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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
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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.
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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.
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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
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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
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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).
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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
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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
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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).
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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.
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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
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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
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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
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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.
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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
16 Billing for tuition and fees is tailored to meet my specific needs.
20e Full payment due on tuition reimbursement by employer
16 Billing for tuition and fees is tailored to meet my specific needs.
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
16 Billing for tuition and fees is tailored to meet my specific needs.
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)
26 I am able to choose course delivery that fits my life circumstances.
25c Face-to-face classes (early morning [“sunrise”] hours)
26 I am able to choose course delivery that fits my life circumstances.
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)
26 I am able to choose course delivery that fits my life circumstances.
25f Recorded (one-way) video or audio delivery
26 I am able to choose course delivery that fits my life circumstances.
25g Interactive (two-way) video or audio delivery
26 I am able to choose course delivery that fits my life circumstances.
25h Asynchronous print-based (correspondence) delivery
26 I am able to choose course delivery that fits my life circumstances.
25i Synchronous (live) computer-based delivery
26 I am able to choose course delivery that fits my life circumstances.
25j Asynchronous computer-based delivery
26 I am able to choose course delivery that fits my life circumstances.
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
26 I am able to choose course delivery that fits my life circumstances.
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
27 I am encouraged to apply the classes I’ve taken toward a degree or certificate.
18
institutions
32b Institution monitors the majors that former students enroll in
27 I am encouraged to apply the classes I’ve taken toward a degree or certificate.
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
47 When I miss a deadline or fall behind in my studies, someone from the institution contacts me.
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
18 This institution uses technology on a regular basis to reach out to me.
46c Multiple site/non-face-to-face—book/instruction purchase
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.
46cg Bookstore—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
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
18 This institution uses technology on a regular basis to reach out to me.
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
18 This institution uses technology on a regular basis to reach out to me.
46f Multiple site/non-face-to-face—counseling
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.
46fg Counseling Services—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46g Multiple site/non-face-to-face—employment services
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.
46gg Employment Services—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46h Multiple site/non-face-to-face—change program services
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.
46hg Visible Mechanisms to Help Students Transition—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46i Multiple site/non-face-to-face—disability info/svcs
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.
46ig Disability Info/Services—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46j Multiple site/non-face-to-face—financial aid
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.
46jg Financial Aid—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46k Multiple site/non-face-to-face—health info/programming
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.
46kg Health Information—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
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
18 This institution uses technology on a regular basis to reach out to me.
46m Multiple site/non-face-to-face—learning resources/ library
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.
46mg Learning Resources/Library—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46n Multiple site/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.
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
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.
46og Placement Testing—Web of Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46p Multiple site/non-face-to-face—prior learning assessment
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.
46pg Prior Learning Assessment—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46q Multiple site/non-face-to-face—registration
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.
46qg Registration—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46r Multiple site/non-face-to-face—remediation
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.
46rg Remediation—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
46s Multiple site/non-face-to-face—student study groups
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.
46sg Study Groups—Web or Technology Based
18 This institution uses technology on a regular basis to reach out to me.
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
18 This institution uses technology on a regular basis to reach out to me.
49a Proactive delivery of student services
47 When I miss a deadline or fall behind in my studies, someone from the institution contacts me.
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.
ISAS Narrative Report
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.
ISAS Narrative Report
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.
ISAS Narrative Report
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
ISAS Narrative Report
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
Outreach Life & CareerPlanning
Financing Assessment ofLearning Outcomes
Teaching-LearningProcess
Student SupportSystems
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%
Outreach Life & CareerPlanning
Financing Assessment ofLearning Outcomes
Teaching-LearningProcess
Student SupportSystems
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q4a-Undergrad FTE enrollment - degree or credential seeking 7004 4999 6642 5764
Shasta College
Response
Community College
Responses University
Responses All Responses
Q4b-Undergrad unduplicated headcount enrollment - degree or credential seeking
8130 5108 8358 6614
Shasta College
Response
Community College
Responses University
Responses All Responses
Q4c-Credit-bearing headcount enrollment - not seeking degree or credential
735 1316 938 1142
2
Shasta College
Response
Community College
Responses University
Responses All Responses
Q4d-Non-credit headcount enrollment - not seeking degree or credential
570 1463 122 885
Shasta College
Response
Community College
Responses University
Responses All Responses
Q4e-Other Credit-bearing headcount enrollment 0 924 243 656
Shasta College
Response
Community College
Responses University
Responses All Responses
Q4f-Other Non-credit headcount enrollment 0 2282 625 1517
Shasta College
Response
Community College
Responses University
Responses All Responses
Q5a-Instructional staff - Full-time faculty headcount 117 116 316 209
Shasta College
Response
Community College
Responses University
Responses All Responses
Q5b-Instructional staff - Part-time faculty headcount 223 264 293 277
3
Shasta College
……………………………………MISSION, LEADERSHIP AND ORGANIZATIONAL STRUCTURE……………………………………
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q12au-Recruit students - Visits to high school - Used
100.0 % 99.0 % 93.5 % 96.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12at-Recruit students - Visits to high school - Targeted at adultsUsed
0.0 % 1.0 % 3.3 % 2.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12aim-Recruit students - Visits to high school - Important
0.0 % 3.9 % 0.0 % 2.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12bu-Recruit students - Open houses for prospective students - Used
100.0 % 90.3 % 100.0 % 94.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12bt-Recruit students - Open houses for prospective students - Targeted at adults
0.0 % 22.3 % 42.4 % 31.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12bim-Recruit students - Open houses for prospective students - Important
0.0 % 19.4 % 22.8 % 21.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12cu-Recruit students - Direct mailed printed materials - Used
100.0 % 88.3 % 98.9 % 93.3 %
9
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12ct-Recruit students - Direct mailed printed materials - Targeted at adults
100.0 % 24.3 % 44.6 % 33.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12cim-Recruit students - Direct mailed printed materials - Important
100.0 % 23.3 % 23.9 % 23.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12du-Recruit students - Newspaper/magazine advertising - Used
100.0 % 96.1 % 81.5 % 89.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12dt-Recruit students - Newspaper/magazine advertising - Targeted at adults
100.0 % 25.2 % 51.1 % 37.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12dim-Recruit students - Newspaper/magazine advertising - Important
0.0 % 32.0 % 12.0 % 22.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12eu-Recruit students - TV/radio advertising - Used
100.0 % 94.2 % 90.2 % 92.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12et-Recruit students - TV/radio advertising - Targeted at adults
0.0 % 22.3 % 44.6 % 32.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
10
Q12eim-Recruit students - TV/radio advertising - Important
0.0 % 30.1 % 34.8 % 32.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12fu-Recruit students - Toll-free number - Used
100.0 % 60.2 % 81.5 % 70.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12ft-Recruit students - Toll-free number - Targeted at adults
0.0 % 5.8 % 26.1 % 15.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12fim-Recruit students - Toll-free number - Important
0.0 % 1.0 % 3.3 % 2.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12gu-Recruit students - Web site - Used 100.0 % 97.1 % 100.0 % 98.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12gt-Recruit students - Web site - Targeted at adults
0.0 % 21.4 % 57.6 % 38.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12gim-Recruit students - Web site - Important
100.0 % 41.7 % 64.1 % 52.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12hu-Recruit students - Recruitment fairs - Used
100.0 % 97.1 % 100.0 % 98.5 %
11
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12ht-Recruit students - Recruitment fairs - Targeted at adults
0.0 % 25.2 % 46.7 % 35.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12him-Recruit students - Recruitment fairs - Important
0.0 % 18.4 % 14.1 % 16.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12iu-Recruit students - Employment sites - Used
100.0 % 80.6 % 66.3 % 73.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12it-Recruit students - Employment sites - Targeted at adults
100.0 % 34.0 % 48.9 % 41.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12iim-Recruit students - Employment sites - Important
0.0 % 45.6 % 34.8 % 40.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12ju-Recruit students - Information sites in comm locations - Used
0.0 % 80.6 % 59.8 % 70.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12jt-Recruit students - Information sites in comm locations - Targeted at adults
0.0 % 19.4 % 30.4 % 24.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12jim-Recruit students - Information sites in comm locations - Important
0.0 % 18.4 % 2.2 % 10.8 %
12
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12ku-Recruit students - One-on-one meetings with faculty/staff - Used
0.0 % 90.3 % 91.3 % 90.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q12kim-Recruit students - One-on-one meetings with faculty/staff - Important
0.0 % 12.6 % 18.5 % 15.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12lu-Recruit students - Word of mouth - Used
100.0 % 99.0 % 94.6 % 96.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12lt-Recruit students - Word of mouth - Targeted at adults
100.0 % 30.1 % 53.3 % 41.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12lim-Recruit students - Word of mouth - Important
0.0 % 34.0 % 43.5 % 38.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12mu-Recruit students - Other - Used 100.0 % 37.9 % 43.5 % 40.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
13
Q12mt-Recruit students - Other - Targeted at adults
100.0 % 13.6 % 29.3 % 21.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q12mim-Recruit students - Other - Important
100.0 % 13.6 % 17.4 % 15.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q16a-Articulation agreements - Public/private (non-profit) colleges or universities
100.0 % 95.1 % 97.8 % 96.4 %
14
Shasta College
Response
Community College
Responses University
Responses All Responses
Q16b-Articulation agreements - Proprietary (for-profit) colleges or universities
0.0 % 50.5 % 34.8 % 43.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q16c-Articulation agreements - Corporate training programs
0.0 % 43.7 % 28.3 % 36.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q16d-Articulation agreements - Union or community-based training/educational programs
0.0 % 41.7 % 21.7 % 32.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q16e-Articulation agreements - Governmental training programs
100.0 % 61.2 % 63.0 % 62.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q17a-Recruitment materials emphasize - Transfer to another institution at higher level
100.0 % 90.3 % 52.2 % 72.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q17c-Recruitment materials emphasize - Obtain occupational/vocational certification
100.0 % 95.1 % 43.5 % 70.8 %
15
Shasta College
Response
Community College
Responses University
Responses All Responses
Q17d-Recruitment materials emphasize - Obtain employment in new job
100.0 % 86.4 % 72.8 % 80.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q17e-Recruitment materials emphasize - Obtain skills for advancement in present job
100.0 % 83.5 % 68.5 % 76.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q20aav-Costs of attendance - Federal financial aid - Available 100.0 % 99.0 % 100.0 % 99.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q20aavpt-Costs of attendance - Federal financial aid - Available to part-timers 100.0 % 92.2 % 91.3 % 91.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q20bav-Costs of attendance - State financial aid - Available 100.0 % 97.1 % 94.6 % 95.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q20bavpt-Costs of attendance - State financial aid - Available to part-timers 100.0 % 86.4 % 77.2 % 82.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q20cav-Costs of attendance - Institutional aid - Available 100.0 % 97.1 % 97.8 % 97.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q20cavpt-Costs of attendance - Institutional aid - Available to part-timers 100.0 % 81.6 % 66.3 % 74.4 %
19
Shasta College
Response
Community College
Responses University
Responses All Responses
Q20dav-Costs of attendance - Deferred/flexible tuition payment - Available 100.0 % 83.5 % 89.1 % 86.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q20fav-Costs of attendance - Payment by credit card - Available 100.0 % 98.1 % 97.8 % 97.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
20
Q20gav-Costs of attendance - Third-party billing to employers - Available 100.0 % 87.4 % 87.0 % 87.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q20iav-Costs of attendance - Other - Available 0.0 % 19.4 % 16.3 % 17.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q20iavpt-Costs of attendance - Other - Available to part-timers 0.0 % 17.5 % 17.4 % 17.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q21-Sources of financial support designated for adult learners
100.0 % 68.9 % 51.1 % 60.5 %
21
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q23e-Special needs of adult learners - Other
100.0 % 21.4 % 17.4 % 19.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q25b-Instructional delivery - Face-to-face classes evening hours
Significant mode 0.0 % 78.6 % 62.0 % 70.8 %
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
Responses University
Responses All Responses
Q25c-Instructional delivery - Face-to-face classes before working hours
Significant mode 0.0 % 3.9 % 3.3 % 3.6 %
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
Responses University
Responses All Responses
Q25d-Instructional delivery - Face-to-face classes weekend
Significant mode 0.0 % 8.7 % 10.9 % 9.7 %
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
Responses University
Responses All Responses
Q25e-Instructional delivery - Face-to-face workplace at any time
Significant mode 0.0 % 3.9 % 2.2 % 3.1 %
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
Responses University
Responses All Responses
Q25f-Instructional delivery - Recorded one-way video or audio delivery
Significant mode 0.0 % 1.0 % 4.3 % 2.6 %
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
Responses University
Responses All Responses
Q25g-Instructional delivery - Interactive two-way video or audio delivery
Significant mode 0.0 % 12.6 % 6.5 % 9.7 %
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
Responses University
Responses All Responses
Q25h-Instructional delivery - Asynchronous print-based (correspondence) delivery
Significant mode 0.0 % 1.9 % 1.1 % 1.5 %
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
Responses University
Responses All Responses
Q25i-Instructional delivery - Synchronous (live) computer-based deliver
Significant mode 0.0 % 13.6 % 15.2 % 14.4 %
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
Responses University
Responses All Responses
Q25j-Instructional delivery - Asynchronous computer-based delivery
Significant mode 0.0 % 59.2 % 56.5 % 57.9 %
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
Responses University
Responses All Responses
25
Q25k-Instructional delivery - Internships
Significant mode 0.0 % 27.2 % 31.5 % 29.2 %
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
Responses University
Responses All Responses
Q25l-Instructional delivery - Externships
Significant mode 0.0 % 7.8 % 18.5 % 12.8 %
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
Responses University
Responses All Responses
Q25m-Instructional delivery - Other
Significant mode 0.0 % 3.9 % 9.8 % 6.7 %
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q26b-Curriculum - Learning Communities
Three-fourths or more 0.0 % 1.9 % 7.6 % 4.6 %
About half 0.0 % 1.0 % 3.3 % 2.1 %
Much less than half 100.0 % 78.6 % 69.6 % 74.4 %
Not at all 0.0 % 18.4 % 19.6 % 19.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26c-Curriculum - Competency-based curriculum design
Three-fourths or more 0.0 % 30.1 % 9.8 % 20.5 %
About half 0.0 % 21.4 % 22.8 % 22.1 %
Much less than half 100.0 % 39.8 % 44.6 % 42.1 %
Not at all 0.0 % 7.8 % 22.8 % 14.9 %
26
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26d-Curriculum - Individualized or self-paced instructional formats
Three-fourths or more 0.0 % 2.9 % 1.1 % 2.1 %
About half 0.0 % 3.9 % 2.2 % 3.1 %
Much less than half 100.0 % 78.6 % 73.9 % 76.4 %
Not at all 0.0 % 14.6 % 22.8 % 18.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26e-Curriculum - Emphasis on cultural diversity
Three-fourths or more 0.0 % 17.5 % 21.7 % 19.5 %
About half 100.0 % 34.0 % 41.3 % 37.4 %
Much less than half 0.0 % 41.7 % 37.0 % 39.5 %
Not at all 0.0 % 5.8 % 0.0 % 3.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26f-Curriculum - Ready transferability of credit earned elsewhere
Three-fourths or more 100.0 % 63.1 % 59.8 % 61.5 %
About half 0.0 % 19.4 % 25.0 % 22.1 %
Much less than half 0.0 % 16.5 % 15.2 % 15.9 %
Not at all 0.0 % 0.0 % 0.0 % 0.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26g-Curriculum - Proactive "early warning system" to help students not showing progress
Three-fourths or more 0.0 % 42.7 % 38.0 % 40.5 %
About half 100.0 % 21.4 % 27.2 % 24.1 %
Much less than half 0.0 % 30.1 % 29.3 % 29.7 %
Not at all 0.0 % 5.8 % 5.4 % 5.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26h-Curriculum - Student-led or student-organized learning activities
Three-fourths or more 0.0 % 1.0 % 3.3 % 2.1 %
About half 0.0 % 7.8 % 10.9 % 9.2 %
Much less than half 100.0 % 68.0 % 66.3 % 67.2 %
Not at all 0.0 % 23.3 % 19.6 % 21.5 %
27
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26i-Curriculum - Interdisciplinary offerings
Three-fourths or more 0.0 % 2.9 % 6.5 % 4.6 %
About half 0.0 % 5.8 % 22.8 % 13.8 %
Much less than half 100.0 % 75.7 % 67.4 % 71.8 %
Not at all 0.0 % 14.6 % 3.3 % 9.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26j-Curriculum - Cohort based approaches
Three-fourths or more 0.0 % 1.9 % 7.6 % 4.6 %
About half 0.0 % 13.6 % 13.0 % 13.3 %
Much less than half 100.0 % 74.8 % 69.6 % 72.3 %
Not at all 0.0 % 9.7 % 9.8 % 9.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26k-Curriculum - Accelerated approaches
Three-fourths or more 0.0 % 1.9 % 10.9 % 6.2 %
About half 0.0 % 8.7 % 18.5 % 13.3 %
Much less than half 100.0 % 77.7 % 62.0 % 70.3 %
Not at all 0.0 % 11.7 % 8.7 % 10.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q26l-Curriculum - Flexible academic calendar with continuous offerings
Three-fourths or more 0.0 % 4.9 % 10.9 % 7.7 %
About half 0.0 % 5.8 % 8.7 % 7.2 %
Much less than half 100.0 % 45.6 % 35.9 % 41.0 %
Not at all 0.0 % 43.7 % 44.6 % 44.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27a-Learning Experiences - Applied or hands-on experiences
Three-fourths or more 0.0 % 32.0 % 29.3 % 30.8 %
About half 0.0 % 53.4 % 47.8 % 50.8 %
Much less than half 100.0 % 14.6 % 22.8 % 18.5 %
Not at all 0.0 % 0.0 % 0.0 % 0.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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 %
Much less than half 0.0 % 11.7 % 13.0 % 12.3 %
Not at all 0.0 % 0.0 % 0.0 % 0.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27c-Learning Experiences - Student presentations
Three-fourths or more 100.0 % 19.4 % 41.3 % 29.7 %
About half 0.0 % 57.3 % 45.7 % 51.8 %
Much less than half 0.0 % 23.3 % 13.0 % 18.5 %
Not at all 0.0 % 0.0 % 0.0 % 0.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27d-Learning Experiences - Simulations/role-playing
Three-fourths or more 0.0 % 1.0 % 6.5 % 3.6 %
About half 100.0 % 23.3 % 22.8 % 23.1 %
Much less than half 0.0 % 75.7 % 70.7 % 73.3 %
Not at all 0.0 % 0.0 % 0.0 % 0.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27e-Learning Experiences - Use of students own life and work experiences
Three-fourths or more 0.0 % 8.7 % 17.4 % 12.8 %
About half 100.0 % 33.0 % 28.3 % 30.8 %
Much less than half 0.0 % 56.3 % 53.3 % 54.9 %
Not at all 0.0 % 1.9 % 1.1 % 1.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27f-Learning Experiences - Problem-based learning
Three-fourths or more 0.0 % 21.4 % 21.7 % 21.5 %
About half 100.0 % 43.7 % 47.8 % 45.6 %
Much less than half 0.0 % 35.0 % 29.3 % 32.3 %
Not at all 0.0 % 0.0 % 1.1 % 0.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27g-Learning Experiences - Performance-based assessments
Three-fourths or more 0.0 % 39.8 % 37.0 % 38.5 %
About half 0.0 % 43.7 % 41.3 % 42.6 %
Much less than half 100.0 % 15.5 % 18.5 % 16.9 %
Not at all 0.0 % 1.0 % 3.3 % 2.1 %
29
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27h-Learning Experiences - Activities that point toward useful knowledge and skills for the future
Three-fourths or more 100.0 % 63.1 % 63.0 % 63.1 %
About half 0.0 % 34.0 % 30.4 % 32.3 %
Much less than half 0.0 % 2.9 % 6.5 % 4.6 %
Not at all
0.0 % 0.0 % 0.0 % 0.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27i-Learning Experiences - Internships or other work experiences
Three-fourths or more 0.0 % 9.7 % 12.0 % 10.8 %
About half 0.0 % 20.4 % 43.5 % 31.3 %
Much less than half 100.0 % 69.9 % 42.4 % 56.9 %
Not at all 0.0 % 0.0 % 2.2 % 1.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27j-Learning Experiences - Clear learning outcomes established and communicated
Three-fourths or more 100.0 % 92.2 % 82.6 % 87.7 %
About half 0.0 % 6.8 % 13.0 % 9.7 %
Much less than half 0.0 % 1.0 % 3.3 % 2.1 %
Not at all 0.0 % 0.0 % 0.0 % 0.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27k-Learning Experiences - Substantial use of web and/or email
Three-fourths or more 100.0 % 51.5 % 69.6 % 60.0 %
About half 0.0 % 36.9 % 28.3 % 32.8 %
Much less than half 0.0 % 11.7 % 2.2 % 7.2 %
Not at all 0.0 % 0.0 % 0.0 % 0.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27l-Learning Experiences - Conducted in workplace or community settings
Three-fourths or more 0.0 % 1.0 % 4.3 % 2.6 %
About half 0.0 % 11.7 % 8.7 % 10.3 %
Much less than half 100.0 % 79.6 % 72.8 % 76.4 %
Not at all 0.0 % 7.8 % 14.1 % 10.8 %
30
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27m-Learning Experiences - Periodic assessments of learning other than grades
Three-fourths or more 0.0 % 25.2 % 27.2 % 26.2 %
About half 100.0 % 42.7 % 33.7 % 38.5 %
Much less than half 0.0 % 30.1 % 35.9 % 32.8 %
Not at all 0.0 % 1.9 % 3.3 % 2.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q27n-Learning Experiences - Prompt feedback on performance
Three-fourths or more 0.0 % 68.0 % 54.3 % 61.5 %
About half 100.0 % 27.2 % 42.4 % 34.4 %
Much less than half 0.0 % 4.9 % 3.3 % 4.1 %
Not at all 0.0 % 0.0 % 0.0 % 0.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q28a-Indiv Learning Exp - Individualized and ongoing assessment of progress, deficiencies and needs
Three-fourths or more 0.0 % 38.8 % 34.8 % 36.9 %
About half 100.0 % 33.0 % 34.8 % 33.8 %
Much less than half 0.0 % 27.2 % 29.3 % 28.2 %
Not at all
0.0 % 1.0 % 1.1 % 1.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q28b-Indiv Learning Exp - Individualized learning plans or contracts
Three-fourths or more 0.0 % 7.8 % 10.9 % 9.2 %
About half 0.0 % 10.7 % 14.1 % 12.3 %
Much less than half 100.0 % 68.0 % 67.4 % 67.7 %
Not at all 0.0 % 13.6 % 7.6 % 10.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q28c-Indiv Learning Exp - Determination of individual approach to learning
Three-fourths or more 0.0 % 7.8 % 6.5 % 7.2 %
About half 100.0 % 25.2 % 19.6 % 22.6 %
Much less than half 0.0 % 61.2 % 67.4 % 64.1 %
Not at all 0.0 % 5.8 % 6.5 % 6.2 %
31
Shasta College
Response
Community College
Responses University
Responses All Responses
Q28d-Indiv Learning Exp - Clear plan of study showing what needs to be accomp and when
Three-fourths or more 100.0 % 67.0 % 58.7 % 63.1 %
About half 0.0 % 20.4 % 27.2 % 23.6 %
Much less than half 0.0 % 10.7 % 14.1 % 12.3 %
Not at all
0.0 % 1.9 % 0.0 % 1.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q28e-Indiv Learning Exp - Ready availability of face-to-face tutoring
Three-fourths or more 100.0 % 54.4 % 42.4 % 48.7 %
About half 0.0 % 31.1 % 32.6 % 31.8 %
Much less than half 0.0 % 13.6 % 23.9 % 18.5 %
Not at all 0.0 % 1.0 % 1.1 % 1.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q28f-Indiv Learning Exp - Ready availability of remediation to address deficiencies
Three-fourths or more 0.0 % 65.0 % 34.8 % 50.8 %
About half 100.0 % 27.2 % 20.7 % 24.1 %
Much less than half 0.0 % 6.8 % 41.3 % 23.1 %
Not at all 0.0 % 1.0 % 3.3 % 2.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q28g-Indiv Learning Exp - Frequent contact with mentors/advisors
Three-fourths or more 0.0 % 26.2 % 38.0 % 31.8 %
About half 100.0 % 42.7 % 48.9 % 45.6 %
Much less than half 0.0 % 29.1 % 13.0 % 21.5 %
Not at all 0.0 % 1.9 % 0.0 % 1.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q28h-Indiv Learning Exp - Proactive intervention by mentors/advisors
Three-fourths or more 0.0 % 15.5 % 21.7 % 18.5 %
About half 0.0 % 32.0 % 42.4 % 36.9 %
Much less than half 100.0 % 49.5 % 34.8 % 42.6 %
Not at all 0.0 % 2.9 % 1.1 % 2.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
32
Q28i-Indiv Learning Exp - Participation in graduation ceremonies
Three-fourths or more 0.0 % 29.1 % 66.3 % 46.7 %
About half 100.0 % 45.6 % 20.7 % 33.8 %
Much less than half 0.0 % 23.3 % 10.9 % 17.4 %
Not at all 0.0 % 1.9 % 2.2 % 2.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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 %
Not applicable or not present 0.0 % 13.6 % 17.4 % 15.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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 %
Not applicable or not present 0.0 % 20.4 % 23.9 % 22.1 %
36
Shasta College
Response
Community College
Responses University
Responses All Responses
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 %
Not applicable or not present 0.0 % 29.1 % 23.9 % 26.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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 %
Not applicable or not present 0.0 % 28.2 % 32.6 % 30.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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 %
Not applicable or not present 0.0 % 19.4 % 17.4 % 18.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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 %
Not applicable or not present 0.0 % 15.5 % 16.3 % 15.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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 %
Not applicable or not present 0.0 % 21.4 % 19.6 % 20.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Not applicable or not present 0.0 % 37.9 % 34.8 % 36.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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 %
Not applicable or not present 0.0 % 36.9 % 40.2 % 38.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q41a-Faculty development - Full-time faculty - Creating active learning situations
Three-fourths or more 0.0 % 21.4 % 14.1 % 17.9 %
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
Responses University
Responses All Responses
Q41b-Faculty development - Full-time faculty - Creating collaborative learning
Three-fourths or more 0.0 % 12.6 % 9.8 % 11.3 %
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
Responses University
Responses All Responses
Q41c-Faculty development - Full-time faculty - Assessment student performance
Three-fourths or more 0.0 % 46.6 % 23.9 % 35.9 %
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
Responses University
Responses All Responses
Q41d-Faculty development - Full-time faculty - Incorporating student life experience
Three-fourths or more 0.0 % 7.8 % 6.5 % 7.2 %
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
Responses University
Responses All Responses
Q41e-Faculty development - Full-time faculty - Mentoring/advising adult students
Three-fourths or more 0.0 % 3.9 % 3.3 % 3.6 %
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
Responses University
Responses All Responses
Q41f-Faculty development - Full-time faculty - Assessing prior learning
Three-fourths or more 0.0 % 10.7 % 2.2 % 6.7 %
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
Responses University
Responses All Responses
Q41g-Faculty development - Full-time faculty - Using technology
Three-fourths or more 0.0 % 59.2 % 31.5 % 46.2 %
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
Responses University
Responses All Responses
Q41h-Faculty development - Full-time faculty - Culturally-responsive teaching methods
Three-fourths or more 0.0 % 12.6 % 13.0 % 12.8 %
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
Responses University
Responses All Responses
Q41i-Faculty development - Part-time faculty - Creating active learning situations
Three-fourths or more 0.0 % 5.8 % 7.6 % 6.7 %
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
Responses University
Responses All Responses
40
Q41j-Faculty development - Part-time faculty - Creating collaborative learning
Three-fourths or more 0.0 % 3.9 % 8.7 % 6.2 %
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
Responses University
Responses All Responses
Q41k-Faculty development - Part-time faculty - Assessing student performance
Three-fourths or more 0.0 % 18.4 % 15.2 % 16.9 %
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
Responses University
Responses All Responses
Q41l-Faculty development - Part-time faculty - Incorporating student life experience
Three-fourths or more 0.0 % 3.9 % 3.3 % 3.6 %
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
Responses University
Responses All Responses
Q41m-Faculty development - Part-time faculty - Mentoring/advising adult students
Three-fourths or more 0.0 % 2.9 % 2.2 % 2.6 %
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
Responses University
Responses All Responses
Q41n-Faculty development - Part-time faculty - Assessing prior learning
Three-fourths or more 0.0 % 3.9 % 0.0 % 2.1 %
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
Responses University
Responses All Responses
Q41o-Faculty development - Part-time faculty -
Three-fourths or more 0.0 % 29.1 % 18.5 % 24.1 %
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
Responses University
Responses All Responses
Q41p-Faculty development - Part-time faculty - Culturally-responsive teaching methods
Three-fourths or more 0.0 % 5.8 % 5.4 % 5.6 %
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46asd-Times and media - Academic advising - Main Campus - Daytime hours
100.0 % 99.0 % 98.9 % 99.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46ase-Times and media - Academic advising - Main Campus - Evening/Weekend hours 0.0 % 63.1 % 50.0 % 56.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46amd-Times and media - Academic advising - Other sites - Daytime hours
100.0 % 62.1 % 60.9 % 61.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46ame-Times and media - Academic advising - Other sites - Evening/Weekend hours 0.0 % 32.0 % 33.7 % 32.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46bsd-Times and media - Admissions - Main Campus - Daytime hours
100.0 % 100.0 % 98.9 % 99.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46bse-Times and media - Admissions - Main Campus - Evening/Weekend hours
100.0 % 58.3 % 46.7 % 52.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46bmd-Times and media - Admissions - Other sites - Daytime hours
100.0 % 65.0 % 59.8 % 62.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46bme-Times and media - Admissions - Other sites - Evening/Weekend hours
100.0 % 34.0 % 30.4 % 32.3 %
45
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46bnpd-Times and media - Admissions - Non-Face-to-Face - Print-based
100.0 % 74.8 % 73.9 % 74.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46bntb-Times and media - Admissions - Non-Face-to-Face - Telephone-based
100.0 % 52.4 % 71.7 % 61.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46bncb-Times and media - Admissions - Non-Face-to-Face - Computer-based
100.0 % 79.6 % 91.3 % 85.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46esd-Times and media - Career advising - Main Campus - Daytime hours
100.0 % 98.1 % 95.7 % 96.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46ese-Times and media - Career advising - Main Campus - Evening/Weekend hours
0.0 % 49.5 % 27.2 % 39.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46emd-Times and media - Career advising - Other sites - Daytime hours
100.0 % 42.7 % 33.7 % 38.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46eme-Times and media - Career advising - Other sites - Evening/Weekend hours 0.0 % 16.5 % 9.8 % 13.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46fsd-Times and media - Counseling services - Main Campus - Daytime hours
100.0 % 86.4 % 91.3 % 88.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46fse-Times and media - Counseling services - Main Campus - Evening/Weekend hours 0.0 % 48.5 % 34.8 % 42.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46fmd-Times and media - Counseling services - Other sites - Daytime hours
100.0 % 37.9 % 25.0 % 31.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46fme-Times and media - Counseling services - Other sites - Evening/Weekend hours 0.0 % 16.5 % 7.6 % 12.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46gsd-Times and media - Employment services - Main Campus - Daytime hours
100.0 % 87.4 % 85.9 % 86.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46gse-Times and media - Employment services - Main Campus - Evening/Weekend hours 0.0 % 31.1 % 19.6 % 25.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46gmd-Times and media - Employment services - Other sites - Daytime hours
100.0 % 35.9 % 27.2 % 31.8 %
51
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46gme-Times and media - Employment services - Other sites - Evening/Weekend hours 0.0 % 8.7 % 3.3 % 6.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46hsd-Times and media - Program services - Main Campus - Daytime hours
100.0 % 82.5 % 92.4 % 87.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46hmd-Times and media - Program services - Other sites - Daytime hours
100.0 % 45.6 % 35.9 % 41.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46hme-Times and media - Program services - Other sites - Evening/Weekend hours 0.0 % 22.3 % 13.0 % 17.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46imd-Times and media - Disability info/services - Other sites - Daytime hours
100.0 % 45.6 % 40.2 % 43.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46jsd-Times and media - Financial aid - Main Campus - Daytime hours
100.0 % 98.1 % 96.7 % 97.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46jse-Times and media - Financial aid - Main Campus - Evening/Weekend hours
100.0 % 53.4 % 26.1 % 40.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46jmd-Times and media - Financial aid - Other sites - Daytime hours
100.0 % 54.4 % 43.5 % 49.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46jme-Times and media - Financial aid - Other sites - Evening/Weekend hours
0.0 % 25.2 % 12.0 % 19.0 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46ksd-Times and media - Health info/programming - Main Campus - Daytime hours 100.0 % 51.5 % 81.5 % 65.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46kmd-Times and media - Health info/programming - Other sites - Daytime hours 100.0 % 13.6 % 20.7 % 16.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46nsd-Times and media - Mentoring - Main Campus - Daytime hours
100.0 % 50.5 % 69.6 % 59.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46nse-Times and media - Mentoring - Main Campus - Evening/Weekend hours
100.0 % 24.3 % 35.9 % 29.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46nmd-Times and media - Mentoring - Other sites - Daytime hours
100.0 % 23.3 % 21.7 % 22.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46nme-Times and media - Mentoring - Other sites - Evening/Weekend hours
0.0 % 11.7 % 13.0 % 12.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46nntb-Times and media - Mentoring - Non-Face-to-Face - Telephone-based
0.0 % 11.7 % 25.0 % 17.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46nncb-Times and media - Mentoring - Non-Face-to-Face - Computer-based
100.0 % 13.6 % 28.3 % 20.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46osd-Times and media - Placement Testing - Main Campus - Daytime hours
100.0 % 99.0 % 91.3 % 95.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46ose-Times and media - Placement Testing - Main Campus - Evening/Weekend hours 0.0 % 71.8 % 42.4 % 57.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46omd-Times and media - Placement Testing - Other sites - Daytime hours
100.0 % 70.9 % 39.1 % 55.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46psd-Times and media - Prior learning assessment - Main Campus - Daytime hours 0.0 % 74.8 % 76.1 % 75.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46qsd-Times and media - Registration - Main Campus - Daytime hours
100.0 % 96.1 % 93.5 % 94.9 %
63
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46qse-Times and media - Registration - Main Campus - Evening/Weekend hours
100.0 % 70.9 % 51.1 % 61.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46qmd-Times and media - Registration - Other sites - Daytime hours
100.0 % 66.0 % 48.9 % 57.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46qme-Times and media - Registration - Other sites - Evening/Weekend hours
100.0 % 49.5 % 35.9 % 43.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46qnpd-Times and media - Registration - Non-Face-to-Face - Print-based
100.0 % 45.6 % 37.0 % 41.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46qntb-Times and media - Registration - Non-Face-to-Face - Telephone-based
100.0 % 29.1 % 43.5 % 35.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46rsd-Times and media - Remediation of skills - Main Campus - Daytime hours
100.0 % 94.2 % 77.2 % 86.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46rmd-Times and media - Remediation of skills - Other sites - Daytime hours
100.0 % 62.1 % 27.2 % 45.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46ssd-Times and media - Student study groups - Main Campus - Daytime hours
100.0 % 68.9 % 72.8 % 70.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46smd-Times and media - Student study groups - Other sites - Daytime hours
100.0 % 36.9 % 37.0 % 36.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46tsd-Times and media - Tutoring - Main Campus - Daytime hours
100.0 % 96.1 % 96.7 % 96.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46tse-Times and media - Tutoring - Main Campus - Evening/Weekend hours
100.0 % 75.7 % 73.9 % 74.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46tmd-Times and media - Tutoring - Other sites - Daytime hours
100.0 % 53.4 % 40.2 % 47.2 %
67
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46tme-Times and media - Tutoring - Other sites - Evening/Weekend hours
0.0 % 37.9 % 31.5 % 34.9 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46tnpd-Times and media - Tutoring - Non-Face-to-Face - Print-based
0.0 % 14.6 % 9.8 % 12.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46tntb-Times and media - Tutoring - Non-Face-to-Face - Telephone-based
100.0 % 2.9 % 22.8 % 12.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46tncb-Times and media - Tutoring - Non-Face-to-Face - Computer-based
100.0 % 45.6 % 50.0 % 47.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q46wsd-Times and media - Food services - Main Campus - Daytime hours
100.0 % 85.4 % 93.5 % 89.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46wse-Times and media - Food services - Main Campus - Evening/Weekend hours
100.0 % 47.6 % 80.4 % 63.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46wmd-Times and media - Food services - Other sites - Daytime hours
0.0 % 22.3 % 25.0 % 23.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46wme-Times and media - Food services - Other sites - Evening/Weekend hours
0.0 % 12.6 % 18.5 % 15.4 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46xsd-Times and media - Parking - Main Campus - Daytime hours
100.0 % 96.1 % 97.8 % 96.9 %
70
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46xse-Times and media - Parking - Main Campus - Evening/Weekend hours
100.0 % 91.3 % 84.8 % 88.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46xmd-Times and media - Parking - Other sites - Daytime hours
100.0 % 73.8 % 50.0 % 62.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46xme-Times and media - Parking - Other sites - Evening/Weekend hours
100.0 % 70.9 % 48.9 % 60.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46ysd-Times and media - Security - Main Campus - Daytime hours
100.0 % 83.5 % 94.6 % 88.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46yse-Times and media - Security - Main Campus - Evening/Weekend hours
100.0 % 83.5 % 95.7 % 89.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
71
Q46ymd-Times and media - Security - Other sites - Daytime hours
100.0 % 53.4 % 46.7 % 50.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q46yme-Times and media - Security - Other sites - Evening/Weekend hours
100.0 % 55.3 % 44.6 % 50.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q48a-Counseling for student transitions - Non-credit to credit
0.0 % 59.2 % 37.0 % 48.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q48c-Counseling for student transitions - Vocational to Academic Transfer
100.0 % 73.8 % 21.7 % 49.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q48d-Counseling for student transitions - Academic Transfer to Vocational
100.0 % 68.9 % 98.9 % 83.1 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q52b-Frequency surveys instructional programs - Satisfaction with programs and services provided
Regularly 100.0 % 46.6 % 26.1 % 36.9 %
Somewhat regularly 0.0 % 26.2 % 21.7 % 24.1 %
Only occasionally 0.0 % 23.3 % 38.0 % 30.3 %
Not at all 0.0 % 1.9 % 12.0 % 6.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q52c-Frequency surveys instructional programs - Effectiveness of programs and services provided
Regularly 0.0 % 47.6 % 26.1 % 37.4 %
Somewhat regularly 100.0 % 26.2 % 21.7 % 24.1 %
Only occasionally 0.0 % 23.3 % 39.1 % 30.8 %
Not at all 0.0 % 1.9 % 12.0 % 6.7 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q54a-Contacts community based organizations - Needs for programming and services
Regularly 0.0 % 6.8 % 6.5 % 6.7 %
Somewhat regularly 0.0 % 21.4 % 12.0 % 16.9 %
Only occasionally 100.0 % 58.3 % 51.1 % 54.9 %
Not at all 0.0 % 13.6 % 30.4 % 21.5 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q54b-Contacts community based organizations - Satisfaction with programs and services provided
Regularly 0.0 % 7.8 % 7.6 % 7.7 %
Somewhat regularly 0.0 % 22.3 % 9.8 % 16.4 %
Only occasionally 100.0 % 48.5 % 52.2 % 50.3 %
Not at all 0.0 % 21.4 % 30.4 % 25.6 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q54c-Contacts community based organizations - Effectiveness of programs and services provided
Regularly 0.0 % 7.8 % 6.5 % 7.2 %
Somewhat regularly 0.0 % 21.4 % 9.8 % 15.9 %
Only occasionally 100.0 % 49.5 % 52.2 % 50.8 %
Not at all 0.0 % 21.4 % 31.5 % 26.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
Q56a-Contacts unions or employee organizations - Needs for programming and services
Regularly 0.0 % 9.7 % 1.1 % 5.6 %
Somewhat regularly 100.0 % 21.4 % 7.6 % 14.9 %
Only occasionally 0.0 % 36.9 % 27.2 % 32.3 %
Not at all 0.0 % 32.0 % 64.1 % 47.2 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q56b-Contacts unions or employee organizations - Satisfaction with programs and services provided
Regularly 0.0 % 8.7 % 1.1 % 5.1 %
Somewhat regularly 100.0 % 23.3 % 4.3 % 14.4 %
Only occasionally 0.0 % 33.0 % 25.0 % 29.2 %
Not at all 0.0 % 35.0 % 69.6 % 51.3 %
Shasta College
Response
Community College
Responses University
Responses All Responses
Q56c-Contacts unions or employee organizations - Effectiveness of programs and services provided
Regularly 0.0 % 8.7 % 1.1 % 5.1 %
Somewhat regularly 100.0 % 24.3 % 4.3 % 14.9 %
Only occasionally 0.0 % 32.0 % 23.9 % 28.2 %
Not at all 0.0 % 35.0 % 70.7 % 51.8 %
Shasta College
Response
Community College
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Responses University
Responses All Responses
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
Item # Question Text Outreach Life/Career Financing Assessment T-L Process Support Technology Partnership Transitions
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
Item # Question Text Outreach Life/Career Financing Assessment T-L Process Support Technology Partnership Transitions
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
Item # Question Text Outreach Life/Career Financing Assessment T-L Process Support Technology Partnership Transitions
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
Item # Question Text Outreach Life/Career Financing Assessment T-L Process Support Technology Partnership Transitions
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
Item # Question Text Outreach Life/Career Financing Assessment T-L Process Support Technology Partnership Transitions
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
Item # Question Text Outreach Life/Career Financing Assessment T-L Process Support Technology Partnership Transitions
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)-
ssEvening/weekend 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)-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)-
msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
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)-
ssEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
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)-
msEvening/weekend 0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
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:__________
©CAEL ISAS Community/Technical College Version – Page 2 of 27
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).
©CAEL ISAS Community/Technical College Version – Page 3 of 27
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
©CAEL ISAS Community/Technical College Version – Page 4 of 27
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)
©CAEL ISAS Community/Technical College Version – Page 5 of 27
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
Yes (please describe)
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
©CAEL ISAS Community/Technical College Version – Page 6 of 27
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
* If this option is chosen for more than half of the items, please provide examples or details on the supplementary page provided (page 19).
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
©CAEL ISAS Community/Technical College Version – Page 7 of 27
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
* If this option is chosen for more than half of the items, please provide examples or details on the supplementary page provided (page 20).
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
* If this option is chosen for more than half of the items, please provide examples or details on the supplementary page provided (page 21).
©CAEL ISAS Community/Technical College Version – Page 8 of 27
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?
©CAEL ISAS Community/Technical College Version – Page 9 of 27
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)
©CAEL ISAS Community/Technical College Version – Page 10 of 27
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
©CAEL ISAS Community/Technical College Version – Page 11 of 27
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
Yes (please describe)
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
Yes (please describe)
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
©CAEL ISAS Community/Technical College Version – Page 12 of 27
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).
©CAEL ISAS Community/Technical College Version – Page 13 of 27
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
©CAEL ISAS Community/Technical College Version – Page 14 of 27
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
Needs for programming and services Satisfaction with programs and services provided Effectiveness of programs and services provided
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
* If this option is chosen for more than half of the items, please explain a bit more fully on the supplementary page provided (page 26).
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
Needs for programming and services Satisfaction with programs and services provided Effectiveness of programs and services provided
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
©CAEL ISAS Community/Technical College Version – Page 15 of 27
* If this option is chosen for more than half of the items, please explain a bit more fully on the supplementary page provided (page 27).
©CAEL ISAS Community/Technical College Version – Page 16 of 27
58. Please describe any additional good practices that have not been covered by the survey.
©CAEL ISAS Community/Technical College Version – Page 17 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 18 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 19 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 20 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 21 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 22 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 23 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 24 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 25 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 26 of 27
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.
©CAEL ISAS Community/Technical College Version – Page 27 of 27
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]
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]
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%
11-20 hours per week 43 8.40%
21-30 hours per week 65 12.70%
31-40 hours per week 95 18.55%
More than 40 hours per week 66 12.89%
Total 512 100.00%
No Response 8
Shasta College - ALI - 12/2016
Adult Learner Inventory
Demographics
Copyright 2016 Ruffalo Noel Levitz. All Rights Reserved. 2
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%
Respondents may select more than oneoption;Percentages may total greater than 100%
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%
Respondents may select more than oneoption;Percentages may total greater than 100%
Shasta College - ALI - 12/2016
Adult Learner Inventory
Demographics
Copyright 2016 Ruffalo Noel Levitz. All Rights Reserved. 3
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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 5
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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 6
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 **
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Order of Importance
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 7
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Order of Importance
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 8
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 ***
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Order of Importance
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 9
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Order of Importance
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 10
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 *
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Order of Importance
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 11
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Order of Importance
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 12
52. Campus item
53. Campus item
54. Campus item
55. Campus item
56. Campus item
57. Campus item
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryScales: In Order With Items That Make Up the Scale - Outreach
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Scale/Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 13
OUTREACH 6.47 5.79 / 1.06 0.68 6.48 5.74 / 1.17 0.74 0.05
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
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
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 *
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
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
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
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryScales: In Order With Items That Make Up the Scale - Life and Career Planning
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Scale/Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 14
LIFE AND CAREER PLANNING 6.30 5.25 / 1.35 1.05 6.36 5.34 / 1.39 1.02 -0.09
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 *
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
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 **
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
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryScales: In Order With Items That Make Up the Scale - Financing
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Scale/Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 15
FINANCING 6.30 5.55 / 1.35 0.75 6.36 5.56 / 1.40 0.80 -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
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
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
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryScales: In Order With Items That Make Up the Scale - Assessment of Learning Outcomes
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Scale/Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 16
ASSESSMENT OF LEARNING OUTCOMES 6.05 5.41 / 1.27 0.64 6.17 5.59 / 1.24 0.58 -0.18 **
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 **
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 ***
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 ***
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
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryScales: In Order With Items That Make Up the Scale - Teaching - Learning Process
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Scale/Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 17
TEACHING - LEARNING PROCESS 6.23 5.65 / 1.17 0.58 6.34 5.76 / 1.20 0.58 -0.11 *
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
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 *
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
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
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
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 **
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 *
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryScales: In Order With Items That Make Up the Scale - Student Support Systems
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Scale/Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 18
STUDENT SUPPORT SYSTEMS 6.18 5.56 / 1.19 0.62 6.24 5.56 / 1.26 0.68 0.00
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
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
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
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
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
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 *
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryScales: In Order With Items That Make Up the Scale - Technology
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Scale/Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 19
TECHNOLOGY 6.20 5.80 / 1.07 0.40 6.33 5.87 / 1.10 0.46 -0.07
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
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 **
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
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
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 *
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryScales: In Order With Items That Make Up the Scale - Transitions
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Scale/Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 20
TRANSITIONS 6.24 5.39 / 1.28 0.85 6.28 5.51 / 1.29 0.77 -0.12 *
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
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
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
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
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
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
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 ***
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Sequential Order
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 21
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
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 *
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
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 **
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
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
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
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
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
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
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
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 **
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 *
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Sequential Order
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 22
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 **
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
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 *
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
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
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 ***
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
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
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
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
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 ***
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
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Sequential Order
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 23
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
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
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
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
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
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
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 *
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
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
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
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 *
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Sequential Order
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 24
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
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
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 **
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
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 *
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
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 ***
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Sequential Order
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 25
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummaryItems: In Sequential Order
Shasta College - ALI National Two-Year Adult Learners MeanDifference
Item 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
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 26
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
Shasta College - ALI - 12/2016 Adult Learner Inventory
Institutional SummarySummary Items
Summary Item Shasta College - ALI National Two-Year Adult Learners Mean Difference
Copyright 2016, Noel-Levitz, LLC. All Rights Reserved 27
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%