| Narrative: |
Southwestern Community College has a well-established
planning and institutional effectiveness process that
requires the development of measurable outcomes for all
academic programs and administrative/educational support
services units. This planning process is based upon the
James O. Nichols Model for Institutional Effectiveness.
The SCC Institutional Effectiveness Manual outlines institutional
effectiveness at the college and serves as a guide for
individual programs and departments. Two versions of the
manual are produced annually, one for administrative and
Continuing Education departments (1)
and one for curriculum programs (2).
Planning/Outcomes
Document
A core element of the College’s process for developing
and assessing measurable outcomes is the Annual Planning/Outcomes
Document. This document is required for all units of
the College (all academic programs as well as all administrative
and educational support units). While very similar in
format, there are some minor differences between the
Annual Planning/Outcomes Document submitted by curriculum
programs and those submitted by administrative and educational
support units (including Continuing Education programs).
These differences are primarily due to the fact that
curriculum programs at the college operate on a nine-month
year, while other areas operate year-round. The following
section provides a summary of the Annual Planning/Outcomes
Document, and illustrates where the plans differ between
curriculum and non-curriculum areas.
Preparation
of the Annual Planning/Outcomes Documents is a multi-step
process. The following outline lists the major steps
associated with these plans.
• |
At
the beginning of the academic year planning units
review their departmental mission and vision to
ensure they accurately reflect both the role and
direction of the department. Departments also review
their vision and mission to ensure both are consistent
with the mission and vision of the College. Beginning
in 2005-06, all programs are required to perform
a SWOT (Strengths, Weaknesses, Opportunities, Threats)
analysis for their individual departments.
|
• |
The
next step is a review of departmental outcomes from
the previous year, including the criteria for measuring
these outcomes and a plan of action for achieving
each outcome.
|
• |
The
third step is to list the results of the criteria
for each of the outcomes from the prior year.
|
|
• |
The
next step is to do an end-of-the-year analysis,
indicating the extent to which each outcome was
achieved, how the criteria results were used to
make improvements to the department, or if the criteria
were not achieved, what steps will be taken to achieve
these criteria. This step concludes the “closing
of the loop” on the outcomes from the prior
year.
|
• |
The
next step is to list outcomes for the upcoming fiscal
year. Departments may include the same outcomes
as for the prior year, or they may elect to use
new or modified outcomes. The main emphasis is to
develop outcomes which are meaningful for the department.
The number of outcomes is left to the discretion
of each department. However, the recommended number
is four or five. As the college’s Institutional
Effectiveness Manual points out, four or five outcomes
which are meaningful for the activities associated
with an individual department are much more preferable
to a dozen outcomes which are not accurate indicators.
In short, the emphasis is upon the quality
of the outcomes as opposed to the quantity
of the outcomes. In addition, each departmental
outcome must be linked with one or more College
goals. This ensures proper linkage/alignment between
activities at the departmental level and the overall
goals of the College.
|
• |
Departments
then list the criteria for measuring each outcome.
Again, these can be the same criteria as were
used last year, or new criteria can be selected.
The primary consideration is to develop criteria
which can serve as accurate measures for each
outcome. |
• |
The
final step in preparing the Outcomes/Planning Document
is to address the plan of action for achieving each
outcome. This would include any additional resources
which may be required to achieve an outcome.
|
• |
The
major difference between curriculum programs and
the administrative/continuing education units in
the development of the Planning/Outcomes document
is one of timing. Administrative and Continuing
Education units operate on a twelve-month calendar
while curriculum programs operate on a nine-month
calendar. As a result, the administrative and Continuing
Education units “close the loop” on
the prior year and establish outcomes, criteria
and plans of action for the next year at the same
time – usually in July. Curriculum programs
establish their outcomes, criteria and plans of
action for the current academic year in late August
at the beginning of fall semester and “close
the loop” in May, at the end of spring semester.
To review plans for all planning units of the College,
refer to the Section V of the 2005-06 SCC Institutional
Effectiveness Plan (3).
|
• |
The
appropriate deans or vice-presidents must review
and approve documents for all programs/departments
in their area. Once approved, the documents are
forwarded to the Institutional Research and Planning
officer, who includes the final documents from each
program area and department in the College’s
annual institutional effectiveness plan.
|
• |
One
additional step in this process is a mid-year review
of each Outcomes/Planning Document. This occurs
at the programmatic/departmental level and involves
the appropriate dean/vice-president and the faculty/staff
of each academic program or administrative department.
This review enables units to make mid-year assessments
on progress in meeting annual outcomes. It also
provides units with the opportunity to justify/document
valid mid-year changes to outcomes, criteria and/or
plans of action. |
Data
Collection at the College
A wide variety of data is collected on a regular
basis at the college. This data serves as a primary
source of measurable outcomes for programs and departments
at the College. Examples of data collected on a
regular basis include, but are not limited to: |
• |
Annual
Student Climate Survey |
• |
Annual
New Student Survey |
| • |
Annual
Graduate Survey |
• |
Distance
Learning Student Survey (administered fall &
spring semesters) |
• |
Student
Opinion Survey (administered fall & spring semesters) |
• |
Annual
Survey of Employers of Graduates |
• |
Annual
Employee Evaluation of College Services |
• |
Annual
Library User Survey (Faculty) |
• |
Annual
Library User Survey (Students) |
In
addition, the college has participated in national surveys
in order to benchmark SCC against national norms. These
surveys include the Noel-Levitz Student Satisfaction
Inventory Survey and the Noel-Levitz Institutional Priorities
Survey (these surveys were administered in fall semester
2001 and fall semester 2003). The college also participated
in the Community College Survey of Student Engagement
(CCSSE) in spring semester 2005. The results for most
of these surveys are listed on the SCC Institutional
Research & Planning web page under the SCC Stats
and Reports section (4).
Performance
Measures and Standards
The North Carolina Community College System (NCCCS)
adopted twelve performance measures and standards
in 1999 to assess accountability at the institutional
level for its 58 member colleges. Some of these
measures have direct links to individual programs/departments
and can be used for outcomes at the unit level.
However, the primary intent of these measures is
to gauge achievement and effectiveness at the institutional
level. The following is a list of the twelve performance
measures. Detailed information on these measures
can be found on the NCCCS web site (5).
The success of Southwestern in meeting these measures
can be accessed on the reports listed on the college’s
Institutional Research & Planning web page (6). |
• |
Progress
of Basic Skills Students |
• |
Pass
Rates on Licensure and Certification Exams |
| • |
Goal
Completion of Completers |
• |
Employment
Status of Graduates |
• |
Performance
of College Transfer Students |
• |
Pass
Rates in Developmental Courses |
• |
Success
Rate of Developmental Students in College-Level
Courses |
• |
Student
Satisfaction of Program Completers/Non-completers |
• |
Curriculum
Student Retention & Graduation |
• |
Employer
Satisfaction With Graduates |
• |
Business/Industry
Satisfaction With Services Provided |
• |
Program
Enrollment |
Examples
of Improvements Based Upon Analysis of Results
The following examples include improvements made
at both the institutional level and at the program/departmental
level based upon the analysis of results. |
| • |
Increase
licensure exam pass rates for first-time test takers
in the Physical Therapist Assistant Program.
One of the outcomes for the Physical Therapist Assistant
Program is the first-time pass rate of its graduates
on the licensure exam for that field. The program
has listed a pass rate of at least 80 percent as
the success criteria for this outcome. As the following
table indicates, pass rates were 50 percent for
both the 2001-02 and 2002-03 years. The program
implemented a series of actions to address this
issue as listed in its report to the Commission
of Accreditation in Physical Therapy Education (submitted
in August, 2002). These actions were:
· |
Increasing
admission and progression requirements –
students must have and maintain a 2.5 GPA
and pass all class work at a minimum of 76.5%
|
· |
Identifying
at-risk students earlier – during the
academic year 2001-2002, three students were
identified and worked with individually with
modification to schedules, tutoring and referral
to student support services
|
· |
Using
the Normative Model for Physical Therapist
Assistant Education as a guide during annual
curriculum review
|
· |
Adding
more emphasis in certain areas of the curriculum
such as woman’s issues, ethics, professionalism,
and social skills
|
· |
Modifying
summer (3rd) and fall (4th) semesters for
2003 by dividing PTA 160, Procedures 111
into two parts.
The 2002 summer semester schedule was as
follows –
PTA 140-Therapeutic Exercise had 128 contact
hours for 4 credits, taught as a compressed
20-day course 6.4 hours per day; PTA 160
Procedure 111 had 80 contact hours for 3
credits, taught as compressed 13-day course
6 hours per day; PTA 180-PTA Clinical Ed.
Introduction had 144 contact hours for 3
credits, with full-time 4 week rotation
of 36 hours per week.
The
schedule for summer 2003 reduced the contact
hours for PTA 160 by 2/3. Twenty hours will
be taught in the summer as PTA 160 A and
the remaining 60 hours will be incorporated
into the fall 4th semester as PTA 160 B.
This allowed students more time to assimilate
the information being taught in PTA 140-Therapeutic
Exercise. Eight additional days were added
to the time period covering Therapeutic
Exercise allowing for shorter amounts of
information to be covered in each session,
4.5 hours each class period instead of 6.4.
Fall semester 2002 had 17 credit hours.
This increases to 19 in subsequent fall
semesters. The students had 3 additional
contact hours per week. The program faculty
felt the students would be able to balance
the credit load and grasp the information
more completely in each semester with this
schedule adjustment.
|
· |
Curriculum
consultation with Local Advisory Board and
employers; consultation with other program
faculty across the state.
|
· |
In
spring of 2000, the program web-enhanced the
course PTA Topics-PTA 270. This gave the faculty
the ability to create computerized comprehensive
practice exams. The students take a series
of exams the first 12 weeks of the semester
over the Internet while away at clinical affiliations.
Once the students return to campus they create
a study plan based on their performance on
these exams and they take a final three-hour
exam as a preparation for the licensure examination.
This has helped reduce their anxiety over
the test format and help them with time management.
|
· |
Review
of all textbooks to ensure current and accurate
information.
|
· |
The
program director teaching more courses instead
of adjunct faculty. During the past three
academic years (prior to 2002), the PTA program
has had adjunct faculty members teaching various
courses such as Procedures 1 and 11, Professional
Interactions, Community Resources. One taught
approximately 2.6 courses per semester the
past 2 years. After careful review of this
individual’s performance, and with the
decrease in graduate passage rates the core
faculty have decided to redistribute the curriculum
courses between the program director and ACCE.
|
· |
Reviewing
Federation of State Boards of Physical Therapy
Examination Content Outline to insure all
aspects are covered in the curriculum
|
· |
Program
Director attended a FSBPT item writer workshop
in October 2002. The questions generated for
the PTA exam is confidential but the program
director feels the activity of learning to
write exam questions will strengthen the assessments
used at SCC.
|
|
|
As
a further effort to address this situation, the
program submitted and received a grant to contract
with International Educational Resources Group
(IERG). IERG is a private organization with expertise
in providing training on techniques to help improve
test scores on licensure exams). In April 2004,
IERG conducted a day-long training workshop at
the College for Physical Therapist Assistant (PTA)
students. Workshop topics included effective test-taking
strategies, study guides, etc. The group also
provided the students with valuable practice by
administering practice licensure exams. An additional
benefit of the session was the increased confidence
of PTA students in their ability to successfully
pass the licensure exam. This is due in part to
the external validation provided to the students
by the IERG staff. A final benefit of the session
was the knowledge PTA faculty gained in assisting
students in the area of test taking
As the results in the following table indicate,
licensure exam pass rates for PTA graduates have
increased steadily since 2002-03. It would appear
that the steps taken have addressed the problem
with low pass rates on the licensure exam.
| Physical
Therapist Assistant Exam Pass Rate
for First-Time Test Takers (Southwestern
Community College) |
| Reporting
Year |
2001-02 |
2002-03 |
2004* |
2005 |
| Pass
Rate |
50%
|
50% |
82% |
100% |
| * |
Licensing
Board began tracking pass rates
on a calendar year basis in 2004 |
|
|
|
|
• |
Increase
employer satisfaction with the critical thinking
skills of graduates of the Radiography Program.
One of the outcomes for the Radiography Program
is the satisfaction level of employers with the
critical thinking and problem-solving skills of
graduates from this program. The program has established
as the criteria for this outcome that 80 percent
of employers surveyed will indicate satisfaction
with these skills.
According to the results of a survey of employers
of the 2003 Radiography graduates, only 57 percent
were satisfied with these skills (see the results
in the following table). The Radiography program
initiated a number of actions to address this
issue, with the ultimate intent of increasing
employer satisfaction with this skill of program
graduates. These actions included the implementation
of more critical thinking skills into various
courses of the Radiography program. At this point,
new critical thinking requirements have been added
to the Radiographic Imaging courses and to the
RAD Clinical Education 261 course. These new requirements
include the integration of more critical thinking
exercises. In the RAD 261 course, students must
use critical thinking skills to identify and correct
mistakes under various scenarios. Finally, the
Radiography program is continuing to seek opportunities
to implement more critical thinking requirements
into additional courses.
| Employer
Satisfaction – Critical Thinking
and Skills
of Radiography Graduates |
| Graduate
Year |
2002 |
2003
|
2004 |
| %
Indicating Satisfied or Highly Satisfied |
80%
|
57% |
100% |
|
It
would appear that these actions have had a positive
impact on student skills in this regard and in
the level of employer satisfaction. As the preceding
table indicates, 100 percent of employers who
responded to the survey for 2004 graduates indicated
that they were satisfied with the critical thinking
skills of these graduates. Again, the program
will continue to monitor employer satisfaction
on this issue.
|
|
• |
Increase
licensure exam pass rates for first-time test takers
in the Real Estate Program. The success
of the College in meeting the 70-percent pass rate
(as required by the Performance Measures and Standards)
has been mixed. The following table provides the
pass rate of Southwestern’s students on this
exam over a several year period.
| Real
Estate Sales Exam Pass Rate
for First-Time Test Takers (Southwestern
Community College) |
| Reporting
Year |
2001-02 |
2002-03 |
2003-04 |
| Pass
Rate |
52% |
74% |
65% |
|
In
its Planning/Outcomes Document for 2004-05, the
Real Estate program has developed a plan of action
designed to increase the pass rate to 70 percent
or higher (7).
This plan includes increasing the cut-off score
in the Real Estate Fundamentals course from 75
to 80 (individuals must pass this class in order
to be eligible for the Real Estate Sales exam.
In addition, a CD that focuses on providing practice
testing for the Real Estate Sales Exam will be
incorporated into the syllabus for this course.
These actions were incorporated into the program
in fall semester 2005.
|
| • |
Assess
the effectiveness of the ACA 115 (Success &
Study Skills) co-requisite course with English 090
and Reading 090 courses. This assessment
effort was undertaken by the Arts & Sciences/College
Transfer Division following a reorganization of
its Developmental Education program in 2000-01.
The purpose of the study was to ensure that the
cohort of students who completed ACA 115, and the
developmental English and reading courses (ENG 090
and RED 090) performed as well in subsequent college
courses as students who were not developmental students
and had not taken ACA 115. The study examined the
performance of these cohorts from the 2001-02 academic
year through the 2003-04 academic year. The performances
of the two cohorts are provided in the three following
tables (English, Math and Humanities). The results
clearly indicate the ACA 115/ENG 090/RED 090 cohort
performs as well or better than the non-ACA 115/ENG
090/RED 090 cohort in subsequent college courses.
The Arts & Sciences/College Transfer Division
concluded that the co-requisite of ACA 115 correlates
with student success.
|
Part 1 English*
|
| |
ACA
115/ENG 090/RED 090 Cohort |
|
Non-ACA
115/ENG 090/RED 090 Cohort |
| |
Pass |
Fail |
%
Passing |
|
Pass |
Fail |
%
Passing |
| ENG
111 |
224 |
41
|
81.7%
|
|
1,201 |
381 |
68.3% |
| ENG
114 |
128 |
12 |
90.6% |
|
912 |
183 |
79.9% |
| Subtotal |
352 |
53 |
84.9% |
|
2,113
|
564 |
73.3% |
|
|
Part 2 Math *
|
| |
ACA
115/ENG 090/RED 090 Cohort |
|
Non-ACA
115/ENG 090/RED 090 Cohort |
| |
Pass |
Fail |
%
Passing |
|
Pass |
Fail |
%
Passing |
| MAT
140 |
84 |
23 |
72.7%
|
|
534 |
154 |
71.2% |
| Subtotal |
84 |
23 |
72.7% |
|
534 |
154 |
71.2% |
|
|
Part 3 Humanities *
|
| |
ACA
115/ENG 090/RED 090 Cohort |
|
Non-ACA
115/ENG 090/RED 090 Cohort |
| |
Pass |
Fail |
%
Passing |
|
Pass |
Fail |
%
Passing |
| BIO
111 |
55 |
9 |
84.0%
|
|
340 |
69 |
80.0% |
| BIO
168 |
52 |
3 |
94.0% |
|
333 |
68 |
80.0% |
| BUS
110 |
36 |
3 |
92.0% |
|
181 |
46 |
75.0% |
| HIS
131 |
25 |
6 |
76.0% |
|
177 |
40 |
77.4% |
| HUM
110 |
53 |
4 |
92.5% |
|
311 |
33 |
89.4% |
| PSY
150 |
209 |
39 |
81.3% |
|
1,406 |
330 |
76.5% |
| SOC
210 |
53 |
3 |
94.3% |
|
422 |
61 |
85.5% |
| Subtotal |
483 |
67 |
86.1% |
|
3,170 |
647 |
79.6% |
TOTAL
(All Classes) |
919 |
143 |
84.4% |
|
5,817 |
1,365 |
76.5% |
|
*Stats
reflect grades earned, not unique students
|
| • |
Increase
faculty and staff awareness of the programs and
services of the College’s Institutional Research
& Planning Office. Several of the outcomes
for this office are associated with the level of
faculty and staff satisfaction with key products/services
provided. Two examples are (1) the mean score as
measured by the annual Faculty/Staff Evaluation
of College Services Survey will be at least 3.3
out of a possible 4.0. for agreement that the Research
& Planning reports and publications (such as
the Fact Book) contain valid and reliable information,
and (2) at least a mean of 3.3 out of a possible
4.0 for agreement that the Research & Planning
Officer responds promptly and effectively to my
research, informational and/or planning requests.
Over the past three years, the Institutional Research
& Planning Office has handily met the criteria
for both of these outcomes, as the mean has consistently
been in the 3.4 to 3.5 range. See results on the
2005 Faculty and Staff Survey, Questions 142 to
146 (8).
However, analysis revealed that a significant number
of survey respondents indicated “Don’t
Know/Cannot Judge” to these questions (see
the following table). This can partially be attributable
to responses from part-time faculty and staff, some
of whom would have limited involvement with this
office. However, the percentages of respondents
selecting this option necessitated that steps be
taken to address the problem. As a result, beginning
in fall 2003, the Institutional Research & Planning
officer provides an orientation session to all new
full-time faculty and staff employed by the College.
This plan of action was recorded on the Annual Planning/Outcomes
Document for this department. Data suggest the orientation
sessions have made a positive impact as the percentage
of respondents indicating “Don’t Know/Cannot
Judge” has steadily declined over the past
two years.
| Percentage
of Respondents Indicating Don’t Know/Cannot
Judge on SCC Faculty/Staff Evaluation of
College Services Survey |
| Planning
& Research Questions |
2003 |
2004 |
2005 |
| Research
& Planning reports and publications (such
as the Fact Book) contain valid and reliable
information. |
28.3% |
23.5% |
18.2% |
| The
Research & Planning Office provides an
effective level of support to program review
efforts. |
34.9% |
33.9% |
27.3% |
| The
Research & Planning Office provides an
effective level of support to departmental
planning efforts. |
35.8% |
37.4% |
25.3% |
| The
Research & Planning Officer responds promptly
and effectively to my research, informational
and/or planning requests. |
37.7% |
39.1% |
26.3% |
| Overall,
I am satisfied with the planning, research
and institutional effectiveness efforts at
SCC. |
29.2% |
24.1% |
22.2% |
|
| • |
Ensure
employer satisfaction with the level of professionalism
of graduates of the Virtual Office Assistance
Program. One of the questions on the
employer survey for graduates of the Virtual Office
Assistance Program concerns the level of satisfaction
of the entry-level skills exhibited by these graduates.
Consequently, the Annual Planning/Outcomes Document
for this program indicates that 95% of employer
surveyed will express satisfaction in this regard.
During the 2003-04 academic year this program
placed a special emphasis on professionalism,
as this is viewed as an area of special concern
for prospective employers. A focus on working
independently, delivering quality work in a timely
manner, and other characteristics associated with
professionalism have been incorporated into the
curriculum. This emphasis proved productive as
100 percent of employers surveyed
indicated satisfaction in all areas with the skills
of the 2004 program graduates. For documentation,
refer to the 2004-05 Planning/Outcomes Document
for the Virtual Office Assistance Program (9).
|
| • |
Increase
faculty satisfaction with the selection/variety
of periodicals available in the library.
The Library administers a survey to all college
faculty in spring semester of each year. One of
the questions on the survey concerns faculty satisfaction
with the library’s periodicals collection.
The mean scores for the question associated with
this topic are included in the following table.
The score is based upon a four-point scale, with
1 representing the lowest possible score and 4
representing the highest possible score.
| Mean
Score of Respondents to the Library’s
Faculty Survey Question Regarding Satisfaction
with the Periodical Collection |
| Library
Periodicals Question |
2003 |
2004 |
2005 |
| The
Library’s periodicals collection contains
adequate, up-to-date resources for my curriculum
classes. |
2.89 |
3.18 |
3.31 |
As
the table demonstrates, satisfaction in this area
has increased dramatically since 2003. As a response
to the low score in 2003, the Library sent a questionnaire
to all faculty later that year. The questionnaire
solicited feedback on what periodicals should
be added to the Library’s collection and
which ones could be deleted. The Library made
every attempt to address the suggestions (to the
extent the budget would allow). As a result of
these changes, the level of satisfaction with
the periodicals collection has increased steadily
since 2003.
|
| • |
Address
student satisfaction with the services of the
College bookstore. While not an outcome
for an individual department, this is an issue
that has been monitored at the institutional level
for a number of years. It should be noted that
while located on the Jackson Campus, the bookstore
is not owned or operated by the College. The College
has a contract with College Bookstores of America
(CBA), to operate the bookstore. However, the
College works closely with CBA to ensure the bookstore
meets the needs of its students.
The primary tool for assessing satisfaction in
this area is the annual Student Climate Survey.
This survey is administered to a cross-section
of students in spring semester of each year. The
percentage of students who agreed they were satisfied
with service at the bookstore is included in the
following table.
| Percentage
of Respondents Expressing Satisfaction on
the Student Climate Survey Question Regarding
Service in the Bookstore |
| Bookstore
Service Question |
2002 |
2003 |
2004 |
2005 |
| I
am satisfied with the service in the bookstore. |
49.1% |
65.0% |
70.8% |
79.7% |
As
demonstrated by the preceding table, the percentage
of students indicating satisfaction on this issue
has increased steadily since 2002. A number of
initiatives regarding the bookstore were implemented
beginning in 2003. Besides the student satisfaction
survey results, another impetus for these initiatives
included the findings of the retention project
begun in fall semester, 2001. The Noel-Levitz
Group partnered with the College on this project.
Noel- Levitz Student Inventory Surveys were administered
to a cross-section of students in fall semester,
2001. The results of the survey identified several
areas needing attention, including the bookstore.
As a result, initiatives were developed and phased
into the bookstore operation beginning in 2002
and continuing through 2004. The initiatives included:
| · |
Development
of a web page for the bookstore on the College
website (this page includes prices on all
textbooks) |
| · |
Implementation
of a new computing system which greatly aided
the efficiency of the check-out process |
| · |
Bar
coding of all bookstore merchandise which
also aided the efficiency of the check-out
process |
| · |
Adding
additional personnel during the busiest periods
at the beginning of each semester |
| · |
Increased
emphasis on customer service |
| · |
Extension
of the time allowed for book returns |
| · |
Remodeling
of bookstore to make a more inviting, customer-friendly
atmosphere |
Results
from the Annual Student Climate Survey would indicate
that these initiatives have positively impacted
student satisfaction with the service at the bookstore.
The College will continue to monitor student satisfaction
on this issue to determine if further actions
are needed.
|
| • |
Address
student satisfaction with the availability of parking
at the College. Like the bookstore issue,
this is also an issue that, while not an outcome
for an individual department, it has been monitored
at the institutional level for a number of years.
Also like the bookstore, the primary tool for assessing
satisfaction in this area is the annual Student
Climate Survey. The mean scores for the question
associated with this topic are included in the following
table. The mean is based upon a four-point scale,
with 1 representing the lowest possible score and
4 representing the highest possible score.
| Mean
Score of Respondents to the Student Climate
Survey Question Regarding Satisfaction with
Parking at the College |
| Parking
Related Question |
2003 |
2004 |
2005 |
| I
am satisfied with the availability of parking
on campus. |
2.25 |
2.13 |
2.48 |
Typically, the question concerning parking generates
the lowest mean score of all questions included
on the survey. As a result, the College undertook
two initiatives to improve parking. A new parking
lot was created on the south end of the campus (parking
lot J) and a new lot was completed on the west side
of the campus (Parking Lot B) in summer semester,
2004. The higher mean score for 2005 suggests these
additions have increased student satisfaction on
this issue. The College will continue to monitor
student satisfaction in this area and will make
other improvements to the extent they are financially
feasible. |
|
Compliance
Partial
Compliance