Student Satisfaction Shoreline Community College

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Student Satisfaction _at_ Shoreline Community
College

• Results from the Noel-Levitz Student Satisfaction
  Inventory (SSI)

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Description

• First selected for administration in Fall, 2001
• Focus on two critical elements Importance and
  Satisfaction and the gap between the two
• Well-established reliability and validity
• Availability of regional and national comparison
  data

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Description

• Availability of companion employee survey
  (Institutional Priorities Survey--IPS) to compare
  student/employee perceptions
• Included 10 locally developed questions in the
  same importance/satisfaction measurement format

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Measures 12 Dimensions of Community College
Education (In order of perceived importance at
Shorelineboth years)

• Instructional Effectiveness (quality of
  instruction, course variety, availability of
  faculty)
• Academic Advising/Counseling (primarily advising)
• Registration Effectiveness (helpfulness of
  personnel, bookstore staff, policies)
• Safety and Security (parking, lighting, staff)
• Concern for the Individual (fair treatment,
  concern for success)

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Measures 12 Dimensions of Community College
Education (In order of perceived importance at
Shorelineboth years)

• Academic Services (library, labs, tutoring)
• Campus Climate (welcoming atmosphere, attention
  to individual needs, approachability of staff,
  community reputation)
• Admissions and Financial Aid
• Service Excellence (helpfulness of staff in
  various areas)
• Student Centeredness (caring staff, quality of
  experience)

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Measures 12 Dimensions of Community College
Education (In order of perceived importance at
Shorelineboth years)

• Campus Support Services (career services,
  veterans services, orientation)
• Responsiveness to Diverse Populations
  (satisfaction only)

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History and Sampling

• Administered in late Fall Quarter 2001 and 2003
• Sample of classes structured to assure
  proportionate representations of disciplines and
  times of day.
• Sample for 2003 included 92 classes, 1785
  students (unduplicated)
• Administration by volunteer proctors

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History and Sampling

• 2003 return rate 1268 (71) Similar to 2001
• Demographic comparisons of population and actual
  survey returns indicate sample was an accurate
  reflection of the campus at large
• Continue administration on regular basis in
  future years to monitor satisfaction
• Explore web-administration alternative to
  minimize impact on instructional time.

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Dissemination of Results

• 3 Formats
• Electronic reports prepared by publisher
  available on intranet
• Detailed summary prepared locallyavailable on
  intranet (http//intranet.shore.ctc.edu/intranetie
  ar/Surveys/surveys.htm)
• Hard copy (most detail) at Library reserve desk

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Dissemination of Results

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

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Results

• Scale review
• Importance 1low 7high importance
• Satisfaction 1low 7high satisfaction
• Gap publisher suggests that an
  importance-satisfaction gap of 1.5 scale points
  or greater should be a focus of concern (for
  high-importance areas). This was used in local
  analysis along with 1.25 as a marginal gap score

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Overall Summary
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Satisfaction Comparison SCC Western Region CCs
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Satisfaction Comparison SCC Students and
Employees
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Highlights--Most Important Dimensions
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Strengths

• Instructional Effectiveness
• Instructional excellence
• Course variety
• Knowledge and availability of faculty
• Opportunities for intellectual growth

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Strengths

• Registration Effectiveness
• Helpfulness of registration personnel
• Clear and well-publicized policies and procedures
• Helpfulness of bookstore staff

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Strengths

• Academic Services
• Adequacy of library resources and services
• Adequacy and accessibility of computer labs
• Helpfulness of library staff

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Challenges

• Safety and Security
• Perceived adequacy of parking spaces
• Lighting and security of parking areas

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Challenges

• Academic Advising (marginal gap)
• Advisors knowledge of transfer requirements
• Help with reaching educational goals
• Concern with individual success

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Challenges

• Instructional Effectiveness
• Timely feedback to students (marginal)
• Early warnings to students doing poorly in class
  (marginal)

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Local Items--Students
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Local Items--Employees
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