<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd"> <html xmlns="http://www.w3.org/1999/xhtml"><head><title>Result Summary for Survey:College of the Desert Community College Inventory</title><link media="all" href="COD%20Community%20College%20Inventory%20Survey%20Results_files/Export.css" type="text/css" rel="stylesheet"><meta http-equiv="Content-Type" content="text/html; charset=utf-8"><meta http-equiv="Content-Language" content="en"></head><body><div style="padding: 0px 0px 15px; font-family: Verdana; font-style: normal; font-variant: normal; font-weight: bold; font-size: 16px; line-height: normal; font-size-adjust: none; font-stretch: normal;">College of the Desert Community College Inventory</div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="4">1. Which best describes your relationship with College of Desert?</th></tr></thead><tbody><tr><th class="dflt" colspan="2">&nbsp;</th><th class="freq">Response<br>Percent</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel"><b>Faculty</b></td><td style="width: 98%; white-space: nowrap;"><div class="freqbar" style="width: 54.1667%;"><img src="COD%20Community%20College%20Inventory%20Survey%20Results_files/t.gif" height="12"></div></td><td class="freq"><b>54.2%</b></td><td class="cnt">26</td></tr><tr><td class="rowLabel">Staff</td><td style="width: 98%; white-space: nowrap;"><div class="freqbar" style="width: 37.5%;"><img src="COD%20Community%20College%20Inventory%20Survey%20Results_files/t.gif" height="12"></div></td><td class="freq">37.5%</td><td class="cnt">18</td></tr><tr><td class="rowLabel">Student</td><td style="width: 98%; white-space: nowrap;"><div class="freqbar" style="width: 6.25%;"><img src="COD%20Community%20College%20Inventory%20Survey%20Results_files/t.gif" height="12"></div></td><td class="freq">6.3%</td><td class="cnt">3</td></tr><tr><td class="rowLabel">Community Member</td><td style="width: 98%; white-space: nowrap;"><div class="freqbar" style="width: 2.08333%;"><img src="COD%20Community%20College%20Inventory%20Survey%20Results_files/t.gif" height="12"></div></td><td class="freq">2.1%</td><td class="cnt">1</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="2">answered question</th><td class="answ"><b>48</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="2">skipped question</th><td class="skip"><div class="spacer"><b>2</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">2. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. The college has clearly defined its mission, values, and vision, with a central emphasis on student persistence, learning, and attainment.</td><td class="mfreq">0.0% (0)</td><td class="mfreq">24.2% (8)</td><td class="mfreq">21.2% (7)</td><td class="mfreq"><b>36.4% (12)</b></td><td class="mfreq">15.2% (5)</td><td class="mfreq">3.0% (1)</td><td class="cnt">33</td></tr><tr><td class="rowLabel">b. A shared sense of the mission, values and vision is held by individuals and groups across the college community.</td><td class="mfreq">6.1% (2)</td><td class="mfreq">9.1% (3)</td><td class="mfreq"><b>51.5% (17)</b></td><td class="mfreq">24.2% (8)</td><td class="mfreq">9.1% (3)</td><td class="mfreq">0.0% (0)</td><td class="cnt">33</td></tr><tr><td class="rowLabel">c. The institution has made an explicit, public commitment to achieve equity in educational persistence and attainment across all student groups.</td><td class="mfreq">6.1% (2)</td><td class="mfreq">12.1% (4)</td><td class="mfreq"><b>36.4% (12)</b></td><td class="mfreq">15.2% (5)</td><td class="mfreq">21.2% (7)</td><td class="mfreq">9.1% (3)</td><td class="cnt">33</td></tr><tr><td class="rowLabel">d. The institution has made an explicit, public commitment to achieve equity in educational persistence and attainment across all student groups</td><td class="mfreq">3.3% (1)</td><td class="mfreq">16.7% (5)</td><td class="mfreq"><b>40.0% (12)</b></td><td class="mfreq">20.0% (6)</td><td class="mfreq">10.0% (3)</td><td class="mfreq">10.0% (3)</td><td class="cnt">30</td></tr><tr><td class="rowLabel">e. In pursuit of its mission, the institution has developed a strong culture of evidence. (See Part II)</td><td class="mfreq">18.8% (6)</td><td class="mfreq">15.6% (5)</td><td class="mfreq"><b>31.3% (10)</b></td><td class="mfreq">9.4% (3)</td><td class="mfreq">9.4% (3)</td><td class="mfreq">15.6% (5)</td><td class="cnt">32</td></tr><tr><td class="rowLabel">f. The institution promotes and supports broad engagement of the college community in processes for planning and priority-setting.</td><td class="mfreq">6.3% (2)</td><td class="mfreq">12.5% (4)</td><td class="mfreq">25.0% (8)</td><td class="mfreq"><b>28.1% (9)</b></td><td class="mfreq">21.9% (7)</td><td class="mfreq">6.3% (2)</td><td class="cnt">32</td></tr><tr><td class="rowLabel">g. The institution promotes and supports broad engagement of the broader community in processes for planning and priority-setting.</td><td class="mfreq">10.0% (3)</td><td class="mfreq">6.7% (2)</td><td class="mfreq"><b>33.3% (10)</b></td><td class="mfreq">16.7% (5)</td><td class="mfreq">13.3% (4)</td><td class="mfreq">20.0% (6)</td><td class="cnt">30</td></tr><tr><td class="rowLabel">h. Individuals and groups within the institution demonstrate a collective sense of responsibility for student persistence, learning, and attainment.</td><td class="mfreq">9.4% (3)</td><td class="mfreq">9.4% (3)</td><td class="mfreq"><b>34.4% (11)</b></td><td class="mfreq">31.3% (10)</td><td class="mfreq">15.6% (5)</td><td class="mfreq">0.0% (0)</td><td class="cnt">32</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>33</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>17</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">3. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. Institutional research and information systems provide systematic, timely, useful, and user-friendly information about student persistence, learning, and attainment.</td><td class="mfreq">14.3% (4)</td><td class="mfreq">14.3% (4)</td><td class="mfreq">32.1% (9)</td><td class="mfreq"><b>35.7% (10)</b></td><td class="mfreq">0.0% (0)</td><td class="mfreq">3.6% (1)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">b. The institutional culture promotes willingness of governing board members, administrators, faculty, staff and students to rigorously examine and openly discuss institutional performance regarding student persistence</td><td class="mfreq">10.7% (3)</td><td class="mfreq">25.0% (7)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="mfreq">21.4% (6)</td><td class="mfreq">10.7% (3)</td><td class="mfreq">3.6% (1)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">...student learning</td><td class="mfreq">7.7% (2)</td><td class="mfreq">19.2% (5)</td><td class="mfreq">26.9% (7)</td><td class="mfreq"><b>30.8% (8)</b></td><td class="mfreq">7.7% (2)</td><td class="mfreq">7.7% (2)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">...student attainment (certificates, degrees, transfer)</td><td class="mfreq">11.1% (3)</td><td class="mfreq">22.2% (6)</td><td class="mfreq">14.8% (4)</td><td class="mfreq"><b>33.3% (9)</b></td><td class="mfreq">7.4% (2)</td><td class="mfreq">11.1% (3)</td><td class="cnt">27</td></tr><tr><td class="rowLabel">c. The institution is committed to cohort tracking of entering students to determine rates of attainment and to identify areas for improvement.</td><td class="mfreq">17.9% (5)</td><td class="mfreq">10.7% (3)</td><td class="mfreq"><b>25.0% (7)</b></td><td class="mfreq">14.3% (4)</td><td class="mfreq">14.3% (4)</td><td class="mfreq">17.9% (5)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">d. The institution regularly collects, analyzes, and reports data pertaining to successful completion of remedial/developmental courses.</td><td class="mfreq">3.6% (1)</td><td class="mfreq">14.3% (4)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="mfreq">14.3% (4)</td><td class="mfreq">17.9% (5)</td><td class="mfreq">21.4% (6)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">...developmental students' success in entry-level college courses.</td><td class="mfreq">3.7% (1)</td><td class="mfreq">14.8% (4)</td><td class="mfreq"><b>33.3% (9)</b></td><td class="mfreq">11.1% (3)</td><td class="mfreq">18.5% (5)</td><td class="mfreq">18.5% (5)</td><td class="cnt">27</td></tr><tr><td class="rowLabel">...successful completion of selected gatekeeper courses (e.g., high enrollment/high failure-rate courses such as college algebra, freshman composition, anatomy and physiology, etc.)</td><td class="mfreq">10.7% (3)</td><td class="mfreq">14.3% (4)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="mfreq">10.7% (3)</td><td class="mfreq">17.9% (5)</td><td class="mfreq">17.9% (5)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">...rate of successful course completion for all courses (C or better).</td><td class="mfreq">7.1% (2)</td><td class="mfreq">10.7% (3)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="mfreq">14.3% (4)</td><td class="mfreq">17.9% (5)</td><td class="mfreq">21.4% (6)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">...student persistence  re-enrollment from one term to the next.</td><td class="mfreq">7.1% (2)</td><td class="mfreq">17.9% (5)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="mfreq">14.3% (4)</td><td class="mfreq">14.3% (4)</td><td class="mfreq">17.9% (5)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">...completion of certificates and associate degrees.</td><td class="mfreq">7.1% (2)</td><td class="mfreq">7.1% (2)</td><td class="mfreq">17.9% (5)</td><td class="mfreq">21.4% (6)</td><td class="mfreq">21.4% (6)</td><td class="mfreq"><b>25.0% (7)</b></td><td class="cnt">28</td></tr><tr><td class="rowLabel">e. Data depicting student persistence, learning, and attainment are routinely disaggregated and reported by student characteristics including gender</td><td class="mfreq">14.3% (4)</td><td class="mfreq">7.1% (2)</td><td class="mfreq">17.9% (5)</td><td class="mfreq">14.3% (4)</td><td class="mfreq">10.7% (3)</td><td class="mfreq"><b>35.7% (10)</b></td><td class="cnt">28</td></tr><tr><td class="rowLabel">...race/ethnicity</td><td class="mfreq">10.7% (3)</td><td class="mfreq">10.7% (3)</td><td class="mfreq">17.9% (5)</td><td class="mfreq">14.3% (4)</td><td class="mfreq">17.9% (5)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="cnt">28</td></tr><tr><td class="rowLabel">...income level</td><td class="mfreq">14.8% (4)</td><td class="mfreq">11.1% (3)</td><td class="mfreq">14.8% (4)</td><td class="mfreq">11.1% (3)</td><td class="mfreq">14.8% (4)</td><td class="mfreq"><b>33.3% (9)</b></td><td class="cnt">27</td></tr><tr><td class="rowLabel">f. The institution regularly assesses its performance and progress in implementing educational practices which evidence shows will contribute to higher levels of student persistence and learning.</td><td class="mfreq">17.9% (5)</td><td class="mfreq">21.4% (6)</td><td class="mfreq"><b>32.1% (9)</b></td><td class="mfreq">21.4% (6)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">7.1% (2)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">g. The results of student and institutional assessments are used routinely to inform institutional decisions regarding strategic priorities.</td><td class="mfreq">25.0% (7)</td><td class="mfreq">17.9% (5)</td><td class="mfreq"><b>32.1% (9)</b></td><td class="mfreq">17.9% (5)</td><td class="mfreq">7.1% (2)</td><td class="mfreq">0.0% (0)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">...resource allocation</td><td class="mfreq">17.9% (5)</td><td class="mfreq"><b>32.1% (9)</b></td><td class="mfreq">17.9% (5)</td><td class="mfreq">21.4% (6)</td><td class="mfreq">10.7% (3)</td><td class="mfreq">0.0% (0)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">...faculty and staff development</td><td class="mfreq">21.4% (6)</td><td class="mfreq">25.0% (7)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="mfreq">17.9% (5)</td><td class="mfreq">7.1% (2)</td><td class="mfreq">0.0% (0)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">...improvements in programs and services for learners</td><td class="mfreq">17.9% (5)</td><td class="mfreq">21.4% (6)</td><td class="mfreq"><b>35.7% (10)</b></td><td class="mfreq">14.3% (4)</td><td class="mfreq">7.1% (2)</td><td class="mfreq">3.6% (1)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">h. Beliefs and assertions about  what works in promoting student learning and attainment are evidence-based.</td><td class="mfreq">14.3% (4)</td><td class="mfreq">21.4% (6)</td><td class="mfreq"><b>32.1% (9)</b></td><td class="mfreq">14.3% (4)</td><td class="mfreq">7.1% (2)</td><td class="mfreq">10.7% (3)</td><td class="cnt">28</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>28</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>22</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">4. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. The institution has a strategic plan that clearly and succinctly states its goals for future development.</td><td class="mfreq">7.1% (2)</td><td class="mfreq">25.0% (7)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="mfreq">17.9% (5)</td><td class="mfreq">14.3% (4)</td><td class="mfreq">7.1% (2)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">b. The strategic plan is used to guide operational planning for each fiscal year.</td><td class="mfreq">7.1% (2)</td><td class="mfreq"><b>32.1% (9)</b></td><td class="mfreq">21.4% (6)</td><td class="mfreq">10.7% (3)</td><td class="mfreq">14.3% (4)</td><td class="mfreq">14.3% (4)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">c. Strategic focus is created through the identification of a small number of clear priorities for institutional action.</td><td class="mfreq">14.3% (4)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="mfreq">14.3% (4)</td><td class="mfreq">21.4% (6)</td><td class="mfreq">10.7% (3)</td><td class="mfreq">10.7% (3)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">d. The college demonstrates its ability to stop doing things that are off-mission, low-priority, and/or ineffective in promoting student persistence, learning, and attainment.</td><td class="mfreq">28.6% (8)</td><td class="mfreq">17.9% (5)</td><td class="mfreq"><b>35.7% (10)</b></td><td class="mfreq">3.6% (1)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">14.3% (4)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">e. The results of student and institutional assessments are used routinely to inform plans for improvement in programs and services.</td><td class="mfreq">21.4% (6)</td><td class="mfreq">21.4% (6)</td><td class="mfreq"><b>39.3% (11)</b></td><td class="mfreq">14.3% (4)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">3.6% (1)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">f. Members of the campus community participate extensively in the planning and priority-setting processes.</td><td class="mfreq">10.7% (3)</td><td class="mfreq">10.7% (3)</td><td class="mfreq"><b>50.0% (14)</b></td><td class="mfreq">17.9% (5)</td><td class="mfreq">10.7% (3)</td><td class="mfreq">0.0% (0)</td><td class="cnt">28</td></tr><tr><td class="rowLabel">g. Resources are consistently allocated and re-allocated to address priorities identified through the planning process.</td><td class="mfreq">10.7% (3)</td><td class="mfreq"><b>28.6% (8)</b></td><td class="mfreq">25.0% (7)</td><td class="mfreq">21.4% (6)</td><td class="mfreq">7.1% (2)</td><td class="mfreq">7.1% (2)</td><td class="cnt">28</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>28</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>22</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">5. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. The institution has clearly defined required student learning outcomes for core abilities/ general education (degree level)</td><td class="mfreq">11.1% (3)</td><td class="mfreq">22.2% (6)</td><td class="mfreq">22.2% (6)</td><td class="mfreq"><b>25.9% (7)</b></td><td class="mfreq">7.4% (2)</td><td class="mfreq">11.1% (3)</td><td class="cnt">27</td></tr><tr><td class="rowLabel">...for each program/major area</td><td class="mfreq">11.1% (3)</td><td class="mfreq">18.5% (5)</td><td class="mfreq"><b>25.9% (7)</b></td><td class="mfreq">22.2% (6)</td><td class="mfreq">7.4% (2)</td><td class="mfreq">14.8% (4)</td><td class="cnt">27</td></tr><tr><td class="rowLabel">...for each course</td><td class="mfreq">3.8% (1)</td><td class="mfreq">23.1% (6)</td><td class="mfreq"><b>30.8% (8)</b></td><td class="mfreq">19.2% (5)</td><td class="mfreq">11.5% (3)</td><td class="mfreq">11.5% (3)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">b. Statements of required learning outcomes reflect consensus achieved by teaching faculty.</td><td class="mfreq">0.0% (0)</td><td class="mfreq">18.5% (5)</td><td class="mfreq">25.9% (7)</td><td class="mfreq"><b>33.3% (9)</b></td><td class="mfreq">3.7% (1)</td><td class="mfreq">18.5% (5)</td><td class="cnt">27</td></tr><tr><td class="rowLabel">c. Statements of required learning outcomes are congruent with the mission and values of the institution.</td><td class="mfreq">7.4% (2)</td><td class="mfreq">18.5% (5)</td><td class="mfreq"><b>29.6% (8)</b></td><td class="mfreq">25.9% (7)</td><td class="mfreq">7.4% (2)</td><td class="mfreq">11.1% (3)</td><td class="cnt">27</td></tr><tr><td class="rowLabel">d. Statements of required learning outcomes are prominently and publicly displayed and communicated.</td><td class="mfreq">14.8% (4)</td><td class="mfreq"><b>25.9% (7)</b></td><td class="mfreq"><b>25.9% (7)</b></td><td class="mfreq">18.5% (5)</td><td class="mfreq">7.4% (2)</td><td class="mfreq">7.4% (2)</td><td class="cnt">27</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>27</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>23</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">6. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. Faculty members have designed and/or identified and implemented an array of appropriate assessments of student learning in all credit courses</td><td class="mfreq">0.0% (0)</td><td class="mfreq">29.6% (8)</td><td class="mfreq"><b>37.0% (10)</b></td><td class="mfreq">11.1% (3)</td><td class="mfreq">3.7% (1)</td><td class="mfreq">18.5% (5)</td><td class="cnt">27</td></tr><tr><td class="rowLabel">...in the program/major area</td><td class="mfreq">3.7% (1)</td><td class="mfreq">25.9% (7)</td><td class="mfreq"><b>33.3% (9)</b></td><td class="mfreq">11.1% (3)</td><td class="mfreq">3.7% (1)</td><td class="mfreq">22.2% (6)</td><td class="cnt">27</td></tr><tr><td class="rowLabel">...in core abilities/general education</td><td class="mfreq">7.7% (2)</td><td class="mfreq">23.1% (6)</td><td class="mfreq"><b>34.6% (9)</b></td><td class="mfreq">11.5% (3)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">19.2% (5)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">b. Faculty members have developed common criteria or rubrics that are used in ascertaining and documenting each student s level of attainment of required learning outcomes.</td><td class="mfreq">7.4% (2)</td><td class="mfreq">18.5% (5)</td><td class="mfreq"><b>40.7% (11)</b></td><td class="mfreq">11.1% (3)</td><td class="mfreq">3.7% (1)</td><td class="mfreq">18.5% (5)</td><td class="cnt">27</td></tr><tr><td class="rowLabel">c. Third-party judgment or validation is routinely incorporated in assessment.</td><td class="mfreq"><b>33.3% (9)</b></td><td class="mfreq">0.0% (0)</td><td class="mfreq"><b>33.3% (9)</b></td><td class="mfreq">3.7% (1)</td><td class="mfreq">3.7% (1)</td><td class="mfreq">25.9% (7)</td><td class="cnt">27</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>27</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>23</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">7. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. Faculty design curriculum and teaching strategies to ensure alignment with required student learning outcomes.</td><td class="mfreq">3.8% (1)</td><td class="mfreq">11.5% (3)</td><td class="mfreq"><b>50.0% (13)</b></td><td class="mfreq">11.5% (3)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">15.4% (4)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">b. The college has designed and implemented across-the-curriculum teaching/learning strategies in areas such as writing</td><td class="mfreq"><b>26.9% (7)</b></td><td class="mfreq">11.5% (3)</td><td class="mfreq">19.2% (5)</td><td class="mfreq">15.4% (4)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">19.2% (5)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">...quantitative reasoning</td><td class="mfreq"><b>26.9% (7)</b></td><td class="mfreq">11.5% (3)</td><td class="mfreq">23.1% (6)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">23.1% (6)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">...technology /computing</td><td class="mfreq"><b>26.9% (7)</b></td><td class="mfreq">11.5% (3)</td><td class="mfreq">23.1% (6)</td><td class="mfreq">11.5% (3)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">19.2% (5)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">...other (specify:________________)</td><td class="mfreq">16.7% (2)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">8.3% (1)</td><td class="mfreq">8.3% (1)</td><td class="mfreq">25.0% (3)</td><td class="mfreq"><b>41.7% (5)</b></td><td class="cnt">12</td></tr><tr><td class="rowLabel">c. Faculty members clearly articulate learning outcomes at different levels of the curriculum; consequently, prerequisites are clear and rational, and sequential levels are appropriately aligned with one another.</td><td class="mfreq">7.7% (2)</td><td class="mfreq">15.4% (4)</td><td class="mfreq"><b>34.6% (9)</b></td><td class="mfreq">26.9% (7)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">15.4% (4)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">d. Faculty members implement diverse approaches to learning that address and challenge the variety of learning styles among their students.</td><td class="mfreq">7.7% (2)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">26.9% (7)</td><td class="mfreq"><b>34.6% (9)</b></td><td class="mfreq">11.5% (3)</td><td class="mfreq">11.5% (3)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">e. Faculty members document their teaching approaches, and students use the information in their selection of courses and other learning options.</td><td class="mfreq"><b>30.8% (8)</b></td><td class="mfreq">0.0% (0)</td><td class="mfreq">26.9% (7)</td><td class="mfreq">23.1% (6)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">19.2% (5)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">f. The college has built partnerships with employers and community-based organizations leading to hands-on experiential learning experiences for students.</td><td class="mfreq">0.0% (0)</td><td class="mfreq">19.2% (5)</td><td class="mfreq"><b>26.9% (7)</b></td><td class="mfreq"><b>26.9% (7)</b></td><td class="mfreq">7.7% (2)</td><td class="mfreq">19.2% (5)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">g. Students typically participate in opportunities for experiential learning (e.g.,service learning, internships, cooperative learning).</td><td class="mfreq">26.9% (7)</td><td class="mfreq">3.8% (1)</td><td class="mfreq"><b>30.8% (8)</b></td><td class="mfreq">23.1% (6)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">11.5% (3)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">h. Students frequently engage in other active and collaborative learning experiences (e.g., learning communities, team learning, problem-based learning, mentoring, peer tutoring, etc.)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">19.2% (5)</td><td class="mfreq"><b>34.6% (9)</b></td><td class="mfreq">26.9% (7)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">11.5% (3)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">i. Frequent student interaction with peers, faculty, and academic/student support staff is purposefully incorporated into the design of learning experiences and course requirements.</td><td class="mfreq">15.4% (4)</td><td class="mfreq">11.5% (3)</td><td class="mfreq"><b>38.5% (10)</b></td><td class="mfreq">26.9% (7)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">7.7% (2)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">j. Course requirements are purposefully designed to promote out-of-classroom learning experiences for students (e.g., group projects, faculty conferences, related community service, etc.).</td><td class="mfreq">15.4% (4)</td><td class="mfreq">0.0% (0)</td><td class="mfreq"><b>46.2% (12)</b></td><td class="mfreq">23.1% (6)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">15.4% (4)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">k. Faculty members routinely identify high-failure-rate courses and undertake collaborative re-design of those courses to promote student success while maintaining high quality standards.</td><td class="mfreq"><b>34.6% (9)</b></td><td class="mfreq">11.5% (3)</td><td class="mfreq">23.1% (6)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">19.2% (5)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">l. The college has developed curricula with explicit career pathways that feature articulation with secondary school programs</td><td class="mfreq">15.4% (4)</td><td class="mfreq">7.7% (2)</td><td class="mfreq"><b>42.3% (11)</b></td><td class="mfreq">23.1% (6)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">3.8% (1)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">...strong links between basic skills/ ESL/ developmental courses and college-level courses</td><td class="mfreq">19.2% (5)</td><td class="mfreq">15.4% (4)</td><td class="mfreq"><b>34.6% (9)</b></td><td class="mfreq">23.1% (6)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">3.8% (1)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">...certificate programs providing the first step to the A.A.S. degree</td><td class="mfreq">11.5% (3)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">19.2% (5)</td><td class="mfreq"><b>38.5% (10)</b></td><td class="mfreq">15.4% (4)</td><td class="mfreq">11.5% (3)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">...articulation with related baccalaureate programs</td><td class="mfreq">0.0% (0)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">23.1% (6)</td><td class="mfreq"><b>42.3% (11)</b></td><td class="mfreq">15.4% (4)</td><td class="mfreq">11.5% (3)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">m. Expectations regarding students responsibilities in the learning process are explicitly stated and are communicated to all students by faculty, counselors, and fellow students.</td><td class="mfreq">11.5% (3)</td><td class="mfreq">7.7% (2)</td><td class="mfreq"><b>34.6% (9)</b></td><td class="mfreq">26.9% (7)</td><td class="mfreq">15.4% (4)</td><td class="mfreq">3.8% (1)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">n. Students frequently engage in self-assessment and reflection on their learning processes and goals.</td><td class="mfreq"><b>30.8% (8)</b></td><td class="mfreq">7.7% (2)</td><td class="mfreq"><b>30.8% (8)</b></td><td class="mfreq">3.8% (1)</td><td class="mfreq">7.7% (2)</td><td class="mfreq">19.2% (5)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">o. Faculty members provide students with frequent and timely feedback on their progress in learning.</td><td class="mfreq">7.7% (2)</td><td class="mfreq">11.5% (3)</td><td class="mfreq"><b>46.2% (12)</b></td><td class="mfreq">23.1% (6)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">7.7% (2)</td><td class="cnt">26</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>26</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>24</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">8. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. The institution conducts thorough reviews of current programs for underprepared students to determine student success rates and identify needs for improvement.</td><td class="mfreq">3.8% (1)</td><td class="mfreq">19.2% (5)</td><td class="mfreq">30.8% (8)</td><td class="mfreq"><b>34.6% (9)</b></td><td class="mfreq">3.8% (1)</td><td class="mfreq">7.7% (2)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">b. Mandatory assessment and course placement policies have been implemented for entering students.</td><td class="mfreq">0.0% (0)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">15.4% (4)</td><td class="mfreq">19.2% (5)</td><td class="mfreq"><b>57.7% (15)</b></td><td class="mfreq">7.7% (2)</td><td class="cnt">26</td></tr><tr><td class="rowLabel">c. Exit competencies for developmental education and ESL courses are</td><td class="mfreq">0.0% (0)</td><td class="mfreq">9.5% (2)</td><td class="mfreq">9.5% (2)</td><td class="mfreq">19.0% (4)</td><td class="mfreq">9.5% (2)</td><td class="mfreq"><b>52.4% (11)</b></td><td class="cnt">21</td></tr><tr><td class="rowLabel">fully aligned with competencies required for success in entry-level college courses.</td><td class="mfreq">4.2% (1)</td><td class="mfreq">8.3% (2)</td><td class="mfreq">20.8% (5)</td><td class="mfreq">20.8% (5)</td><td class="mfreq">0.0% (0)</td><td class="mfreq"><b>45.8% (11)</b></td><td class="cnt">24</td></tr><tr><td class="rowLabel">d. Faculty who teach developmental courses do so voluntarily and have undergone training in appropriate teaching strategies.</td><td class="mfreq">23.1% (6)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">11.5% (3)</td><td class="mfreq">11.5% (3)</td><td class="mfreq">7.7% (2)</td><td class="mfreq"><b>42.3% (11)</b></td><td class="cnt">26</td></tr><tr><td class="rowLabel">e. The college has created learning communities that link developmental courses to courses in other disciplines.</td><td class="mfreq">11.5% (3)</td><td class="mfreq">7.7% (2)</td><td class="mfreq"><b>42.3% (11)</b></td><td class="mfreq">19.2% (5)</td><td class="mfreq">3.8% (1)</td><td class="mfreq">15.4% (4)</td><td class="cnt">26</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>26</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>24</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">9. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. All college processes (financial aid application, registration, etc.) are student-friendly.</td><td class="mfreq">20.8% (5)</td><td class="mfreq">12.5% (3)</td><td class="mfreq"><b>37.5% (9)</b></td><td class="mfreq">29.2% (7)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">0.0% (0)</td><td class="cnt">24</td></tr><tr><td class="rowLabel">b. A strong and systematic advising system ensures that each student develops an academic plan.</td><td class="mfreq">16.7% (4)</td><td class="mfreq">8.3% (2)</td><td class="mfreq">25.0% (6)</td><td class="mfreq"><b>37.5% (9)</b></td><td class="mfreq">8.3% (2)</td><td class="mfreq">4.2% (1)</td><td class="cnt">24</td></tr><tr><td class="rowLabel">c. The advising process stresses steps toward degree attainment.</td><td class="mfreq">8.3% (2)</td><td class="mfreq">8.3% (2)</td><td class="mfreq">12.5% (3)</td><td class="mfreq"><b>25.0% (6)</b></td><td class="mfreq"><b>25.0% (6)</b></td><td class="mfreq">20.8% (5)</td><td class="cnt">24</td></tr><tr><td class="rowLabel">d. The institution employs informational and instructional technology in ways specifically targeted to improve student persistence, learning, and attainment.</td><td class="mfreq">12.5% (3)</td><td class="mfreq">8.3% (2)</td><td class="mfreq">33.3% (8)</td><td class="mfreq"><b>37.5% (9)</b></td><td class="mfreq">8.3% (2)</td><td class="mfreq">0.0% (0)</td><td class="cnt">24</td></tr><tr><td class="rowLabel">e. Fundraising efforts are focused on providing financial aid to low-income students.</td><td class="mfreq">8.3% (2)</td><td class="mfreq">4.2% (1)</td><td class="mfreq">12.5% (3)</td><td class="mfreq"><b>37.5% (9)</b></td><td class="mfreq">16.7% (4)</td><td class="mfreq">20.8% (5)</td><td class="cnt">24</td></tr><tr><td class="rowLabel">f. Student needs drive class schedule development.</td><td class="mfreq">17.4% (4)</td><td class="mfreq">4.3% (1)</td><td class="mfreq"><b>30.4% (7)</b></td><td class="mfreq">21.7% (5)</td><td class="mfreq">8.7% (2)</td><td class="mfreq">17.4% (4)</td><td class="cnt">23</td></tr><tr><td class="rowLabel">g. Strong partnerships with K-12 systems ease the transition for high school graduates coming to the community college.</td><td class="mfreq">12.5% (3)</td><td class="mfreq"><b>29.2% (7)</b></td><td class="mfreq">16.7% (4)</td><td class="mfreq"><b>29.2% (7)</b></td><td class="mfreq">4.2% (1)</td><td class="mfreq">8.3% (2)</td><td class="cnt">24</td></tr><tr><td class="rowLabel">h. Strong articulation agreements with senior colleges promote smooth transfer without inappropriate loss of credit for community college students.</td><td class="mfreq">0.0% (0)</td><td class="mfreq">12.5% (3)</td><td class="mfreq"><b>33.3% (8)</b></td><td class="mfreq"><b>33.3% (8)</b></td><td class="mfreq">12.5% (3)</td><td class="mfreq">8.3% (2)</td><td class="cnt">24</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>24</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>26</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">10. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. The roles of faculty, staff, and administrators are defined in terms of functions and behaviors that contribute to student success.</td><td class="mfreq">12.0% (3)</td><td class="mfreq">4.0% (1)</td><td class="mfreq">28.0% (7)</td><td class="mfreq"><b>44.0% (11)</b></td><td class="mfreq">8.0% (2)</td><td class="mfreq">4.0% (1)</td><td class="cnt">25</td></tr><tr><td class="rowLabel">b. Staffing patterns and workload arrangements reflect a focus on student persistence, learning, and attainment.</td><td class="mfreq">28.0% (7)</td><td class="mfreq">4.0% (1)</td><td class="mfreq">20.0% (5)</td><td class="mfreq"><b>44.0% (11)</b></td><td class="mfreq">4.0% (1)</td><td class="mfreq">0.0% (0)</td><td class="cnt">25</td></tr><tr><td class="rowLabel">c. Employment practices reflect high value placed on diversity.</td><td class="mfreq">12.0% (3)</td><td class="mfreq">12.0% (3)</td><td class="mfreq">24.0% (6)</td><td class="mfreq"><b>28.0% (7)</b></td><td class="mfreq">20.0% (5)</td><td class="mfreq">4.0% (1)</td><td class="cnt">25</td></tr><tr><td class="rowLabel">d. Personnel recruitment, selection, and orientation processes explicitly reflect the focus on student persistence, learning, and attainment.</td><td class="mfreq">20.0% (5)</td><td class="mfreq">8.0% (2)</td><td class="mfreq"><b>32.0% (8)</b></td><td class="mfreq"><b>32.0% (8)</b></td><td class="mfreq">8.0% (2)</td><td class="mfreq">0.0% (0)</td><td class="cnt">25</td></tr><tr><td class="rowLabel">e. Systematic evaluation of teaching effectiveness includes evaluation by both peers and students.</td><td class="mfreq">4.0% (1)</td><td class="mfreq">4.0% (1)</td><td class="mfreq">20.0% (5)</td><td class="mfreq">20.0% (5)</td><td class="mfreq"><b>40.0% (10)</b></td><td class="mfreq">12.0% (3)</td><td class="cnt">25</td></tr><tr><td class="rowLabel">f. At all levels of the institution, personnel evaluation criteria and processes reflect a focus on activities and behaviors that contribute to student learning--and promote learning by the person being evaluated.</td><td class="mfreq">12.0% (3)</td><td class="mfreq">16.0% (4)</td><td class="mfreq">12.0% (3)</td><td class="mfreq"><b>32.0% (8)</b></td><td class="mfreq">16.0% (4)</td><td class="mfreq">12.0% (3)</td><td class="cnt">25</td></tr><tr><td class="rowLabel">g. Reward systems recognize and reward outstanding contributions to improving student persistence, learning, and attainment and creating more effective learning environments.</td><td class="mfreq">28.0% (7)</td><td class="mfreq">20.0% (5)</td><td class="mfreq"><b>32.0% (8)</b></td><td class="mfreq">16.0% (4)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">4.0% (1)</td><td class="cnt">25</td></tr><tr><td class="rowLabel">h. Faculty and staff development opportunities are focused on improvement of student persistence, learning, and attainment and informed by the results of student and institutional assessments.</td><td class="mfreq">12.0% (3)</td><td class="mfreq">12.0% (3)</td><td class="mfreq">24.0% (6)</td><td class="mfreq"><b>36.0% (9)</b></td><td class="mfreq">4.0% (1)</td><td class="mfreq">12.0% (3)</td><td class="cnt">25</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>25</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>25</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">11. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know/haven't observed</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. Institutional leaders demonstrate a commitment to strengthening student persistence, learning, and attainment--a commitment that extends beyond rhetoric to actions in resource allocation, policymaking, and data-driven decision making.</td><td class="mfreq">4.2% (1)</td><td class="mfreq">8.3% (2)</td><td class="mfreq"><b>37.5% (9)</b></td><td class="mfreq">33.3% (8)</td><td class="mfreq">16.7% (4)</td><td class="mfreq">0.0% (0)</td><td class="cnt">24</td></tr><tr><td class="rowLabel">b. The CEO and other institutional leaders frequently use data about student persistence and learning to drive decisions.</td><td class="mfreq">4.2% (1)</td><td class="mfreq">4.2% (1)</td><td class="mfreq"><b>29.2% (7)</b></td><td class="mfreq">16.7% (4)</td><td class="mfreq">25.0% (6)</td><td class="mfreq">20.8% (5)</td><td class="cnt">24</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>24</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>26</b></div></td></tr></tfoot></table></div><div style="margin-bottom: 15px;"><table class="rsltsmry" cellpadding="0" cellspacing="1"><thead><tr><th class="hdr" colspan="8">12. Please indicate your responses to these items.</th></tr></thead><tbody><tr><th class="dflt">&nbsp;</th><th class="col" style="width: 16%;">0 = No implementation</th><th class="col" style="width: 16%;">1 = Under discussion</th><th class="col" style="width: 16%;">2 = Marginal implementation</th><th class="col" style="width: 16%;">3 = Partial implementation</th><th class="col" style="width: 16%;">4 = Full implementation</th><th class="col" style="width: 16%;">DK = Don't know</th><th class="cnt">Response<br>Count</th></tr><tr><td class="rowLabel">a. Key institutional documents (e.g., mission and vision statements, college catalog, program descriptions) reflect the focus on student success.</td><td class="mfreq">4.3% (1)</td><td class="mfreq">13.0% (3)</td><td class="mfreq"><b>34.8% (8)</b></td><td class="mfreq">26.1% (6)</td><td class="mfreq">17.4% (4)</td><td class="mfreq">4.3% (1)</td><td class="cnt">23</td></tr><tr><td class="rowLabel">b. Academic policies (e.g., provisions for registration, assessment and course placement upon entry, class changes, college orientation, first-year experience, feedback on academic progress, etc.) reflect priority placed on student persistence, learning, and attainment.</td><td class="mfreq">8.7% (2)</td><td class="mfreq">13.0% (3)</td><td class="mfreq">21.7% (5)</td><td class="mfreq"><b>30.4% (7)</b></td><td class="mfreq">17.4% (4)</td><td class="mfreq">8.7% (2)</td><td class="cnt">23</td></tr><tr><td class="rowLabel">c. The governing board has established an explicit policy that calls for closing the gap in educational attainment between low-income students and students of color in comparison with their peers.</td><td class="mfreq">13.0% (3)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">21.7% (5)</td><td class="mfreq">0.0% (0)</td><td class="mfreq">17.4% (4)</td><td class="mfreq"><b>47.8% (11)</b></td><td class="cnt">23</td></tr><tr><td class="rowLabel">d. The governing board regularly examines key performance indicators of student persistence, learning, and attainment.</td><td class="mfreq">8.7% (2)</td><td class="mfreq">4.3% (1)</td><td class="mfreq">21.7% (5)</td><td class="mfreq">8.7% (2)</td><td class="mfreq">0.0% (0)</td><td class="mfreq"><b>56.5% (13)</b></td><td class="cnt">23</td></tr><tr><td class="rowLabel">e. The governing board supports resource allocation and re-allocation to promote improvement in student persistence, learning, and attainment.</td><td class="mfreq">13.0% (3)</td><td class="mfreq">4.3% (1)</td><td class="mfreq">21.7% (5)</td><td class="mfreq">4.3% (1)</td><td class="mfreq">4.3% (1)</td><td class="mfreq"><b>52.2% (12)</b></td><td class="cnt">23</td></tr></tbody><tfoot><tr><td>&nbsp;</td><th class="answ" colspan="6">answered question</th><td class="answ"><b>23</b></td></tr><tr><td><div class="spacer">&nbsp;</div></td><th class="skip" colspan="6">skipped question</th><td class="skip"><div class="spacer"><b>27</b></div></td></tr></tfoot></table></div></body></html>