Laurie can be reached at [email protected]. Sincerely,

Scott A. Campbell Ph.D. Vice President for Higher Education

mailto:[email protected]


p1

SHASTA COLLEGE

Internal Comparisons: ALFI Data December 2016

Executive Summary:

During the 2016-17 academic year, 520 adult learners at Shasta College

(Shasta) completed the Adult Learning Inventory (ALI), which measures their

perceptions of the College’s adult-oriented services. Shasta faculty, staff and

administration completed the Institutional Self-Assessment Survey (ISAS), which

provides a snapshot of what services the College provides to adult learners as

well as quantifying the Shasta’s activities and practices which are important to

adult learners. The combination of these two constitutes the Adult Learning

Focused Institution (ALFI) Toolkit.

The surveys are based on the Nine Essential Principles for Serving Adult

Learners that the Council for Adult and Experiential Learning (CAEL) has

identified. These Principles, defined in Attachment A, are:

1. Outreach

2. Life and Career Planning

3. Financing

4. Assessment of Learning Outcomes

5. Teaching-Learning Process

6. Student Support Systems

7. Technology

8. Transitions

9. Strategic Partnerships (ISAS only)

Shasta staff’s response to the ISAS has been paired with students’ ranking of

importance and satisfaction of those services with the ALI. Following the

administration of the surveys, Shasta received a summary of the data as well as

basic reports from Ruffalo Noel-Levitz, the ALI survey provider.

This addendum takes the data from both surveys and pairs them to identify

strengths, challenges, and disconnects between the College and its adult

students. This report offers recommendations for next steps for strategic

planning purposes.

p2

Overall, Shasta’s ISAS results reflect a better than average ranking on three

Principles, those of Technology, Student Support Systems and the Teaching-

Learning Process, when compared to the mean performance of similar

institutions. A review of the ALI results reveals that Shasta students ranked most

of the Principles higher than average with the most room for improvement

reflected in Assessment of Learning Outcomes.

According to recent IPEDS data, about 37 percent of students enrolled at

Shasta are at least the age of 25. About 43 percent of students are enrolled in at

least some online education. Shasta demonstrates a commitment to the adult

learner through community education, flexible financing, evening scheduling of

courses, and somewhat accessible transfer requirements to four-year

institutions. Providing alternative methods of assessing prior learning is an area

of opportunity for the College.

In an effort to prioritize the results, CAEL suggests a sequence of specific

activities that are related to the most significant strengths and challenges

identified by the surveys:

1) Market the institution’s strength in Technology. This Principle ranks

first on the ISAS and second on the ALI.

2) Continue to provide benchmark services related to the Student

Support Services and Strategic Partnerships Principles.

3) Take specific steps to improve performance in Transitions and Life &

Career Planning.

4) Take specific steps to improve performance in Assessment of Learning

Outcomes.

5) Research and discuss the differing perceptions between the internal

institutional team and adult students with regards to the Teaching-

Learning Process Principle.

Internal Comparisons

The two surveys’ datasets provide valuable information about how adult

learners’ perceptions as indicated on the ALI compare to Shasta’s response to the

ISAS; these are consistent with the underlying concept of the ALFI Toolkit:

perceptions = reality. In addition to ranking the Principles on the two surveys, we

include data and statistics that measure Shasta’s performance relative to over

100 other two-year institutions who completed the two surveys in the ALFI

toolkit. It is important to remember that no campus is “the best performer” on

every Principle and that, in most of the summaries, ISAS data are compared to

ISAS data, while ALI data are compared to ALI data. The bulk of this analysis

examines the data from an internal perspective.

p3

By comparing the Shasta staff’s viewpoint with the viewpoint of the students,

CAEL identifies points of agreement and divergence and, in turn, helps Shasta

identify and implement specific strategies to capitalize on strengths and to

address challenges.

The ranking of the Principles detailed in the table below is derived from a

combination of students’ importance and satisfaction scores on items within each

Principle (ALI) and a more quantitative survey completed by faculty, staff and

administration (ISAS).

Ranking ISAS Rank

(Faculty, Staff, Admin)

ALI Rank

(Students)

1 Technology Outreach

2 Student Support Systems Technology

3 Transitions

Teaching-Learning Process

4 Financing Financing

5 Teaching-Learning Process Student Support Systems

6 Strategic Partnerships* Transitions

7 Outreach

Life & Career Planning

8 Life & Career Planning Assessment of Learning Outcomes

9 Assessment of Learning Outcomes

*Note: The ISAS has one additional Principle that is not included in the ALI

p4

Strengths

ISAS and ALI respondents agree that Technology is a strength at Shasta. Both

the internal team and the student respondents rank this Principle highly, which

means that Shasta satisfactorily “uses technology to provide relevant and timely

information and to enhance the learning experience.” Adult learners are

especially satisfied with the College’s online communication (ALI Q18) and that

they are able to access some of the services they need online (ALI Q32). The

internal team noted that many student support services are available online but

nearly all in-person services are limited to standard business hours, which can

create barriers for adult learners (ISAS Q46). Adult students are somewhat

satisfied with technological support but would like improved availability of the

supports (ALI Q12). The College’s internal survey notes that half of full or part-

time staff participate in technology-based workshops (ISAS Q41g, Q41o). Shasta’s

ALI score is close to the 50th percentile as compared to other two-year

institutions; however, the ISAS score for Technology ranks near the top.

The Student Support Systems Principle is ranked second by the institutional

team who took the ISAS while students rank this Principle fifth out of eight.

Although the Principle is ranked lower than others, students at Shasta have

expressed overall satisfaction with this Principle. This means that Shasta

effectively “assists adult learners using comprehensive academic and student

support systems in order to enhance students’ capacities to become self-

directed, lifelong learners.” Students do express a desire for centralization of

key services (ALI 34) but otherwise feel adequately supported by Shasta.

Provided that all students have access to those support systems they need,

Shasta provides satisfactory academic support to those who are addressing

barriers. To improve upon this Principle, Shasta should expand the hours at which

key services are offered to allow adult learners opportunities for face-to-face

contact outside of standard business hours. Even one Saturday per month or one

evening per week could be sufficient to allow students with specific or personal

concerns an opportunity to enjoy the same human contact as students who have

time during the standard workday.

Although the institutional team at Shasta ranked Strategic Partnerships sixth

out of nine Principles, the overall score on the Principle was higher than average

as compared against other two-year institutions. Shasta satisfactorily “engages in

strategic relationships, partnerships, and collaborations with employers and

other organizations in order to develop and improve educational opportunities

for adult learners.” Shasta reviews its own processes and the satisfaction with its

programs on a regular basis (ISAS 52) and involves employers in the design of

p5

programs and recruiting students (ISAS 53). To improve upon this Principle,

Shasta should look to any major employers in the local economy to determine

key areas for economic growth, identify in-demand or soon to be in-demand jobs,

and ensure the competencies taught in related majors align with those

occupational skills and abilities. Given the rural nature of Shasta’s geographic

region, this may look very different from other institutions.

Both students and the institutional team rank the Financing Principle roughly

in the middle. Overall students are satisfied with how Shasta “promotes choice

using an array of payment options for adult learners in order to expand equity

and financial flexibility.” Students would like to receive more information about

sources of financial aid available to them (ALI 9). Shasta College does an

exemplary job of providing alternative and innovative methods for students.

Shasta can improve Financing by integrating financial aid information into one-

stop shopping (ALI 34) and offering in-person payment opportunities outside of

traditional business hours (ISAS 46d).

Challenges

Agreement between the internal rankings on the ISAS and the ALI can also help

identify specific challenges for the institution. One challenging area is the

Principle of Assessment of Learning Outcomes. This Principle defines how well

Shasta “defines and assesses the knowledge, skills and competencies acquired by

adult learners—both from the curriculum and from life and work experience—in

order to assign credit and confer degrees with rigor.” The institutional team

ranked this Principle very low (ninth out of nine), and the students ranked it

second-to-last.

Students report that they are satisfied with how they demonstrate class-

related learning as well as the assessment process for reading, writing and

mathematics skills upon enrollment (ALI 37, 42). However, students are

concerned about whether their learning outcomes relate to career and life goals

(ALI 25). One area of opportunity for the College is to incorporate more universal

one-to-one planning with students for their life, career, and academic pathways

post-Shasta (ISAS Q19f) in order to facilitate those conversations which help to

relate coursework to life/career, especially elective (restricted or unrestricted)

courses. Students do not feel that they are evaluated on those things they need

to know in life and in their careers and report low rates of satisfaction with how

frequently they are evaluated (ALI Q20, Q25, Q37). Students would also benefit

from more individualized assessment beyond the initial matriculation activities

(ISAS Q28a, Q28c).

p6

Students are also interest in being evaluated from time to time by someone

who is not their direct instructor (ALI Q20). This extends all the way to

enrollment where adult learners could benefit from alternate methods of prior

learning assessment beyond just examinations (ISAS Q19i) all the way through

their academic career where students can demonstrate what they know to an

objective faculty or staff person. Providing more prompt feedback to students

would certainly boost their confidence in Shasta’s assessment practices as well

(ISAS Q27n). Adult learners are looking for ways to demonstrate how they use the

information they receive in the classroom (ALI Q37) because they have a strong

need to contextualize their learning to their life and career—they would rather

understand the practical application of a theory than memorize it.

Students ranked Life & Career Planning as the second most important of all of

the Principles; however, of all eight Principles, they are least satisfied with Life

& Career Planning. This Principle details how well Shasta “addresses adult

learners’ life and career goals before or at the onset of enrollment in order to

assess and align its capacities to help learners reach their goals.” The low levels

of student satisfaction with the Principle suggest that action taken here is not

only necessary in the short term, but will drive student satisfaction in the future.

The internal team at Shasta ranked this Principle eighth out of nine.

Because about 80% of Shasta’s adult students are enrolled to improve

occupational skills or to prepare for a new/different career (ALI demographics),

Shasta should look most closely to Life & Career Planning as a critical driver of

adult student satisfaction.

Students place high importance upon, but are dissatisfied with, credit for

learning derived from previous life and work experiences (ALI Q44), although the

internal team indicated that some students do receive credit for this, just not

many (ISAS Q19i). The low score attributed to both the Principle and this item

indicate substantial interest in alternative credit in the adult learner population

at Shasta. Alternative means to earning academic credit should look beyond

CLEP, military transcription and challenge exams. According to CAEL’s Fueling

the Race, A 48-Institution Study of Prior Learning Assessment and Adult Student

Outcomes, two-year students are significantly more likely to complete their

degree if they earn some credit through prior learning assessment (PLA).

CAEL encourages Shasta to look into portfolio assessment and tools to

accelerate the analysis of a student’s life and work experience which can

translate to earned academic credit. Adult students need a clearly defined path

to degree/ certificate completion with a plan that specifies the requirements for

p7

enrollment, the necessary classes, and a timeline for accomplishing the various

milestones. From an institutional perspective, PLA services should include

trainings for enrollment and academic advisors as well as support from faculty

and deans. Credit from PLA places adult learners closer to their goals and can

increase persistence and graduation rates.

Another challenge in the Life & Career Planning Principle is a notable gap in

ALI Q15, where students place a high importance but low satisfaction score on

academic advisors’ knowledge about the requirements for their programs. While

there is not enough information in the survey to suggest what students are not

receiving with regards to academic advising, this should be looked at in tandem

with the low satisfaction reported regarding the scheduling of courses (ALI Q2).

CAEL recommends soliciting feedback from adult learners and academic advisors

to understand exactly where this disconnect lies. Sometimes, the issue occurs

when a required course is not offered frequently enough, and when it is offered,

it is not scheduled at times that work for nontraditional students.

The Transitions Principle looks at how well an institution “supports guided

pathways that lead into and from the institution’s programs and services in order

to ensure that students’ learning will apply usefully to achieving their

educational and career goals.” Students rank the Transitions Principle sixth out

of eight; the Principle fares better on the institution’s survey at third of out

nine. Many of the challenges in other Principles also tie to concepts related to

student Transitions.

Shasta’s students are generally satisfied with the relevance of their studies to

their career and life goals (ALI Q21). They report that they receive adequate

academic advising in terms of completing their degree or certificate at Shasta

(ALI Q14, Q27, Q33). Students have pinpointed two major benchmark

Transitions-related challenges for Shasta: transferring to four-year universities

and proactive intervention from faculty and staff (ALI Q6, Q47).

From the beginning of their academic careers at Shasta, only some students

receive proactive assistance with the evaluation of their transfer credits and

transcripts (ISAS Q19j). Shasta only sometimes monitors how their credits

transfer to four-year degrees, not including general education (ISAS Q31a).

Further, it is difficult for students to find transfer requirements and analyze their

progress toward the requirements at other institutions (ISAS 33), although the

credits themselves tend to transfer readily (ISAS 26f). Shasta should examine how

they can communicate information about the robust articulation agreements that

exist with other institutions to adult learners. Since many adult learners

p8

commute to campus or study online (or both), students should be encouraged to

pursue degrees at those receiving institutions and advisors should be prepared

with timely information on transferring to programs there. Ensuring that students

who wish to transfer to four-year institutions receive transfer counseling within

their academic advising sessions each term could greatly improve the Transitions

ranking.

Students at Shasta would also strongly benefit from more frequent contact

with their advisors with advisors proactively reaching out when early warning

systems identify that a student is in danger of failing (ISAS 26g, 26h).

External Comparison

Shasta’s scores on the student survey fall generally within the average range

of percentiles as compared to other two-year institutions. The Teaching-

Learning Process Principle is the exception on this metric, ranking at the 32nd

percentile. Scores on the ISAS have a much broader range. The principles of

Technology and Student Support Systems are significantly higher than the

means of other two-year institutions, with Technology ranking at the 94th

percentile among similar institutions. The principles of Outreach, Life & Career

Planning and Assessment of Learning Outcomes fall below the average

percentile ranking with a minimum of the 7th percentile for Assessment of

Learning Outcomes.

Additional Examination

Two disconnects were identified by the ALFI. A disconnect or discrepancy is

indicated when one set of respondents ranks a Principle much higher or lower

than the other set of respondents. One disconnect occurs with the Principle of

the Teaching-Learning Process. Students on the ALI ranked the Teaching-

Learning Process Principle third, while faculty and staff ranked the Principle

fifth on the ISAS survey results. This Principle measures how well Shasta’s

“faculty uses multiple methods of instruction (including experiential and

problem-based methods) for adult learners in order to connect curricular

concepts to useful knowledge and skills.”

Students at Shasta College report that they find their coursework to be

appropriately challenging, they understand their expected learning outcomes and

that diverse ideas are respected in the classroom (ALI Q10, Q29, Q46). On the

other hand, students would like more timely feedback about their progress in

class and more frequent communication with instructors (ALI Q17, Q43). Students

report low satisfaction with how assigned homework relates to their careers and

life experiences (ALI Q45).

p9

The institution’s team states that only about half of courses incorporate life

and work experiences into the classroom (ISAS 27e) and that only about half of

faculty provide prompt feedback on student performance (ISAS 27n). Adult

learners have different needs from traditional students and look for swift

feedback as well as how concepts in the classroom build upon what they already

know. Shasta’s administrative team should look at those faculty members who do

incorporate real-life, real-world examples into their lessons and assignments

challenge other faculty to emulate them in order to improve upon this Principle.

The second disconnect occurs with the Outreach Principle. This Principle looks

at how Shasta “conducts its outreach to adult learners by overcoming barriers in

time, place and tradition in order to create lifelong access to educational

opportunities.” The administrative team at Shasta has ranked this Principle

seventh out of nine; students ranked this Principle first out of eight.

Students are especially satisfied with the processes and procedures for

enrolling at Shasta (ALI Q13). They report ease in accessing information through

the Internet and by phone; they are also highly satisfied with the options

available for course delivery, including both the method and schedule (ALI Q1,

Q26, Q30).

Shasta’s low institution score on the ISAS stems from less flexibility with

course and personnel scheduling as compared to similar institutions (ISAS Q25).

Some areas where Shasta excels at course scheduling include the availability of

online courses and modular course formats (ISAS Q26). Shasta does not offer

courses in the early morning hours or on weekends; however, students do express

satisfaction with the available course offerings as it is. Because the student

scores on the Outreach Principle are so high, a more flexible academic year,

course times, and competency-based offerings may not be seen as a priority.

However, Shasta should look closely at how similar institutions are incorporating

competency-based curriculum design as part of their Teaching-Learning

Process.

Shasta should consider looking at the hours its support services are available to

its students. Shasta does not currently offer face-to-face hours outside of the

standard workday. This can be a barrier for adult learners who benefit from one-

on-one, personal interaction to work on issues related to student life at Shasta—

especially those who are not yet comfortable with solely online communication.

p10

Summary

This ALFI has yielded important information for Shasta and its services to adult

learners. Oftentimes, improving one item in the ALFI toolkit will improve student

satisfaction with several Principles. Shasta would be well-served to engage the

participants in carefully considering the responses on the ALI and ISAS in order to

continue to attract, retain and graduate adult students. We hope that Shasta will

use these results in identifying points of agreement and divergence to then

create specific strategies to capitalize on its strengths and address the

challenges in working with adult students.

Based upon the results, CAEL offers the following information as a basis for

reflection, discussion and consideration at Shasta College:

1. CAEL encourages Shasta College to continue its efforts relative to the

Principle of Technology including:

a. Continuing to use technology as the primary means of

communicating with students

b. Continuing to provide important, accessible information online that

helps students to understand and map out their pathway through

their program of study

c. Reviewing whether technological services are accessible to adult

learners, especially within the context of typical work hours, and

adopting a plan to increase flexibility of times to include adult

learners

d. Providing personnel development activities that focus on emerging

and current technologies to ensure that adult learners are trained

with technology that makes them competitive job seekers and

candidates for advancement

2. CAEL encourages Shasta College to continue its work relative to the

Principle of Student Support Systems while taking steps to ensure that

key services are accessible to students when they are needed.

3. CAEL encourages Shasta College to investigate the underlying reasons for

the discrepant perspectives by ALI and ISAS respondents associated with

the institution’s practices relative to the Principles of Teaching-Learning

Process and Outreach. This is critical work for driving student satisfaction

with the College. Adult students need to relate their classroom experience

to work and life in order to learn. To break down barriers in time and

p11

place, Shasta should expand office hours (such as one day per week or one

Saturday per month) and centralize services for its adult learners.

4. CAEL encourages Shasta College to investigate the underlying reasons for

the discrepant perspectives by ALI and ISAS respondents regarding the

Transitions Principle. This further ties into the theme of applying

classroom learning to work and life, especially since a majority of adult

learners at Shasta are looking to advance their careers as a result of

studying at the College.

5. CAEL encourages Shasta College to improve its practices in the area of Life

& Career Planning by exploring activities such as:

a. Expanding opportunities for credit for prior learning in order to

retain and graduate adult learners more effectively and on a

reasonable, or even accelerated, timeframe

b. Considering whether a flexible academic calendar, with continuous

offerings, could be implemented in select adult-oriented programs

such as nursing and business administration

c. Ensuring that students can take the classes they need, when they

need them, and that academic advisors are aware of this scheduling

(such as which courses are offered only in the fall semester) and

place students in the appropriate prerequisites in advance of their

being offered

6. CAEL encourages Shasta College to improve its practices in the area of

Assessment of Learning Outcomes such as:

a. Relating assessments (examinations, presentations, projects, etc.)

more closely to the work and life goals of learners—broadly in

early/general courses and specifically in their majors

b. Implementing universal advising, especially for adult students, and

ensuring advisors have the information needed to evaluate student

progress

Adult Learner-Focused Institution (ALFI)

An Analytical Crosswalk for the Institutional Self-Assessment Survey (ISAS) and

The Adult Learner Inventory (ALI) Institutions participating in the CAEL Adult Learner-Focused Institution initiative obtain information about their effectiveness in serving adult learners through two distinct sources. The Institutional Self-Assessment Survey (ISAS) allows members of the institutional community (leaders, faculty, and staff) to systematically evaluate the institution’s structures, processes, and communications to determine the degree to which they are consistent with best practice according the nine principles. The Adult Learner Inventory (ALI), in turn, is a web-based survey administered to the institution’s adult students designed to determine their perceptions of the effectiveness of the services and learning experiences provided to them. Information derived from each of these instruments individually will be useful to institutions as they evaluate their programs and services. But institutions will derive maximum value from the two instruments if they also look at now their results fit together. This Analytical Crosswalk provides guidance in how to do this. Some Cautions About Comparing Data. It is important to begin by emphasizing that the ISAS and ALI differ in both what they examine and the point of view from which they examine it. Items on the ISAS focus on things that the institution does as it attempts to serve adult learners. These include its organizational structure, key features of curriculum and instructional delivery, the kinds of services it provides to students, the messages it sends, how it conducts its activities in such areas as faculty/staff training and recruitment, and the relationships it has with employers and other community stakeholders. Good performance on the ISAS thus signifies that the institution engages in many practices that CAEL has identified through its benchmarking research as important to effectively serving adult learners—at least in the opinion of its leadership and staff. The ISAS deliberately does not ask institutions to rate how well they perform these services, only whether or not they are available and the approximate proportion of students that make use of them. The ALI, in contrast, asks directly about students’ perceptions of how well they are being served in various areas, as well as how important they think these areas of service are to their own learning and success. This difference in subject orientation means that comparisons between ISAS and ALI items should be interpreted with caution, even if they are about the same topics. Caution is also called for because responses to both instruments are perceptions. Students may not know that particular services exist, even though an institution provides them. And they certainly will know little or nothing about such matters as faculty and staff hiring criteria, faculty development, or community partnerships. So there are frequently no counterparts on the ALI for topics that are asked of institutional respondents on the ISAS. But precisely because ISAS responses are also

2

perceptions—albeit reasoned and reflective perceptions—student responses on items that are comparable can provide a useful validation of the institution’s self-assessment. Conversely, such comparison can reveal instances where the institution could further improve structures and services that it already though it was doing well. Using the Crosswalk. The Crosswalk provides an easy-to-use cross reference of individual items on the ISAS and ALI. Questions are listed in order of presentation for the ALI in the left-hand column in the first portion of the Crosswalk, with corresponding ISAS items appearing in the right-hand column. The second portion of the Crosswalk lists reverses these columns and is organized sequentially by ISAS items. This allows comparisons to be easily examined in either direction. Note that under some circumstances, ISAS items may address multiple ways in which the institution provides instruction or delivers a service. Responses to individual ISAS items are less meaningful in these cases than the fact that the institution engages in a lot of them. Where applicable, therefore, a list of ISAS items are shown as related to a particular ALI question in the form of a recommended “scale.” This means that results for the ALI item should be compared to the sum of the indicated ISAS questions. Items are listed for potential comparison if they generally address the same topic. But it is important to emphasize that the list of possible relationships among items on the two instruments is neither inclusive nor exhaustive. Other relationships among items not listed in the Crosswalk may be of interest to institutions and some of the relationships that are listed may not apply to a given institution or program. The intent is simply to provide those who examine the results of the two instruments with some initial guidance about how to look at them together. Some examples of how this can work may be helpful. The first examines what might lie behind differences in scores between the ISAS and the ALI at the ALFI Principle level: In reviewing its results, ALFI University found that its overall index scores on both the ISAS and the ALI were above average on the Student Support Principle when compared to other institutions. But student ratings on the ALI were not as far above average on Student Support as the institution’s own assessment of itself on the ISAS. Looking deeper, ALFI U found that there were many items on the ALI in the Student Support area where student opinion confirmed what the institution said about itself—particularly those that dealt with flexible scheduling and a good environment for adult learning. For example, ALFI U staff responded with a “yes” to the ISAS item “All students have substantial contact with peers (Item 19h)” while only 26% of its comparison institutions made a similar claim. On the ALI, meanwhile, the mean response of ALFI University’s students was significantly above the mean for students at comparison institutions on the ALI question “This institution initiates many opportunities to connect with other adult learners (Question 28).” But ALFI U staff also found ALI questions that contributed to their Student Support scores where their students’ responses were not above peer group averages. For example, their students reported lower levels of satisfaction than peer institutions on the ALI question, “This

3

institution offers strategies to help me cope with the pressures of home, work, and my studies (Question 11).” Checking similar items on the ISAS, they found that they answered “sometimes” to a self-assessment item on the ISAS about how often “proactive intervention by mentors/advisors (Item 28h)” occurred, while almost half of their peer institutions said this occurred “frequently” for their students. So the ISAS confirmed what the students were saying about the emphasis the institution places on proactive intervention. Engaging in this comparative process not only validated institutional self-assessments with student opinion, but also allowed ALFI U to determine the reasons why its Student Support scores on the ALI were not as high as they might have been. A second example illustrates how individual items can be directly compared to one another to validate a response on the ISAS or to uncover a discrepancy: Staff at ALFI University claimed on the ISAS that their institution “frequently” used collaboration and group work in class (Item 27b), while more than an third of their peer institutions did not make this claim. They wanted to check whether their students felt that this feature was prominent in the instructional environment at ALFI U. Looking at the parallel ALI item “my instructors encourage student-to-student interactions through a variety of techniques including online discussion groups (Question 38),” they found that their students were significantly more satisfied that those at peer institutions. This student response strongly validated the institution’s claim about itself. In continuing their review, ALFI U staff found that they said “yes” to an ISAS item “individual contact to determine goals for enrollment (Item 19d)” while only about a third of their peer institutions made this claim. But they also found that the mean response of their students was significantly below those of students at other institutions on the parallel ALI question “staff here are available to help me solve unique problems I encounter (Question 7).” This discrepancy caused them to think more about how they might be more proactive in responding to students in difficulty after initial enrollment. As these examples illustrate, using the Crosswalk to compare results across the two instruments is not a rigid process. Instead it usually begins with a question about a particular result from one of the two instruments that the institution’s staff wishes to investigate more fully. This leads them to look at parallel results on the other, which may in turn trigger a further look back as a new question arises. The process is fluid and should unfold naturally rather than being a strictly prescribed analysis. The Crosswalk is intended in this spirit to provide initial guidance for a “back-and-forth” process like this by aligning items on the ISAS and ALI that are potentially related. But institutions are encouraged to go beyond the Crosswalk as they examine their results ever more deeply.

4

Crosswalk Between Items on the CAEL Adult Learner Instrument (ALI) and the Institutional Self-Assessment Survey (ISAS)

ALI Question ISAS Questions

1 My program allows me to pace my studies to fit my life and work schedules.

19d Individual contact (face-to-face or on-line) to determine goals for enrollment 19e Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning 19k A study contract or individualized plan of study 26d Individualized or self-paced instructional formats 26i Flexible academic calendar with continuous offerings 26k Accelerated approaches

2 Sufficient course offerings within my program of study are available each term.

19k A study contract or individualized plan of study 26l Flexible academic calendar with continuous offerings

3 This institution assists students who need help with the financial aid process.

20 Which of the following approaches to supporting the costs of attendance are available for undergraduate adult learners at your institution? Which are available for part-time attenders? 21 Does your institution offer sources of financial support that are designated specifically for adult learners? 23 Which of the following methods are used by your institution’s financial aid office to recognize the special needs and circumstances of adult learners?

4 My instructors involve me in evaluating my own learning.

19c Individual contact (face-to-face or on-line) to discuss how to address academic deficiencies 26c Competency-based curriculum design 28a Individualized and ongoing assessment of progress, deficiencies, and needs 28c Determination of individual approach to learning (e.g., learning style, study habits, multiple intelligences, etc.)

5 I receive the help I need to improve my technology skills.

27k Substantial use of Web or email 41go Faculty workshops on using technology

6 I receive timely direction on how to transfer to other colleges and universities.

16 Articulation agreements 19f Individual contact (face-to-face or on-line) to identify specific goals for further study elsewhere 33 Students able to easily check transfer requirements for multiple transfer institutions against their own academic records

7 Staff are available to help me solve unique problems I encounter.

19c Individual contact (face-to-face or on-line) to discuss how to address academic deficiencies 19d Individual contact (face-to-face or on-line) to determine goals for enrollment 19e Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning 19g A single advisor or point of contact from whom to seek help

5

49b Faculty and staff continuously monitor individual student needs and conditions, and proactively contact students to direct them to appropriate services 49d Services are delivered flexibly and are tailored to meet the needs of individual students

8 This institution provides students with the help they need to develop a plan of study before enrolling.

19a Participation in an orientation or planning course 19d Individual contact (face-to-face or on-line) to determine goals for enrollment 19e Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning 28b Individualized learning plans or contracts tailored to accommodate students’ work and life commitments 28d Clear plan of study showing what needs to be accomplished and when

9 I receive adequate information about sources of financial assistance available to me.

19e Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning 21 Does your institution offer sources of financial support that are designated specifically for adult learners? 22 Institution employs an individual explicitly assigned to assist students in preparing documentation for third-party payers or reimbursement 23 Which of the following methods are used by your institution’s financial aid office to recognize the special needs and circumstances of adult learners?

10 I have a clear understanding of what I’m expected to learn in my classes.

19k A study contract or individualized plan of study 27j Clear learning outcomes established and communicated

11 This institution offers strategies to help me cope with the multiple pressures of home, work, and my studies.

19e Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning 28b Individualized learning plans or contracts tailored to accommodate students’ work and life commitments

12 Technical support is available to me when I need it.

41go Faculty workshops on using technology

13 Processes and procedures for enrolling here are convenient.

46b Multiple site/non-face-to-face—admissions 49d Services are delivered flexibly and are tailored to meet the needs of individual students

14 I receive guidance on which classes will transfer to programs here and elsewhere.

19j Individual contact (face-to-face or on-line) to identify specific goals for further study elsewhere 26f Ready transferability of credit earned elsewhere 27h Activities that point toward knowledge and skills that graduates will be expected to apply in the future 33 Students able to easily check transfer requirements for multiple transfer institutions against their own academic records

15 Advisors are knowledgeable about requirements for

19g A single advisor or point of contact from whom to seek help

6

courses and programs of interest to me.

41em Faculty development in Mentoring adult learners

16 Billing for tuition and fees is tailored to meet my specific needs.

20d Deferred/flexible tuition payment 20e Full payment due on tuition reimbursement by employer 20f Payment by credit card 20g Third-party billing to employers 20h Variable fees based on use of services

17 My instructors provide timely feedback about my academic progress.

27n Prompt feedback on performance

18 This institution uses technology on a regular basis to reach out to me.

Index of Items Below (Summed): 46ag Academic Advising—Web or Technology Based 46bg Admissions—Web or Technology Based 46cg Bookstore—Web or Technology Based 46dg Bursar—Web or Technology Based 46eg Career Advising—Web or Technology Based 46fg Counseling Services—Web or Technology Based 46gg Employment Services—Web or Technology Based 46hg Visible Mechanisms to Help Students Transition—Web or Technology Based 46ig Disability Info/Services—Web or Technology Based 46jg Financial Aid—Web or Technology Based 46kg Health Information—Web or Technology Based 46lg Student Evaluation—Web or Technology Based 46mg Learning Resources/Library—Web or Technology Based 46ng Mentoring—Web or Technology Based 46og Placement Testing—Web of Technology Based 46pg Prior Learning Assessment—Web or Technology Based 46qg Registration—Web or Technology Based 46rg Remediation—Web or Technology Based 46sg Study Groups—Web or Technology Based 46tg Tutoring—Web or Technology Based [Parallel Index for Item 46 on Telephone-based Delivery]

19 I receive timely responses to my requests for information.

50 Does your unit or institution have an explicit policy about responding to student inquiries and complaints that establishes a specific time period within which the student should be re-contacted or the matter resolved?

20 This institution periodically evaluates my skill level to guide my learning experiences.

26c Competency-based curriculum design 27g Performance-based assessments 27j Clear learning outcomes established and communicated 27m Periodic assessments of learning [other than grades] 28a Individualized and ongoing assessment of progress, deficiencies, and needs

21 My studies are closely related to my life and work

27a Applied or “hands-on” experiences 27e Use of student’s own life and work experiences

7

goals. 27h Activities that point toward knowledge and skills that graduates will be expected to apply in the future 27i Internships or other work experiences 27l [Classes] conducted in workplace or community settings

22 I receive the help I need to develop my academic skills, including reading, writing, and math.

19b Assessment of academic needs and deficiencies 19c Individual contact (face-to-face or on-line) to discuss how to address academic deficiencies 19e Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning 28a Individualized and ongoing assessment of progress, deficiencies, and needs 28f Ready availability of remediation to address deficiencies

23 I can make payments or inquiries about tuition at times that are convenient to me.

46d Multiple site/non-face-to-face—bursar/business office services 66h Multiple site/non-face-to-face—financial aid

24 I receive the help I need to stay on track with my classes.

19a Participation in an orientation or planning course 19d Individual contact (face-to-face or on-line) to determine goals for enrollment 19e Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning 28a Individualized and ongoing assessment of progress, deficiencies, and needs 28d Clear plan of study showing what needs to be accomplished and when 28h Proactive intervention by mentors/advisors

25 I’m evaluated on the knowledge and skills I’ll need in my life and career.

19b Assessment of academic needs and deficiencies 19f Individual contact (face-to-face or on-line) to identify specific goals for further study elsewhere 27h Activities that point toward knowledge and skills that graduates will be expected to apply in the future

26 I am able to choose course delivery that fits my life circumstances.

Index of Items Below (Summed “Available”) 19k A study contract or individualized plan of study 25b Face-to-face classes (evening hours) 25c Face-to-face classes (early morning [“sunrise”] hours) 25d Face-to-face classes (weekend) 25e Face-to-face classes (workplace at any time) 25f Recorded (one-way) video or audio delivery 25g Interactive (two-way) video or audio delivery 25h Asynchronous print-based (correspondence) delivery 25i Synchronous (live) computer-based delivery 25j Asynchronous computer-based delivery 25k Internships 25l Externships Index of Items Below (Sum All Responses in Any Category Except “Not at All”): 26a Modular course formats of varying lengths

8

26c Competency-based curriculum design 26k Accelerated approaches 26l Flexible academic calendar with continuous offerings 27l [Classes] conducted in workplace or community settings 28b Individualized learning plans or contracts tailored to accommodate students’ work and life commitments

27 I am encouraged to apply the classes I’ve taken toward a degree or certificate.

19f Individual contact (face-to-face or on-line) to identify specific goals for further study elsewhere 26f Ready transferability of credit earned elsewhere 31a Institution monitors whether credits earned transfer to other institutions 32b Institution monitors the majors that former students enroll in 33 Students able to easily check transfer requirements for multiple transfer institutions against their own academic records

28 This institution initiates many opportunities for me to connect with other adult learners.

19h Substantial contact with peers to create a sense of community 26h Student-led or student-organized group learning activities 26j Cohort based approaches 27b Collaboration and group work

29 My instructors respect student opinions and ideas that differ from their own.

26e Emphasis on cultural diversity 27e Use of student’s own life and work experiences

30 I am able to obtain information I need by phone, fax, email, or on-line.

Index of Items Below (Summed): 46a Multiple site/non-face-to-face—academic advising 46b Multiple site/non-face-to-face—admissions 46c Multiple site/non-face-to-face—book/instruction purchase 46d Multiple site/non-face-to-face—bursar/business office services 46e Multiple site/face-to-face and non-face-to-face—career advising 46f Multiple site/non-face-to-face—counseling 46g Multiple site/non-face-to-face—employment services 46h Multiple site/non-face-to-face—change program services 46i Multiple site/non-face-to-face—disability info/svcs 46j Multiple site/non-face-to-face—financial aid 46k Multiple site/non-face-to-face—health info/programming 46l Multiple site/face-to-face and non-face-to-face—mentoring 46m Multiple site/non-face-to-face—learning resources/ library 46n Multiple site/non-face-to-face—mentoring 46o Multiple site/non-face-to-face—placement testing

9

46p Multiple site/non-face-to-face—prior learning assessment 46q Multiple site/non-face-to-face—registration 46r Multiple site/non-face-to-face—remediation 46s Multiple site/non-face-to-face—student study groups 46t Multiple site/non-face-to-face—tutoring

31 This institution makes many support services available at many times and places

Index of all Items listed under 46 (Summed)

32 Technology enables me to get the services I need when I need them.

Index of Items Below (Summed): 46a Multiple site/non-face-to-face—academic advising 46b Multiple site/non-face-to-face—admissions 46c Multiple site/non-face-to-face—book/instruction purchase 46d Multiple site/non-face-to-face—bursar/business office services 46e Multiple site/face-to-face and non-face-to-face—career advising 46f Multiple site/non-face-to-face—counseling 46g Multiple site/non-face-to-face—employment services 46h Multiple site/non-face-to-face—change program services 46i Multiple site/non-face-to-face—disability info/svcs 46j Multiple site/non-face-to-face—financial aid 46k Multiple site/non-face-to-face—health info/programming 46l Multiple site/face-to-face and non-face-to-face—mentoring 46m Multiple site/non-face-to-face—learning resources/ library 46n Multiple site/non-face-to-face—mentoring 46o Multiple site/non-face-to-face—placement testing 46p Multiple site/non-face-to-face—prior learning assessment 46q Multiple site/non-face-to-face—registration 46r Multiple site/non-face-to-face—remediation 46s Multiple site/non-face-to-face—student study groups 46t Multiple site/non-face-to-face—tutoring

33 This institution explains what is needed for me to complete my program here.

19d Individual contact (face-to-face or on-line) to determine goals for enrollment 28a Individualized and ongoing assessment of progress, deficiencies, and needs 28b Individualized learning plans or contracts tailored to accommodate students’ goals and life commitments 28d Clear plan of study showing what needs to be accomplished and when

34 This institution provides “one-stop shopping” for most student support

Index of Items Below (Summed for Telephone and Web-Based Responses): [Sum of all items in 46 on service delivery]

10

services.

35 Mentors are available to guide my career and life goals.

19f Individual contact (face-to-face or on-line) to identify specific goals for further study elsewhere 19g A single advisor or point of contact from whom to seek help 28g Frequent contact with mentors/advisors 28h Proactive intervention by mentors/ advisors 46e Multiple site/face-to-face and non-face-to-face—career advising 46l Multiple site/face-to-face and non-face-to-face—mentoring

36 Most instructors use a variety of teaching methods.

Index of Items Below (Summed): 25k Internships 25l Externships 26d Individualized or self-paced instructional formats 26h Student-led or student-organized group learning activities 27a Applied or “hands-on” experiences 27b Collaboration and group work 27c Student presentations 27d Simulations/role-playing 27e Use of student’s own life and work experiences 27f Problem-based learning

37 I have many ways to demonstrate what I know.

19i Assessment of prior learning (other than examination-based) 26c Competency-based curriculum design 26d Individualized or self-paced instructional formats 27g Performance-based assessments

38 My instructors encourage student-to-student interactions through a variety of techniques.

19h Substantial contact with peers to create a sense of community 26h Student-led or student-organized group learning activities 27b Collaboration and group work 27d Simulations/role-playing

39 Information is available online to help me understand what I need to do next in my program of study.

27k Substantial use of Web or email 46ag Academic Advisement—Web or Technology-based 46ng Mentoring—Web or Technology-based

40 I receive the help I need to make decisions about courses and programs that interest me.

28g Frequent contact with mentors/advisors 28h Proactive intervention by mentors/advisors

41 Staff are available to help me with the employer tuition reimbursement process.

22 Institution employs an individual explicitly assigned to assist students in preparing documentation for third-party payers or reimbursement

42 This institution evaluates 19b Assessment of academic needs and deficiencies

11

students’ academic skills for placement in reading, writing, and math.

19c Individual contact (face-to-face or on-line) to discuss how to address academic deficiencies 19e Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning

43 The frequency of interactions with my instructors is satisfactory.

27k Substantial use of Web or email 27n Prompt feedback on performance 28g Frequent contact with mentors/advisors 28h Proactive intervention by mentors/advisors

44 I can receive credit for learning derived from my previous life and work experiences.

19i Assessment of prior learning (other than examination-based)

45 Instructors incorporate my life and work experiences in class activities and assignments.

27a Applied or “hands-on” experiences 27e Use of student’s own life and work experiences

46 The learning experiences within my program of study challenge me to reach beyond what I know already.

28a Individualized and ongoing assessment of progress, deficiencies and needs

47 When I miss a deadline or fall behind in my studies, someone from the institution contacts me.

28h Proactive intervention by mentors/advisors 37 Mostly proactive approach to how institution supports faculty in working with adult learners 49a Proactive delivery of student services

12

Crosswalk Between Items on the CAEL Institutional Self-Assessment Survey (ISAS) and the Adult Learner Instrument (ALI)

ISAS Questions ALI Question 16 Articulation agreements 6 I receive timely direction on how to transfer to

other colleges and universities.

19a Participation in an orientation or planning course

8 This institution provides students with the help they need to develop a plan of study before enrolling. 24 I receive the help I need to stay on track with my classes.

19b Assessment of academic needs and deficiencies

22 I receive the help I need to develop my academic skills, including reading, writing, and math. 25 I’m evaluated on the knowledge and skills I’ll need in my life and career. 42 This institution evaluates students’ academic skills for placement in reading, writing, and math.

19c Individual contact (face-to-face or on-line) to discuss how to address academic deficiencies

4 My instructors involve me in evaluating my own learning. 7 Staff are available to help me solve unique problems I encounter. 22 I receive the help I need to develop my academic skills, including reading, writing, and math. 42 This institution evaluates students’ academic skills for placement in reading, writing, and math.

19d Individual contact (face-to-face or on-line) to determine goals for enrollment

1 My program allows me to pace my studies to fit my life and work schedules. 7 Staff are available to help me solve unique problems I encounter. 8 This institution provides students with the help they need to develop a plan of study before enrolling. 24 I receive the help I need to stay on track with my classes. 33 This institution explains what is needed for me to complete my program here.

19e Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning

1 My program allows me to pace my studies to fit my life and work schedules. 7 Staff are available to help me solve unique problems I encounter. 8 This institution provides students with the help they need to develop a plan of study before enrolling. 9 I receive adequate information about sources of financial assistance available to me. 11 This institution offers strategies to help me cope with the multiple pressures of home, work, and my studies. 22 I receive the help I need to develop my academic skills, including reading, writing, and math. 24 I receive the help I need to stay on track with my classes. 42 This institution evaluates students’ academic skills for placement in reading, writing, and math.

13

19f Individual contact (face-to-face or on-line) to identify specific goals for further study elsewhere

6 I receive timely direction on how to transfer to other colleges and universities. 25 I’m evaluated on the knowledge and skills I’ll need in my life and career. 27 I am encouraged to apply the classes I’ve taken toward a degree or certificate. 35 Mentors are available to guide my career and life goals.

19g A single advisor or point of contact from whom to seek help

7 Staff are available to help me solve unique problems I encounter. 15 Advisors are knowledgeable about requirements for courses and programs of interest to me. 35 Mentors are available to guide my career and life goals.

19h Substantial contact with peers to create a sense of community

28 This institution initiates many opportunities for me to connect with other adult learners. 38 My instructors encourage student-to-student interactions through a variety of techniques.

19i Assessment of prior learning (other than examination-based)

37 I have many ways to demonstrate what I know. 44 I can receive credit for learning derived from my previous life and work experiences.

19j Individual contact (face-to-face or on-line) to identify specific goals for further study elsewhere

14 I receive guidance on which classes will transfer to programs here and elsewhere.

19k A study contract or individualized plan of study

1 My program allows me to pace my studies to fit my life and work schedules. 2 Sufficient course offerings within my program of study are available each term. 10 I have a clear understanding of what I’m expected to learn in my classes. 26 I am able to choose course delivery that fits my life circumstances.

20 Which of the following approaches to supporting the costs of attendance are available for undergraduate adult learners at your institution? Which are available for part-time attenders?

3 This institution assists students who need help with the financial aid process.

20d Deferred/flexible tuition payment


20e Full payment due on tuition reimbursement by employer


20f Payment by credit card 16 Billing for tuition and fees is tailored to meet my specific needs.

20g Third-party billing to employers 16 Billing for tuition and fees is tailored to meet my specific needs.

20h Variable fees based on use of services


14

21 Does your institution offer sources of financial support that are designated specifically for adult learners?

3 This institution assists students who need help with the financial aid process. 9 I receive adequate information about sources of financial assistance available to me.

22 Institution employs an individual explicitly assigned to assist students in preparing documentation for third-party payers or reimbursement

9 I receive adequate information about sources of financial assistance available to me.

23 Which of the following methods are used by your institution’s financial aid office to recognize the special needs and circumstances of adult learners?

3 This institution assists students who need help with the financial aid process. 9 I receive adequate information about sources of financial assistance available to me.

25b Face-to-face classes (evening hours)


25c Face-to-face classes (early morning [“sunrise”] hours)


25d Face-to-face classes (weekend) 26 I am able to choose course delivery that fits my life circumstances.

25e Face-to-face classes (workplace at any time)


25f Recorded (one-way) video or audio delivery


25g Interactive (two-way) video or audio delivery


25h Asynchronous print-based (correspondence) delivery


25i Synchronous (live) computer-based delivery


25j Asynchronous computer-based delivery


25k Internships 26 I am able to choose course delivery that fits my life circumstances. 36 Most instructors use a variety of teaching methods.

25l Externships 26 I am able to choose course delivery that fits my life circumstances. 36 Most instructors use a variety of teaching methods.

26a Modular course formats of varying lengths


26b Learning communities 36 Most instructors use a variety of teaching methods. 38 My instructors encourage student-to-student interactions through a variety of techniques.

26c Competency-based curriculum design

4 My instructors involve me in evaluating my own learning. 20 This institution periodically evaluates my skill

15

level to guide my learning experiences. 26 I am able to choose course delivery that fits my life circumstances. 37 I have many ways to demonstrate what I know.

26d Individualized or self-paced instructional formats

1 My program allows me to pace my studies to fit my life and work schedules. 36 Most instructors use a variety of teaching methods. 37 I have many ways to demonstrate what I know.

26e Emphasis on cultural diversity 29 My instructors respect student opinions and ideas that differ from their own.

26f Ready transferability of credit earned elsewhere

14 I receive guidance on which classes will transfer to programs here and elsewhere. 27 I am encouraged to apply the classes I’ve taken toward a degree or certificate.

26g Proactive “early warning” system to reach out to students who are not showing progress

24 I receive the help I need to stay on track with my classes. 47 When I miss a deadline or fall behind in my studies, someone from the institution contacts me.

26h Student-led or student-organized group learning activities

28 This institution initiates many opportunities for me to connect with other adult learners. 36 Most instructors use a variety of teaching methods. 38 My instructors encourage student-to-student interactions through a variety of techniques.

26i Flexible academic calendar with continuous offerings

1 My program allows me to pace my studies to fit my life and work schedules.

26j Cohort based approaches 28 This institution initiates many opportunities for me to connect with other adult learners.

26k Accelerated approaches 1 My program allows me to pace my studies to fit my life and work schedules. 26 I am able to choose course delivery that fits my life circumstances.

26l Flexible academic calendar with continuous offerings

2 Sufficient course offerings within my program of study are available each term. 26 I am able to choose course delivery that fits my life circumstances.

27a Applied or “hands-on” experiences

21 My studies are closely related to my life and work goals. 36 Most instructors use a variety of teaching methods. 45 Instructors incorporate my life and work experiences in class activities and assignments.

27b Collaboration and group work 28 This institution initiates many opportunities for me to connect with other adult learners. 36 Most instructors use a variety of teaching methods. 38 My instructors encourage student-to-student interactions through a variety of techniques.

27c Student presentations 36 Most instructors use a variety of teaching

16

methods.

27d Simulations/role-playing 36 Most instructors use a variety of teaching methods. 38 My instructors encourage student-to-student interactions through a variety of techniques.

27e Use of student’s own life and work experiences

21 My studies are closely related to my life and work goals. 29 My instructors respect student opinions and ideas that differ from their own. 36 Most instructors use a variety of teaching methods. 45 Instructors incorporate my life and work experiences in class activities and assignments.

27f Problem-based learning 36 Most instructors use a variety of teaching methods.

27g Performance-based assessments 20 This institution periodically evaluates my skill level to guide my learning experiences. 37 I have many ways to demonstrate what I know.

27h Activities that point toward knowledge and skills that graduates will be expected to apply in the future

14 I receive guidance on which classes will transfer to programs here and elsewhere. 21 My studies are closely related to my life and work goals. 25 I’m evaluated on the knowledge and skills I’ll need in my life and career.

27i Internships or other work experiences

21 My studies are closely related to my life and work goals.

27j Clear learning outcomes established and communicated

10 I have a clear understanding of what I’m expected to learn in my classes. 20 This institution periodically evaluates my skill level to guide my learning experiences.

27k Substantial use of Web or email 5 I receive the help I need to improve my technology skills. 39 Information is available online to help me understand what I need to do next in my program of study. 43 The frequency of interactions with my instructors is satisfactory.

27l [Classes] conducted in workplace or community settings

21 My studies are closely related to my life and work goals. 26 I am able to choose course delivery that fits my life circumstances.

27m Periodic assessments of learning [other than grades]

20 This institution periodically evaluates my skill level to guide my learning experiences.

27n Prompt feedback on performance

17 My instructors provide timely feedback about my academic progress. 43 The frequency of interactions with my instructors is satisfactory.

28a Individualized and ongoing assessment of progress, deficiencies, and needs

4 My instructors involve me in evaluating my own learning. 20 This institution periodically evaluates my skill

17

level to guide my learning experiences. 22 I receive the help I need to develop my academic skills, including reading, writing, and math. 24 I receive the help I need to stay on track with my classes. 33 This institution explains what is needed for me to complete my program here. 46 The learning experiences within my program of study challenge me to reach beyond what I know already.

28b Individualized learning plans or contracts tailored to accommodate students’ work and life commitments

8 This institution provides students with the help they need to develop a plan of study before enrolling. 11 This institution offers strategies to help me cope with the multiple pressures of home, work, and my studies. 26 I am able to choose course delivery that fits my life circumstances. 33 This institution explains what is needed for me to complete my program here.

28c Determination of individual approach to learning (e.g., learning style, study habits, multiple intelligences, etc.)

4 My instructors involve me in evaluating my own learning.

28d Clear plan of study showing what needs to be accomplished and when

8 This institution provides students with the help they need to develop a plan of study before enrolling. 24 I receive the help I need to stay on track with my classes. 33 This institution explains what is needed for me to complete my program here.

28f Ready availability of remediation to address deficiencies

22 I receive the help I need to develop my academic skills, including reading, writing, and math.

28g Frequent contact with mentors/advisors

35 Mentors are available to guide my career and life goals. 40 I receive the help I need to make decisions about courses and programs that interest me. 43 The frequency of interactions with my instructors is satisfactory.

28h Proactive intervention by mentors/advisors

24 I receive the help I need to stay on track with my classes. 35 Mentors are available to guide my career and life goals. 40 I receive the help I need to make decisions about courses and programs that interest me. 43 The frequency of interactions with my instructors is satisfactory. 47 When I miss a deadline or fall behind in my studies, someone from the institution contacts me.

31a Institution monitors whether credits earned transfer to other


18

institutions

32b Institution monitors the majors that former students enroll in


33 Students able to easily check transfer requirements for multiple transfer institutions against their own academic records

6 I receive timely direction on how to transfer to other colleges and universities. 14 I receive guidance on which classes will transfer to programs here and elsewhere. 27 I am encouraged to apply the classes I’ve taken toward a degree or certificate.

37 Mostly proactive approach to how institution supports faculty in working with adult learners


41go Faculty workshops on using technology

5 I receive the help I need to improve my technology skills. 12 Technical support is available to me when I need it.

41em Faculty development in Mentoring adult learners

15 Advisors are knowledgeable about requirements for courses and programs of interest to me.

46a Multiple site/non-face-to-face—academic advising

30 I am able to obtain information I need by phone, fax, email, or on-line. 32 Technology enables me to get the services I need when I need them.

46ag Academic Advising—Web or Technology Based

18 This institution uses technology on a regular basis to reach out to me. 39 Information is available online to help me understand what I need to do next in my program of study.

46b Multiple site/non-face-to-face—admissions

13 Processes and procedures for enrolling here are convenient. 30 I am able to obtain information I need by phone, fax, email, or on-line. 32 Technology enables me to get the services I need when I need them.

46bg Admissions—Web or Technology Based


46c Multiple site/non-face-to-face—book/instruction purchase


46cg Bookstore—Web or Technology Based


46d Multiple site/non-face-to-face—bursar/business office services

23 I can make payments or inquiries about tuition at times that are convenient to me. 30 I am able to obtain information I need by phone, fax, email, or on-line. 32 Technology enables me to get the services I need when I need them.

46dg Bursar—Web or Technology Based


46e Multiple site/face-to-face and 30 I am able to obtain information I need by phone,

19

non-face-to-face—career advising

fax, email, or on-line. 32 Technology enables me to get the services I need when I need them. 35 Mentors are available to guide my career and life goals.

46eg Career Advising—Web or Technology Based


46f Multiple site/non-face-to-face—counseling


46fg Counseling Services—Web or Technology Based


46g Multiple site/non-face-to-face—employment services


46gg Employment Services—Web or Technology Based


46h Multiple site/non-face-to-face—change program services


46hg Visible Mechanisms to Help Students Transition—Web or Technology Based


46i Multiple site/non-face-to-face—disability info/svcs


46ig Disability Info/Services—Web or Technology Based


46j Multiple site/non-face-to-face—financial aid


46jg Financial Aid—Web or Technology Based


46k Multiple site/non-face-to-face—health info/programming


46kg Health Information—Web or Technology Based


46l Multiple site/face-to-face and non-face-to-face—mentoring

30 I am able to obtain information I need by phone, fax, email, or on-line. 32 Technology enables me to get the services I need when I need them. 35 Mentors are available to guide my career and life goals.

20

46lg Student Evaluation—Web or Technology Based


46m Multiple site/non-face-to-face—learning resources/ library


46mg Learning Resources/Library—Web or Technology Based


46n Multiple site/non-face-to-face—mentoring


46ng Mentoring—Web or Technology Based

18 This institution uses technology on a regular basis to reach out to me. 39 Information is available online to help me understand what I need to do next in my program of study.

46o Multiple site/non-face-to-face—placement testing


46og Placement Testing—Web of Technology Based


46p Multiple site/non-face-to-face—prior learning assessment


46pg Prior Learning Assessment—Web or Technology Based


46q Multiple site/non-face-to-face—registration


46qg Registration—Web or Technology Based


46r Multiple site/non-face-to-face—remediation


46rg Remediation—Web or Technology Based


46s Multiple site/non-face-to-face—student study groups


46sg Study Groups—Web or Technology Based


46t Multiple site/non-face-to-face—tutoring

30 I am able to obtain information I need by phone, fax, email, or on-line. 32 Technology enables me to get the services I need

21

when I need them.

46tg Tutoring—Web or Technology Based


49a Proactive delivery of student services


49b Faculty and staff continuously monitor individual student needs and conditions, and proactively contact students to direct them to appropriate services

7 Staff are available to help me solve unique problems I encounter.

49d Services are delivered flexibly and are tailored to meet the needs of individual students

7 Staff are available to help me solve unique problems I encounter. 13 Processes and procedures for enrolling here are convenient.

50 Does your unit or institution have an explicit policy about responding to student inquiries and complaints that establishes a specific time period within which the student should be re-contacted or the matter resolved?

19 I receive timely responses to my requests for information.

66h Multiple site/non-face-to-face—financial aid

23 I can make payments or inquiries about tuition at times that are convenient to me.

ISAS Narrative Report

Introduction to the Adult Learning Focused Institution (ALFI) Institutional Self-Assessment Survey Results and

Comparative Data This report provides you with important information about your institution that you can use to improve your programs and services for adult learners. Used strategically, the results of this survey, paired with the results of the Adult Learner Inventory (ALI), can help your institution identify strengths and challenges, make meaningful changes to adult programming, and support student success. This report presents your institution’s results on:

ALFI Institutional Self-Assessment Survey (ISAS) in comparison with other institutions that have also completed the ISAS.

Comparative summary information on the Noel-Levitz Adult Learner Inventory (ALI), the survey completed by your adult students. Detailed results for the ALI are provided in a separate report supplied by Noel-Levitz.

Used in combination, the two reports can assist your institution to increase its effectiveness in serving adult students. More specifically:

Self-assessments prepared by your campus team and reported on the ISAS can be compared directly with those of other institutions for benchmarking purposes to show where you stand with respect to various practices.

ISAS results can be compared to Adult Learner Inventory (ALI) results for each of the nine ALFI Principles to see how well campus self-perceptions are aligned with the perceptions of your adult students.

ISAS results can also be directly compared to ALI results for individual questions that address the same topics on the two surveys using the ISAS/ALI Crosswalk.

Together, these information resources will be valuable in grounding further discussions on your campus about improving services to adults, as well as in such other applications as program review, strategic planning, or preparing for accreditation.


About the Institutional Self-Assessment Survey The Institutional Self-Assessment Survey (ISAS) was developed by the National Center for Higher Education Management Systems (NCHEMS) for CAEL to assist institutions in evaluating their services to adult learners. CAEL developed the ALFI Principles through a national benchmarking study that identified “best practices” in recruiting, supporting, and providing effective instruction for adults. The following table shows the nine Principles and their definitions.

Principles of Effectiveness for Serving Adult Learners

Principle Definition

Outreach The institution conducts its outreach to adult learners by overcoming barriers of time, place, and tradition in order to create lifelong access to educational opportunities.

Life and Career Planning

The institution addresses adult learners’ life and career goals before or at the onset of enrollment in order to assess and align its capacities to help learners reach their goals.

Financing The institution promotes choice using an array of payment options for adult learners in order to expand equity and financial flexibility.

Assessment of Learning Outcomes

The institution defines and assesses the knowledge, skills and competencies acquired by adult learners both from the curriculum and from life/work experience in order to assign credit and confer degrees with rigor.

Teaching-Learning Process

The institution’s faculty uses multiple methods of instruction (including experiential and problem-based methods) for adult learners in order to connect curricular concepts to useful knowledge and skills.

Student Support Systems

The institution assists adult learners using comprehensive academic and student support systems in order to enhance students’ capacities to become self-directed, lifelong learners.

Technology The institution uses information technology to provide relevant and timely information and to enhance the learning experience.

Strategic Partnerships The institution engages in strategic relationships, partnerships, and collaborations with employers and other organizations in order to develop and improve educational opportunities for adult learners.

Transitions The institution supports guided pathways that lead into and from the institution’s programs and services in order to ensure that students’ learning will apply usefully to achieving their educational and career goals.


The Self-Assessment Survey is designed to achieve two purposes:

Provide a template for an institution to honestly and reflectively examine its resources, structures, and practices in the light of the Principles. An institution that commits itself to the ALFI Principles can facilitate its work if it employs the ISAS as part of a wider effort to identify particular areas of strength and challenge for purposes of continuous improvement. As a result, the ISAS contains numerous items that ask an institution to rate its own performance or inventory its practices as honestly as it can. To emphasize this commitment, we requested that your institution’s answers be submitted to CAEL under the signature of the Chief Executive Officer.

Identify “best practices” for benchmarking purposes on a national basis. CAEL’s ALFI Initiative is also intended to provide a way for institutions to compare where they stand with respect to the ALFI Principles with other institutions, as well as to identify particular exemplary practices for dissemination. As a result, the ISAS contains numerous items that requested further information from your institution, or that requested you to provide additional evidence of good practice, if your institution claims to be especially effective in a particular area of service to adult learners.

The focus of the Institutional Self-Assessment Survey is the application of the nine ALFI Principles in undergraduate degree programs and credit-bearing instruction. The Institutional Self-Assessment Survey is divided into nine sections:

1. Institutional Background 2. Mission, Leadership, and Organizational Structure 3. Recruitment and Orientation 4. Tuition and Financial Aid 5. Teaching and Learning 6. Faculty Recruitment and Development 7. Student Services 8. Key Constituencies 9. Transitions

Some questions refer only to adult learners rather than all students. Other questions refer to all students, so be sure to read the question stem correctly when trying to interpret these results. Most questions are framed as multiple choice items using Likert-scale response items.


Summary Reports Seven summary reports make up the first part of this outcomes report in order to quickly compare results for your institution on each of the nine ALFI Principles with those of other institutions. For the ISAS, a summary index score was calculated for each of the nine ALFI benchmarks for each participating institution based on the detailed responses provided on the Institutional Self-Assessment Survey. Many individual items on the ISAS instrument contributed to each benchmark score, and some items contributed to more than one benchmark (see Appendix A for an explanation of how these scores were calculated). The index scores were standardized on a scale of 1-100 so that they can be readily compared. Three of the summary reports address ISAS results, another three address ALI results, and the final report examines ISAS and ALI results together. The summary reports are as follows:

ISAS Summary Report. This report lists your institution’s index score on the ISAS for each ALFI Principle together with a number of comparative benchmark statistics that summarize results for other institutions. These statistics include a) the mean (average) score attained by all institutions completing the ISAS, b) the highest score obtained by any participating institution for each Principle, c) the lowest score obtained by any participating institution for each Principle, d) the ranking of your institution against all others for each Principle (e.g. a rank of “1” would indicate that your institution attained the highest score) and, e) the total number of institutions in the comparison group (which can be used to interpret the rank).

ISAS Means Summary Report. This bar chart shows your institution’s performance in comparison with the mean (average) performance of all the other institutions that have used the ISAS.

ISAS Best Performance Summary Report. This bar chart shows your institution’s performance in comparison to the best performance generated by a participating institution on each benchmark. (N.B: This may be your own institution.)

ALI Summary “Gap” Report. This report lists your institution’s index scores for the “performance gap” between student ratings of the “Importance” for each item on the Adult Learner Inventory and their “Satisfaction” with the institution’s performance on that item (see the ALI Report supplied by Noel-Levitz for further information on the “Performance Gap”). The statistic reported is the mean (average) “Performance Gap” for all of the ALI questions associated with each ALFI


Principle, once again indexed on a scale of 1 to 100. The report lists your institution’s indexed Performance Gap for each ALFI Principle together with a number of comparative benchmark statistics that summarize results for other institutions. These statistics include a) the mean (average) score attained by all institutions completing the ALI, b) the highest score obtained by any participating institution for each Principle, c) the lowest score obtained by any participating institution for each Principle, d) the ranking of your institution against all others for each Principle (e.g. a rank of “1” would indicate that your institution attained the highest score) and, e) the total number of institutions in the comparison group (which can be used to interpret the rank).

ALI Means Summary Report. This bar chart shows your institution’s performance in comparison with the mean (average) performance of all the other institutions that have used the Adult Learner Inventory. Index scores for ratings of both “Importance” and “Satisfaction” are provided for your institution and the comparison group for each ALFI Principle.

ALI Best Performance Summary Report. This bar chart shows your institution’s performance in comparison to the best performance generated by a participating institution on each benchmark. (N.B: This may be your own institution or unit.) Again, index scores for ratings of the “Importance” and “Satisfaction” are provided for your institution and the comparison group for each ALFI Principle.

Combined Results Summary Report. This bar chart shows your institution’s rating on the ISAS for each ALFI Principle compared to its performance on the ALI with respect to “Importance” and “Satisfaction.”

National Dataset Report. The bar chart offers a comparison of the ISAS and the ALI Satisfaction using the 50th percentile as a measurement of how well the institution fares on each of the Eight Principles.

Used in combination, these summary reports present an overall picture of your institution’s standing with respect to these nine areas of “best practice” in serving adult learners. Many campuses distribute them with a brief cover memo to a range of decision-makers or include them in such documents as accreditation self-studies or planning documents. Others re-convene the original campus team that completed the ISAS to review these results and develop appropriate recommendations for action.

ISAS SUMMARY REPORT

Shasta College

ALFI Principle Your Mean Highest Lowest Percentile in a

Score Score Score Score National Comparison

Outreach 42% 45% 77% 14% 34%

Life & Career Planning 38% 44% 70% 14% 26%

Financing 52% 54% 85% 26% 41%

Assessment of Learning Outcomes 34% 45% 76% 22% 7%

Teaching-Learning Process 44% 42% 67% 14% 58%

Student Support Systems 55% 42% 71% 6% 89%

Technology 77% 49% 91% 5% 94%

Strategic Partnerships 43% 39% 85% 9% 60%

Transitions 55% 56% 77% 23% 39%

ALI SUMMARY REPORT

Shasta College

ALFI Principle Your Importance Student Mean Highest Lowest Percentile in a

Score to Students Satisfaction Total Score Total Score Total Score National Comparison

Outreach 88% 92% 83% 87% 96% 74% 62%

Life & Career Planning 83% 90% 75% 83% 93% 74% 47%

Financing 85% 90% 79% 84% 97% 72% 54%

Assessment of Learning Outcomes 82% 86% 77% 83% 95% 75% 42%

Teaching-Learning Process 85% 89% 81% 86% 95% 76% 32%

Student Support Systems 84% 88% 79% 83% 94% 73% 59%

Technology 86% 89% 83% 86% 95% 74% 59%

Transitions 83% 89% 77% 83% 96% 73% 50%

ISAS & ALI SUMMARY REPORT

Shasta College

Principle ISAS Importance Satisfaction Total ISAS ALIScore Score Score Score Percentile Percentile

Outreach 42% 92% 83% 88% 34% 62%

Life & Career Planning 38% 90% 75% 83% 26% 47%

Financing 52% 90% 79% 85% 41% 54%

Assessment of Learning Outcomes 34% 86% 77% 82% 7% 42%

Teaching-Learning Process 44% 89% 81% 85% 58% 32%

Student Support Systems 55% 88% 79% 84% 89% 59%

Technology 77% 89% 83% 86% 94% 59%

Transitions 55% 89% 77% 83% 39% 50%

ALI

41.738.3

52.1

33.9

43.5

55.4

77.2

43.1

55.4

44.6 44.4

53.6

45.042.3 41.7

48.9

39.4

55.8

0

10

20

30

40

50

60

70

80

90

100

Outreach Life & CareerPlanning

Financing Assessment ofLearning Outcomes

Teaching-LearningProcess

Student SupportSystems

Technology StrategicPartnerships

Transitions

ALFI Principle

ISAS ResultsRegis University School for Professional Studies vs. Mean

Performance of All Institutions

Shasta College All Institutions

ISAS Results Shasta College

vs Mean Performance

1

92.4

90.0 90.0

86.4

89.088.3 88.6

89.1

82.7

75.0

79.3

77.3

80.7

79.4

82.9

77.0

92.6

91.0 91.1

87.6

90.5

89.290.1 89.7

80.8

74.8

77.9 77.7

81.4

77.7

81.2

77.2

60

70

80

90

100





Technology Transitions

ALFI Principle

ALI ResultsRegis University School for Professional Studies vs. Mean

Performance of All Institutions

Te Shasta College Importance Shasta College Satisfaction All Importance All Satisfaction Te

ALI Results Shasta College

vs Mean Performance

3

34%

26%

41%

7%

58%

89%

94%

39%

62%

47%

54%

42%

32%

59%

50% 51%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%





Technology Transitions

Student Satisfaction and Institutional Self-Assessment: Comparison to a National Dataset

ISAS ALI Average 50th percentile

1

Shasta College

………………………………………INSTITUTIONAL BACKGROUND………………………………………

Shasta College

Response

Community College

Responses University

Responses All Responses

Q2-What % of undergraduate composed of adult learners?

Less than 10% 0.0 % 2.9 % 10.9 % 6.7 %

11% to 25% 0.0 % 6.8 % 35.9 % 20.5 %

26% to 50% 100.0 % 63.1 % 34.8 % 49.7 %

51% to 75% 0.0 % 19.4 % 5.4 % 12.8 %

More than 75% 0.0 % 7.8 % 13.0 % 10.3 %

Shasta College

Response

Community College



Q3-What % of your students attend all or most of their classes on-line

Less than 10% 0.0 % 48.5 % 63.0 % 55.4 %

11% to 25% 0.0 % 41.7 % 26.1 % 34.4 %

26% to 50% 100.0 % 8.7 % 7.6 % 8.2 %

51% to 75% 0.0 % 1.0 % 0.0 % 0.5 %

More than 75% 0.0 % 0.0 % 3.3 % 1.5 %

Shasta College

Response

Community College



Q4a-Undergrad FTE enrollment - degree or credential seeking 7004 4999 6642 5764

Shasta College

Response

Community College



Q4b-Undergrad unduplicated headcount enrollment - degree or credential seeking

8130 5108 8358 6614

Shasta College

Response

Community College



Q4c-Credit-bearing headcount enrollment - not seeking degree or credential

735 1316 938 1142

2

Shasta College

Response

Community College



Q4d-Non-credit headcount enrollment - not seeking degree or credential

570 1463 122 885

Shasta College

Response

Community College



Q4e-Other Credit-bearing headcount enrollment 0 924 243 656

Shasta College

Response

Community College



Q4f-Other Non-credit headcount enrollment 0 2282 625 1517

Shasta College

Response

Community College



Q5a-Instructional staff - Full-time faculty headcount 117 116 316 209

Shasta College

Response

Community College



Q5b-Instructional staff - Part-time faculty headcount 223 264 293 277

3

Shasta College

……………………………………MISSION, LEADERSHIP AND ORGANIZATIONAL STRUCTURE……………………………………

Shasta College

Response

Community College



Q6-Extent institution's mission guided by commitment to serve adult learners

Not at all 0.0 % 0.0 % 2.2 % 1.0 %

Not very much 0.0 % 6.8 % 25.0 % 15.4 %

Somewhat 100.0 % 41.7 % 44.6 % 43.1 %

A great deal 0.0 % 45.6 % 23.9 % 35.4 %

Almost exclusively 0.0 % 5.8 % 4.3 % 5.1 %

Shasta College

Response

Community College



Q7-Do members of Governing Board advocate values of serving adult learners?

No 0.0 % 26.2 % 32.6 % 29.2 %

Yes 100.0 % 73.8 % 67.4 % 70.8 %

Shasta College

Response

Community College



Q8-Extent institution developed organizational structures/proc intentionally and exp to serve adult learners

Not at all 0.0 % 1.0 % 5.4 % 3.1 %

Not very much 100.0 % 30.1 % 17.4 % 24.1 %

Somewhat 0.0 % 43.7 % 45.7 % 44.6 %

A great deal 0.0 % 23.3 % 29.3 % 26.2 %

Almost exclusively 0.0 % 1.9 % 2.2 % 2.1 %

Shasta College

Response

Community College



Q9-Which best describes how adult-focused modes of instruction are delivered?

Concentrated in a special school or unit 100.0 % 12.6 % 39.1 % 25.1 %

Characteristics of the entire institution 0.0 % 49.5 % 20.7 % 35.9 %

No Practices especially designed to serve adult learners pre

0.0 % 25.2 % 19.6 % 22.6 %

Other 0.0 % 12.6 % 20.7 % 16.4 %

4

Shasta College

Response

Community College



Q10a-Position descriptions and hiring procedures - President or Chief Executive

Almost always 0.0 % 7.8 % 5.4 % 6.7 %

A great deal 0.0 % 20.4 % 10.9 % 15.9 %

Somewhat 0.0 % 31.1 % 26.1 % 28.7 %

Not very much 100.0 % 16.5 % 22.8 % 19.5 %

Not at all 0.0 % 24.3 % 32.6 % 28.2 %

Shasta College

Response

Community College



Q10b-Position descriptions and hiring procedures - Chief Academic Officer

Almost always 0.0 % 7.8 % 6.5 % 7.2 %

A great deal 0.0 % 25.2 % 17.4 % 21.5 %

Somewhat 0.0 % 29.1 % 21.7 % 25.6 %

Not very much 100.0 % 18.4 % 22.8 % 20.5 %

Not at all 0.0 % 19.4 % 29.3 % 24.1 %

Shasta College

Response

Community College



Q10c-Position descriptions and hiring procedures - Chief Financial Officer

Almost always 0.0 % 1.9 % 3.3 % 2.6 %

A great deal 0.0 % 8.7 % 12.0 % 10.3 %

Somewhat 0.0 % 35.0 % 19.6 % 27.7 %

Not very much 100.0 % 23.3 % 25.0 % 24.1 %

Not at all 0.0 % 31.1 % 38.0 % 34.4 %

Shasta College

Response

Community College



Q10d-Position descriptions and hiring procedures - Chief Student Affairs Officer

Almost always 0.0 % 8.7 % 4.3 % 6.7 %

A great deal 0.0 % 28.2 % 13.0 % 21.0 %

Somewhat 100.0 % 24.3 % 25.0 % 24.6 %

Not very much 0.0 % 16.5 % 23.9 % 20.0 %

Not at all 0.0 % 22.3 % 30.4 % 26.2 %

Shasta College

Response

Community College



Q10e-Position descriptions and hiring procedures - Dean or Head of Unit

Almost always 0.0 % 8.7 % 4.3 % 6.7 %

A great deal 0.0 % 21.4 % 19.6 % 20.5 %

Somewhat 0.0 % 27.2 % 28.3 % 27.7 %

Not very much 100.0 % 23.3 % 22.8 % 23.1 %

Not at all 0.0 % 18.4 % 23.9 % 21.0 %

5

Shasta College

Response

Community College



Q10f-Position descriptions and hiring procedures - Department chairs

Almost always 0.0 % 7.8 % 5.4 % 6.7 %

A great deal 0.0 % 18.4 % 13.0 % 15.9 %

Somewhat 0.0 % 28.2 % 25.0 % 26.7 %

Not very much 100.0 % 21.4 % 26.1 % 23.6 %

Not at all 0.0 % 22.3 % 29.3 % 25.6 %

Shasta College

Response

Community College



Q10g-Position descriptions and hiring procedures - Instructional staff

Almost always 0.0 % 5.8 % 6.5 % 6.2 %

A great deal 0.0 % 26.2 % 19.6 % 23.1 %

Somewhat 100.0 % 35.0 % 28.3 % 31.8 %

Not very much 0.0 % 17.5 % 27.2 % 22.1 %

Not at all 0.0 % 15.5 % 18.5 % 16.9 %

Shasta College

Response

Community College



Q10h-Position descriptions and hiring procedures - Admissions and Recruitment staff

Almost always 0.0 % 7.8 % 6.5 % 7.2 %

A great deal 0.0 % 23.3 % 20.7 % 22.1 %

Somewhat 100.0 % 39.8 % 29.3 % 34.9 %

Not very much 0.0 % 14.6 % 21.7 % 17.9 %

Not at all 0.0 % 14.6 % 21.7 % 17.9 %

Shasta College

Response

Community College



Q10i-Position descriptions and hiring procedures - Student Affairs staff

Almost always 0.0 % 5.8 % 3.3 % 4.6 %

A great deal 100.0 % 30.1 % 20.7 % 25.6 %

Somewhat 0.0 % 30.1 % 30.4 % 30.3 %

Not very much 0.0 % 19.4 % 22.8 % 21.0 %

Not at all 0.0 % 14.6 % 22.8 % 18.5 %

Shasta College

Response

Community College



Q10j-Position descriptions and hiring procedures - Administrative and support staff

Almost always 0.0 % 4.9 % 5.4 % 5.1 %

A great deal 0.0 % 19.4 % 15.2 % 17.4 %

Somewhat 0.0 % 28.2 % 28.3 % 28.2 %

Not very much 100.0 % 27.2 % 27.2 % 27.2 %

Not at all 0.0 % 20.4 % 23.9 % 22.1 %

6

Shasta College

Response

Community College



Q11a-Publications or statements - Institutional mission statement

Almost always 0.0 % 14.6 % 9.8 % 12.3 %

A great deal 0.0 % 24.3 % 12.0 % 18.5 %

Somewhat 100.0 % 37.9 % 40.2 % 39.0 %

Not very much 0.0 % 14.6 % 22.8 % 18.5 %

Not at all 0.0 % 8.7 % 15.2 % 11.8 %

Shasta College

Response

Community College



Q11b-Publications or statements - Catalogues

Almost always 0.0 % 14.6 % 7.6 % 11.3 %

A great deal 0.0 % 17.5 % 16.3 % 16.9 %

Somewhat 100.0 % 38.8 % 32.6 % 35.9 %

Not very much 0.0 % 22.3 % 38.0 % 29.7 %

Not at all 0.0 % 6.8 % 5.4 % 6.2 %

Shasta College

Response

Community College



Q11c-Publications or statements - Brochures and view books

Almost always 0.0 % 6.8 % 8.7 % 7.7 %

A great deal 0.0 % 34.0 % 20.7 % 27.7 %

Somewhat 100.0 % 40.8 % 34.8 % 37.9 %

Not very much 0.0 % 14.6 % 29.3 % 21.5 %

Not at all 0.0 % 2.9 % 6.5 % 4.6 %

Shasta College

Response

Community College



Q11d-Publications or statements - Web sites and on-line materials

Almost always 0.0 % 4.9 % 4.3 % 4.6 %

A great deal 0.0 % 33.0 % 33.7 % 33.3 %

Somewhat 100.0 % 41.7 % 38.0 % 40.0 %

Not very much 0.0 % 17.5 % 21.7 % 19.5 %

Not at all 0.0 % 2.9 % 2.2 % 2.6 %

Shasta College

Response

Community College



Q11e-Publications or statements - Public statements by top administrators

Almost always 0.0 % 14.6 % 10.9 % 12.8 %

A great deal 0.0 % 36.9 % 28.3 % 32.8 %

Somewhat 100.0 % 33.0 % 37.0 % 34.9 %

Not very much 0.0 % 12.6 % 17.4 % 14.9 %

7

Not at all 0.0 % 2.9 % 6.5 % 4.6 %

Shasta College

Response

Community College



Q11f-Publications or statements - Faculty orientation materials and handbooks

Almost always 0.0 % 3.9 % 5.4 % 4.6 %

A great deal 0.0 % 21.4 % 16.3 % 19.0 %

Somewhat 0.0 % 29.1 % 18.5 % 24.1 %

Not very much 100.0 % 28.2 % 31.5 % 29.7 %

Not at all 0.0 % 17.5 % 28.3 % 22.6 %

Shasta College

Response

Community College



Q11g-Publications or statements - Staff orientation materials and handbooks

Almost always 0.0 % 2.9 % 4.3 % 3.6 %

A great deal 0.0 % 19.4 % 10.9 % 15.4 %

Somewhat 100.0 % 24.3 % 18.5 % 21.5 %

Not very much 0.0 % 32.0 % 33.7 % 32.8 %

Not at all 0.0 % 21.4 % 32.6 % 26.7 %

Shasta College

Response

Community College



Q11h-Publications or statements - Student orientation materials and handbooks

Almost always 0.0 % 4.9 % 5.4 % 5.1 %

A great deal 0.0 % 22.3 % 17.4 % 20.0 %

Somewhat 100.0 % 31.1 % 27.2 % 29.2 %

Not very much 0.0 % 26.2 % 39.1 % 32.3 %

Not at all 0.0 % 15.5 % 10.9 % 13.3 %

8

Shasta College

………………………………………RECRUITMENT AND ORIENTATION………………………………………

Shasta College

Response

Community College



Q12au-Recruit students - Visits to high school - Used

100.0 % 99.0 % 93.5 % 96.4 %

Shasta College

Response

Community College



Q12at-Recruit students - Visits to high school - Targeted at adultsUsed

0.0 % 1.0 % 3.3 % 2.1 %

Shasta College

Response

Community College



Q12aim-Recruit students - Visits to high school - Important

0.0 % 3.9 % 0.0 % 2.1 %

Shasta College

Response

Community College



Q12bu-Recruit students - Open houses for prospective students - Used

100.0 % 90.3 % 100.0 % 94.9 %

Shasta College

Response

Community College



Q12bt-Recruit students - Open houses for prospective students - Targeted at adults

0.0 % 22.3 % 42.4 % 31.8 %

Shasta College

Response

Community College



Q12bim-Recruit students - Open houses for prospective students - Important

0.0 % 19.4 % 22.8 % 21.0 %

Shasta College

Response

Community College



Q12cu-Recruit students - Direct mailed printed materials - Used

100.0 % 88.3 % 98.9 % 93.3 %

9

Shasta College

Response

Community College



Q12ct-Recruit students - Direct mailed printed materials - Targeted at adults

100.0 % 24.3 % 44.6 % 33.8 %

Shasta College

Response

Community College



Q12cim-Recruit students - Direct mailed printed materials - Important

100.0 % 23.3 % 23.9 % 23.6 %

Shasta College

Response

Community College



Q12du-Recruit students - Newspaper/magazine advertising - Used

100.0 % 96.1 % 81.5 % 89.2 %

Shasta College

Response

Community College



Q12dt-Recruit students - Newspaper/magazine advertising - Targeted at adults

100.0 % 25.2 % 51.1 % 37.4 %

Shasta College

Response

Community College



Q12dim-Recruit students - Newspaper/magazine advertising - Important

0.0 % 32.0 % 12.0 % 22.6 %

Shasta College

Response

Community College



Q12eu-Recruit students - TV/radio advertising - Used

100.0 % 94.2 % 90.2 % 92.3 %

Shasta College

Response

Community College



Q12et-Recruit students - TV/radio advertising - Targeted at adults

0.0 % 22.3 % 44.6 % 32.8 %

Shasta College

Response

Community College



10

Q12eim-Recruit students - TV/radio advertising - Important

0.0 % 30.1 % 34.8 % 32.3 %

Shasta College

Response

Community College



Q12fu-Recruit students - Toll-free number - Used

100.0 % 60.2 % 81.5 % 70.3 %

Shasta College

Response

Community College



Q12ft-Recruit students - Toll-free number - Targeted at adults

0.0 % 5.8 % 26.1 % 15.4 %

Shasta College

Response

Community College



Q12fim-Recruit students - Toll-free number - Important

0.0 % 1.0 % 3.3 % 2.1 %

Shasta College

Response

Community College



Q12gu-Recruit students - Web site - Used 100.0 % 97.1 % 100.0 % 98.5 %

Shasta College

Response

Community College



Q12gt-Recruit students - Web site - Targeted at adults

0.0 % 21.4 % 57.6 % 38.5 %

Shasta College

Response

Community College



Q12gim-Recruit students - Web site - Important

100.0 % 41.7 % 64.1 % 52.3 %

Shasta College

Response

Community College



Q12hu-Recruit students - Recruitment fairs - Used

100.0 % 97.1 % 100.0 % 98.5 %

11

Shasta College

Response

Community College



Q12ht-Recruit students - Recruitment fairs - Targeted at adults

0.0 % 25.2 % 46.7 % 35.4 %

Shasta College

Response

Community College



Q12him-Recruit students - Recruitment fairs - Important

0.0 % 18.4 % 14.1 % 16.4 %

Shasta College

Response

Community College



Q12iu-Recruit students - Employment sites - Used

100.0 % 80.6 % 66.3 % 73.8 %

Shasta College

Response

Community College



Q12it-Recruit students - Employment sites - Targeted at adults

100.0 % 34.0 % 48.9 % 41.0 %

Shasta College

Response

Community College



Q12iim-Recruit students - Employment sites - Important

0.0 % 45.6 % 34.8 % 40.5 %

Shasta College

Response

Community College



Q12ju-Recruit students - Information sites in comm locations - Used

0.0 % 80.6 % 59.8 % 70.8 %

Shasta College

Response

Community College



Q12jt-Recruit students - Information sites in comm locations - Targeted at adults

0.0 % 19.4 % 30.4 % 24.6 %

Shasta College

Response

Community College



Q12jim-Recruit students - Information sites in comm locations - Important

0.0 % 18.4 % 2.2 % 10.8 %

12

Shasta College

Response

Community College



Q12ku-Recruit students - One-on-one meetings with faculty/staff - Used

0.0 % 90.3 % 91.3 % 90.8 %

Shasta College

Response

Community College



Q12kt-Recruit students - One-on-one meetings with faculty/staff - Targeted at adults

0.0 % 24.3 % 42.4 % 32.8 %

Shasta College

Response

Community College



Q12kim-Recruit students - One-on-one meetings with faculty/staff - Important

0.0 % 12.6 % 18.5 % 15.4 %

Shasta College

Response

Community College



Q12lu-Recruit students - Word of mouth - Used

100.0 % 99.0 % 94.6 % 96.9 %

Shasta College

Response

Community College



Q12lt-Recruit students - Word of mouth - Targeted at adults

100.0 % 30.1 % 53.3 % 41.0 %

Shasta College

Response

Community College



Q12lim-Recruit students - Word of mouth - Important

0.0 % 34.0 % 43.5 % 38.5 %

Shasta College

Response

Community College



Q12mu-Recruit students - Other - Used 100.0 % 37.9 % 43.5 % 40.5 %

Shasta College

Response

Community College



13

Q12mt-Recruit students - Other - Targeted at adults

100.0 % 13.6 % 29.3 % 21.0 %

Shasta College

Response

Community College



Q12mim-Recruit students - Other - Important

100.0 % 13.6 % 17.4 % 15.4 %

Shasta College

Response

Community College



Q13-Extent recruitment materials emphasize specific services for adult learners

Not at all 0.0 % 3.9 % 9.8 % 6.7 %

Not very much 0.0 % 25.2 % 27.2 % 26.2 %

Somewhat 100.0 % 46.6 % 30.4 % 39.0 %

A great deal 0.0 % 21.4 % 18.5 % 20.0 %

Almost always 0.0 % 2.9 % 14.1 % 8.2 %

Shasta College

Response

Community College



Q14-Extent recruitment materials emphasize a diverse student population

Not at all 0.0 % 1.0 % 0.0 % 0.5 %

Not very much 0.0 % 5.8 % 4.3 % 5.1 %

Somewhat 100.0 % 31.1 % 29.3 % 30.3 %

A great deal 0.0 % 34.0 % 33.7 % 33.8 %

Almost always 0.0 % 28.2 % 32.6 % 30.3 %

Shasta College

Response

Community College



Q15-Characterize the admissions process in your institution

Fixed deadlines and admissions periods 0.0 % 26.2 % 19.6 % 23.1 %

Flexible - rolling - admissions 0.0 % 22.3 % 43.5 % 32.3 %

Both 100.0 % 50.5 % 33.7 % 42.6 %

Other 0.0 % 1.0 % 3.3 % 2.1 %

Shasta College

Response

Community College



Q16a-Articulation agreements - Public/private (non-profit) colleges or universities

100.0 % 95.1 % 97.8 % 96.4 %

14

Shasta College

Response

Community College



Q16b-Articulation agreements - Proprietary (for-profit) colleges or universities

0.0 % 50.5 % 34.8 % 43.1 %

Shasta College

Response

Community College



Q16c-Articulation agreements - Corporate training programs

0.0 % 43.7 % 28.3 % 36.4 %

Shasta College

Response

Community College



Q16d-Articulation agreements - Union or community-based training/educational programs

0.0 % 41.7 % 21.7 % 32.3 %

Shasta College

Response

Community College



Q16e-Articulation agreements - Governmental training programs

100.0 % 61.2 % 63.0 % 62.1 %

Shasta College

Response

Community College



Q17a-Recruitment materials emphasize - Transfer to another institution at higher level

100.0 % 90.3 % 52.2 % 72.3 %

Shasta College

Response

Community College



Q17b-Recruitment materials emphasize - Successfully transition from developmental to college-level work

100.0 % 65.0 % 35.9 % 51.3 %

Shasta College

Response

Community College



Q17c-Recruitment materials emphasize - Obtain occupational/vocational certification

100.0 % 95.1 % 43.5 % 70.8 %

15

Shasta College

Response

Community College



Q17d-Recruitment materials emphasize - Obtain employment in new job

100.0 % 86.4 % 72.8 % 80.0 %

Shasta College

Response

Community College



Q17e-Recruitment materials emphasize - Obtain skills for advancement in present job

100.0 % 83.5 % 68.5 % 76.4 %

Shasta College

Response

Community College



Q18-Extent explicit assessment or enrollment mechanisms for transitioning students

Not at all 0.0 % 7.8 % 35.9 % 21.0 %

Not very much 100.0 % 26.2 % 28.3 % 27.2 %

Somewhat 0.0 % 40.8 % 28.3 % 34.9 %

A great deal 0.0 % 25.2 % 7.6 % 16.9 %

Shasta College

Response

Community College



Q19a-Entering Students - Participation in an orientation or planning course

All 0.0 % 24.3 % 31.5 % 27.7 %

Most 100.0 % 46.6 % 59.8 % 52.8 %

Some 0.0 % 27.2 % 6.5 % 17.4 %

Almost none 0.0 % 1.9 % 1.1 % 1.5 %

Not available 0.0 % 0.0 % 1.1 % 0.5 %

Shasta College

Response

Community College



Q19b-Entering Students - Assessment of academic needs and deficiencies

All 0.0 % 51.5 % 42.4 % 47.2 %

Most 100.0 % 40.8 % 40.2 % 40.5 %

Some 0.0 % 7.8 % 15.2 % 11.3 %

Almost none 0.0 % 0.0 % 2.2 % 1.0 %

Not available 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q19c-Entering Students - Individual contact to discuss academic deficiencies

All 0.0 % 26.2 % 21.7 % 24.1 %

Most 0.0 % 40.8 % 50.0 % 45.1 %

Some 100.0 % 31.1 % 25.0 % 28.2 %

Almost none 0.0 % 1.9 % 3.3 % 2.6 %

16

Not available 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q19d-Entering Students - Individual contact to determine goals for enrollment

All 0.0 % 23.3 % 31.5 % 27.2 %

Most 100.0 % 38.8 % 40.2 % 39.5 %

Some 0.0 % 36.9 % 25.0 % 31.3 %

Almost none 0.0 % 0.0 % 1.1 % 0.5 %

Not available 0.0 % 1.0 % 2.2 % 1.5 %

Shasta College

Response

Community College



Q19e-Entering Students - Individual contact to assess and overcome specific barriers to learning

All 0.0 % 10.7 % 10.9 % 10.8 %

Most 0.0 % 28.2 % 23.9 % 26.2 %

Some 100.0 % 54.4 % 58.7 % 56.4 %

Almost none 0.0 % 4.9 % 5.4 % 5.1 %

Not available 0.0 % 0.0 % 1.1 % 0.5 %

Shasta College

Response

Community College



Q19f-Entering Students - Individual contact to identify specific goals for transfer

All 0.0 % 14.6 % 6.5 % 10.8 %

Most 0.0 % 32.0 % 15.2 % 24.1 %

Some 100.0 % 51.5 % 66.3 % 58.5 %

Almost none 0.0 % 1.0 % 8.7 % 4.6 %

Not available 0.0 % 1.0 % 3.3 % 2.1 %

Shasta College

Response

Community College



Q19g-Entering Students - A single advisor or point of contact from whom to seek help

All 0.0 % 30.1 % 58.7 % 43.6 %

Most 0.0 % 28.2 % 32.6 % 30.3 %

Some 100.0 % 32.0 % 7.6 % 20.5 %

Almost none 0.0 % 8.7 % 1.1 % 5.1 %

Not available 0.0 % 1.0 % 0.0 % 0.5 %

Shasta College

Response

Community College



Q19h-Entering Students - Substantial contact with peers to create a sense

All 0.0 % 5.8 % 15.2 % 10.3 %

Most 0.0 % 23.3 % 40.2 % 31.3 %

Some 100.0 % 58.3 % 43.5 % 51.3 %

17

of community Almost none 0.0 % 9.7 % 1.1 % 5.6 %

Not available 0.0 % 1.0 % 0.0 % 0.5 %

Shasta College

Response

Community College



Q19i-Entering Students - Assessment of prior learning other than exam based

All 0.0 % 4.9 % 13.0 % 8.7 %

Most 0.0 % 7.8 % 6.5 % 7.2 %

Some 0.0 % 48.5 % 40.2 % 44.6 %

Almost none 100.0 % 31.1 % 32.6 % 31.8 %

Not available 0.0 % 6.8 % 7.6 % 7.2 %

Shasta College

Response

Community College



Q19j-Entering Students - Proactive assistance with transcript eval and transfer of credit

All 0.0 % 27.2 % 37.0 % 31.8 %

Most 0.0 % 28.2 % 38.0 % 32.8 %

Some 100.0 % 33.0 % 20.7 % 27.2 %

Almost none 0.0 % 10.7 % 1.1 % 6.2 %

Not available 0.0 % 1.0 % 2.2 % 1.5 %

Shasta College

Response

Community College



Q19k-Entering Students - A study contract or individualized plan of study

All 0.0 % 9.7 % 16.3 % 12.8 %

Most 0.0 % 19.4 % 27.2 % 23.1 %

Some 100.0 % 38.8 % 35.9 % 37.4 %

Almost none 0.0 % 24.3 % 13.0 % 19.0 %

Not available 0.0 % 7.8 % 6.5 % 7.2 %

18

Shasta College

………………………………………TUITION AND FINANCIAL AID………………………………………

Shasta College

Response

Community College



Q20aav-Costs of attendance - Federal financial aid - Available 100.0 % 99.0 % 100.0 % 99.5 %

Shasta College

Response

Community College



Q20aavpt-Costs of attendance - Federal financial aid - Available to part-timers 100.0 % 92.2 % 91.3 % 91.8 %

Shasta College

Response

Community College



Q20bav-Costs of attendance - State financial aid - Available 100.0 % 97.1 % 94.6 % 95.9 %

Shasta College

Response

Community College



Q20bavpt-Costs of attendance - State financial aid - Available to part-timers 100.0 % 86.4 % 77.2 % 82.1 %

Shasta College

Response

Community College



Q20cav-Costs of attendance - Institutional aid - Available 100.0 % 97.1 % 97.8 % 97.4 %

Shasta College

Response

Community College



Q20cavpt-Costs of attendance - Institutional aid - Available to part-timers 100.0 % 81.6 % 66.3 % 74.4 %

19

Shasta College

Response

Community College



Q20dav-Costs of attendance - Deferred/flexible tuition payment - Available 100.0 % 83.5 % 89.1 % 86.2 %

Shasta College

Response

Community College



Q20davpt-Costs of attendance - Deferred/flexible tuition payment - Available to part-timers

100.0 % 73.8 % 84.8 % 79.0 %

Shasta College

Response

Community College



Q20eav-Costs of attendance - Full payment due on tuition reimbursement by employer - Available

0.0 % 63.1 % 60.9 % 62.1 %

Shasta College

Response

Community College



Q20eavpt-Costs of attendance - Full payment due on tuition reimbursement by employer - Available to part-timers

0.0 % 55.3 % 55.4 % 55.4 %

Shasta College

Response

Community College



Q20fav-Costs of attendance - Payment by credit card - Available 100.0 % 98.1 % 97.8 % 97.9 %

Shasta College

Response

Community College



Q20favpt-Costs of attendance - Payment by credit card - Available to part-timers 100.0 % 92.2 % 93.5 % 92.8 %

Shasta College

Response

Community College



20

Q20gav-Costs of attendance - Third-party billing to employers - Available 100.0 % 87.4 % 87.0 % 87.2 %

Shasta College

Response

Community College



Q20gavpt-Costs of attendance - Third-party billing to employers - Available to part-timers

100.0 % 82.5 % 80.4 % 81.5 %

Shasta College

Response

Community College



Q20hav-Costs of attendance - Variable fees based on use of services - Available 0.0 % 36.9 % 29.3 % 33.3 %

Shasta College

Response

Community College



Q20havpt-Costs of attendance - Variable fees based on use of services - Available to part-timers

0.0 % 34.0 % 28.3 % 31.3 %

Shasta College

Response

Community College



Q20iav-Costs of attendance - Other - Available 0.0 % 19.4 % 16.3 % 17.9 %

Shasta College

Response

Community College



Q20iavpt-Costs of attendance - Other - Available to part-timers 0.0 % 17.5 % 17.4 % 17.4 %

Shasta College

Response

Community College



Q21-Sources of financial support designated for adult learners

100.0 % 68.9 % 51.1 % 60.5 %

21

Shasta College

Response

Community College



Q22-Institution employs specific individual to assist students with documentation for third-party payers or reimbursement

0.0 % 33.0 % 59.8 % 45.6 %

Shasta College

Response

Community College



Q23a-Special needs of adult learners - Special eligibility provisions for adults clearly highlighted

100.0 % 19.4 % 18.5 % 19.0 %

Shasta College

Response

Community College



Q23b-Special needs of adult learners - Allowances are added to budgets for dependent care

100.0 % 49.5 % 62.0 % 55.4 %

Shasta College

Response

Community College



Q23c-Special needs of adult learners - Allowances are added to budgets for the cost of commuting

100.0 % 58.3 % 68.5 % 63.1 %

Shasta College

Response

Community College



Q23d-Special needs of adult learners - Adjustments to budgets are made when actual costs exceed estimates

100.0 % 44.7 % 63.0 % 53.3 %

Shasta College

Response

Community College



Q23e-Special needs of adult learners - Other

100.0 % 21.4 % 17.4 % 19.5 %

Shasta College

Response

Community College



Q24a-Total fin aid funds to adult learners - Federal and state grant funds

Less than 25% 100.0 % 43.7 % 88.0 % 64.6 %

26-50% 0.0 % 30.1 % 6.5 % 19.0 %

51-75% 0.0 % 16.5 % 1.1 % 9.2 %

More than 75% 0.0 % 8.7 % 4.3 % 6.7 %

22

Shasta College

Response

Community College



Q24b-Total fin aid funds to adult learners - Federal and state loan funds

Less than 25% .0% 2.6% 63.6% 16.3%

26-50% .0% 52.6% 9.1% 42.9%

51-75% .0% 36.8% 9.1% 30.6%

More than 75% 100.0% 7.9% 18.2% 10.2%

Shasta College

Response

Community College



Q24c-Total fin aid funds to adult learners - Institutional funds

Less than 25% .0% 2.6% 63.6% 16.3%

26-50% .0% 52.6% 9.1% 42.9%

51-75% .0% 36.8% 9.1% 30.6%

More than 75% 100.0% 7.9% 18.2% 10.2%

23

Shasta College

………………………………………TEACHING AND LEARNING………………………………………

Shasta College

Response

Community College



Q25a-Instructional delivery - Face-to-face classes daytime hours

Significant mode 100.0 % 99.0 % 92.4 % 95.9 %

Available mode 0.0 % 1.0 % 7.6 % 4.1 %

Not available 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q25b-Instructional delivery - Face-to-face classes evening hours


Available mode 100.0 % 20.4 % 37.0 % 28.2 %

Not available 0.0 % 1.0 % 1.1 % 1.0 %

Shasta College

Response

Community College



Q25c-Instructional delivery - Face-to-face classes before working hours


Available mode 0.0 % 45.6 % 28.3 % 37.4 %

Not available 100.0 % 49.5 % 68.5 % 58.5 %

Shasta College

Response

Community College



Q25d-Instructional delivery - Face-to-face classes weekend


Available mode 0.0 % 69.9 % 58.7 % 64.6 %

Not available 100.0 % 21.4 % 30.4 % 25.6 %

Shasta College

Response

Community College



Q25e-Instructional delivery - Face-to-face workplace at any time


Available mode 0.0 % 52.4 % 26.1 % 40.0 %

Not available 100.0 % 42.7 % 71.7 % 56.4 %

24

Shasta College

Response

Community College



Q25f-Instructional delivery - Recorded one-way video or audio delivery


Available mode 100.0 % 50.5 % 55.4 % 52.8 %

Not available 0.0 % 48.5 % 40.2 % 44.6 %

Shasta College

Response

Community College



Q25g-Instructional delivery - Interactive two-way video or audio delivery


Available mode 100.0 % 48.5 % 67.4 % 57.4 %

Not available 0.0 % 37.9 % 26.1 % 32.3 %

Shasta College

Response

Community College



Q25h-Instructional delivery - Asynchronous print-based (correspondence) delivery


Available mode 0.0 % 14.6 % 23.9 % 19.0 %

Not available 100.0 % 82.5 % 75.0 % 79.0 %

Shasta College

Response

Community College



Q25i-Instructional delivery - Synchronous (live) computer-based deliver


Available mode 100.0 % 42.7 % 62.0 % 51.8 %

Not available 0.0 % 42.7 % 22.8 % 33.3 %

Shasta College

Response

Community College



Q25j-Instructional delivery - Asynchronous computer-based delivery


Available mode 0.0 % 35.0 % 41.3 % 37.9 %

Not available 100.0 % 4.9 % 2.2 % 3.6 %

Shasta College

Response

Community College



25

Q25k-Instructional delivery - Internships


Available mode 100.0 % 70.9 % 62.0 % 66.7 %

Not available 0.0 % 1.9 % 6.5 % 4.1 %

Shasta College

Response

Community College



Q25l-Instructional delivery - Externships


Available mode 100.0 % 60.2 % 52.2 % 56.4 %

Not available 0.0 % 27.2 % 28.3 % 27.7 %

Shasta College

Response

Community College



Q25m-Instructional delivery - Other


Available mode 100.0 % 11.7 % 9.8 % 10.8 %

Not available 0.0 % 45.6 % 63.0 % 53.8 %

Shasta College

Response

Community College



Q26a-Curriculum - Modular course formats of varying lengths

Three-fourths or more 0.0 % 7.8 % 7.6 % 7.7 %

About half 100.0 % 6.8 % 13.0 % 9.7 %

Much less than half 0.0 % 68.9 % 62.0 % 65.6 %

Not at all 0.0 % 15.5 % 17.4 % 16.4 %

Shasta College

Response

Community College



Q26b-Curriculum - Learning Communities


About half 0.0 % 1.0 % 3.3 % 2.1 %


Not at all 0.0 % 18.4 % 19.6 % 19.0 %

Shasta College

Response

Community College



Q26c-Curriculum - Competency-based curriculum design


About half 0.0 % 21.4 % 22.8 % 22.1 %


Not at all 0.0 % 7.8 % 22.8 % 14.9 %

26

Shasta College

Response

Community College



Q26d-Curriculum - Individualized or self-paced instructional formats


About half 0.0 % 3.9 % 2.2 % 3.1 %


Not at all 0.0 % 14.6 % 22.8 % 18.5 %

Shasta College

Response

Community College



Q26e-Curriculum - Emphasis on cultural diversity


About half 100.0 % 34.0 % 41.3 % 37.4 %


Not at all 0.0 % 5.8 % 0.0 % 3.1 %

Shasta College

Response

Community College



Q26f-Curriculum - Ready transferability of credit earned elsewhere


About half 0.0 % 19.4 % 25.0 % 22.1 %


Not at all 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q26g-Curriculum - Proactive "early warning system" to help students not showing progress


About half 100.0 % 21.4 % 27.2 % 24.1 %


Not at all 0.0 % 5.8 % 5.4 % 5.6 %

Shasta College

Response

Community College



Q26h-Curriculum - Student-led or student-organized learning activities


About half 0.0 % 7.8 % 10.9 % 9.2 %


Not at all 0.0 % 23.3 % 19.6 % 21.5 %

27

Shasta College

Response

Community College



Q26i-Curriculum - Interdisciplinary offerings


About half 0.0 % 5.8 % 22.8 % 13.8 %


Not at all 0.0 % 14.6 % 3.3 % 9.2 %

Shasta College

Response

Community College



Q26j-Curriculum - Cohort based approaches


About half 0.0 % 13.6 % 13.0 % 13.3 %


Not at all 0.0 % 9.7 % 9.8 % 9.7 %

Shasta College

Response

Community College



Q26k-Curriculum - Accelerated approaches


About half 0.0 % 8.7 % 18.5 % 13.3 %


Not at all 0.0 % 11.7 % 8.7 % 10.3 %

Shasta College

Response

Community College



Q26l-Curriculum - Flexible academic calendar with continuous offerings


About half 0.0 % 5.8 % 8.7 % 7.2 %


Not at all 0.0 % 43.7 % 44.6 % 44.1 %

Shasta College

Response

Community College



Q27a-Learning Experiences - Applied or hands-on experiences


About half 0.0 % 53.4 % 47.8 % 50.8 %


Not at all 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q27b-Learning Three-fourths or more 0.0 % 33.0 % 40.2 % 36.4 %

28

Experiences - Collaboration and group work

About half 100.0 % 55.3 % 46.7 % 51.3 %


Not at all 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q27c-Learning Experiences - Student presentations


About half 0.0 % 57.3 % 45.7 % 51.8 %


Not at all 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q27d-Learning Experiences - Simulations/role-playing


About half 100.0 % 23.3 % 22.8 % 23.1 %


Not at all 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q27e-Learning Experiences - Use of students own life and work experiences


About half 100.0 % 33.0 % 28.3 % 30.8 %


Not at all 0.0 % 1.9 % 1.1 % 1.5 %

Shasta College

Response

Community College



Q27f-Learning Experiences - Problem-based learning


About half 100.0 % 43.7 % 47.8 % 45.6 %


Not at all 0.0 % 0.0 % 1.1 % 0.5 %

Shasta College

Response

Community College



Q27g-Learning Experiences - Performance-based assessments


About half 0.0 % 43.7 % 41.3 % 42.6 %


Not at all 0.0 % 1.0 % 3.3 % 2.1 %

29

Shasta College

Response

Community College



Q27h-Learning Experiences - Activities that point toward useful knowledge and skills for the future


About half 0.0 % 34.0 % 30.4 % 32.3 %


Not at all

0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q27i-Learning Experiences - Internships or other work experiences


About half 0.0 % 20.4 % 43.5 % 31.3 %


Not at all 0.0 % 0.0 % 2.2 % 1.0 %

Shasta College

Response

Community College



Q27j-Learning Experiences - Clear learning outcomes established and communicated


About half 0.0 % 6.8 % 13.0 % 9.7 %


Not at all 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q27k-Learning Experiences - Substantial use of web and/or email


About half 0.0 % 36.9 % 28.3 % 32.8 %


Not at all 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q27l-Learning Experiences - Conducted in workplace or community settings


About half 0.0 % 11.7 % 8.7 % 10.3 %


Not at all 0.0 % 7.8 % 14.1 % 10.8 %

30

Shasta College

Response

Community College



Q27m-Learning Experiences - Periodic assessments of learning other than grades


About half 100.0 % 42.7 % 33.7 % 38.5 %


Not at all 0.0 % 1.9 % 3.3 % 2.6 %

Shasta College

Response

Community College



Q27n-Learning Experiences - Prompt feedback on performance


About half 100.0 % 27.2 % 42.4 % 34.4 %


Not at all 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q28a-Indiv Learning Exp - Individualized and ongoing assessment of progress, deficiencies and needs


About half 100.0 % 33.0 % 34.8 % 33.8 %


Not at all

0.0 % 1.0 % 1.1 % 1.0 %

Shasta College

Response

Community College



Q28b-Indiv Learning Exp - Individualized learning plans or contracts


About half 0.0 % 10.7 % 14.1 % 12.3 %


Not at all 0.0 % 13.6 % 7.6 % 10.8 %

Shasta College

Response

Community College



Q28c-Indiv Learning Exp - Determination of individual approach to learning


About half 100.0 % 25.2 % 19.6 % 22.6 %


Not at all 0.0 % 5.8 % 6.5 % 6.2 %

31

Shasta College

Response

Community College



Q28d-Indiv Learning Exp - Clear plan of study showing what needs to be accomp and when


About half 0.0 % 20.4 % 27.2 % 23.6 %


Not at all

0.0 % 1.9 % 0.0 % 1.0 %

Shasta College

Response

Community College



Q28e-Indiv Learning Exp - Ready availability of face-to-face tutoring


About half 0.0 % 31.1 % 32.6 % 31.8 %


Not at all 0.0 % 1.0 % 1.1 % 1.0 %

Shasta College

Response

Community College



Q28f-Indiv Learning Exp - Ready availability of remediation to address deficiencies


About half 100.0 % 27.2 % 20.7 % 24.1 %


Not at all 0.0 % 1.0 % 3.3 % 2.1 %

Shasta College

Response

Community College



Q28g-Indiv Learning Exp - Frequent contact with mentors/advisors


About half 100.0 % 42.7 % 48.9 % 45.6 %


Not at all 0.0 % 1.9 % 0.0 % 1.0 %

Shasta College

Response

Community College



Q28h-Indiv Learning Exp - Proactive intervention by mentors/advisors


About half 0.0 % 32.0 % 42.4 % 36.9 %


Not at all 0.0 % 2.9 % 1.1 % 2.1 %

Shasta College

Response

Community College



32

Q28i-Indiv Learning Exp - Participation in graduation ceremonies


About half 100.0 % 45.6 % 20.7 % 33.8 %


Not at all 0.0 % 1.9 % 2.2 % 2.1 %

Shasta College

Response

Community College



Q29-Placement into developmental work mandatory if deficiencies discovered

Students are only advised of their test scores

0.0 % 1.0 % 5.4 % 3.1 %

Students are advised to take remedial work 100.0 % 8.7 % 12.0 % 10.3 %

Student must take remedial work 0.0 % 90.3 % 62.0 % 76.9 %

Shasta College

Response

Community College



Q30-Developmental work connects with subsequent college-level courses

No 0.0 % 2.9 % 26.1 % 13.8 %

Sometimes 100.0 % 21.4 % 17.4 % 19.5 %

Yes 0.0 % 74.8 % 44.6 % 60.5 %

Shasta College

Response

Community College



Q31a-Institution monitoring at transfer institutions - What credits count toward degree

Regularly 0.0 % 49.5 % 25.0 % 37.9 %

Occasionally 100.0 % 19.4 % 12.0 % 15.9 %

Rarely 0.0 % 9.7 % 22.8 % 15.9 %

Not at all 0.0 % 21.4 % 40.2 % 30.3 %

Shasta College

Response

Community College



Q31b-Institution monitoring at transfer institutions - What credits count as "gen ed"

Regularly 100.0 % 51.5 % 26.1 % 39.5 %

Occasionally 0.0 % 16.5 % 25.0 % 20.5 %

Rarely 0.0 % 12.6 % 19.6 % 15.9 %

Not at all 0.0 % 19.4 % 29.3 % 24.1 %

Shasta College

Response

Community College



Q31c-Institution monitoring at transfer institutions -

Regularly 0.0 % 46.6 % 23.9 % 35.9 %

Occasionally 100.0 % 21.4 % 18.5 % 20.0 %

33

What credits count toward degree completion

Rarely 0.0 % 11.7 % 27.2 % 19.0 %

Not at all 0.0 % 20.4 % 30.4 % 25.1 %

Shasta College

Response

Community College



Q32a-Alignment of content and performance - High school exit standards and college placement

Very well 0.0 % 14.6 % 23.9 % 19.0 %

Partially 100.0 % 47.6 % 50.0 % 48.7 %

Not well 0.0 % 33.0 % 17.4 % 25.6 %

Not at all 0.0 % 4.9 % 7.6 % 6.2 %

Shasta College

Response

Community College



Q32b-Alignment of content and performance - College's remediation exit standards and first-year college work

Very well 100.0 % 59.2 % 37.0 % 48.7 %

Partially 0.0 % 34.0 % 42.4 % 37.9 %

Not well 0.0 % 4.9 % 3.3 % 4.1 %

Not at all 0.0 % 1.9 % 15.2 % 8.2 %

Shasta College

Response

Community College



Q32c-Alignment of content and performance - Associate degree standards and upper-level work at four-year colleges

Very well 100.0 % 67.0 % 47.8 % 57.9 %

Partially 0.0 % 28.2 % 44.6 % 35.9 %

Not well 0.0 % 1.9 % 1.1 % 1.5 %

Not at all 0.0 % 2.9 % 5.4 % 4.1 %

Shasta College

Response

Community College



Q33-Students easily check transfer requirements for transfer institutions against own academic records

Very easily 0.0 % 25.2 % 32.6 % 28.7 %

Somewhat easily 0.0 % 26.2 % 28.3 % 27.2 %

Possible, but not easy 100.0 % 35.0 % 27.2 % 31.3 %

No capability to do this 0.0 % 13.6 % 12.0 % 12.8 %

Shasta College

Response

Community College



Q34a-Mechanisms in place for students to receive credit toward degree for work-related credentials or prior non-credit work - Some occupational programs

100.0 % 66.0 % 57.6 % 62.1 %

34

Shasta College

Response

Community College



Q34b-Mechanisms in place for students to receive credit toward degree for work-related credentials or prior non-credit work - All occupational programs

0.0 % 19.4 % 25.0 % 22.1 %

Shasta College

Response

Community College



Q34c-Mechanisms in place for students to receive credit toward degree for work-related credentials or prior non-credit work - Some academic transfer programs

0.0 % 43.7 % 33.7 % 39.0 %

Shasta College

Response

Community College



Q34d-Mechanisms in place for students to receive credit toward degree for work-related credentials or prior non-credit work - All academic transfer programs

0.0 % 17.5 % 5.4 % 11.8 %

35

Shasta College

………………………………………FACULTY RECRUITMENT AND DEVELOPMENT………………………………………

Shasta College

Response

Community College



Q35ft-Percent of Full-time faculty employed elsewhere in non-teaching capacity

Less than 25% 100.0 % 93.2 % 91.3 % 92.3 %

26-50% 0.0 % 4.9 % 5.4 % 5.1 %

51-75% 0.0 % 1.9 % 1.1 % 1.5 %

More than 75% 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q35pt-Percent of Part-time faculty employed elsewhere in non-teaching capacity

Less than 25% 0.0 % 11.7 % 12.0 % 11.8 %

26-50% 100.0 % 22.3 % 12.0 % 17.4 %

51-75% 0.0 % 35.9 % 39.1 % 37.4 %

More than 75% 0.0 % 26.2 % 35.9 % 30.8 %

Shasta College

Response

Community College



Q36a-Commit to serving adults - Full-time faculty - Position announcements and recruit materials

Emphasized 0.0 % 23.3 % 22.8 % 23.1 %

Not emphasized 100.0 % 60.2 % 59.8 % 60.0 %

Not applicable or not present 0.0 % 16.5 % 17.4 % 16.9 %

Shasta College

Response

Community College



Q36b-Commit to serving adults - Full-time faculty - Hiring criteria

Emphasized 0.0 % 34.0 % 21.7 % 28.2 %

Not emphasized 100.0 % 52.4 % 60.9 % 56.4 %


Shasta College

Response

Community College



Q36c-Commit to serving adults - Full-time faculty - Student evaluations of instruction

Emphasized 0.0 % 21.4 % 10.9 % 16.4 %

Not emphasized 100.0 % 58.3 % 65.2 % 61.5 %


36

Shasta College

Response

Community College



Q36d-Commit to serving adults - Full-time faculty - Eval criteria for promotion or salary increase

Emphasized 0.0 % 10.7 % 8.7 % 9.7 %

Not emphasized 100.0 % 60.2 % 67.4 % 63.6 %


Shasta College

Response

Community College



Q36e-Commit to serving adults - Full-time faculty - Teaching awards

Emphasized 0.0 % 10.7 % 10.9 % 10.8 %

Not emphasized 100.0 % 61.2 % 56.5 % 59.0 %


Shasta College

Response

Community College



Q36f-Commit to serving adults - Part-time faculty - Position announcements and recruit materials

Emphasized 0.0 % 22.3 % 29.3 % 25.6 %

Not emphasized 100.0 % 57.3 % 53.3 % 55.4 %


Shasta College

Response

Community College



Q36g-Commit to serving adults - Part-time faculty - Hiring criteria

Emphasized 0.0 % 27.2 % 32.6 % 29.7 %

Not emphasized 100.0 % 56.3 % 51.1 % 53.8 %


Shasta College

Response

Community College



Q36h-Commit to serving adults - Part-time faculty - Student evaluations of instruction

Emphasized 0.0 % 21.4 % 17.4 % 19.5 %

Not emphasized 100.0 % 56.3 % 63.0 % 59.5 %


Shasta College

Response

Community College



Q36i-Commit to serving adults - Part-time faculty

Emphasized 0.0 % 7.8 % 7.6 % 7.7 %

Not emphasized 100.0 % 53.4 % 57.6 % 55.4 %

37

- Eval criteria for promotion or salary increase


Shasta College

Response

Community College



Q36j-Commit to serving adults - Part-time faculty - Teaching awards

Emphasized 0.0 % 6.8 % 12.0 % 9.2 %

Not emphasized 100.0 % 55.3 % 47.8 % 51.8 %


Shasta College

Response

Community College



Q37-How institution supports its faculty in working with adult learners

No systematic approach 0.0 % 34.0 % 31.5 % 32.8 %

Reactive - Faculty encouraged to learn more about adult lear

100.0 % 27.2 % 18.5 % 23.1 %

Mostly reactive - As above 0.0 % 26.2 % 29.3 % 27.7 %

Mostly proactive - As below 0.0 % 8.7 % 18.5 % 13.3 %

Proactive - Intentional and systematic approach 0.0 % 3.9 % 2.2 % 3.1 %

Shasta College

Response

Community College



Q38-Extent faculty actively collaborate across disciplines to create problem-based classes or other learning experiences

Not at all 0.0 % 4.9 % 0.0 % 2.6 %

Not very much 100.0 % 30.1 % 23.9 % 27.2 %

Somewhat 0.0 % 52.4 % 62.0 % 56.9 %

A great deal 0.0 % 12.6 % 13.0 % 12.8 %

Almost always 0.0 % 0.0 % 1.1 % 0.5 %

Shasta College

Response

Community College



Q39-Faculty seek out counterparts at four-year transfer institutions to map out and align student performance standards

Not at all 0.0 % 7.8 % 13.0 % 10.3 %

Not very much 0.0 % 27.2 % 35.9 % 31.3 %

To some extent 100.0 % 53.4 % 43.5 % 48.7 %

A great deal 0.0 % 11.7 % 7.6 % 9.7 %

38

Shasta College

Response

Community College



Q40-Faculty seek out employers to map out and align performance standards to match workplace expectations

Not at all 0.0 % 1.9 % 2.2 % 2.1 %

Not very much 0.0 % 8.7 % 22.8 % 15.4 %

To some extent 100.0 % 57.3 % 57.6 % 57.4 %

A great deal 0.0 % 32.0 % 17.4 % 25.1 %

Shasta College

Response

Community College



Q41a-Faculty development - Full-time faculty - Creating active learning situations


About half 100.0 % 33.0 % 22.8 % 28.2 %

Less than half 0.0 % 30.1 % 52.2 % 40.5 %

Not offered 0.0 % 15.5 % 9.8 % 12.8 %

Shasta College

Response

Community College



Q41b-Faculty development - Full-time faculty - Creating collaborative learning


About half 100.0 % 36.9 % 21.7 % 29.7 %

Less than half 0.0 % 34.0 % 58.7 % 45.6 %

Not offered 0.0 % 16.5 % 8.7 % 12.8 %

Shasta College

Response

Community College



Q41c-Faculty development - Full-time faculty - Assessment student performance


About half 100.0 % 24.3 % 18.5 % 21.5 %

Less than half 0.0 % 21.4 % 52.2 % 35.9 %

Not offered 0.0 % 7.8 % 4.3 % 6.2 %

Shasta College

Response

Community College



Q41d-Faculty development - Full-time faculty - Incorporating student life experience


About half 100.0 % 16.5 % 18.5 % 17.4 %

Less than half 0.0 % 37.9 % 44.6 % 41.0 %

Not offered 0.0 % 37.9 % 29.3 % 33.8 %

39

Shasta College

Response

Community College



Q41e-Faculty development - Full-time faculty - Mentoring/advising adult students


About half 0.0 % 11.7 % 9.8 % 10.8 %

Less than half 100.0 % 32.0 % 43.5 % 37.4 %

Not offered 0.0 % 52.4 % 42.4 % 47.7 %

Shasta College

Response

Community College



Q41f-Faculty development - Full-time faculty - Assessing prior learning


About half 0.0 % 11.7 % 7.6 % 9.7 %

Less than half 100.0 % 39.8 % 50.0 % 44.6 %

Not offered 0.0 % 36.9 % 39.1 % 37.9 %

Shasta College

Response

Community College



Q41g-Faculty development - Full-time faculty - Using technology


About half 100.0 % 26.2 % 34.8 % 30.3 %

Less than half 0.0 % 12.6 % 31.5 % 21.5 %

Not offered 0.0 % 1.0 % 1.1 % 1.0 %

Shasta College

Response

Community College



Q41h-Faculty development - Full-time faculty - Culturally-responsive teaching methods


About half 100.0 % 19.4 % 15.2 % 17.4 %

Less than half 0.0 % 38.8 % 51.1 % 44.6 %

Not offered 0.0 % 29.1 % 19.6 % 24.6 %

Shasta College

Response

Community College



Q41i-Faculty development - Part-time faculty - Creating active learning situations


About half 0.0 % 20.4 % 14.1 % 17.4 %

Less than half 100.0 % 53.4 % 64.1 % 58.5 %

Not offered 0.0 % 20.4 % 14.1 % 17.4 %

Shasta College

Response

Community College



40

Q41j-Faculty development - Part-time faculty - Creating collaborative learning


About half 0.0 % 14.6 % 10.9 % 12.8 %

Less than half 100.0 % 58.3 % 63.0 % 60.5 %

Not offered 0.0 % 23.3 % 17.4 % 20.5 %

Shasta College

Response

Community College



Q41k-Faculty development - Part-time faculty - Assessing student performance


About half 0.0 % 17.5 % 10.9 % 14.4 %

Less than half 100.0 % 50.5 % 60.9 % 55.4 %

Not offered 0.0 % 13.6 % 13.0 % 13.3 %

Shasta College

Response

Community College



Q41l-Faculty development - Part-time faculty - Incorporating student life experience


About half 0.0 % 9.7 % 9.8 % 9.7 %

Less than half 100.0 % 44.7 % 48.9 % 46.7 %

Not offered 0.0 % 41.7 % 38.0 % 40.0 %

Shasta College

Response

Community College



Q41m-Faculty development - Part-time faculty - Mentoring/advising adult students


About half 0.0 % 8.7 % 5.4 % 7.2 %

Less than half 100.0 % 32.0 % 44.6 % 37.9 %

Not offered 0.0 % 56.3 % 47.8 % 52.3 %

Shasta College

Response

Community College



Q41n-Faculty development - Part-time faculty - Assessing prior learning


About half 0.0 % 6.8 % 6.5 % 6.7 %

Less than half 100.0 % 44.7 % 45.7 % 45.1 %

Not offered 0.0 % 43.7 % 47.8 % 45.6 %

Shasta College

Response

Community College



Q41o-Faculty development - Part-time faculty -


About half 100.0 % 23.3 % 23.9 % 23.6 %

Less than half 0.0 % 38.8 % 50.0 % 44.1 %

41

Using technology Not offered 0.0 % 7.8 % 7.6 % 7.7 %

Shasta College

Response

Community College



Q41p-Faculty development - Part-time faculty - Culturally-responsive teaching methods


About half 0.0 % 11.7 % 8.7 % 10.3 %

Less than half 100.0 % 45.6 % 58.7 % 51.8 %

Not offered 0.0 % 35.9 % 27.2 % 31.8 %

Shasta College

Response

Community College



Q42a-Training program for new full-time faculty that addresses approaches to adult learning

Not applicable 0.0 % 1.9 % 3.3 % 2.6 %

No 0.0 % 75.7 % 72.8 % 74.4 %

Yes 100.0 % 22.3 % 23.9 % 23.1 %

Shasta College

Response

Community College



Q42b-If yes, are new full-time faculty required to participate?

No 100.0 % 22.3 % 33.7 % 27.7 %

Yes 0.0 % 0.0 % 0.0 % 0.0 %

Shasta College

Response

Community College



Q43a-Training program for new part-time faculty that addresses approaches to adult learning

No 0.0 % 83.5 % 70.7 % 77.4 %

Yes 100.0 % 16.5 % 27.2 % 21.5 %

Shasta College

Response

Community College



Q43b-If yes, are new part-time faculty required to participate?

No 100.0 % 28.2 % 34.8 % 31.3 %

Yes 0.0 % 34.0 % 48.9 % 41.0 %

Shasta College

Response

Community College



Q44-Mastery of adult learning principles count in hiring decisions for new faculty to teach in institution

Not at all 0.0 % 26.2 % 31.5 % 28.7 %

Not very much 100.0 % 30.1 % 37.0 % 33.3 %

Somewhat 0.0 % 32.0 % 19.6 % 26.2 %

A great deal 0.0 % 9.7 % 10.9 % 10.3 %

42

Almost always 0.0 % 1.9 % 1.1 % 1.5 %

Shasta College

Response

Community College



Q45-Mastery of adult learning principles count in promotion and tenure decisions

Not at all 0.0 % 35.9 % 39.1 % 37.4 %

Not very much 100.0 % 33.0 % 34.8 % 33.8 %

Somewhat 0.0 % 21.4 % 18.5 % 20.0 %

A great deal 0.0 % 6.8 % 6.5 % 6.7 %

Almost always 0.0 % 1.0 % 1.1 % 1.0 %

43

Shasta College

………………………………………STUDENT SERVICES………………………………………

Shasta College

Response

Community College



Q46asd-Times and media - Academic advising - Main Campus - Daytime hours

100.0 % 99.0 % 98.9 % 99.0 %

Shasta College

Response

Community College



Q46ase-Times and media - Academic advising - Main Campus - Evening/Weekend hours 0.0 % 63.1 % 50.0 % 56.9 %

Shasta College

Response

Community College



Q46amd-Times and media - Academic advising - Other sites - Daytime hours

100.0 % 62.1 % 60.9 % 61.5 %

Shasta College

Response

Community College



Q46ame-Times and media - Academic advising - Other sites - Evening/Weekend hours 0.0 % 32.0 % 33.7 % 32.8 %

Shasta College

Response

Community College



Q46anpd-Times and media - Academic advising - Non-Face-to-Face - Print-based

100.0 % 51.5 % 47.8 % 49.7 %

Shasta College

Response

Community College



44

Q46antb-Times and media - Academic advising - Non-Face-to-Face - Telephone-based 100.0 % 72.8 % 81.5 % 76.9 %

Shasta College

Response

Community College



Q46ancb-Times and media - Academic advising - Non-Face-to-Face - Computer-based 100.0 % 77.7 % 82.6 % 80.0 %

Shasta College

Response

Community College



Q46bsd-Times and media - Admissions - Main Campus - Daytime hours

100.0 % 100.0 % 98.9 % 99.5 %

Shasta College

Response

Community College



Q46bse-Times and media - Admissions - Main Campus - Evening/Weekend hours

100.0 % 58.3 % 46.7 % 52.8 %

Shasta College

Response

Community College



Q46bmd-Times and media - Admissions - Other sites - Daytime hours

100.0 % 65.0 % 59.8 % 62.6 %

Shasta College

Response

Community College



Q46bme-Times and media - Admissions - Other sites - Evening/Weekend hours

100.0 % 34.0 % 30.4 % 32.3 %

45

Shasta College

Response

Community College



Q46bnpd-Times and media - Admissions - Non-Face-to-Face - Print-based

100.0 % 74.8 % 73.9 % 74.4 %

Shasta College

Response

Community College



Q46bntb-Times and media - Admissions - Non-Face-to-Face - Telephone-based

100.0 % 52.4 % 71.7 % 61.5 %

Shasta College

Response

Community College



Q46bncb-Times and media - Admissions - Non-Face-to-Face - Computer-based

100.0 % 79.6 % 91.3 % 85.1 %

Shasta College

Response

Community College



Q46csd-Times and media - Book purchases/distrib instruct materials - Main Campus - Daytime hours 100.0 % 100.0 % 95.7 % 97.9 %

Shasta College

Response

Community College



Q46cse-Times and media - Book purchases/distrib instruct materials - Main Campus - Evening/Weekend hours 0.0 % 61.2 % 51.1 % 56.4 %

Shasta College

Response

Community College



Q46cmd-Times and media - Book purchases/distrib instruct materials - Other sites - Daytime hours 100.0 % 46.6 % 39.1 % 43.1 %

46

Shasta College

Response

Community College



Q46cme-Times and media - Book purchases/distrib instruct materials - Other sites - Evening/Weekend hours 0.0 % 21.4 % 22.8 % 22.1 %

Shasta College

Response

Community College



Q46cnpd-Times and media - Book purchases/distrib instruct materials - Non-Face-to-Face - Print-based 100.0 % 23.3 % 20.7 % 22.1 %

Shasta College

Response

Community College



Q46cntb-Times and media - Book purchases/distrib instruct materials - Non-Face-to-Face - Telephone-based 100.0 % 31.1 % 39.1 % 34.9 %

Shasta College

Response

Community College



Q46cncb-Times and media - Book purchases/distrib instruct materials - Non-Face-to-Face - Computer-based 100.0 % 72.8 % 89.1 % 80.5 %

Shasta College

Response

Community College



Q46dsd-Times and media - Bursar/business office services - Main Campus - Daytime hours 100.0 % 99.0 % 98.9 % 99.0 %

Shasta College

Response

Community College



47

Q46dse-Times and media - Bursar/business office services - Main Campus - Evening/Weekend hours 0.0 % 38.8 % 25.0 % 32.3 %

Shasta College

Response

Community College



Q46dmd-Times and media - Bursar/business office services - Other sites - Daytime hours 100.0 % 51.5 % 31.5 % 42.1 %

Shasta College

Response

Community College



Q46dme-Times and media - Bursar/business office services - Other sites - Evening/Weekend hours 0.0 % 19.4 % 9.8 % 14.9 %

Shasta College

Response

Community College



Q46dnpd-Times and media - Bursar/business office services - Non-Face-to-Face - Print-based 100.0 % 38.8 % 33.7 % 36.4 %

Shasta College

Response

Community College



Q46dntb-Times and media - Bursar/business office services - Non-Face-to-Face - Telephone-based 100.0 % 57.3 % 59.8 % 58.5 %

Shasta College

Response

Community College



Q46dncb-Times and media - Bursar/business office services - Non-Face-to-Face - Computer-based 100.0 % 69.9 % 81.5 % 75.4 %

48

Shasta College

Response

Community College



Q46esd-Times and media - Career advising - Main Campus - Daytime hours

100.0 % 98.1 % 95.7 % 96.9 %

Shasta College

Response

Community College



Q46ese-Times and media - Career advising - Main Campus - Evening/Weekend hours

0.0 % 49.5 % 27.2 % 39.0 %

Shasta College

Response

Community College



Q46emd-Times and media - Career advising - Other sites - Daytime hours

100.0 % 42.7 % 33.7 % 38.5 %

Shasta College

Response

Community College



Q46eme-Times and media - Career advising - Other sites - Evening/Weekend hours 0.0 % 16.5 % 9.8 % 13.3 %

Shasta College

Response

Community College



Q46enpd-Times and media - Career advising - Non-Face-to-Face - Print-based

100.0 % 35.9 % 39.1 % 37.4 %

Shasta College

Response

Community College



Q46entb-Times and media - Career advising - Non-Face-to-Face - Telephone-based 100.0 % 45.6 % 54.3 % 49.7 %

49

Shasta College

Response

Community College



Q46encb-Times and media - Career advising - Non-Face-to-Face - Computer-based 100.0 % 53.4 % 69.6 % 61.0 %

Shasta College

Response

Community College



Q46fsd-Times and media - Counseling services - Main Campus - Daytime hours

100.0 % 86.4 % 91.3 % 88.7 %

Shasta College

Response

Community College



Q46fse-Times and media - Counseling services - Main Campus - Evening/Weekend hours 0.0 % 48.5 % 34.8 % 42.1 %

Shasta College

Response

Community College



Q46fmd-Times and media - Counseling services - Other sites - Daytime hours

100.0 % 37.9 % 25.0 % 31.8 %

Shasta College

Response

Community College



Q46fme-Times and media - Counseling services - Other sites - Evening/Weekend hours 0.0 % 16.5 % 7.6 % 12.3 %

Shasta College

Response

Community College



50

Q46fnpd-Times and media - Counseling services - Non-Face-to-Face - Print-based

100.0 % 19.4 % 22.8 % 21.0 %

Shasta College

Response

Community College



Q46fntb-Times and media - Counseling services - Non-Face-to-Face - Telephone-based 100.0 % 38.8 % 40.2 % 39.5 %

Shasta College

Response

Community College



Q46fncb-Times and media - Counseling services - Non-Face-to-Face - Computer-based 100.0 % 22.3 % 35.9 % 28.7 %

Shasta College

Response

Community College



Q46gsd-Times and media - Employment services - Main Campus - Daytime hours

100.0 % 87.4 % 85.9 % 86.7 %

Shasta College

Response

Community College



Q46gse-Times and media - Employment services - Main Campus - Evening/Weekend hours 0.0 % 31.1 % 19.6 % 25.6 %

Shasta College

Response

Community College



Q46gmd-Times and media - Employment services - Other sites - Daytime hours

100.0 % 35.9 % 27.2 % 31.8 %

51

Shasta College

Response

Community College



Q46gme-Times and media - Employment services - Other sites - Evening/Weekend hours 0.0 % 8.7 % 3.3 % 6.2 %

Shasta College

Response

Community College



Q46gnpd-Times and media - Employment services - Non-Face-to-Face - Print-based

100.0 % 37.9 % 27.2 % 32.8 %

Shasta College

Response

Community College



Q46gntb-Times and media - Employment services - Non-Face-to-Face - Telephone-based 100.0 % 39.8 % 39.1 % 39.5 %

Shasta College

Response

Community College



Q46gncb-Times and media - Employment services - Non-Face-to-Face - Computer-based 100.0 % 66.0 % 66.3 % 66.2 %

Shasta College

Response

Community College



Q46hsd-Times and media - Program services - Main Campus - Daytime hours

100.0 % 82.5 % 92.4 % 87.2 %

Shasta College

Response

Community College



Q46hse-Times and media - Program services - Main Campus - Evening/Weekend hours 0.0 % 40.8 % 23.9 % 32.8 %

52

Shasta College

Response

Community College



Q46hmd-Times and media - Program services - Other sites - Daytime hours

100.0 % 45.6 % 35.9 % 41.0 %

Shasta College

Response

Community College



Q46hme-Times and media - Program services - Other sites - Evening/Weekend hours 0.0 % 22.3 % 13.0 % 17.9 %

Shasta College

Response

Community College



Q46hnpd-Times and media - Program services - Non-Face-to-Face - Print-based

100.0 % 38.8 % 34.8 % 36.9 %

Shasta College

Response

Community College



Q46hntb-Times and media - Program services - Non-Face-to-Face - Telephone-based 100.0 % 22.3 % 33.7 % 27.7 %

Shasta College

Response

Community College



Q46hncb-Times and media - Program services - Non-Face-to-Face - Computer-based 100.0 % 39.8 % 54.3 % 46.7 %

Shasta College

Response

Community College



53

Q46isd-Times and media - Disability info/services - Main Campus - Daytime hours 100.0 % 98.1 % 95.7 % 96.9 %

Shasta College

Response

Community College



Q46ise-Times and media - Disability info/services - Main Campus - Evening/Weekend hours 0.0 % 38.8 % 23.9 % 31.8 %

Shasta College

Response

Community College



Q46imd-Times and media - Disability info/services - Other sites - Daytime hours

100.0 % 45.6 % 40.2 % 43.1 %

Shasta College

Response

Community College



Q46ime-Times and media - Disability info/services - Other sites - Evening/Weekend hours 0.0 % 13.6 % 12.0 % 12.8 %

Shasta College

Response

Community College



Q46inpd-Times and media - Disability info/services - Non-Face-to-Face - Print-based 100.0 % 57.3 % 43.5 % 50.8 %

Shasta College

Response

Community College



Q46intb-Times and media - Disability info/services - Non-Face-to-Face - Telephone-based 100.0 % 55.3 % 56.5 % 55.9 %

54

Shasta College

Response

Community College



Q46incb-Times and media - Disability info/services - Non-Face-to-Face - Computer-based 100.0 % 58.3 % 64.1 % 61.0 %

Shasta College

Response

Community College



Q46jsd-Times and media - Financial aid - Main Campus - Daytime hours

100.0 % 98.1 % 96.7 % 97.4 %

Shasta College

Response

Community College



Q46jse-Times and media - Financial aid - Main Campus - Evening/Weekend hours

100.0 % 53.4 % 26.1 % 40.5 %

Shasta College

Response

Community College



Q46jmd-Times and media - Financial aid - Other sites - Daytime hours

100.0 % 54.4 % 43.5 % 49.2 %

Shasta College

Response

Community College



Q46jme-Times and media - Financial aid - Other sites - Evening/Weekend hours

0.0 % 25.2 % 12.0 % 19.0 %

Shasta College

Response

Community College



Q46jnpd-Times and media - Financial aid - Non-Face-to-Face - Print-based

100.0 % 64.1 % 58.7 % 61.5 %

55

Shasta College

Response

Community College



Q46jntb-Times and media - Financial aid - Non-Face-to-Face - Telephone-based

100.0 % 60.2 % 70.7 % 65.1 %

Shasta College

Response

Community College



Q46jncb-Times and media - Financial aid - Non-Face-to-Face - Computer-based

100.0 % 79.6 % 83.7 % 81.5 %

Shasta College

Response

Community College



Q46ksd-Times and media - Health info/programming - Main Campus - Daytime hours 100.0 % 51.5 % 81.5 % 65.6 %

Shasta College

Response

Community College



Q46kse-Times and media - Health info/programming - Main Campus - Evening/Weekend hours 0.0 % 14.6 % 32.6 % 23.1 %

Shasta College

Response

Community College



Q46kmd-Times and media - Health info/programming - Other sites - Daytime hours 100.0 % 13.6 % 20.7 % 16.9 %

Shasta College

Response

Community College



56

Q46kme-Times and media - Health info/programming - Other sites - Evening/Weekend hours 0.0 % 1.9 % 10.9 % 6.2 %

Shasta College

Response

Community College



Q46knpd-Times and media - Health info/programming - Non-Face-to-Face - Print-based 100.0 % 25.2 % 41.3 % 32.8 %

Shasta College

Response

Community College



Q46kntb-Times and media - Health info/programming - Non-Face-to-Face - Telephone-based 100.0 % 14.6 % 34.8 % 24.1 %

Shasta College

Response

Community College



Q46kncb-Times and media - Health info/programming - Non-Face-to-Face - Computer-based 100.0 % 24.3 % 52.2 % 37.4 %

Shasta College

Response

Community College



Q46lsd-Times and media - Student eval of instruction - Main Campus - Daytime hours

100.0 % 84.5 % 80.4 % 82.6 %

Shasta College

Response

Community College



Q46lse-Times and media - Student eval of instruction - Main Campus - Evening/Weekend hours 100.0 % 72.8 % 53.3 % 63.6 %

57

Shasta College

Response

Community College



Q46lmd-Times and media - Student eval of instruction - Other sites - Daytime hours

100.0 % 59.2 % 44.6 % 52.3 %

Shasta College

Response

Community College



Q46lme-Times and media - Student eval of instruction - Other sites - Evening/Weekend hours 100.0 % 47.6 % 37.0 % 42.6 %

Shasta College

Response

Community College



Q46lnpd-Times and media - Student eval of instruction - Non-Face-to-Face - Print-based 100.0 % 48.5 % 52.2 % 50.3 %

Shasta College

Response

Community College



Q46lntb-Times and media - Student eval of instruction - Non-Face-to-Face - Telephone-based 100.0 % 6.8 % 8.7 % 7.7 %

Shasta College

Response

Community College



Q46lncb-Times and media - Student eval of instruction - Non-Face-to-Face - Computer-based 100.0 % 66.0 % 75.0 % 70.3 %

Shasta College

Response

Community College



Q46msd-Times and media - Learning resources/library services - Main Campus - Daytime hours 100.0 % 93.2 % 95.7 % 94.4 %

58

Shasta College

Response

Community College



Q46mse-Times and media - Learning resources/library services - Main Campus - Evening/Weekend hours 100.0 % 86.4 % 84.8 % 85.6 %

Shasta College

Response

Community College



Q46mmd-Times and media - Learning resources/library services - Other sites - Daytime hours 100.0 % 49.5 % 45.7 % 47.7 %

Shasta College

Response

Community College



Q46mme-Times and media - Learning resources/library services - Other sites - Evening/Weekend hours 0.0 % 36.9 % 40.2 % 38.5 %

Shasta College

Response

Community College



Q46mnpd-Times and media - Learning resources/library services - Non-Face-to-Face - Print-based 100.0 % 45.6 % 53.3 % 49.2 %

Shasta College

Response

Community College



Q46mntb-Times and media - Learning resources/library services - Non-Face-to-Face - Telephone-based 100.0 % 40.8 % 59.8 % 49.7 %

Shasta College

Response

Community College



59

Q46mncb-Times and media - Learning resources/library services - Non-Face-to-Face - Computer-based 100.0 % 81.6 % 89.1 % 85.1 %

Shasta College

Response

Community College



Q46nsd-Times and media - Mentoring - Main Campus - Daytime hours

100.0 % 50.5 % 69.6 % 59.5 %

Shasta College

Response

Community College



Q46nse-Times and media - Mentoring - Main Campus - Evening/Weekend hours

100.0 % 24.3 % 35.9 % 29.7 %

Shasta College

Response

Community College



Q46nmd-Times and media - Mentoring - Other sites - Daytime hours

100.0 % 23.3 % 21.7 % 22.6 %

Shasta College

Response

Community College



Q46nme-Times and media - Mentoring - Other sites - Evening/Weekend hours

0.0 % 11.7 % 13.0 % 12.3 %

Shasta College

Response

Community College



Q46nnpd-Times and media - Mentoring - Non-Face-to-Face - Print-based

100.0 % 5.8 % 8.7 % 7.2 %

60

Shasta College

Response

Community College



Q46nntb-Times and media - Mentoring - Non-Face-to-Face - Telephone-based

0.0 % 11.7 % 25.0 % 17.9 %

Shasta College

Response

Community College



Q46nncb-Times and media - Mentoring - Non-Face-to-Face - Computer-based

100.0 % 13.6 % 28.3 % 20.5 %

Shasta College

Response

Community College



Q46osd-Times and media - Placement Testing - Main Campus - Daytime hours

100.0 % 99.0 % 91.3 % 95.4 %

Shasta College

Response

Community College



Q46ose-Times and media - Placement Testing - Main Campus - Evening/Weekend hours 0.0 % 71.8 % 42.4 % 57.9 %

Shasta College

Response

Community College



Q46omd-Times and media - Placement Testing - Other sites - Daytime hours

100.0 % 70.9 % 39.1 % 55.9 %

Shasta College

Response

Community College



Q46ome-Times and media - Placement Testing - Other sites - Evening/Weekend hours 0.0 % 40.8 % 22.8 % 32.3 %

61

Shasta College

Response

Community College



Q46onpd-Times and media - Placement Testing - Non-Face-to-Face - Print-based

100.0 % 19.4 % 17.4 % 18.5 %

Shasta College

Response

Community College



Q46ontb-Times and media - Placement Testing - Non-Face-to-Face - Telephone-based 0.0 % 7.8 % 5.4 % 6.7 %

Shasta College

Response

Community College



Q46oncb-Times and media - Placement Testing - Non-Face-to-Face - Computer-based 0.0 % 34.0 % 41.3 % 37.4 %

Shasta College

Response

Community College



Q46psd-Times and media - Prior learning assessment - Main Campus - Daytime hours 0.0 % 74.8 % 76.1 % 75.4 %

Shasta College

Response

Community College



Q46pse-Times and media - Prior learning assessment - Main Campus - Evening/Weekend hours 0.0 % 29.1 % 30.4 % 29.7 %

Shasta College

Response

Community College



62

Q46pmd-Times and media - Prior learning assessment - Other sites - Daytime hours

0.0 % 30.1 % 30.4 % 30.3 %

Shasta College

Response

Community College



Q46pme-Times and media - Prior learning assessment - Other sites - Evening/Weekend hours 0.0 % 14.6 % 14.1 % 14.4 %

Shasta College

Response

Community College



Q46pnpd-Times and media - Prior learning assessment - Non-Face-to-Face - Print-based 0.0 % 22.3 % 22.8 % 22.6 %

Shasta College

Response

Community College



Q46pntb-Times and media - Prior learning assessment - Non-Face-to-Face - Telephone-based 0.0 % 13.6 % 21.7 % 17.4 %

Shasta College

Response

Community College



Q46pncb-Times and media - Prior learning assessment - Non-Face-to-Face - Computer-based 0.0 % 25.2 % 32.6 % 28.7 %

Shasta College

Response

Community College



Q46qsd-Times and media - Registration - Main Campus - Daytime hours

100.0 % 96.1 % 93.5 % 94.9 %

63

Shasta College

Response

Community College



Q46qse-Times and media - Registration - Main Campus - Evening/Weekend hours

100.0 % 70.9 % 51.1 % 61.5 %

Shasta College

Response

Community College



Q46qmd-Times and media - Registration - Other sites - Daytime hours

100.0 % 66.0 % 48.9 % 57.9 %

Shasta College

Response

Community College



Q46qme-Times and media - Registration - Other sites - Evening/Weekend hours

100.0 % 49.5 % 35.9 % 43.1 %

Shasta College

Response

Community College



Q46qnpd-Times and media - Registration - Non-Face-to-Face - Print-based

100.0 % 45.6 % 37.0 % 41.5 %

Shasta College

Response

Community College



Q46qntb-Times and media - Registration - Non-Face-to-Face - Telephone-based

100.0 % 29.1 % 43.5 % 35.9 %

Shasta College

Response

Community College



Q46qncb-Times and media - Registration - Non-Face-to-Face - Computer-based

100.0 % 82.5 % 89.1 % 85.6 %

64

Shasta College

Response

Community College



Q46rsd-Times and media - Remediation of skills - Main Campus - Daytime hours

100.0 % 94.2 % 77.2 % 86.2 %

Shasta College

Response

Community College



Q46rse-Times and media - Remediation of skills - Main Campus - Evening/Weekend hours 100.0 % 81.6 % 41.3 % 62.6 %

Shasta College

Response

Community College



Q46rmd-Times and media - Remediation of skills - Other sites - Daytime hours

100.0 % 62.1 % 27.2 % 45.6 %

Shasta College

Response

Community College



Q46rme-Times and media - Remediation of skills - Other sites - Evening/Weekend hours 0.0 % 53.4 % 16.3 % 35.9 %

Shasta College

Response

Community College



Q46rnpd-Times and media - Remediation of skills - Non-Face-to-Face - Print-based

0.0 % 23.3 % 16.3 % 20.0 %

Shasta College

Response

Community College



65

Q46rntb-Times and media - Remediation of skills - Non-Face-to-Face - Telephone-based 0.0 % 5.8 % 14.1 % 9.7 %

Shasta College

Response

Community College



Q46rncb-Times and media - Remediation of skills - Non-Face-to-Face - Computer-based 100.0 % 54.4 % 42.4 % 48.7 %

Shasta College

Response

Community College



Q46ssd-Times and media - Student study groups - Main Campus - Daytime hours

100.0 % 68.9 % 72.8 % 70.8 %

Shasta College

Response

Community College



Q46sse-Times and media - Student study groups - Main Campus - Evening/Weekend hours 0.0 % 55.3 % 57.6 % 56.4 %

Shasta College

Response

Community College



Q46smd-Times and media - Student study groups - Other sites - Daytime hours

100.0 % 36.9 % 37.0 % 36.9 %

Shasta College

Response

Community College



Q46sme-Times and media - Student study groups - Other sites - Evening/Weekend hours 0.0 % 24.3 % 33.7 % 28.7 %

66

Shasta College

Response

Community College



Q46snpd-Times and media - Student study groups - Non-Face-to-Face - Print-based

0.0 % 3.9 % 5.4 % 4.6 %

Shasta College

Response

Community College



Q46sntb-Times and media - Student study groups - Non-Face-to-Face - Telephone-based 0.0 % 3.9 % 10.9 % 7.2 %

Shasta College

Response

Community College



Q46sncb-Times and media - Student study groups - Non-Face-to-Face - Computer-based 0.0 % 22.3 % 35.9 % 28.7 %

Shasta College

Response

Community College



Q46tsd-Times and media - Tutoring - Main Campus - Daytime hours

100.0 % 96.1 % 96.7 % 96.4 %

Shasta College

Response

Community College



Q46tse-Times and media - Tutoring - Main Campus - Evening/Weekend hours

100.0 % 75.7 % 73.9 % 74.9 %

Shasta College

Response

Community College



Q46tmd-Times and media - Tutoring - Other sites - Daytime hours

100.0 % 53.4 % 40.2 % 47.2 %

67

Shasta College

Response

Community College



Q46tme-Times and media - Tutoring - Other sites - Evening/Weekend hours

0.0 % 37.9 % 31.5 % 34.9 %

Shasta College

Response

Community College



Q46tnpd-Times and media - Tutoring - Non-Face-to-Face - Print-based

0.0 % 14.6 % 9.8 % 12.3 %

Shasta College

Response

Community College



Q46tntb-Times and media - Tutoring - Non-Face-to-Face - Telephone-based

100.0 % 2.9 % 22.8 % 12.3 %

Shasta College

Response

Community College



Q46tncb-Times and media - Tutoring - Non-Face-to-Face - Computer-based

100.0 % 45.6 % 50.0 % 47.7 %

Shasta College

Response

Community College



Q46usd-Times and media - Dependent care services Pre-K-12 - Main Campus - Daytime hours 100.0 % 40.8 % 33.7 % 37.4 %

Shasta College

Response

Community College



68

Q46use-Times and media - Dependent care services Pre-K-12 - Main Campus - Evening/Weekend hours 0.0 % 7.8 % 5.4 % 6.7 %

Shasta College

Response

Community College



Q46umd-Times and media - Dependent care services Pre-K-12 - Other sites - Daytime hours 0.0 % 8.7 % 7.6 % 8.2 %

Shasta College

Response

Community College



Q46ume-Times and media - Dependent care services Pre-K-12 - Other sites - Evening/Weekend hours 0.0 % 1.0 % 2.2 % 1.5 %

Shasta College

Response

Community College



Q46vsd-Times and media - Dependent care services School Age - Main Campus - Daytime hours 100.0 % 16.5 % 21.7 % 19.0 %

Shasta College

Response

Community College



Q46vse-Times and media - Dependent care services School Age - Main Campus - Evening/Weekend hours 0.0 % 7.8 % 5.4 % 6.7 %

Shasta College

Response

Community College



Q46vmd-Times and media - Dependent care services School Age - Other sites - Daytime hours 0.0 % 4.9 % 5.4 % 5.1 %

69

Shasta College

Response

Community College



Q46vme-Times and media - Dependent care services School Age - Other sites - Evening/Weekend hours 0.0 % 1.0 % 2.2 % 1.5 %

Shasta College

Response

Community College



Q46wsd-Times and media - Food services - Main Campus - Daytime hours

100.0 % 85.4 % 93.5 % 89.2 %

Shasta College

Response

Community College



Q46wse-Times and media - Food services - Main Campus - Evening/Weekend hours

100.0 % 47.6 % 80.4 % 63.1 %

Shasta College

Response

Community College



Q46wmd-Times and media - Food services - Other sites - Daytime hours

0.0 % 22.3 % 25.0 % 23.6 %

Shasta College

Response

Community College



Q46wme-Times and media - Food services - Other sites - Evening/Weekend hours

0.0 % 12.6 % 18.5 % 15.4 %

Shasta College

Response

Community College



Q46xsd-Times and media - Parking - Main Campus - Daytime hours

100.0 % 96.1 % 97.8 % 96.9 %

70

Shasta College

Response

Community College



Q46xse-Times and media - Parking - Main Campus - Evening/Weekend hours

100.0 % 91.3 % 84.8 % 88.2 %

Shasta College

Response

Community College



Q46xmd-Times and media - Parking - Other sites - Daytime hours

100.0 % 73.8 % 50.0 % 62.6 %

Shasta College

Response

Community College



Q46xme-Times and media - Parking - Other sites - Evening/Weekend hours

100.0 % 70.9 % 48.9 % 60.5 %

Shasta College

Response

Community College



Q46ysd-Times and media - Security - Main Campus - Daytime hours

100.0 % 83.5 % 94.6 % 88.7 %

Shasta College

Response

Community College



Q46yse-Times and media - Security - Main Campus - Evening/Weekend hours

100.0 % 83.5 % 95.7 % 89.2 %

Shasta College

Response

Community College



71

Q46ymd-Times and media - Security - Other sites - Daytime hours

100.0 % 53.4 % 46.7 % 50.3 %

Shasta College

Response

Community College



Q46yme-Times and media - Security - Other sites - Evening/Weekend hours

100.0 % 55.3 % 44.6 % 50.3 %

Shasta College

Response

Community College



Q46zsd-Times and media - Shuttle or other transpo services - Main Campus - Daytime hours 100.0 % 36.9 % 59.8 % 47.7 %

Shasta College

Response

Community College



Q46zse-Times and media - Shuttle or other transpo services - Main Campus - Evening/Weekend hours 0.0 % 23.3 % 45.7 % 33.8 %

Shasta College

Response

Community College



Q46zmd-Times and media - Shuttle or other transpo services - Other sites - Daytime hours 100.0 % 12.6 % 20.7 % 16.4 %

Shasta College

Response

Community College



Q46zme-Times and media - Shuttle or other transpo services - Other sites - Evening/Weekend hours 0.0 % 6.8 % 14.1 % 10.3 %

72

Shasta College

Response

Community College



Q47-Extent institution partners with other organizations to deliver student support services

Not at all 0.0 % 4.9 % 12.0 % 8.2 %

Not very much 0.0 % 27.2 % 23.9 % 25.6 %

Somewhat 100.0 % 38.8 % 39.1 % 39.0 %

A great deal 0.0 % 29.1 % 21.7 % 25.6 %

Almost always 0.0 % 0.0 % 3.3 % 1.5 %

Shasta College

Response

Community College



Q48a-Counseling for student transitions - Non-credit to credit

0.0 % 59.2 % 37.0 % 48.7 %

Shasta College

Response

Community College



Q48b-Counseling for student transitions - ABE/ESL/Developmental to college-level work 100.0 % 83.5 % 47.8 % 66.7 %

Shasta College

Response

Community College



Q48c-Counseling for student transitions - Vocational to Academic Transfer

100.0 % 73.8 % 21.7 % 49.2 %

Shasta College

Response

Community College



Q48d-Counseling for student transitions - Academic Transfer to Vocational

100.0 % 68.9 % 98.9 % 83.1 %

Shasta College

Response

Community College



73

Q48e-Counseling for student transitions - Contract training to college-level work

0.0 % 43.7 % 92.4 % 66.7 %

Shasta College

Response

Community College



Q49pro-Student support services - Proactive delivery

Students choose services on their own 0.0 % 83.5 % 87.0 % 85.1 %

Faculty monitor student needs 100.0 % 16.5 % 13.0 % 14.9 %

Shasta College

Response

Community College



Q49flex-Student support services - Flexible delivery

Services offered in standard format 0.0 % 80.6 % 76.1 % 78.5 %

Services delivered flexibly

100.0 % 17.5 % 23.9 % 20.5 %

Shasta College

Response

Community College



Q50-Explicit policy about responding to student inquiries and complaints that establish time period for resolve 0.0 % 60.2 % 44.6 % 52.8 %

74

Shasta College

………………………………………KEY CONSTITUENCIES………………………………………

Shasta College

Response

Community College



Q51-Describe indentifying and partnering with employers addressed by institution

Not explicitly recog by institution 0.0 % 1.9 % 6.5 % 4.1 %

Often articulated, not assigned 0.0 % 30.1 % 34.8 % 32.3 %

Assigned explicitly to unit

100.0 % 30.1 % 26.1 % 28.2 %

All units expected to do this 0.0 % 37.9 % 32.6 % 35.4 %

Shasta College

Response

Community College



Q52a-Frequency surveys instructional programs - Needs for programming and services

Regularly 100.0 % 46.6 % 21.7 % 34.9 %

Somewhat regularly 0.0 % 28.2 % 22.8 % 25.6 %

Only occasionally 0.0 % 24.3 % 44.6 % 33.8 %

Not at all 0.0 % 1.0 % 8.7 % 4.6 %

Shasta College

Response

Community College



Q52b-Frequency surveys instructional programs - Satisfaction with programs and services provided

Regularly 100.0 % 46.6 % 26.1 % 36.9 %



Not at all 0.0 % 1.9 % 12.0 % 6.7 %

Shasta College

Response

Community College



Q52c-Frequency surveys instructional programs - Effectiveness of programs and services provided

Regularly 0.0 % 47.6 % 26.1 % 37.4 %



Not at all 0.0 % 1.9 % 12.0 % 6.7 %

Shasta College

Response

Community College



Q53a-Involves employers - Defining learning

A great deal 0.0 % 22.3 % 7.6 % 15.4 %

Somewhat 100.0 % 64.1 % 41.3 % 53.3 %

75

outcomes Not very much 0.0 % 10.7 % 39.1 % 24.1 %

Not at all 0.0 % 2.9 % 12.0 % 7.2 %

Shasta College

Response

Community College



Q53b-Involves employers - Assessing learning outcomes

A great deal 0.0 % 12.6 % 6.5 % 9.7 %

Somewhat 0.0 % 42.7 % 33.7 % 38.5 %

Not very much 100.0 % 37.9 % 40.2 % 39.0 %

Not at all 0.0 % 6.8 % 19.6 % 12.8 %

Shasta College

Response

Community College



Q53c-Involves employers - Determining which programs to offer

A great deal 0.0 % 31.1 % 9.8 % 21.0 %

Somewhat 100.0 % 54.4 % 57.6 % 55.9 %

Not very much 0.0 % 13.6 % 25.0 % 19.0 %

Not at all 0.0 % 1.0 % 7.6 % 4.1 %

Shasta College

Response

Community College



Q53d-Involves employers - Determining what kinds of learner services to offer

A great deal 0.0 % 7.8 % 3.3 % 5.6 %

Somewhat 0.0 % 28.2 % 23.9 % 26.2 %

Not very much 0.0 % 48.5 % 41.3 % 45.1 %

Not at all 100.0 % 15.5 % 31.5 % 23.1 %

Shasta College

Response

Community College



Q53e-Involves employers - Determining formats and schedules for programming

A great deal 0.0 % 10.7 % 7.6 % 9.2 %

Somewhat 0.0 % 29.1 % 19.6 % 24.6 %

Not very much 100.0 % 48.5 % 47.8 % 48.2 %

Not at all 0.0 % 11.7 % 23.9 % 17.4 %

Shasta College

Response

Community College



Q53f-Involves employers - Actively partnering to recruit students

A great deal 0.0 % 14.6 % 14.1 % 14.4 %

Somewhat 100.0 % 48.5 % 39.1 % 44.1 %

Not very much 0.0 % 32.0 % 37.0 % 34.4 %

Not at all 0.0 % 4.9 % 8.7 % 6.7 %

76

Shasta College

Response

Community College



Q53g-Involves employers - Actively partnering to deliver programs

A great deal 0.0 % 14.6 % 12.0 % 13.3 %

Somewhat 100.0 % 45.6 % 32.6 % 39.5 %

Not very much 0.0 % 35.9 % 40.2 % 37.9 %

Not at all 0.0 % 3.9 % 15.2 % 9.2 %

Shasta College

Response

Community College



Q54a-Contacts community based organizations - Needs for programming and services

Regularly 0.0 % 6.8 % 6.5 % 6.7 %



Not at all 0.0 % 13.6 % 30.4 % 21.5 %

Shasta College

Response

Community College



Q54b-Contacts community based organizations - Satisfaction with programs and services provided

Regularly 0.0 % 7.8 % 7.6 % 7.7 %



Not at all 0.0 % 21.4 % 30.4 % 25.6 %

Shasta College

Response

Community College



Q54c-Contacts community based organizations - Effectiveness of programs and services provided

Regularly 0.0 % 7.8 % 6.5 % 7.2 %



Not at all 0.0 % 21.4 % 31.5 % 26.2 %

Shasta College

Response

Community College



Q55a-Involves community based organizations - Defining learning outcomes

A great deal 0.0 % 1.9 % 1.1 % 1.5 %

Somewhat 0.0 % 14.6 % 18.5 % 16.4 %

Not very much 100.0 % 40.8 % 37.0 % 39.0 %

Not at all 0.0 % 42.7 % 43.5 % 43.1 %

Shasta College

Response

Community College



77

Q55b-Involves community based organizations - Assessing learning outcomes

A great deal 0.0 % 1.0 % 0.0 % 0.5 %

Somewhat 0.0 % 11.7 % 14.1 % 12.8 %

Not very much 100.0 % 43.7 % 38.0 % 41.0 %

Not at all 0.0 % 43.7 % 47.8 % 45.6 %

Shasta College

Response

Community College



Q55c-Involves community based organizations - Determining which programs to offer

A great deal 0.0 % 1.9 % 3.3 % 2.6 %

Somewhat 0.0 % 26.2 % 22.8 % 24.6 %

Not very much 100.0 % 44.7 % 43.5 % 44.1 %

Not at all 0.0 % 27.2 % 30.4 % 28.7 %

Shasta College

Response

Community College



Q55d-Involves community based organizations - Determining what kinds of learner services to offer

A great deal 0.0 % 2.9 % 1.1 % 2.1 %

Somewhat 0.0 % 20.4 % 16.3 % 18.5 %

Not very much 100.0 % 46.6 % 41.3 % 44.1 %

Not at all 0.0 % 30.1 % 41.3 % 35.4 %

Shasta College

Response

Community College



Q55e-Involves community based organizations - Determining formats and schedules for programming

A great deal 0.0 % 1.9 % 2.2 % 2.1 %

Somewhat 0.0 % 15.5 % 16.3 % 15.9 %

Not very much 0.0 % 44.7 % 35.9 % 40.5 %

Not at all 100.0 % 37.9 % 45.7 % 41.5 %

Shasta College

Response

Community College



Q55f-Involves community based organizations - Actively partnering to recruit students

A great deal 0.0 % 9.7 % 3.3 % 6.7 %

Somewhat 100.0 % 32.0 % 35.9 % 33.8 %

Not very much 0.0 % 39.8 % 37.0 % 38.5 %

Not at all 0.0 % 18.4 % 23.9 % 21.0 %

Shasta College

Response

Community College



Q55g-Involves community based organizations - Actively

A great deal 0.0 % 5.8 % 5.4 % 5.6 %

Somewhat 0.0 % 21.4 % 21.7 % 21.5 %

Not very much 100.0 % 48.5 % 37.0 % 43.1 %

78

partnering to deliver programs

Not at all 0.0 % 24.3 % 35.9 % 29.7 %

Shasta College

Response

Community College



Q56a-Contacts unions or employee organizations - Needs for programming and services

Regularly 0.0 % 9.7 % 1.1 % 5.6 %



Not at all 0.0 % 32.0 % 64.1 % 47.2 %

Shasta College

Response

Community College



Q56b-Contacts unions or employee organizations - Satisfaction with programs and services provided

Regularly 0.0 % 8.7 % 1.1 % 5.1 %



Not at all 0.0 % 35.0 % 69.6 % 51.3 %

Shasta College

Response

Community College



Q56c-Contacts unions or employee organizations - Effectiveness of programs and services provided

Regularly 0.0 % 8.7 % 1.1 % 5.1 %



Not at all 0.0 % 35.0 % 70.7 % 51.8 %

Shasta College

Response

Community College



Q57a-Involves unions or employee organizations - Defining learning outcomes

A great deal 0.0 % 4.9 % 2.2 % 3.6 %

Somewhat 100.0 % 26.2 % 6.5 % 16.9 %

Not very much 0.0 % 28.2 % 20.7 % 24.6 %

Not at all 0.0 % 40.8 % 70.7 % 54.9 %

Shasta College

Response

Community College



Q57b-Involves unions or employee organizations - Assessing learning outcomes

A great deal 0.0 % 1.9 % 1.1 % 1.5 %

Somewhat 0.0 % 23.3 % 6.5 % 15.4 %

Not very much 100.0 % 30.1 % 19.6 % 25.1 %

Not at all 0.0 % 44.7 % 72.8 % 57.9 %

79

Shasta College

Response

Community College



Q57c-Involves unions or employee organizations - Determining which programs to offer

A great deal 0.0 % 10.7 % 2.2 % 6.7 %

Somewhat 0.0 % 21.4 % 8.7 % 15.4 %

Not very much 100.0 % 32.0 % 21.7 % 27.2 %

Not at all 0.0 % 35.9 % 67.4 % 50.8 %

Shasta College

Response

Community College



Q57d-Involves unions or employee organizations - Determining what kinds of learner services to offer

A great deal 0.0 % 5.8 % 0.0 % 3.1 %

Somewhat 0.0 % 16.5 % 4.3 % 10.8 %

Not very much 0.0 % 29.1 % 22.8 % 26.2 %

Not at all 100.0 % 48.5 % 72.8 % 60.0 %

Shasta College

Response

Community College



Q57e-Involves unions or employee organizations - Determining formats and schedules for programming

A great deal 0.0 % 4.9 % 0.0 % 2.6 %

Somewhat 0.0 % 21.4 % 7.6 % 14.9 %

Not very much 0.0 % 27.2 % 19.6 % 23.6 %

Not at all 100.0 % 46.6 % 72.8 % 59.0 %

Shasta College

Response

Community College



Q57f-Involves unions or employee organizations - Actively partnering to recruit students

A great deal 0.0 % 8.7 % 1.1 % 5.1 %

Somewhat 100.0 % 26.2 % 13.0 % 20.0 %

Not very much 0.0 % 27.2 % 25.0 % 26.2 %

Not at all 0.0 % 37.9 % 60.9 % 48.7 %

Shasta College

Response

Community College



Q57g-Involves unions or employee organizations - Actively partnering to deliver programs

A great deal 0.0 % 8.7 % 1.1 % 5.1 %

Somewhat 100.0 % 23.3 % 7.6 % 15.9 %

Not very much 0.0 % 24.3 % 22.8 % 23.6 %

Not at all 0.0 % 43.7 % 68.5 % 55.4 %

CAEL-ALFI Institutional Self-Assessment Instrument (ISAS) Benchmark Contribution Summary

Maximum Potential Contribution to Each Benchmark

Item # Question Text Outreach Life/Career Financing Assessment T-L Process Support Technology Partnership Transitions

2 What Percent of Students are Defined as Adult Learners 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

3 Percent Taking On-Line Classes 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4a FTE Enrollment - Degree or Credential Seeking 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4b Unduplicated Headcount Enrollment - Degree or Credential Seeking 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4c

Credit-Bearing Headcount Enrollment - Not Seeking Degree or

Credential 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4d

Non-Credit Headcount Enrollment - Not Seeking Degree or

Credential 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4e Other Credit-Bearing Headcount Enrollment 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4f Other Non-Credit Headcount Enrollment 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

5a Full-Time Faculty 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

5b Part-time Faculty 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

6 Mission Guided by Adult Learner Commit 2.50 2.50 2.50 2.50 2.50 2.50 0.00 0.00 0.00

7 Governing Board Guided by Adult Commit 2.00 2.00 2.00 2.00 2.00 2.00 0.00 0.00 0.00

8 Organizational Structures Guided 2.50 2.50 2.50 2.50 2.50 2.50 0.00 0.00 0.00

9 How Organized to Serve Adults 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

10a Position Descriptions-President 1.00 1.00 1.00 1.00 1.00 1.00 0.00 0.00 0.00

10b Position Descriptions-Chief Academic 1.00 1.00 0.00 1.00 2.00 0.00 0.00 0.00 0.00

10c Position Descriptions-Chief Financial 1.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00

10d Position Descriptions-Chief Student Aff 1.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

10e Position Descriptions-Dean 2.00 2.00 0.00 0.00 0.00 2.00 0.00 2.00 0.00

10f Position Descriptions-Dept Chair 2.00 2.00 0.00 2.00 2.00 0.00 0.00 0.00 0.00

10g Position Descriptions-Instr. Staff 2.00 2.00 0.00 2.00 2.00 0.00 0.00 0.00 0.00

10h Position Descriptions-Adm/Recruit Staff 4.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

10i Position Descriptions-Student Aff Staff 4.00 4.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

10j Position Descriptions-Admin Staff 2.00 0.00 4.00 0.00 0.00 4.00 0.00 0.00 0.00

11a Publications-Unit Mission 2.00 2.00 2.00 2.00 2.00 2.00 0.00 2.00 0.00

11b Publications-Catalogues 4.00 4.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00

11c Publications-Brochures 4.00 4.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00

11d Publications-Websites 2.00 2.00 2.00 0.00 2.00 2.00 4.00 0.00 0.00

11e Publications-Admin Statements 2.00 2.00 2.00 0.00 2.00 2.00 0.00 2.00 0.00

11f Publications-Faculty Materials 2.00 2.00 0.00 2.00 2.00 0.00 0.00 0.00 0.00

11g Publications-Staff Materials 2.00 2.00 2.00 0.00 0.00 2.00 0.00 0.00 0.00

11h Publications-Student Materials 2.00 2.00 2.00 2.00 2.00 2.00 0.00 0.00 0.00

12 Recruitment Methods 13.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

12X Recruitment mentions Website 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00 0.00

13 Recruitment Materials-Adult Services 5.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

14 Recruitment Materials-Diversity 5.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

15 Admissions Process 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

16 Articulation Agreements 10.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 10.00

16X Articulation Agreements Non traditional 3.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 5.00

17 Recruitment Materials Note Transitions 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

18 Explicit Assessment for Transitions 0.00 0.00 0.00 5.00 0.00 0.00 0.00 0.00 5.00

19 Entering Student Experiences (Available) 11.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Maximum Potential Contribution to Each Benchmark

19a Experiences-Orientation 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19b Experiences-PreAssessment 0.00 4.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00

19c Experiences-Contact on Deficiencies 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00


19d Experiences-Enrollment Goals 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19e Experiences-Overcome Barriers 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19d Experiences-Transition to Employment 0.00 4.00 0.00 0.00 0.00 4.00 0.00 0.00 4.00

19g Experiences-Single Advisor 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19h Experiences-Peer Contact 0.00 4.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

19i Experiences-PLA 0.00 4.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00

19j Experiences-Transcript Evaluation 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 4.00

19k Experiences-Study Contract 0.00 4.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

20 Financing Approaches 0.00 0.00 18.00 0.00 0.00 0.00 0.00 0.00 0.00

21 Financial Support for Adults 0.00 0.00 10.00 0.00 0.00 0.00 0.00 0.00 0.00

22 Financial Professional in Employer Reimb 0.00 0.00 10.00 0.00 0.00 0.00 0.00 0.00 0.00

23 Financing Special Arrangements 0.00 0.00 10.00 0.00 0.00 0.00 0.00 0.00 0.00

22 Proportion of Aid to Adults 0.00 0.00 12.00 0.00 0.00 0.00 0.00 0.00 0.00

24a Percent Aid to Adults-Grants 0.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00

24b Percent Aid to Adults-Loans 0.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00

24c Percent Aid to Adults-Institutional Aid 0.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00

25a Modes of Instruction-Face/Daytime 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

25b Modes of Instruction-Face/Evening 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

25c Modes of Instruction-Morning 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

25d Modes of Instruction-Weekend 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

25e Modes of Instruction-Workplace 2.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 2.00

25f Modes of Instruction-1-way video 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

25g Modes of Instruction-2-way video 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

25h Modes of Instruction-Asynch Print 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

25i Modes of Instruction-Synch Tech 0.00 0.00 0.00 0.00 2.00 0.00 4.00 0.00 0.00

25j Modes of Instruction-Asnch Tech 0.00 0.00 0.00 0.00 2.00 0.00 4.00 0.00 0.00

25k Modes of Instruction-Internships 0.00 0.00 0.00 0.00 2.00 0.00 0.00 4.00 2.00

25l Modes of Instruction-Externships 0.00 0.00 0.00 0.00 2.00 0.00 0.00 4.00 2.00

25m Modes of Instruction-Other 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

26a Curriculum Features-Modular 2.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

26b Curriculum Features-Learning Community 0.00 0.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00

26c Curriculum Features-Competency 2.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00 0.00

26d Curriculum Features-Self-Paced 2.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

26e Curriculum Features-Diversity 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

26f Curriculum Features-Credit Transfer 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 4.00

26g Curriculum Features-Student Progress 2.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00 0.00

26h Curriculum Features-Student-Led 2.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

26i Curriculum Features-Interdisciplinary 2.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

26j Curriculum Features-Cohort 2.00 0.00 0.00 0.00 4.00 2.00 0.00 0.00 0.00

26k Curriculum Features-Accelerated 2.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

26l Curriculum Featres-Flexible Calendar 2.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

27a Classes-Applied 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

27b Classes-Collaboration 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

27c Classes-Presentations 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

27d Classes-Simulations 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

27e Classes-Work Experience 0.00 4.00 0.00 0.00 4.00 0.00 0.00 0.00 2.00

27f Classes-PBL 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

27g Classes-Performance Assessment 0.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00 0.00

27h Classes-Knowledge & Skills for Future 4.00 4.00 0.00 0.00 4.00 0.00 0.00 0.00 4.00

27i Classes-Internships 4.00 4.00 0.00 0.00 4.00 0.00 0.00 0.00 4.00


27j Classes-Outcomes 0.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00 4.00

27k Classes-Web 0.00 0.00 0.00 0.00 4.00 0.00 4.00 0.00 0.00

27l Classes-Workplace 4.00 0.00 0.00 0.00 4.00 0.00 0.00 4.00 4.00

27m Classes-Assessment 0.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00 0.00

27n Classes-Feedback 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

28a Learning Experience-Ongoing Assess 0.00 2.00 0.00 4.00 4.00 0.00 0.00 0.00 0.00

28b Learning Experience-Learning Plans 0.00 2.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

28c Learning Experience-Individual Approach 4.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

28d Learning Experience-Study Plan 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

28e Learning Experience-Sufficient Courses 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

28f Learning Experience-Redmediation 0.00 0.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00

28g Learning Experience-Mentors 0.00 2.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00

28h Learning Experience-Proactive Intervene 0.00 0.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00

28i Learning Experience-Graduation 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

29 Placement Into Developmental Work 0.00 0.00 0.00 4.00 4.00 4.00 0.00 0.00 0.00

30 Developmental Work Articulate? 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 10.00

31a Actively Monitor-Transfer Credits 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

31b Actively Monitor-GenEd Credits 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

31c Actively Monitor-Major Credits 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

32a Alignment-HS Exit/Basic Skills 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

32b Alignment-Remedial Exit/College Work 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

32c Alignment-AA Standards/Upper Div Work 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

33 Check Transfer Requirements 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 4.00

34 Credit for Work Related Credentials 10.00 10.00 0.00 0.00 0.00 0.00 0.00 0.00 10.00

35 Faculty Outside Employment 0.00 4.00 0.00 0.00 0.00 8.00 0.00 0.00 0.00

36 Faculty Adult Emphasized 0.00 0.00 0.00 0.00 0.00 10.00 0.00 0.00 0.00

37 Faculty Support 0.00 0.00 0.00 0.00 0.00 10.00 0.00 0.00 0.00

38 Faculty Collaborate 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

39 Faculty Work with 4-Yr Institutions 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 4.00

40 Faculty Work with Employers 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 4.00

41a FT Faculty-Active 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

41b FT Faculty-Collaborative 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

41c FT Faculty-Assess 0.00 0.00 0.00 4.00 2.00 0.00 0.00 0.00 0.00

41d FT Faculty-Student Experience 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

41e FT Faculty-Mentoring 0.00 4.00 0.00 0.00 2.00 2.00 0.00 0.00 0.00

41f FT Faculty-PLA 0.00 0.00 0.00 4.00 2.00 0.00 0.00 0.00 0.00

41g FT Faculty-Technology 0.00 0.00 0.00 0.00 2.00 0.00 4.00 0.00 0.00

41h FT Faculty-Culturally Responsive 4.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

41i PT Faculty-Active 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

41j PT Faculty-Collaborative 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

41k PT Faculty-Assess 0.00 0.00 0.00 4.00 2.00 0.00 0.00 0.00 0.00

41l PT Faculty-Student Experience 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

41m PT Faculty-Mentoring 0.00 4.00 0.00 0.00 2.00 2.00 0.00 0.00 0.00

41n PT Faculty-PLA 0.00 0.00 0.00 4.00 2.00 0.00 0.00 0.00 0.00

41o PT Faculty-Technology 0.00 0.00 0.00 0.00 2.00 0.00 4.00 0.00 0.00

41p PT Faculty-Culturally Responsive 4.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

42a FT Faculty Training 0.00 0.00 0.00 0.00 5.00 0.00 0.00 0.00 0.00

42b FT Faculty Required to Participate 0.00 0.00 0.00 0.00 5.00 0.00 0.00 0.00 0.00

43a PT Faculty Training 0.00 0.00 0.00 0.00 5.00 0.00 0.00 0.00 0.00

43b PT Faculty Required to Participate 0.00 0.00 0.00 0.00 5.00 0.00 0.00 0.00 0.00


44 Faculty Hiring Emphasizes Adults 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

45 Faculty Tenure Emphasizes Adults 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

46a Services-Advising-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Advising-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Advising-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Advising-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Advising-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Advising-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Advising-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46b Services-Admissions-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Admissions-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46c Services-Bookstore--ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bookstore-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bookstore-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bookstore-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bookstore-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bookstore-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Bookstore-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46d Services-Bursar-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bursar-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bursar-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bursar-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bursar-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bursar-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Bursar-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46e Services-Career Advising-ssDay 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Career Advising-ssEvening/weekend 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Career Advising-msDay 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Career Advising-msEvening/weekend 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Career Advising-nffPrint 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Career Advising-nffPhone 0.00 1.00 0.00 0.00 0.00 1.00 2.00 0.00 1.00

Services-Career Advising-nffWeb 0.00 1.00 0.00 0.00 0.00 1.00 4.00 0.00 1.00

46f Services-Counseling-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Counseling-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Counseling-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Counseling-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Counseling-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Counseling-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Counseling-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46g Services-Job-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Job-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Job-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Job-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Job-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Job-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 1.00


Services-Job-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 1.00

46h Services-Program Change-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Program Change-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Program Change-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Program Change-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Program Change-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Program Change-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Program Change-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46i Services-Disability-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Disability-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Disability-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Disability-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Disability-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Disability-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Disability-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46j Services-Fi-aid-ssDay 0.00 0.00 1.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Fi-aid-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Fi-aid-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Fi-aid-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Fi-aid-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Fi-aid-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Fi-aid-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46k Services Health-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Health-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Health-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Health-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Health-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Health-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Health-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46l Services-SEI-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-SEI-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46m Services-Library--ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Library-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Library-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Library-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Library-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Library-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Library-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46n Services-Mentoring-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Mentoring-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Mentoring-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Mentoring-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Mentoring-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Mentoring-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Mentoring-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00


46o Services-Placement Testing-ssDay 0.00 0.00 0.00 2.00 0.00 1.00 0.00 0.00 0.00

Services-Placement Testing-ssEvening/weekend 0.00 0.00 0.00 2.00 0.00 1.00 0.00 0.00 0.00

Services-Placement Testing-msDay 0.00 0.00 0.00 2.00 0.00 1.00 0.00 0.00 0.00

Services-Placement Testing-msEvening/weekend 0.00 0.00 0.00 2.00 0.00 1.00 0.00 0.00 0.00

Services-Placement Testing-nffPring 0.00 0.00 0.00 2.00 0.00 1.00 0.00 0.00 0.00

Services-Placement Testing-nffPhone 0.00 0.00 0.00 2.00 0.00 1.00 2.00 0.00 0.00

Services-Placement Testing-nffWeb 0.00 0.00 0.00 2.00 0.00 1.00 4.00 0.00 0.00

46p Services-PLA-ssDay 0.00 0.00 0.00 1.00 0.00 1.00 0.00 0.00 0.00

Services-PLA-ssEvening/weekend 0.00 0.00 0.00 1.00 0.00 1.00 0.00 0.00 0.00

Services-PLA-msDay 0.00 0.00 0.00 1.00 0.00 1.00 0.00 0.00 0.00

Services-PLA-msEvening/weekend 0.00 0.00 0.00 1.00 0.00 1.00 0.00 0.00 0.00

Services-PLA-nffPrint 0.00 0.00 0.00 1.00 0.00 1.00 0.00 0.00 0.00

Services-PLA-nffPhone 0.00 0.00 0.00 1.00 0.00 1.00 2.00 0.00 0.00

Services-PLA-nffWeb 0.00 0.00 0.00 1.00 0.00 1.00 4.00 0.00 0.00

46q Services-Registration--ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Registration-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46r Services-Remediation-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Remediation-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Remediation-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Remediation-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Remediation-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Remediation-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Remediation-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46s Services-Study Groups-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Study Groups-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Study Groups-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Study Groups-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Study Groups-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Study Groups-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Study Groups-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46t Services-Tutoring-ssDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Tutoring-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Tutoring-msDay 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Tutoring-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Tutoring-nffPrint 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Tutoring-nffPhone 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Tutoring-nffWeb 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46u Services-Dependent Care (Pre-K-12)-ssDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Dependent Care (Pre-K-12)-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Dependent Care (Pre-K-12)-msDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Dependent Care (Pre-K-12)-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

46v Services-Dependent Care (School Age)-ssDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Dependent Care (School Age)-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Dependent Care (School Age)-msDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Dependent Care (School Age)-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00


46w Services-Food-ssDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Food-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Food-msDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Food-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

46x Services-Parking-ssDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Parking-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Parking-msDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Parking-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

46y Services-Security-ssDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Security-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Security-msDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Security-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

46z Services-Shuttle-ssDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Shuttle-ssEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Shuttle-msDay 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Shuttle-msEvening/weekend 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

47 Sevices provided in Partnership 0.00 0.00 0.00 0.00 0.00 4.00 0.00 4.00 0.00

48 Spectific Counseling for Transition 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

49 Mode of Service Delivery 0.00 0.00 0.00 0.00 0.00 10.00 0.00 0.00 0.00

50 Compaint Response 0.00 0.00 0.00 0.00 0.00 5.00 0.00 0.00 0.00

51 Partnership Responsibility 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

52 Partnership with Employers-Survey 0.00 0.00 0.00 0.00 0.00 0.00 0.00 12.00 0.00

53a Partnership with Employers-Outcomes 0.00 0.00 0.00 5.00 5.00 0.00 0.00 5.00 0.00

53b Partnership with Employers-Assess 0.00 0.00 0.00 5.00 0.00 0.00 0.00 5.00 0.00

53c Partnership with Employers-Programs 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

53d Partnership with Employers-Services 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

53e Partnership with Employers-Schedules 5.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

53f Partnership with Employers-Recruitment 5.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

53g Partnership with Employers-Instruction 0.00 0.00 0.00 0.00 5.00 0.00 0.00 5.00 5.00

54 Partnership with Community-Survey 0.00 0.00 0.00 0.00 0.00 0.00 0.00 12.00 0.00

55a Partnership with Community-Outcomes 0.00 0.00 0.00 5.00 5.00 0.00 0.00 5.00 0.00

55b Partnership with Community-Assess 0.00 0.00 0.00 5.00 0.00 0.00 0.00 5.00 0.00

55c Partnership with Community-Program 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

55d Partnership with Community-Services 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

55e Partnership with Community-Schedules 5.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

55f Partnership with Community-Recruitment 5.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

55g Partnership with Community-Instruction 0.00 0.00 0.00 0.00 5.00 0.00 0.00 5.00 5.00

56 Partnership with Unions-Survey 0.00 0.00 0.00 0.00 0.00 0.00 0.00 12.00 0.00

57a Partnership with Unions-Outcomes 0.00 0.00 0.00 5.00 5.00 0.00 0.00 5.00 0.00

57b Partnership with Unions-Assess 0.00 0.00 0.00 5.00 0.00 0.00 0.00 5.00 0.00

57c Partnership with Unions-Program 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

57d Partnership with Unions-Services 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

57e Partnership with Unions-Schedules 5.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

57f Partnership with Unions-Recruitment 5.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

57g Partnership with Unions-Instruction 0.00 0.00 0.00 0.00 5.00 0.00 0.00 5.00 5.00

Total 178.00 132.00 107.00 127.00 290.00 357.00 149.00 173.00 157.00

CAEL-ALFI Institutional Self-Assessment Instrument (ISAS) Benchmark Contribution Summary

Shasta College

Item Score

Item # Question Text (Raw Score) Outreach Life/Career Financing Assessment T-L Process Support Technology Partnership Transitions

2

What Percent of Students are Defined as Adult

Learners 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

3 Percent Taking On-Line Classes 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4a FTE Enrollment - Degree or Credential Seeking 7004 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4b

Unduplicated Headcount Enrollment - Degree or

Credential Seeking 8130 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4c

Credit-Bearing Headcount Enrollment - Not

Seeking Degree or Credential 735 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4d

Non-Credit Headcount Enrollment - Not Seeking

Degree or Credential 570 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4e Other Credit-Bearing Headcount Enrollment 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

4f Other Non-Credit Headcount Enrollment 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

5a Full-Time Faculty 117 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

5b Part-time Faculty 223 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

6 Mission Guided by Adult Learner Commit 3 1.00 1.00 1.00 1.00 1.00 1.00 0.00 0.00 0.00

7 Governing Board Guided by Adult Commit 2 2.00 2.00 2.00 2.00 2.00 2.00 0.00 0.00 0.00

8 Organizational Structures Guided 2 0.50 0.50 0.50 0.50 0.50 0.50 0.00 0.00 0.00

9 How Organized to Serve Adults 1 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

10a Position Descriptions-President 4 0.25 0.25 0.25 0.25 0.25 0.25 0.00 0.00 0.00

10b Position Descriptions-Chief Academic 4 0.25 0.25 0.00 0.25 0.50 0.00 0.00 0.00 0.00

10c Position Descriptions-Chief Financial 4 0.25 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00

10d Position Descriptions-Chief Student Aff 3 0.50 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00

10e Position Descriptions-Dean 4 0.50 0.50 0.00 0.00 0.00 0.50 0.00 0.50 0.00

10f Position Descriptions-Dept Chair 4 0.50 0.50 0.00 0.50 0.50 0.00 0.00 0.00 0.00

10g Position Descriptions-Instr. Staff 3 1.00 1.00 0.00 1.00 1.00 0.00 0.00 0.00 0.00

10h Position Descriptions-Adm/Recruit Staff 3 2.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

10i Position Descriptions-Student Aff Staff 2 3.00 3.00 0.00 0.00 0.00 3.00 0.00 0.00 0.00

10j Position Descriptions-Admin Staff 4 0.50 0.00 1.00 0.00 0.00 1.00 0.00 0.00 0.00

11a Publications-Unit Mission 3 1.00 1.00 1.00 1.00 1.00 1.00 0.00 1.00 0.00

11b Publications-Catalogues 3 2.00 2.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00

11c Publications-Brochures 3 2.00 2.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00

11d Publications-Websites 3 1.00 1.00 1.00 0.00 1.00 1.00 2.00 0.00 0.00

11e Publications-Admin Statements 3 1.00 1.00 1.00 0.00 1.00 1.00 0.00 1.00 0.00

11f Publications-Faculty Materials 4 0.50 0.50 0.00 0.50 0.50 0.00 0.00 0.00 0.00

11g Publications-Staff Materials 3 1.00 1.00 1.00 0.00 0.00 1.00 0.00 0.00 0.00

11h Publications-Student Materials 3 1.00 1.00 1.00 1.00 1.00 1.00 0.00 0.00 0.00

12 Recruitment Methods 5 5.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

12X Recruitment mentions Website 1 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00 0.00

13 Recruitment Materials-Adult Services 3 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

14 Recruitment Materials-Diversity 3 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

15 Admissions Process 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

16 Articulation Agreements 2 4.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 4.00

16X Articulation Agreements Non traditional 1 1.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 1.00

Raw Contribution to Each Benchmark

17 Recruitment Materials Note Transitions 5 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

18 Explicit Assessment for Transitions 2 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00 2.00

19 Entering Student Experiences (Available) 11 11.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19a Experiences-Orientation 2 0.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19b Experiences-PreAssessment 2 0.00 2.00 0.00 2.00 0.00 0.00 0.00 0.00 0.00

19c Experiences-Contact on Deficiencies 3 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19d Experiences-Enrollment Goals 2 0.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19e Experiences-Overcome Barriers 3 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19f Experiences-Transition to Employment 3 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

19g Experiences-Single Advisor 3 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19h Experiences-Peer Contact 3 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

19i Experiences-PLA 4 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

19j Experiences-Transcript Evaluation 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00

19k Experiences-Study Contract 3 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

20 Financing Approaches 12 0.00 0.00 12.00 0.00 0.00 0.00 0.00 0.00 0.00

21 Financial Support for Adults 1 0.00 0.00 10.00 0.00 0.00 0.00 0.00 0.00 0.00

22 Financial Professional in Employer Reimb 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

23 Financing Special Arrangements 5 0.00 0.00 10.00 0.00 0.00 0.00 0.00 0.00 0.00

24 Proportion of Aid to Adults 4 0.00 0.00 4.00 0.00 0.00 0.00 0.00 0.00 0.00

24a Percent Aid to Adults-Grants 2 0.00 0.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00

24b Percent Aid to Adults-Loans 1 0.00 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00

24c Percent Aid to Adults-Institutional Aid 1 0.00 0.00 1.00 0.00 0.00 0.00 0.00 0.00 0.00

25a Modes of Instruction-Face/Daytime 1 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

25b Modes of Instruction-Face/Evening 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

25c Modes of Instruction-Morning 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

25d Modes of Instruction-Weekend 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

25e Modes of Instruction-Workplace 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

25f Modes of Instruction-1-way video 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

25g Modes of Instruction-2-way video 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

25h Modes of Instruction-Asynch Print 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

25i Modes of Instruction-Synch Tech 2 0.00 0.00 0.00 0.00 1.00 0.00 2.00 0.00 0.00

25j Modes of Instruction-Asnch Tech 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

25k Modes of Instruction-Internships 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 2.00 1.00

25l Modes of Instruction-Externships 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 2.00 1.00

25m Modes of Instruction-Other 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

26a Curriculum Features-Modular 2 1.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

26b Curriculum Features-Learning Community 3 0.00 0.00 0.00 0.00 1.00 1.00 0.00 0.00 0.00

26c Curriculum Features-Competency 3 0.50 0.00 0.00 1.00 1.00 0.00 0.00 0.00 0.00

26d Curriculum Features-Self-Paced 3 0.50 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

26e Curriculum Features-Diversity 2 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

26f Curriculum Features-Credit Transfer 1 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 4.00

26g Curriculum Features-Student Progress 2 1.00 0.00 0.00 2.00 2.00 0.00 0.00 0.00 0.00

26h Curriculum Features-Student-Led 3 0.50 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

26i Curriculum Features-Interdisciplinary 3 0.50 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

26j Curriculum Features-Cohort 3 0.50 0.00 0.00 0.00 1.00 0.50 0.00 0.00 0.00

26k Curriculum Features-Accelerated 3 0.50 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

26l Curriculum Featres-Flexible Calendar 3 0.50 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

27a Classes-Applied 3 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

27b Classes-Collaboration 2 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

27c Classes-Presentations 1 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

27d Classes-Simulations 2 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

27e Classes-Work Experience 2 0.00 2.00 0.00 0.00 2.00 0.00 0.00 0.00 1.00

27f Classes-PBL 2 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

27g Classes-Performance Assessment 3 0.00 0.00 0.00 1.00 1.00 0.00 0.00 0.00 0.00

27h Classes-Knowledge & Skills for Future 1 4.00 4.00 0.00 0.00 4.00 0.00 0.00 0.00 4.00

27i Classes-Internships 3 1.00 1.00 0.00 0.00 1.00 0.00 0.00 0.00 1.00

27j Classes-Outcomes 1 0.00 0.00 0.00 4.00 4.00 0.00 0.00 0.00 4.00

27k Classes-Web 1 0.00 0.00 0.00 0.00 4.00 0.00 4.00 0.00 0.00

27l Classes-Workplace 3 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00 1.00

27m Classes-Assessment 2 0.00 0.00 0.00 2.00 2.00 0.00 0.00 0.00 0.00

27n Classes-Feedback 2 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

28a Learning Experience-Ongoing Assess 2 0.00 1.00 0.00 2.00 2.00 0.00 0.00 0.00 0.00

28b Learning Experience-Learning Plans 3 0.00 0.50 0.00 0.00 1.00 0.00 0.00 0.00 0.00

28c Learning Experience-Individual Approach 2 2.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 0.00

28d Learning Experience-Study Plan 1 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

28e Learning Experience-Sufficient Courses 1 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00 0.00

28f Learning Experience-Redmediation 2 0.00 0.00 0.00 0.00 2.00 2.00 0.00 0.00 0.00

28g Learning Experience-Mentors 2 0.00 1.00 0.00 0.00 2.00 2.00 0.00 0.00 0.00

28h Learning Experience-Proactive Intervene 3 0.00 0.00 0.00 0.00 1.00 1.00 0.00 0.00 0.00

28i Learning Experience-Graduation 2 0.00 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00

29 Placement Into Developmental Work 2 0.00 0.00 0.00 1.00 1.00 1.00 0.00 0.00 0.00

30 Developmental Work Articulate? 5 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

31a Actively Monitor-Transfer Credits 2 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3.00

31b Actively Monitor-GenEd Credits 1 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

31c Actively Monitor-Major Credits 2 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3.00

32a Alignment-HS Exit/Basic Skills 2 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3.00

32b Alignment-Remedial Exit/College Work 1 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

32c Alignment-AA Standards/Upper Div Work 1 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00

33 Check Transfer Requirements 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00

34 Credit for Work Related Credentials 2 2.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 2.00

35 Faculty Outside Employment 3 0.00 1.50 0.00 0.00 0.00 3.00 0.00 0.00 0.00

36 Faculty Adult Emphasized 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

37 Faculty Support 2 0.00 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00

38 Faculty Collaborate 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

39 Faculty Work with 4-Yr Institutions 3 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 2.00

40 Faculty Work with Employers 3 0.00 0.00 0.00 0.00 2.00 0.00 0.00 0.00 2.00

41a FT Faculty-Active 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

41b FT Faculty-Collaborative 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

41c FT Faculty-Assess 2 0.00 0.00 0.00 2.00 1.00 0.00 0.00 0.00 0.00

41d FT Faculty-Student Experience 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

41e FT Faculty-Mentoring 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

41f FT Faculty-PLA 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

41g FT Faculty-Technology 2 0.00 0.00 0.00 0.00 1.00 0.00 2.00 0.00 0.00

41h FT Faculty-Culturally Responsive 2 2.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

41i PT Faculty-Active 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

41j PT Faculty-Collaborative 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

41k PT Faculty-Assess 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

41l PT Faculty-Student Experience 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

41m PT Faculty-Mentoring 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

41n PT Faculty-PLA 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

41o PT Faculty-Technology 2 0.00 0.00 0.00 0.00 1.00 0.00 2.00 0.00 0.00

41p PT Faculty-Culturally Responsive 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

42a FT Faculty Training 3 0.00 0.00 0.00 0.00 5.00 0.00 0.00 0.00 0.00

42b FT Faculty Required to Participate 1 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

43a PT Faculty Training 2 0.00 0.00 0.00 0.00 5.00 0.00 0.00 0.00 0.00

43b PT Faculty Required to Participate 1 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

44 Faculty Hiring Emphasizes Adults 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

45 Faculty Tenure Emphasizes Adults 2 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00 0.00

46a Services-Advising-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Advising-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Advising-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Advising-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Advising-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Advising-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Advising-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46b Services-Admissions-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-msEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Admissions-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Admissions-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46c Services-Bookstore--ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bookstore-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Bookstore-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bookstore-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Bookstore-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bookstore-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Bookstore-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46d Services-Bursar-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bursar-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Bursar-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bursar-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Bursar-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Bursar-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Bursar-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46e Services-Career Advising-ssDay 1 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Career Advising-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Career Advising-msDay 1 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Career Advising-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Career Advising-nffPrint 1 0.00 1.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Career Advising-nffPhone 1 0.00 1.00 0.00 0.00 0.00 1.00 2.00 0.00 1.00

Services-Career Advising-nffWeb 1 0.00 1.00 0.00 0.00 0.00 1.00 4.00 0.00 1.00

46f Services-Counseling-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Counseling-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Counseling-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Counseling-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Counseling-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Counseling-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Counseling-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46g Services-Job-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Job-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Job-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Job-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Job-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00

Services-Job-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 1.00

Services-Job-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 1.00

46h Services-Program Change-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Program Change-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Program Change-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Program Change-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Program Change-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Program Change-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Program Change-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46i Services-Disability-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Disability-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Disability-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Disability-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Disability-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Disability-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Disability-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46j Services-Fi-aid-ssDay 1 0.00 0.00 1.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Fi-aid-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Fi-aid-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Fi-aid-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Fi-aid-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Fi-aid-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Fi-aid-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46k Services Health-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Health-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Health-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Health-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Health-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Health-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Health-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46l Services-SEI-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-msEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-SEI-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-SEI-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46m Services-Library--ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Library-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Library-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Library-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Library-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Library-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Library-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46n Services-Mentoring-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Mentoring-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Mentoring-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Mentoring-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Mentoring-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Mentoring-nffPhone 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Mentoring-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46o Services-Placement Testing-ssDay 1 0.00 0.00 0.00 2.00 0.00 1.00 0.00 0.00 0.00

Services-Placement Testing-

ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Placement Testing-msDay 1 0.00 0.00 0.00 2.00 0.00 1.00 0.00 0.00 0.00

Services-Placement Testing-

msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Placement Testing-nffPring 1 0.00 0.00 0.00 2.00 0.00 1.00 0.00 0.00 0.00

Services-Placement Testing-nffPhone 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Placement Testing-nffWeb 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

46p Services-PLA-ssDay 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-PLA-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-PLA-msDay 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-PLA-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-PLA-nffPrint 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-PLA-nffPhone 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-PLA-nffWeb 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

46q Services-Registration--ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-msEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-nffPrint 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Registration-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Registration-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46r Services-Remediation-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Remediation-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Remediation-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Remediation-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Remediation-nffPrint 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Remediation-nffPhone 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Remediation-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46s Services-Study Groups-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Study Groups-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Study Groups-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Study Groups-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Study Groups-nffPrint 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Study Groups-nffPhone 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Study Groups-nffWeb 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

46t Services-Tutoring-ssDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Tutoring-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Tutoring-msDay 1 0.00 0.00 0.00 0.00 0.00 1.00 0.00 0.00 0.00

Services-Tutoring-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Tutoring-nffPrint 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Tutoring-nffPhone 1 0.00 0.00 0.00 0.00 0.00 1.00 2.00 0.00 0.00

Services-Tutoring-nffWeb 1 0.00 0.00 0.00 0.00 0.00 1.00 4.00 0.00 0.00

46u Services-Dependent Care (Pre-K-12)-ssDay 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Dependent Care (Pre-K-12)-


Services-Dependent Care (Pre-K-12)-msDay 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Dependent Care (Pre-K-12)-


46v Services-Dependent Care (School Age)-ssDay 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Dependent Care (School Age)-


Services-Dependent Care (School Age)-msDay 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Dependent Care (School Age)-


46w Services-Food-ssDay 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Food-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Food-msDay 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Food-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

46x Services-Parking-ssDay 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Parking-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Parking-msDay 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Parking-msEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

46y Services-Security-ssDay 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Security-ssEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Security-msDay 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Security-msEvening/weekend 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

46z Services-Shuttle-ssDay 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Shuttle-ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Services-Shuttle-msDay 1 0.00 0.00 0.00 0.00 0.00 4.00 0.00 0.00 0.00

Services-Shuttle-msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

47 Sevices provided in Partnership 3 0.00 0.00 0.00 0.00 0.00 2.00 0.00 2.00 0.00

48 Spectific Counseling for Transition 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3.00

49 Mode of Service Delivery 10 0.00 0.00 0.00 0.00 0.00 10.00 0.00 0.00 0.00

50 Complaint Response 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

51 Partnership Responsibility 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 0.00

52 Partnership with Employers-Survey 4 0.00 0.00 0.00 0.00 0.00 0.00 0.00 11.00 0.00

53a Partnership with Employers-Outcomes 2 0.00 0.00 0.00 3.00 3.00 0.00 0.00 3.00 0.00

53b Partnership with Employers-Assess 3 0.00 0.00 0.00 1.00 0.00 0.00 0.00 1.00 0.00

53c Partnership with Employers-Programs 2 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3.00 0.00

53d Partnership with Employers-Services 4 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

53e Partnership with Employers-Schedules 3 1.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00

53f Partnership with Employers-Recruitment 2 3.00 0.00 0.00 0.00 0.00 0.00 0.00 3.00 0.00

53g Partnership with Employers-Instruction 2 0.00 0.00 0.00 0.00 3.00 0.00 0.00 3.00 3.00

54 Partnership with Community-Survey 9 0.00 0.00 0.00 0.00 0.00 0.00 0.00 6.00 0.00

55a Partnership with Community-Outcomes 3 0.00 0.00 0.00 1.00 1.00 0.00 0.00 1.00 0.00

55b Partnership with Community-Assess 3 0.00 0.00 0.00 1.00 0.00 0.00 0.00 1.00 0.00

55c Partnership with Community-Program 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00

55d Partnership with Community-Services 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00

55e Partnership with Community-Schedules 4 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

55f Partnership with Community-Recruitment 2 3.00 0.00 0.00 0.00 0.00 0.00 0.00 3.00 0.00

55g Partnership with Community-Instruction 3 0.00 0.00 0.00 0.00 1.00 0.00 0.00 1.00 1.00

56 Partnership with Unions-Survey 6 0.00 0.00 0.00 0.00 0.00 0.00 0.00 9.00 0.00

57a Partnership with Unions-Outcomes 2 0.00 0.00 0.00 3.00 3.00 0.00 0.00 3.00 0.00

57b Partnership with Unions-Assess 3 0.00 0.00 0.00 1.00 0.00 0.00 0.00 1.00 0.00

57c Partnership with Unions-Program 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1.00 0.00

57d Partnership with Unions-Services 4 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

57e Partnership with Unions-Schedules 4 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

57f Partnership with Unions-Recruitment 2 3.00 0.00 0.00 0.00 0.00 0.00 0.00 3.00 0.00

57g Partnership with Unions-Instruction 2 0.00 0.00 0.00 0.00 3.00 0.00 0.00 3.00 3.00

Total Score 74.25 50.50 55.75 43.00 126.25 197.75 115.00 74.50 87.00

Maximum Possible Score 178.00 132.00 107.00 127.00 290.00 357.00 149.00 173.00 157.00

Appendix A

Appendix A

How Benchmark Scores Were Constructed The ISAS and Summary Report scoring were developed for CAEL by NCHEMS (National Center for Higher Education Management Systems). NCHEMS used responses on the Institutional Self-Assessment Survey to construct summary scores for each of the nine ALFI Benchmarks as follows:

Individual items were mapped onto the benchmarks and flagged if they were related to the central theme or intent of the benchmark. In some cases, individual items on the Self-Assessment were deemed relevant to more than one benchmark.

Weights were then assigned to each item indicating the contribution that responses on each should make to the overall benchmark score. The more important the item, the higher the assigned weight.

Weights were then applied to the response categories for each item on the Self-Assessment survey to calculate each item’s maximum potential contribution to the overall benchmark score. For example, if a given item’s weight was 2 for a particular benchmark, and the response categories for the item constituted a five-point scale, the maximum potential contribution of the item to that benchmark’s score was 10. In some cases, extra points were awarded to the top response category in each set of responses.

Actual scores were computed for each institution or unit responding and summed for each benchmark. The resulting institutional or unit total was then divided by the maximum potential point total to create an index score for each benchmark with a maximum of 100 and a minimum of 0.

©CAEL ISAS Community/Technical College Version – Page 1 of 27

Adult Learning Focused Institutional Self-Assessment

Community/Technical College Version

Note: Unless indicated otherwise, survey questions concern all of your students seeking a degree or credential. However, some of the survey questions ask only about adult learners. Please be alert for this distinction.

Institutional Background

1. What specific characteristics does your institution use to define an “adult learner” (for example, age, employment status, self-supporting, part-time, etc.)?

2. According to this definition, about what percentage of the students seeking a degree or credential at your institution is composed of “adult learners?”

Less than 10%

11% to 25%

26% to 50%

51% to 75%

More than 76%

3. Approximately what percentage of your degree or credential-seeking students experience most of their instruction on-line (or through similar modes of delivery that are not face-to-face)?

Less than 10%

11% to 25%

26% to 50%

51% to 75%

More than 76%

4. Please provide the following information about your institution’s overall enrollment (approximate Fall-Term counts that are consistent with IPEDS definitions):

Degree or Credential Seeking: FTE enrollment:__________ Unduplicated headcount enrollment:__________

Not Seeking Degree or Credential: Credit-bearing headcount enrollment:_____________

Non-credit headcount enrollment:__________

Other (non-credential-seeking, continuing education, etc.) Credit-bearing headcount enrollment:__________ Non-credit headcount enrollment:__________


5. Please provide the following information about your instructional staff (approximate counts for the past academic year):

Full-time faculty (headcount):__________ Part-time faculty (headcount):__________

Mission, Leadership and Organizational Structure

6. To what extent is your institution’s mission guided by a commitment to serve adult learners?

Not at all

Not very much

Somewhat

A great deal

Almost exclusively

7. Do members of your institution’s Governing Board (Trustees, Directors, etc.) explicitly represent or actively advocate the values of serving adult learners?

No

Yes

8. To what extent has your institution developed organizational structures and processes (e.g., online admissions or dedicated financial aid counselors) that are intentionally and explicitly structured to serve adult learners?

Not at all

Not very much

Somewhat

A great deal

Almost exclusively*

* If this option is chosen, please explain or provide examples on the supplementary page provided (page 17).

9. Which of the following best describes how the responsibility for designing and delivering instruction for adult students is organized at your institution?

Concentrated in a special school or unit

Characteristic of the entire institution

No practices especially designed to serve adult learners are present

Other (please describe):

10. To what extent is a commitment to serving adult learners emphasized in position descriptions and hiring procedures for the following positions at your institution? Almost

always* A great

deal

Somewhat Not very

much Not at all

President or Chief Executive Chief Academic Officer Chief Financial Officer Chief Student Affairs Officer Deans Department chairs Faculty or Instructional staff Admissions and Recruitment staff Student Affairs staff Administrative and support staff

* If this option is chosen for more than half of the items, please provide examples or details on the supplementary page provided (page 18).


11. To what extent is a commitment to serving adult learners emphasized in the following publications or statements at your institution? Almost

always A great

deal

Somewhat Not very

much Not

at all

Institutional mission statement Catalogues Brochures and view books Web sites and on-line materials Public statements by top administrators Faculty orientation materials and handbooks Staff orientation materials and handbooks Student orientation materials and handbooks

Recruitment and Orientation

12. Which of the following methods and venues does your institution employ to recruit prospective students in general? Which of these are targeted at and tailored explicitly for recruiting adult learners?

Used

Targeted at Adults

Which are the most important for recruiting adult learners?

(Choose 3 only)

Visits to high schools Open Houses for Prospective Students Direct mailed printed materials Newspaper/magazine advertising TV/radio advertising Toll-free number Web site Recruitment fairs Employment sites Information sites in community locations

(e.g., shopping malls, public libraries)

One-on-one meetings with faculty/staff Word of mouth Other (specify):

13. To what extent do recruitment materials (such as view books, brochures, catalogues, web sites, etc.) emphasize specific services for adult learners and visibly portray adult learners and the adult learner experience?

Not at all

Not very much

Somewhat

A great deal

Almost always

14. To what extent do recruitment materials (such as view books, brochures, catalogues, web sites, etc.) emphasize a diverse student population?

Not at all

Not very much

Somewhat

A great deal

Almost always


15. In general, how would you characterize the admissions process at your institution?

Fixed deadlines and term-based admissions periods

Flexible (rolling) admissions

Both of the above

Other (explain)

16. With which of the following institutions or organizations does your institution have formal articulation agreements or policies that allow students to gain credit for education or training received? (Check all that apply.)

Public/private (non-profit) colleges or universities

Proprietary (for-profit) colleges or universities

Corporate training programs

Trade union or community-based training/educational programs

Governmental training programs (state, local, federal, military)

17. In which of the following areas do recruitment materials specifically emphasize your institution’s role in helping students accomplish a next step in their education or career (Check all that apply)

Transfer to another institution at a higher level

Successfully transition from developmental to college-level work

Obtain occupational/vocational certification

Obtain employment in a new job

Obtain skills for advancement in present job

18. To what extent does your institution have explicit assessment or enrollment mechanisms for transitioning students from non-credit offerings (such as ABE or ESL) to credit-based or occupational credentialing offerings?

Not at all

Not very much

Somewhat

A great deal

19. About what proportion of the entering students at your institution experience each of the following? Proportion of Students

All

Most

Some

Almost none

Not available

Participation in an orientation or planning course Assessment of academic needs and deficiencies Individual contact (face-to-face or on-line) to

discuss how to address academic deficiencies

Individual contact (face-to-face or on-line) to determine goals for enrollment

Individual contact (face-to-face or on-line) to assess and overcome specific barriers to learning

Individual contact (face-to-face or on-line) to identify specific goals for transfer (e.g. intended institution, planned major, etc.)

A single advisor or point of contact from whom to seek help

Substantial contact with peers to create a sense of community

Assessment of prior learning (other than examination-based)


Proportion of Students

All

Most

Some

Almost none

Not available

Proactive assistance with transcript evaluation and transfer of credit

A study contract or individualized plan of study

Tuition and Financial Aid

20. Which of the following approaches to supporting the costs of attendance are available at your institution? Which are available for part-time adult attenders?

Available Available for

part-timer adults

Federal financial aid State financial aid Institutional scholarships and grants Deferred/flexible tuition payment Full payment due on tuition reimbursement by employer Payment by credit card Third-party billing to employers Variable fees based on use of services Other (please specify):

21. Does your institution offer sources of financial support that are designated specifically for adult learners?

No

Yes (please describe)

22. Does your institution employ an individual explicitly assigned to assist students in preparing

documentation for third-party payers or reimbursement (such as employer tuition assistance or agency support)?

No


23. Which of the following methods are available to your students that recognize the special needs and circumstances of adult learners?* (Check all that apply.)

Special eligibility provisions for adults are clearly highlighted.

Allowances are added to budgets for dependent care.

Allowances are added to budgets for the cost of commuting.

Adjustments to budgets are made when actual costs exceed estimates.

Other (specify)

*Note: For purposes of financial aid classification, such students will be termed “Independent” or “Self-Supporting.”

24. For each of the following categories and for the last fiscal year, approximately what percentage of the total financial aid funds disbursed at your institution were awarded to adult learners in each of the following categories?

Less than 25% 26-50% 51-75% More than 75% Federal and state grant funds Federal and state loan funds Institutional funds


Teaching and Learning

25. Which of the following modes of instructional delivery are used at your institution? Which of these constitute a significant feature of your instructional approach—i.e., are experienced by at least 15% of students seeking degrees or credentials? (Check all that apply.)

Significant mode

Available mode

Not available

Face-to-face delivery (daytime hours) Face-to-face delivery (evening hours) Face-to-face delivery (before working hours) Face-to-face delivery (weekend) Face-to-face delivery (workplace at any time) Recorded (one-way) video or audio delivery Interactive (two-way) video or audio delivery Asynchronous print-based (correspondence) delivery Synchronous (live) computer-based delivery Asynchronous computer-based delivery Internships Externships Other (please specify):

26. To what extent is each of the following a typical feature of the curriculum at your institution? Three-fourths

or more* About half

Much less than half

Not at all

Modular course formats of varying lengths Learning communities Competency-based curriculum design Individualized or self-paced instructional formats Emphasis on cultural diversity Ready transferability of credit earned elsewhere Proactive “early warning system” to reach out to

students who are not showing progress

Student-led courses or student-organized group learning activities

Interdisciplinary offerings Cohort based approaches Accelerated approaches (e.g., 6- to 8-week courses) Flexible academic calendar with continuous offerings


27. To what extent is each of the following frequently employed in the learning experiences offered by your institution? Three-fourths

or more* About half

Much less than half

Not at all

Applied or “hands-on” experiences Collaboration and group work Student presentations Simulations/role-playing


Three-fourths or more*

About half

Much less than half

Not at all

Use of student’s own life and work experiences Problem-based learning Performance-based assessments Activities that point toward knowledge and skills that

graduates will be expected to apply in the future

Internships or other work experiences Clear learning outcomes established and

communicated

Substantial use of web and/or email Conducted in workplace or community settings Periodic assessments of learning [other than grades] Prompt feedback on performance


28. To what extent is each of the following a prominent feature of the individual learning experience at your institution? Three-fourths

or more* About half

Much less than half

Not at all

Individualized and ongoing assessment of progress, deficiencies, and needs

Individualized learning plans or contracts tailored to accommodate students’ work and life commitments

Individualized approaches to learning (e.g., learning style, study habits, multiple intelligences, etc.)

Clear plan of study showing what needs to be accomplished and when

Ready availability of face-to-face tutoring Ready availability of remediation to address

deficiencies

Frequent contact with mentors/advisors Proactive intervention by mentors/ advisors Participation in graduation ceremonies



29. Is placement into developmental work mandatory at your institution if deficiencies in basic skills are discovered?

No, students are only advised of their test scores

Students are advised to take basic skills or remedial courses

Students must take basic skills or remedial courses

30. Does developmental work at your institution visibly connect or articulate with subsequent college-level work with respect to content or topics covered (e.g. similar problems, applications, contexts)?

No

Sometimes

Yes

31. Does your institution actively monitor former student experiences at transfer institutions to determine:

Regularly Occasion

ally Rarely Not

at all

What credits count toward a degree? What credits count as “general education” credits? What credits count toward the completion of

particular majors or degree programs?

32. How well aligned are the following with respect to content and expected performance levels:

Very Well Partially Not Well Not

at all

High school exit standards and your college’s standards for placement into basic skills?

Your college’s exit standards from remediation and its expectations for first-year college work?

Your college’s associate degree standards and the requirements of upper-level work at four-year colleges?


33. To what extent are students at your institution able to easily check transfer requirements for multiple transfer institutions against their own academic records (e.g. through a “degree audit” system)?

Very Easily

Somewhat Easily

Possible, But Not Easy

No Capability to Do This

34. Are mechanisms in place for students at your institution to obtain credit toward a degree for previous work-related credentials or prior non-credit work (check all that apply)?

Some Occupational Programs

All Occupational Programs

Some Academic Transfer Programs

All Academic Transfer Programs

Faculty Recruitment and Development

35. Approximately what percentage of the faculty teaching at your institution are employed elsewhere in a professional, non-teaching capacity in their area of expertise?

Less than 25% 26-50% 51-75% More than 75% Full-time faculty Part-time faculty

36. Please indicate whether or not a commitment to serving adults and the application or knowledge of adult learning principles is explicitly emphasized in each of the following:

Emphasized

Not Emphasized

Not Applicable or Not Present

For full-time faculty:

Position announcements and recruitment materials Hiring criteria Student evaluations of instruction Evaluation criteria for promotion or salary increase Teaching awards

For part-time faculty:

Position announcements and recruitment materials Hiring criteria Student evaluations of instruction Evaluation criteria for promotion or salary increase Teaching awards

37. Which of the following statements best describes how your institution supports its faculty in working with

adult learners?

No systematic approach

Reactive

(Faculty are encouraged to learn more about adult learning principles and, on request, provided with appropriate resources and materials)

Mostly reactive

(As above)

Mostly proactive

(As below)


Proactive*

(Intentional and systematic approach involving proactive contact with substantial numbers of faculty, highly visible and utilized resources like a Teaching-Learning Center, and widespread participation in faculty development activities centered on adult learning)

* If this option is chosen, please explain or elaborate on the supplementary page provided (page 22).

38. To what extent do faculty teaching at your institution actively collaborate across disciplines, departments or areas of study to create interdisciplinary or problem-based learning experiences?

Not at all

Not very much

Somewhat

A great deal

Almost always

39. To what extent do faculty at the department level at your institution seek out and work directly with their counterparts at four-year transfer institutions to map requirements and align standards for student performance?

Not at all

Not very much

To some extent

A great deal

40. To what extent do faculty at the department level at your institution seek out and work directly with employers, trade groups, or union representatives to map requirements and align performance standards to expectations in the workplace?

Not at all

Not very much

To some extent

A great deal

41. In faculty development workshops that focus on how to address each of the following topics, how would you describe the participation of faculty teaching at your institution?

Three-fourths

or more About half

Less than

half

Not offered

For full-time faculty—workshops on how to:

Create active learning situations Create collaborative learning situations Assess student performance Incorporate student life experience Mentor adult learners Assess prior learning Use technology Employ culturally-responsive teaching methods

For part-time faculty—workshops on how to: Create active learning situations Create collaborative learning situations Assess student performance Incorporate student life experience Mentor adult learners


Assess prior learning Use technology Employ culturally-responsive teaching methods

42. Does your institution have a training or orientation program that addresses principles and approaches to

adult learning for new full-time faculty teaching at your institution?

Not applicable

No


If yes, are new full-time faculty required to participate?

No

Yes

43. Does your institution have a training or orientation program that addresses principles and approaches to adult learning for new part-time faculty teaching at your institution?

No


If yes, are new part-time faculty required to participate?

No

Yes

44. To what extent does mastery of adult learning principles count in hiring decisions for new faculty who will teach at your institution?

Not at all

Not very much

Somewhat

A great deal

Almost always

45. To what extent does mastery of adult learning principles count in promotion, tenure or continuing employment decisions for faculty teaching at your institution?

Not at all

Not very much

Somewhat

A great deal

Almost always

Student Services

46. Please indicate whether students at your institution can receive substantial services or fully complete a transaction from either institutional or unit resources at each of the times and/or through each of the media shown. Substantial services means, for example, being able to interact with an advisor to determine which courses to take. Fully completing a transaction might be receiving accurate financial aid information and being able to file forms to apply for financial aid (not just getting information about how to do it). [Check each box that applies.]

FACE-TO-FACE NON-FACE-TO-FACE Main Campus Other Sites

Print-Based

Telephone-

Based

Web- or Technology-

Based

Daytime Hours

Evening/ Weekend

Hours

Daytime Hours

Evening/ Weekend

Hours

Academic advising Admissions Book purchases/distribution of

instructional materials


FACE-TO-FACE NON-FACE-TO-FACE Main Campus Other Sites

Print-Based

Telephone-

Based

Web- or Technology-

Based

Daytime Hours

Evening/ Weekend

Hours

Daytime Hours

Evening/ Weekend

Hours

Bursar/business office services Career advising Counseling services Employment/Job placement

services

Visible mechanisms to help students change programs at the institution

Disability information/services Financial aid Health information/programming Student evaluation of instruction Learning resources/library services Mentoring Placement Testing Prior learning assessment Registration Remediation of skills Student study groups Tutoring Dependent care (Pre-K-12) N/A N/A N/A

Dependent care (School Age) N/A N/A N/A

Food services N/A N/A N/A

Parking N/A N/A N/A

Security N/A N/A N/A

Shuttle or other transportation services

N/A N/A N/A

47. To what extent does your institution partner with other organizations (e.g., community-based

organizations, employers, other postsecondary providers) to deliver student support services?

Not at all

Not very much

Somewhat

A great deal

Almost always*

* If this option is chosen, please provide some examples on the supplementary page provided (page 23).


48. In which of the following areas does your institution provide specific counseling designed to help

students make transitions (Check all that apply)?

Non-credit to credit

ABE/ESL/Developmental to college-level work

Vocational to Academic Transfer

Academic Transfer to Vocational

Contract training to college-level work

49. Which of the following statements best characterizes your institution’s overall approach to providing student support services?

Proactive delivery (choose one):

Students are provided with information about services and, for the most part, choose which to use on their own.

Faculty and staff continuously monitor individual student needs and conditions, and proactively contact students to direct them to appropriate services.*

Flexible delivery (choose one):

Most services are offered in a standard format, with each student receiving similar treatment.

Services are delivered flexibly and are tailored to meet the needs of individual students.*

* If either of these options is chosen, please provide additional explanation on the supplementary page provided (page 24).

50. Does your institution have an explicit policy about responding to student inquiries and complaints that establishes a specific time period within which the student should be re-contacted or the matter resolved?

No

Yes (please specify the required time period)

Key Constituencies

51. Which of the following statements best describes how responsibility for identifying and partnering with employers or community-based organizations is addressed at your institution:

Such responsibility is not explicitly recognized by the institution.

Such responsibility is often articulated, but not explicitly assigned.

Responsibility is assigned explicitly to a particular unit.

All units are expected to take responsibility for this.

52. Please describe how frequently your institution formally surveys or otherwise contacts employers about the following aspects of credit-bearing instructional programs:

Regularly

Somewhat regularly

Only occasionally

Not at all

Needs for programming and services Satisfaction with programs and services provided Effectiveness of programs and services provided

53. Please describe the extent to which your institution actively involves employers in the following:

A great deal*

Somewhat

Not very much

Not at all

Defining learning outcomes Assessing learning outcomes Determining which programs to offer


A great deal*

Somewhat

Not very much

Not at all

Determining what kinds of learner services to offer Determining formats and schedules for programming Actively partnering to recruit students Actively partnering to deliver programs

* If this option is chosen for more than half of the items, please explain a bit more fully on the supplementary page provided (page 25).

54. Please describe how frequently your institution formally surveys or otherwise contacts community-based organizations (e.g., non-profit corporations, churches, community centers) about the following aspects of credit-bearing instructional programs:

Regularly Somewhat regularly

Only occasionally

Not at all


55. Please describe the extent to which your institution involves community-based organizations (e.g., non-profit corporations, churches, community centers) in the following:

A great deal*

Somewhat

Not very much

Not at all

Defining learning outcomes Assessing learning outcomes Determining which programs to offer Determining what kinds of learner services to offer Determining formats and schedules for programming Actively partnering to recruit students Actively partnering to deliver programs


56. Please describe how frequently your institution formally surveys or otherwise contacts trade unions or employee organizations about the following aspects of credit-bearing instructional programs:

Regularly

Somewhat regularly

Only occasionally

Not at all


57. Please describe the extent to which your institution involves trade unions or employee organizations in the following: A great

deal*

Somewhat Not very

much Not at all

Defining learning outcomes Assessing learning outcomes Determining which programs to offer Determining what kinds of learner services to offer Determining formats and schedules for programming Actively partnering to recruit students Actively partnering to deliver programs




58. Please describe any additional good practices that have not been covered by the survey.


Supplementary Pages

If you checked “almost exclusively” for whether your institution developed organizational structures and processes that are intentionally and explicitly structured to serve adult learners, please describe these structures more fully. CAEL is very interested in obtaining examples of good practice in this area.


If you checked “almost always” for the extent to which serving adult learners is emphasized in position descriptions and hiring procedures, please describe your practices more fully or enclose examples. CAEL is very interested in obtaining examples of good practice in this area.


If you checked “three-fourths or more” for any of the typical curricular features at your institution, please describe these features in more detail or attach samples. CAEL is very interested in obtaining examples of good practice in this area.


If you checked “three-fourths or more” for different learning experiences employed by your institution, please describe these experiences in more detail or attach samples. CAEL is very interested in obtaining examples of good practice in this area.


If you checked “three fourths or more” for any individual learning experience of students at your institution, please describe these experiences more fully or provide examples. CAEL is very interested in obtaining examples of good practice in this area.


If you indicated that your institution supports its faculty in working with adult learners in an “intentional and systematic approach involving proactive contact with substantial numbers of faculty…,” please provide details and/or attach samples of this approach. CAEL is very interested in obtaining examples of good practice in this area.


If you checked that your institution partners “almost always” with other organizations to deliver student support services, please provide details or enclose examples of this. CAEL is very interested in obtaining examples of good practice in this area.


Please provide details or attach samples of your institution’s overall approach to providing student support services. CAEL is very interested in obtaining examples of good practice in this area.


If you checked “a great deal” for the extent to which your institution actively involves employers in various curricular issues, please explain more fully or attach samples. CAEL is very interested in obtaining examples of good practice in this area.


If you checked “a great deal” for the extent to which your institution actively involves community-based organizations in various curricular issues, please describe more completely or provide examples. CAEL is very interested in obtaining examples of good practice in this area.


If you checked “a great deal” for the extent to which your institution actively involves unions or employee organizations in various curricular issues, please explain more fully or attach samples. CAEL is very interested in obtaining examples of good practice in this area.

Appendix C Page 1

Appendix C

Information on the Developers of the ALFI Assessment Tools About CAEL CAEL (Council for Adult and Experiential Learning) is a non-profit organization dedicated to expanding lifelong learning opportunities for adults. Working with higher education – as well as business, foundations and government – CAEL has been promoting adult learning for more than 30 years. Through its Adult Learning Focused Institution (ALFI) Initiative, CAEL is working to help colleges and universities improve learning opportunities for working adults and employers who support their education. Through this initiative, CAEL offers assessment tools and consulting services in the areas of:

Adult Learning Services

Prior Learning Assessment

Strategic Partnerships with employers regarding tuition, lifelong learning and work site training policies

Institutional change strategies CAEL offers an array of publications on Best Practices in Adult Learning and Prior Learning Assessment. For more information on CAEL and its resources, please see our Web site at www.cael.org or contact: Scott Campbell Vice President for Higher Education CAEL 55 East Monroe Street, Suite 2710 Chicago, IL 60603 Phone: 312.499.2399 Fax: 312-499-2601 Email: [email protected]

http://www.cael.org/


Appendix C Page 2

About Ruffalo Noel-Levitz

Ruffalo Noel-Levitz is the preeminent consulting firm in the nation that provides comprehensive programs and services to colleges, universities and postsecondary systems throughout North America. Over the past three decades, the higher education professionals at Ruffalo Noel Levitz have consulted directly with over 1,600 colleges and universities nationwide in the areas of:

Student retention

Staff and advisor development

Student success

Marketing and recruiting

Enrollment management

Financial Aid

Publications and Web site development

Institutional Effectiveness Ruffalo Noel Levitz has developed an array of proven tools including software programs, diagnostic tools and instruments, video-based training programs, and customized consultations, workshops and national conferences. The Adult Learning Inventory joins the family of satisfaction-priorities instruments which include the Student Satisfaction Inventory, Institutional Priorities Survey, and the Priorities for Online Learners. With these surveys, the firm brings together its many years of research and campus-based experience to enable you to get to the heart of your campus agenda. For more information, go to our web site at www.noellevitz.com or contact: Ruffalo Noel Levitz 2350 Oakdale Blvd. Coralville, IA 52241 Phone: 800-876-1117 FAX: (319) 626-8388 E-mail: [email protected]

http://www.noellevitz.com/


Shasta College - ALI - 12/2016

Adult Learner Inventory

Demographics

Copyright 2016 Ruffalo Noel Levitz. All Rights Reserved. 1

Gender N %Female 398 77.28%

Male 116 22.52%

Total 515 100.00%

No Response 5

Age N %24 or younger 193 37.55%

25 to 34 128 24.90%

35 to 44 89 17.32%

45 to 54 62 12.06%

55 to 64 31 6.03%

65 or over 11 2.14%

Total 514 100.00%

No Response 6

Ethnicity/Race N %Alaskan Native 1 0.19%

American Indian 18 3.50%

Asian 21 4.09%

Black/African-American 4 0.78%

Hispanic or Latino 48 9.34%

Native Hawaiian or Pacific Islander 2 0.39%

White/Caucasian 375 72.96%

Multi-racial 29 5.64%

Other 16 3.11%

Total 514 100.00%

No Response 6

Marital Status N %Single 333 65.17%

Married/domestic partner 178 34.83%

Total 511 100.00%

No Response 9

Dependents N %Yes 218 42.75%

No 292 57.25%

Total 510 100.00%

No Response 10

Dependents Age N %Pre-school age 77 14.81%

Elementary school age 107 20.58%

Middle school/high school age 103 19.81%

College student 71 13.65%

Elderly or disabled adult 23 4.42%

Does not apply 261 50.19%

Respondents may select more than oneoption;Percentages may total greater than 100%

Current Class Load N %Full-time (12 hours or more) 267 52.05%

Half time (6-11 hours) 141 27.49%

Part-time (less than 6 hours) 105 20.47%

Total 513 100.00%

No Response 7

Employment N %0 hours per week 196 38.28%

1-10 hours per week 47 9.18%




More than 40 hours per week 66 12.89%

Total 512 100.00%

No Response 8



Demographics


Current Plans N %Complete a few courses here 51 9.90%

Earn associate's degree/certificate 155 30.10%

Earn degree, then transfer 237 46.02%

Complete some classes, then transfer 72 13.98%

Total 515 100.00%

No Response 5

College Objective N %Improve occupational skills 94 18.25%

Prepare for new/different career 306 59.42%

Improve basic academic skills 36 6.99%

Self-improvement/personal interest 79 15.34%

Total 515 100.00%

No Response 5

Program Completed to Date N %Less than 1/4 of my program 78 15.26%

1/4 to 1/2 of my program 105 20.55%

1/2 to 3/4 of my program 110 21.53%

More than 3/4 of my program 157 30.72%

Not applicable 61 11.94%

Total 511 100.00%

No Response 9

Credit Received From N %Previous college credits earned 118 22.69%

Learning from military training 16 3.08%

Learning from prior job/life experience 37 7.12%

Credit through testing 71 13.65%

Other sources 40 7.69%

Not applicable 308 59.23%


Prior Education N %Grade school 6 1.16%

Some high school 18 3.49%

High school or GED 280 54.26%

Some college classes 145 28.10%

Associate's degree 36 6.98%

Bachelor's degree or higher 31 6.01%

Total 516 100.00%

No Response 4

English Primary Language N %Yes, English is primary language 491 95.90%

No, English is not primary language 21 4.10%

Total 512 100.00%

No Response 8

First In Family for College N %Yes, first in family for college 192 37.43%

No, not first in family for college 321 62.57%

Total 513 100.00%

No Response 7

Tuition Source N %Myself 320 61.54%

Grants or scholarships 271 52.12%

Loans 67 12.88%

Tuition reimbursement from employer 14 2.69%

Veterans' benefits 14 2.69%

Other tuition source 101 19.42%




Demographics


Began Enrollment at College N %In my current program 243 47.65%

Another program for credential/degree 102 20.00%

Workforce training program 5 0.98%

GED program 11 2.16%

ESL program 3 0.59%

ABE program 0 0.00%

Courses I like 146 28.63%

Total 510 100.00%

No Response 10

Volunteer Activities N %No volunteer activities 273 53.32%

1-5 volunteer hours 191 37.30%

6-10 volunteer hours 30 5.86%

More than 10 volunteer hours 18 3.52%

Total 512 100.00%

No Response 8

The primary reason you choose thetype of courses in which you areenrolled.

N %

Aligns with work schedule 167 32.81%

Works with family schedule 96 18.86%

Only thing offered in my community 41 8.06%

Convenience of location 53 10.41%

Connection to Cohort 9 1.77%

Enjoy that method of learning 143 28.09%

Total 509 100.00%

No Response 11

Primary challenge you have forcompleting your courses

N %

Content too difficult 38 8.39%

Personal demands on my time too great tocontinue

192 42.38%

Lack of computer/internet access 20 4.42%

Did not manage my time/studying/assignments well

111 24.50%

Unclear expectations about assignments 71 15.67%

Not comfortable with technology 21 4.64%

Total 453 100.00%

No Response 67

Shasta College - ALI - 12/2016Adult Learner Inventory

Strategic Planning Overview

Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 4

Strengths and Challenges

Strengths

10. I have a clear understanding of what I'm expected to learn in my classes.

26. I am able to choose course delivery that fits my life circumstances.

30. I am able to obtain information I need by phone, fax, e-mail, or online.

21. My studies are closely related to my life and work goals.

13. Processes and procedures for enrolling here are convenient.

32. Technology enables me to get the services I need when I need them.

27. I am encouraged to apply the classes I've taken towards a degree or certificate.

29. My instructors respect student opinions and ideas that differ from their own.

22. I receive the help I need to develop my academic skills, including reading, writing, and math.

46. The learning experiences within my program of study challenge me to reach beyond what I know already.

Challenges

17. My instructors provide timely feedback about my academic progress.

15. Advisors are knowledgeable about requirements for courses and programs of interest to me.

14. I receive guidance on which classes will transfer to programs here and elsewhere.

9. I receive adequate information about sources of financial assistance available to me.

Shasta College - ALI - 12/2016Adult Learner Inventory

Strategic Planning Overview


Benchmarks

Higher Satisfaction vs. National Two-Year Adult Learners

13. Processes and procedures for enrolling here are convenient.

Lower Satisfaction vs. National Two-Year Adult Learners

17. My instructors provide timely feedback about my academic progress.

15. Advisors are knowledgeable about requirements for courses and programs of interest to me.

39. Information is available online to help me understand what I need to do next in my program of study.

43. The frequency of interactions with my instructors is satisfactory.

Shasta College - ALI - 12/2016 Adult Learner Inventory

Institutional SummaryScales: In Order of Importance

Shasta College - ALI National Two-Year Adult Learners MeanDifference

Scale Importance Satisfaction / SD Performance Gap Importance Satisfaction / SD Performance Gap

National Group Means are based on 9494 records.

* Difference statistically significant at the .05 level ** Difference statistically significant at the .01 level

*** Difference statistically significant at the .001 level


Scale #1: Outreach 6.47 5.79 / 1.06 0.68 6.48 5.74 / 1.17 0.74 0.05

Scale #2: Life and Career Planning 6.30 5.25 / 1.35 1.05 6.36 5.34 / 1.39 1.02 -0.09

Scale #3: Financing 6.30 5.55 / 1.35 0.75 6.36 5.56 / 1.40 0.80 -0.01

Scale #8: Transitions 6.24 5.39 / 1.28 0.85 6.28 5.51 / 1.29 0.77 -0.12 *

Scale #5: Teaching - Learning Process 6.23 5.65 / 1.17 0.58 6.34 5.76 / 1.20 0.58 -0.11 *

Scale #7: Technology 6.20 5.80 / 1.07 0.40 6.33 5.87 / 1.10 0.46 -0.07

Scale #6: Student Support Systems 6.18 5.56 / 1.19 0.62 6.24 5.56 / 1.26 0.68 0.00

Scale #4: Assessment of Learning Outcomes 6.05 5.41 / 1.27 0.64 6.17 5.59 / 1.24 0.58 -0.18 **


Institutional SummaryItems: In Order of Importance


Item Importance Satisfaction / SD Performance Gap Importance Satisfaction / SD Performance Gap





10. I have a clear understanding of what I'm expected to learn inmy classes.

6.57 5.88 / 1.31 0.69 6.62 5.95 / 1.37 0.67 -0.07

26. I am able to choose course delivery that fits my lifecircumstances.

6.57 5.82 / 1.52 0.75 6.53 5.74 / 1.56 0.79 0.08

33. This college explains what is needed for me to complete myprogram here.

6.55 5.70 / 1.51 0.85 6.58 5.83 / 1.53 0.75 -0.13

1. My program allows me to pace my studies to fit my life andwork schedules.

6.51 5.73 / 1.36 0.78 6.55 5.61 / 1.52 0.94 0.12

19. I receive timely responses to my requests for help andinformation.

6.51 5.73 / 1.50 0.78 6.54 5.73 / 1.53 0.81 0.00

30. I am able to obtain information I need by phone, fax, e-mail, oronline.

6.51 6.13 / 1.25 0.38 6.51 6.02 / 1.34 0.49 0.11

21. My studies are closely related to my life and work goals. 6.50 6.07 / 1.20 0.43 6.57 6.06 / 1.27 0.51 0.01

8. This college provides students with the help they need todevelop an education plan.

6.49 5.70 / 1.62 0.79 6.42 5.60 / 1.57 0.82 0.10

13. Processes and procedures for enrolling here are convenient. 6.49 6.06 / 1.27 0.43 6.47 5.93 / 1.41 0.54 0.13 *

32. Technology enables me to get the services I need when I needthem.

6.48 6.13 / 1.19 0.35 6.49 6.10 / 1.24 0.39 0.03

17. My instructors provide timely feedback about my academicprogress.

6.47 5.49 / 1.61 0.98 6.56 5.67 / 1.57 0.89 -0.18 *

24. I receive the help I need to stay on track with my classes. 6.44 5.58 / 1.60 0.86 6.49 5.68 / 1.56 0.81 -0.10

61. Cost as factor in decision to enroll 6.42 6.41

67. Convenient time and place for classes as factor in decision toenroll

6.42 6.48









15. Advisors are knowledgeable about requirements for coursesand programs of interest to me.

6.41 5.36 / 1.71 1.05 6.49 5.59 / 1.68 0.90 -0.23 **

27. I am encouraged to apply the classes I've taken towards adegree or certificate.

6.40 5.90 / 1.44 0.50 6.40 5.90 / 1.43 0.50 0.00

40. I receive the help I need to make decisions about courses andprograms that interest me.

6.40 5.54 / 1.57 0.86 6.41 5.59 / 1.61 0.82 -0.05

7. Staff are available to help me solve unique problems Iencounter.

6.38 5.62 / 1.51 0.76 6.39 5.63 / 1.57 0.76 -0.01

3. This college assists students who need help with the financialaid process.

6.37 5.65 / 1.62 0.72 6.37 5.69 / 1.63 0.68 -0.04

14. I receive guidance on which classes will transfer to programshere and elsewhere.

6.37 5.40 / 1.63 0.97 6.31 5.23 / 1.77 1.08 0.17

29. My instructors respect student opinions and ideas that differfrom their own.

6.37 5.79 / 1.55 0.58 6.38 5.79 / 1.54 0.59 0.00

22. I receive the help I need to develop my academic skills,including reading, writing, and math.

6.35 5.82 / 1.38 0.53 6.35 5.83 / 1.43 0.52 -0.01

46. The learning experiences within my program of studychallenge me to reach beyond what I know already.

6.35 5.94 / 1.36 0.41 6.48 6.04 / 1.31 0.44 -0.10

39. Information is available online to help me understand what Ineed to do next in my program of study.

6.34 5.51 / 1.57 0.83 6.43 5.68 / 1.53 0.75 -0.17 *

43. The frequency of interactions with my instructors issatisfactory.

6.34 5.73 / 1.49 0.61 6.44 5.92 / 1.42 0.52 -0.19 **

9. I receive adequate information about sources of financialassistance available to me.

6.33 5.33 / 1.68 1.00 6.37 5.27 / 1.82 1.10 0.06

25. I'm evaluated on the knowledge and skills I'll need in my lifeand career.

6.32 5.31 / 1.71 1.01 6.34 5.57 / 1.52 0.77 -0.26 ***









2. Sufficient course offerings within my program are availableeach term.

6.30 5.07 / 1.53 1.23 6.46 5.25 / 1.67 1.21 -0.18 *

58. Ability to transfer credits as factor in decision to enroll 6.30 6.17

31. This college makes many support services available atconvenient times and places.

6.29 5.77 / 1.35 0.52 6.31 5.65 / 1.52 0.66 0.12

75. Availability of program I wanted as factor in decision to enroll 6.27 6.53

16. Billing for tuition and fees is tailored to meet my specificneeds.

6.26 5.57 / 1.53 0.69 6.37 5.54 / 1.62 0.83 0.03

34. This college provides "one-stop shopping" for most studentsupport services.

6.26 5.67 / 1.50 0.59 6.36 5.84 / 1.46 0.52 -0.17 *

64. Requirement for current or future job as factor in decision toenroll

6.26 6.34

18. This college uses technology on a regular basis tocommunicate with me.

6.22 6.20 / 1.18 0.02 6.31 6.16 / 1.20 0.15 0.04

23. I can make payments or inquiries about tuition at times that areconvenient for me.

6.22 5.67 / 1.48 0.55 6.33 5.75 / 1.53 0.58 -0.08

63. Availability of financial assistance as factor in decision toenroll

6.22 6.24

35. Mentors are available to guide my career and life goals. 6.17 5.22 / 1.78 0.95 6.17 5.30 / 1.75 0.87 -0.08

36. Most instructors use a variety of teaching methods. 6.16 5.61 / 1.55 0.55 6.29 5.69 / 1.49 0.60 -0.08

42. This college evaluates students' academic skills for placementin reading, writing and math.

6.16 5.99 / 1.27 0.17 6.13 5.97 / 1.34 0.16 0.02

66. Flexible pacing for completing a program as factor in decisionto enroll

6.13 6.26









68. Availability of online courses as factor in decision to enroll 6.11 5.94

12. Technology support is available to me when I need it. 6.08 5.59 / 1.49 0.49 6.30 5.78 / 1.45 0.52 -0.19 **

44. I can receive credit for learning derived from my previous lifeand work experiences.

6.08 4.79 / 1.96 1.29 6.22 4.84 / 2.00 1.38 -0.05

6. I receive timely direction on how to transfer to four-yearcolleges and universities.

6.05 4.99 / 1.82 1.06 5.89 5.03 / 1.80 0.86 -0.04

37. I have many ways to demonstrate what I know. 6.04 5.54 / 1.47 0.50 6.15 5.62 / 1.41 0.53 -0.08

69. Distance from campus as factor in decision to enroll 5.97 6.17

11. This college offers strategies to help me cope with the multiplepressures of home, work, and my studies.

5.96 4.99 / 1.70 0.97 6.05 4.99 / 1.78 1.06 0.00

77. Time required to complete program as factor in decision toenroll

5.96 6.27

41. Staff are available to help me with the employer tuitionreimbursement process.

5.93 5.18 / 1.77 0.75 6.08 5.35 / 1.74 0.73 -0.17

4. My instructors involve me in evaluating my own learning. 5.90 5.31 / 1.52 0.59 6.12 5.54 / 1.51 0.58 -0.23 **

60. Ability to design my own program as factor in decision toenroll

5.89 5.73

5. I receive the help I need to improve my technology skills. 5.84 5.54 / 1.54 0.30 6.11 5.62 / 1.48 0.49 -0.08

20. This college periodically evaluates my skill level to guide mylearning experiences.

5.83 4.88 / 1.71 0.95 6.09 5.18 / 1.71 0.91 -0.30 ***

45. Instructors incorporate my life and work experiences in classactivities and assignments.

5.76 5.03 / 1.84 0.73 5.99 5.25 / 1.75 0.74 -0.22 *









38. My instructors encourage student-to-student interactionsthrough a variety of techniques.

5.73 5.64 / 1.47 0.09 5.89 5.72 / 1.42 0.17 -0.08

76. High rate of job placement as factor in decision to enroll. 5.70 6.02

28. This college initiates many opportunities for me to connectwith other adult learners.

5.67 5.35 / 1.71 0.32 5.78 5.32 / 1.69 0.46 0.03

59. Credit for learning gained from life and work experiences asfactor in decision to enroll

5.62 5.78

47. When I miss a deadline or fall behind in my studies, someonefrom the college contacts me.

5.61 3.97 / 2.17 1.64 5.95 4.75 / 2.05 1.20 -0.78 ***

65. Reputation of institution as factor in decision to enroll 5.58 6.05

73. Program accreditation by professional organization or tradegroup as factor in decision to enroll

5.39 5.89

62. Tuition reimbursement from employer as factor in decision toenroll

5.27 5.53

71. Courses held at employment site as factor in decision to enroll 4.39 4.67

72. Employer endorsement as factor in decision to enroll 4.36 4.93

74. Availability of child care as factor in decision to enroll 4.34 4.53

70. Labor union support/endorsement as factor in decision to enroll 4.00 4.49

48. Campus item

49. Campus item

50. Campus item

51. Campus item









52. Campus item

53. Campus item

54. Campus item

55. Campus item

56. Campus item

57. Campus item


Institutional SummaryScales: In Order With Items That Make Up the Scale - Outreach


Scale/Item Importance Satisfaction / SD Performance Gap Importance Satisfaction / SD Performance Gap





OUTREACH 6.47 5.79 / 1.06 0.68 6.48 5.74 / 1.17 0.74 0.05


6.51 5.73 / 1.36 0.78 6.55 5.61 / 1.52 0.94 0.12


6.38 5.62 / 1.51 0.76 6.39 5.63 / 1.57 0.76 -0.01




6.57 5.82 / 1.52 0.75 6.53 5.74 / 1.56 0.79 0.08


6.51 6.13 / 1.25 0.38 6.51 6.02 / 1.34 0.49 0.11


6.40 5.54 / 1.57 0.86 6.41 5.59 / 1.61 0.82 -0.05


Institutional SummaryScales: In Order With Items That Make Up the Scale - Life and Career Planning







LIFE AND CAREER PLANNING 6.30 5.25 / 1.35 1.05 6.36 5.34 / 1.39 1.02 -0.09


6.30 5.07 / 1.53 1.23 6.46 5.25 / 1.67 1.21 -0.18 *


6.49 5.70 / 1.62 0.79 6.42 5.60 / 1.57 0.82 0.10


6.41 5.36 / 1.71 1.05 6.49 5.59 / 1.68 0.90 -0.23 **



6.08 4.79 / 1.96 1.29 6.22 4.84 / 2.00 1.38 -0.05


Institutional SummaryScales: In Order With Items That Make Up the Scale - Financing







FINANCING 6.30 5.55 / 1.35 0.75 6.36 5.56 / 1.40 0.80 -0.01


6.37 5.65 / 1.62 0.72 6.37 5.69 / 1.63 0.68 -0.04


6.33 5.33 / 1.68 1.00 6.37 5.27 / 1.82 1.10 0.06


6.26 5.57 / 1.53 0.69 6.37 5.54 / 1.62 0.83 0.03


6.22 5.67 / 1.48 0.55 6.33 5.75 / 1.53 0.58 -0.08


Institutional SummaryScales: In Order With Items That Make Up the Scale - Assessment of Learning Outcomes







ASSESSMENT OF LEARNING OUTCOMES 6.05 5.41 / 1.27 0.64 6.17 5.59 / 1.24 0.58 -0.18 **



5.83 4.88 / 1.71 0.95 6.09 5.18 / 1.71 0.91 -0.30 ***


6.32 5.31 / 1.71 1.01 6.34 5.57 / 1.52 0.77 -0.26 ***



6.16 5.99 / 1.27 0.17 6.13 5.97 / 1.34 0.16 0.02


Institutional SummaryScales: In Order With Items That Make Up the Scale - Teaching - Learning Process







TEACHING - LEARNING PROCESS 6.23 5.65 / 1.17 0.58 6.34 5.76 / 1.20 0.58 -0.11 *


6.57 5.88 / 1.31 0.69 6.62 5.95 / 1.37 0.67 -0.07


6.47 5.49 / 1.61 0.98 6.56 5.67 / 1.57 0.89 -0.18 *


6.37 5.79 / 1.55 0.58 6.38 5.79 / 1.54 0.59 0.00



5.73 5.64 / 1.47 0.09 5.89 5.72 / 1.42 0.17 -0.08


6.34 5.73 / 1.49 0.61 6.44 5.92 / 1.42 0.52 -0.19 **


5.76 5.03 / 1.84 0.73 5.99 5.25 / 1.75 0.74 -0.22 *


6.35 5.94 / 1.36 0.41 6.48 6.04 / 1.31 0.44 -0.10


Institutional SummaryScales: In Order With Items That Make Up the Scale - Student Support Systems







STUDENT SUPPORT SYSTEMS 6.18 5.56 / 1.19 0.62 6.24 5.56 / 1.26 0.68 0.00


5.96 4.99 / 1.70 0.97 6.05 4.99 / 1.78 1.06 0.00


6.51 5.73 / 1.50 0.78 6.54 5.73 / 1.53 0.81 0.00


6.35 5.82 / 1.38 0.53 6.35 5.83 / 1.43 0.52 -0.01


5.67 5.35 / 1.71 0.32 5.78 5.32 / 1.69 0.46 0.03


6.29 5.77 / 1.35 0.52 6.31 5.65 / 1.52 0.66 0.12


6.26 5.67 / 1.50 0.59 6.36 5.84 / 1.46 0.52 -0.17 *


Institutional SummaryScales: In Order With Items That Make Up the Scale - Technology







TECHNOLOGY 6.20 5.80 / 1.07 0.40 6.33 5.87 / 1.10 0.46 -0.07




6.22 6.20 / 1.18 0.02 6.31 6.16 / 1.20 0.15 0.04


6.48 6.13 / 1.19 0.35 6.49 6.10 / 1.24 0.39 0.03


6.34 5.51 / 1.57 0.83 6.43 5.68 / 1.53 0.75 -0.17 *


Institutional SummaryScales: In Order With Items That Make Up the Scale - Transitions







TRANSITIONS 6.24 5.39 / 1.28 0.85 6.28 5.51 / 1.29 0.77 -0.12 *


6.05 4.99 / 1.82 1.06 5.89 5.03 / 1.80 0.86 -0.04


6.37 5.40 / 1.63 0.97 6.31 5.23 / 1.77 1.08 0.17



6.40 5.90 / 1.44 0.50 6.40 5.90 / 1.43 0.50 0.00


6.55 5.70 / 1.51 0.85 6.58 5.83 / 1.53 0.75 -0.13


5.93 5.18 / 1.77 0.75 6.08 5.35 / 1.74 0.73 -0.17


5.61 3.97 / 2.17 1.64 5.95 4.75 / 2.05 1.20 -0.78 ***


Institutional SummaryItems: In Sequential Order








6.51 5.73 / 1.36 0.78 6.55 5.61 / 1.52 0.94 0.12


6.30 5.07 / 1.53 1.23 6.46 5.25 / 1.67 1.21 -0.18 *


6.37 5.65 / 1.62 0.72 6.37 5.69 / 1.63 0.68 -0.04




6.05 4.99 / 1.82 1.06 5.89 5.03 / 1.80 0.86 -0.04


6.38 5.62 / 1.51 0.76 6.39 5.63 / 1.57 0.76 -0.01


6.49 5.70 / 1.62 0.79 6.42 5.60 / 1.57 0.82 0.10


6.33 5.33 / 1.68 1.00 6.37 5.27 / 1.82 1.10 0.06


6.57 5.88 / 1.31 0.69 6.62 5.95 / 1.37 0.67 -0.07


5.96 4.99 / 1.70 0.97 6.05 4.99 / 1.78 1.06 0.00




6.37 5.40 / 1.63 0.97 6.31 5.23 / 1.77 1.08 0.17










6.41 5.36 / 1.71 1.05 6.49 5.59 / 1.68 0.90 -0.23 **


6.26 5.57 / 1.53 0.69 6.37 5.54 / 1.62 0.83 0.03


6.47 5.49 / 1.61 0.98 6.56 5.67 / 1.57 0.89 -0.18 *


6.22 6.20 / 1.18 0.02 6.31 6.16 / 1.20 0.15 0.04


6.51 5.73 / 1.50 0.78 6.54 5.73 / 1.53 0.81 0.00


5.83 4.88 / 1.71 0.95 6.09 5.18 / 1.71 0.91 -0.30 ***



6.35 5.82 / 1.38 0.53 6.35 5.83 / 1.43 0.52 -0.01


6.22 5.67 / 1.48 0.55 6.33 5.75 / 1.53 0.58 -0.08



6.32 5.31 / 1.71 1.01 6.34 5.57 / 1.52 0.77 -0.26 ***


6.57 5.82 / 1.52 0.75 6.53 5.74 / 1.56 0.79 0.08


6.40 5.90 / 1.44 0.50 6.40 5.90 / 1.43 0.50 0.00










5.67 5.35 / 1.71 0.32 5.78 5.32 / 1.69 0.46 0.03


6.37 5.79 / 1.55 0.58 6.38 5.79 / 1.54 0.59 0.00


6.51 6.13 / 1.25 0.38 6.51 6.02 / 1.34 0.49 0.11


6.29 5.77 / 1.35 0.52 6.31 5.65 / 1.52 0.66 0.12


6.48 6.13 / 1.19 0.35 6.49 6.10 / 1.24 0.39 0.03


6.55 5.70 / 1.51 0.85 6.58 5.83 / 1.53 0.75 -0.13


6.26 5.67 / 1.50 0.59 6.36 5.84 / 1.46 0.52 -0.17 *





5.73 5.64 / 1.47 0.09 5.89 5.72 / 1.42 0.17 -0.08


6.34 5.51 / 1.57 0.83 6.43 5.68 / 1.53 0.75 -0.17 *


6.40 5.54 / 1.57 0.86 6.41 5.59 / 1.61 0.82 -0.05










5.93 5.18 / 1.77 0.75 6.08 5.35 / 1.74 0.73 -0.17


6.16 5.99 / 1.27 0.17 6.13 5.97 / 1.34 0.16 0.02


6.34 5.73 / 1.49 0.61 6.44 5.92 / 1.42 0.52 -0.19 **


6.08 4.79 / 1.96 1.29 6.22 4.84 / 2.00 1.38 -0.05


5.76 5.03 / 1.84 0.73 5.99 5.25 / 1.75 0.74 -0.22 *


6.35 5.94 / 1.36 0.41 6.48 6.04 / 1.31 0.44 -0.10


5.61 3.97 / 2.17 1.64 5.95 4.75 / 2.05 1.20 -0.78 ***

48. Campus item

49. Campus item

50. Campus item

51. Campus item

52. Campus item

53. Campus item

54. Campus item

55. Campus item

56. Campus item









57. Campus item

58. Ability to transfer credits as factor in decision to enroll 6.30 6.17

59. Credit for learning gained from life and work experiences asfactor in decision to enroll

5.62 5.78

60. Ability to design my own program as factor in decision toenroll

5.89 5.73

61. Cost as factor in decision to enroll 6.42 6.41

62. Tuition reimbursement from employer as factor in decision toenroll

5.27 5.53

63. Availability of financial assistance as factor in decision toenroll

6.22 6.24

64. Requirement for current or future job as factor in decision toenroll

6.26 6.34

65. Reputation of institution as factor in decision to enroll 5.58 6.05

66. Flexible pacing for completing a program as factor in decisionto enroll

6.13 6.26

67. Convenient time and place for classes as factor in decision toenroll

6.42 6.48

68. Availability of online courses as factor in decision to enroll 6.11 5.94

69. Distance from campus as factor in decision to enroll 5.97 6.17

70. Labor union support/endorsement as factor in decision to enroll 4.00 4.49

71. Courses held at employment site as factor in decision to enroll 4.39 4.67









72. Employer endorsement as factor in decision to enroll 4.36 4.93

73. Program accreditation by professional organization or tradegroup as factor in decision to enroll

5.39 5.89

74. Availability of child care as factor in decision to enroll 4.34 4.53

75. Availability of program I wanted as factor in decision to enroll 6.27 6.53

76. High rate of job placement as factor in decision to enroll. 5.70 6.02

77. Time required to complete program as factor in decision toenroll

5.96 6.27


Institutional SummarySummary Items

Summary Item Shasta College - ALI National Two-Year Adult Learners Mean Difference


How would you rate your overall satisfaction with this program? Average: 5.73 Average: 5.82 -0.091=Not satisfied at all 0% 1%

2=Not very satisfied 1% 2%

3=Somewhat dissatisfied 3% 4%

4=Neutral 7% 5%

5=Somewhat satisfied 18% 12%

6=Satisfied 36% 38%

7=Very satisfied 30% 35%

Would you recommend this program to other adult learners? Average: 5.95 Average: 6.05 -0.101=Definitely not 0% 1%

2=Probably not 2% 2%

3=Maybe not 2% 1%

4=I don't know 7% 4%

5=Maybe yes 11% 9%

6=Probably yes 31% 28%

7=Definitely yes 43% 50%

Date post:	27-Jun-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times