Student Satisfaction Report: Pacific Oaks College: Addendum: Instructional Sites Vs. Cohorts Office of Institutional Research TCS Education System September 19, 2014

Table of Contents Background3 Executive Summary5 Detailed Findings8 2

Background The Office of Institutional Research produced a report for Pacific Oaks College on results of its student satisfaction survey program. After presenting the report, Pacific Oaks expressed the need to have results for non-Pasadena ground locations broken out into cohorts and instructional sites. The purpose of this additional data analysis request was to determine if there were any statistically significant differences between cohorts and instructional sites for the 2013 and 2014 waves of the annual Pacific Oaks College student satisfaction survey. Data were analyzed using SPSS for Windows, Version In this report the word “significantly” means that a statistical test was conducted to determine if the difference between cohorts and instructional sites is “real” or simply the result of random variation in the data. 3

Background 4 Survey YearCohort NameNumber of Survey Responses Instructional Site NameNumber of Survey Responses 2013 Bay Area Cohort13Sacramento Instructional Site5 Huntington Park Cohort5Salinas Instructional Site6 Los Angeles City College Cohort5Santa Cruz Instructional Site5 Los Angeles Mission Cohort4 Pierce College Cohort1 Plaza de la Raza Cohort3 Total31Total Bay Area Cohort8Bay Area Instructional Site3 East Los Angeles College Cohort3Foothills Instructional Site12 HLPUSD Cohort5 Los Angeles City College Cohort9 Los Angeles Mission Cohort3 Options Head Start11 VOA – North Hollywood Cohort6 Westside Children’s Center4 Total49Total15

Executive Summary Overall, there are very few statistically significant differences between cohorts and instructional sites in terms of items on the annual Pacific Oaks student satisfaction survey. Among survey items in which there are statistically significant differences between respondents from cohorts and instructional sites, the cohort scores tend to be greater than those of instructional sites. OIR recommends that leadership of Pacific Oaks College work with students from the instructional sites to develop strategies to improve satisfaction among this group of students. The tables on the following two pages show the items, mean scores, and the direction of the significant difference on satisfaction survey items in which there are statistically significant differences between mean ratings of students from cohorts and students from instructional sites. 5

Executive Summary Survey Items Where the Cohort Mean is Significantly Greater than the Mean for Instructional SitesSurvey Year Please rate your level of agreement with the statement, "I made the right choice by enrolling at PO.“ 2014 Please rate your level of agreement with the statement, "I would recommend PO to friends / family …” 2014 Satisfaction with process of registering for courses 2014 Satisfaction with availability of elective courses 2014 Satisfaction with time it took Help Desk to resolve your issue 2014 Satisfaction with availability of the HelpDesk staff 2014 Agreement that at Pacific Oaks inclusive classroom and co-curricular environments promote mutual respect, reflection, critical thinking, and academic excellence 2014 Impact of experiences at Pacific Oaks in advancing student multicultural competence 2014 Impact of experiences at Pacific Oaks in advancing student professional practice skills Impact of experiences at Pacific Oaks in preparing student to behave in a professional manner 2014 Importance of advancement in current employment to overall satisfaction with Pacific Oaks 2013 Importance of having face to face contact with Financial Aid Counselors to overall satisfaction with Pacific Oaks

Executive Summary 7 Survey Items Where Instructional Site Mean is Significantly Greater than the Mean for CohortsSurvey Year Satisfaction with overall experience of the practicum process 2013 Impact of experiences at Pacific Oaks in advancing student multicultural competence 2013 Impact of experiences at Pacific Oaks in improving student ability to apply theory and scholarship to practice issues 2013 Impact of experiences at Pacific Oaks in advancing student multicultural competence 2013 Impact of experiences at Pacific Oaks in improving student ability to apply theory and scholarship to practice issues 2013

Measures of Satisfaction and Loyalty Measures of Satisfaction and Loyalty ¹ CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n How satisfied are you with your overall academic experience at PO? Please rate your level of agreement with the statement, "I made the right choice by enrolling at PO.“ (d) (b) 12 Please rate your level of agreement with the statement, "I would recommend PO to friends / family …” (d) (b) 12 My overall experience at PO has met my expectations Items use five-point scales : No statistically significant mean differences In the 2014 iteration of the Pacific Oaks student satisfaction survey, mean ratings of respondents from cohorts were significantly greater than those of respondents from instructional sites on the following items: Please rate your level of agreement with the statement, "I made the right choice by enrolling at PO.“ Please rate your level of agreement with the statement, "I would recommend PO to friends / family …”

Satisfaction with Instruction and Course Work In the PAST ACADEMIC YEAR, how satisfied have you been with the: ¹ CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Quality of instruction provided by faculty Consistency of instruction across faculty Intellectual challenge of the course work Quality of academic courses you've taken Number of courses taught by my department's core faculty Items use five-point scales : No statistically significant mean differences 2014: No statistically significant mean differences

Satisfaction with Academic Support In the PAST ACADEMIC YEAR, how satisfied have you been with the: ¹ CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Staff's response to concerns I've expressed Support received from my Student Advisor Support received from my Academic Advisor Support received from the Financial Aid Office Items use five-point scales : No statistically significant mean differences 2014: No statistically significant mean differences

Satisfaction with Technology In the past academic year, how satisfied have you been with the : ¹ CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Quality of the classroom facilities Availability of technological resources Effective use of technology in courses Items use five-point scales : No statistically significant mean differences 2014: No statistically significant mean differences

Satisfaction with Course Registration In the past academic year, how satisfied have you been with the : 1 CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Process of registering for courses (d) (b) 13 Availability of courses to allow progress toward the completion of my degree Availability of elective courses (d) (b) 5 1 Items use five-point scales : No statistically significant mean differences In the 2014 iteration of the Pacific Oaks student satisfaction survey, mean ratings of respondents from cohorts were significantly greater than those of respondents from instructional sites on the following items: Satisfaction with process of registering for courses Satisfaction with availability of elective courses

Use of (School)HelpDesk Have you ever used the (school) HelpDesk ( or phone)?CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) %n%n%n%n Yes 48.4 % % % %5 No 22.6 %728.9 % %27.1 %1 No, I’ve never had a need %924.4 % %257.1 %8 TOTAL % % % % : No statistically significant differences in response patterns, cohorts vs. instructional sites 2013: No statistically significant differences in response patterns, cohorts vs. instructional sites

Satisfaction with (School) HelpDesk In regards to your (school) HelpDesk experience, how satisfied have you been with the: 1 CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Time it took to resolve your issue (d) (b) 5 Availability of the HelpDesk staff (d) (b) 5 1 Items use five-point scales : No statistically significant mean differences In the 2014 iteration of the Pacific Oaks student satisfaction survey, mean ratings of respondents from cohorts were significantly greater than those of respondents from instructional sites on the following items: Satisfaction with time it took [for HelpDesk] to resolve your issue Satisfaction with Availability of the HelpDesk staff

Academic Advising In the PAST ACADEMIC YEAR, how satisfied have you been with the:CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Accessibility to academic advising Quality of New Student Orientation Overall quality of academic advising Overall experience of the practicum process 2.87 (c) (a) Overall quality of my academic program Items use five-point scales : No statistically significant mean differences In the 2013 iteration of the Pacific Oaks student satisfaction survey, the mean rating of respondents from instructional sites was significantly greater than those of respondents from cohorts on the following item: Satisfaction with experience of the practicum process

Communication and Hours of Academic Support Departments In the past academic year, how satisfied have you been with communication and hours of operation from the following departments: CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Admissions - Communication Hours of Operation Registrar's Office - Communication Hours of Operation Student Services (CARE) - Communication Hours of Operation Financial Aid - Communication Hours of Operation Items use five-point scales : No statistically significant mean differences 2013: No statistically significant mean differences

Communication and Hours of Academic Support Departments In the past academic year, how satisfied have you been with communication and hours of operation from the following departments: CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Business Office - Communication Hours of Operation Information Technology - Communication Hours of Operation Library - Communication Hours of Operation Items use five-point scales : No statistically significant mean differences 2014: No statistically significant mean differences

Library and Computer Lab Considering the past academic year, what is your level of agreement with the following statements: CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Courses are available to fit my schedule Library resources and services are appropriate for my needs The library’s hours of operation fit my schedule The computer lab is appropriate for my needs The computer lab's hours of operation fit my schedule Areas for study are made available to me Items use five-point scales : No statistically significant mean differences 2013: No statistically significant mean differences

Use of Smart Thinking Have you ever used Smart Thinking? CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) %n%n%n%n Yes 10.3 %311.4 %50.0 %0 0 No 31.0 %961.4 % %666.7 %8 I don’t know what Smart Thinking is 58.6 % % %833.3 %4 TOTAL % % % % : No statistically significant differences in response patterns, cohorts vs. instructional sites 2013: No statistically significant differences in response patterns, cohorts vs. instructional sites

Use of ePortfolio / Canvas Have you used ePortfolio / Canvas at PO? CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) %n%n%n%n Yes 93.1 % % % %12 No 6.9 %29.1 %421.4 %30.0 %0 TOTAL % % % % : No statistically significant differences in response patterns, cohorts vs. instructional sites 2013: No statistically significant differences in response patterns, cohorts vs. instructional sites

Satisfaction with eCollege / Canvas Considering your use of eCollege / Canvas within the past academic year, what is your level of agreement with the following statements: CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n eCollege / Canvas courses are easy to navigate and use eCollege / Canvas courses are conducted effectively by PO instructors Items use five-point scales : No statistically significant mean differences 2013: No statistically significant mean differences

Personal Life and Course Work CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n If I have questions I know which staff members to contact PO provides proper channels of communication for students As a student at PO, I am able to maintain a healthy balance between my personal life and my course work / training Items use five-point scales : No statistically significant mean differences 2013: No statistically significant mean differences

Student Safety Considering the past academic year, what is your level of agreement with the following statements: CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n I am aware of (campus) Advisory / emergency action plans I feel safe and secure on campus I feel the information I send and receive online is secure Items use five-point scales : No statistically significant mean differences 2013: No statistically significant mean differences

Preparedness in Use of Intuit How prepared do you feel about the online student account system, Intuit? CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Items use five-point scales : No statistically significant mean differences 2013: No statistically significant mean differences

Use of Career Services Have you used Career Services?CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) %n%n%n%n Yes 0.0 %04.7 %214.3 %20.0 %0 No 72.4 % % %966.7 %8 No, but I would like to 27.6 %818.6 %821.4 %333.3 %4 TOTAL % % % % : No statistically significant differences in response patterns, cohorts vs. instructional sites 2014: No statistically significant differences in response patterns, cohorts vs. instructional sites

Satisfaction with Career Services How satisfied are you with the following components of your Career Services experience: CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Quality of Career Services NA NA0 Availability of Career Services NA NA0 1 Items use five-point scales 26

Promotion of Diversity Please rate your level of agreement with the following statements:CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Faculty and staff create safe environments in which multiple voices and perspectives are shared and heard Course content is balanced and inclusive so that diverse perspectives are explored Developmental education is practiced by accommodating different learning styles, cognitive abilities, and sociocultural influences in the classroom Inclusive classroom and co-curricular environments promote mutual respect, reflection, critical thinking, and academic excellence (d) (b) 12 I feel actively engaged in the learning process Items use five-point scales : No statistically significant mean differences In the 2014 iteration of the Pacific Oaks student satisfaction survey, the mean rating of respondents from cohorts was significantly greater than those of respondents from instructional sites on the following item: Agreement that inclusive classroom and co-curricular environments promote mutual respect, reflection, critical thinking, and academic excellence.

Attainment of Professional Skills My experiences at PO have …CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n … advanced my multicultural competence (c) (d) (a) (b) 12 … increased my awareness of writing as an important skill in my professional life … advanced my professional practice skills (d) (b) 12 … prepared me to behave in a professional manner (d) (b) 12 … improved my ability to apply theory and scholarship to practice issues (c) (a) Items use five-point scales 28 In the 2013 iteration of the Pacific Oaks student satisfaction survey, mean ratings of the impact of one’s experiences at PO of respondents from instructional sites were significantly greater than those of respondents from cohorts in the following areas: Advancing one’s multicultural competence Improving one’s ability to apply theory and scholarship to practice issues In the 2014 iteration of the Pacific Oaks student satisfaction survey, mean ratings of the impact of one’s experiences at PO of respondents from cohorts were significantly greater than those of respondents from instructional sites in the following areas: Advancing one’s multicultural competence Advancing one’s professional practice Preparing the respondent to behave in a professional manner

Importance of Attributes to Overall Satisfaction¹ CohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) Meann n n n Access to academic support services such as those provided by C.A.R.E., the library, and individual faculty Learning the most you can from every experience The academic rigor of your degree program The value that PO places on each individual student Being at a college that shares your vision for society Employment in a new career after graduation Advancement in your current employment 6.65 (c) (a) Being able to take required courses in an online delivery mode Having face to face contact with Financial Aid Counselors (d) (b) 15 Being able to take required courses at an instructional site/offsite cohort ¹ Scale = 7-point importance scale 29 In the 2013 iteration of the Pacific Oaks student satisfaction survey, the mean rating of respondents from cohorts was significantly greater than that of respondents from instructional sites on the importance of advancement in one’s career as being important to student satisfaction. In the 2014 iteration of the Pacific Oaks student satisfaction survey, the mean rating of respondents from cohorts was significantly greater than that of respondents from instructional sites on the importance of having face to face contact with financial aid counselors as being important to student satisfaction.

Interest Levels – Student Activities Student ActivitiesCohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) %n%n%n%n Not at all Interested 41.4 % % %350.0 %6 Somewhat Interested 41.4 % % %733.3 %4 Very Interested 17.2 %519.0 %828.6 %420.0 %2 Total % % % % : No statistically significant differences in response patterns, cohorts vs. instructional sites 2014: No statistically significant differences in response patterns, cohorts vs. instructional sites

Interest Levels – Copy Machines Copy MachinesCohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) %n%n%n%n Not at all Interested 46.4 % % %558.3 %7 Somewhat Interested 35.7 % % %316.7 %2 Very Interested 17.9 %520.9 %942.9 %625.0 %3 Total % % % % : No statistically significant differences in response patterns, cohorts vs. instructional sites 2014: No statistically significant differences in response patterns, cohorts vs. instructional sites

Interest Levels – Writing Assistance Writing AssistanceCohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) %n%n%n%n Not at all Interested 21.4 % %533.3 %4 Somewhat Interested 60.7 % % %341.7 %5 Very Interested 17.9 %540.5 % %625.0 %3 Total % % % %12 Cohort respondents in 2013 are significantly more likely than instructional site respondents to be at least somewhat interested in writing assistance. 2014: There are no statistically significant differences in response pattern when comparing respondents from cohorts and instructional sites. 32

Interest Levels – Daytime Courses Daytime CoursesCohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) %n%n%n%n Not at all Interested 58.6 % % % %12 Somewhat Interested 31.0 %933.3 % %40.0 %0 Very Interested 10.3 %311.9 %521.4 %30.0 %0 Total % % % % : No statistically significant differences in response patterns, cohorts vs. instructional sites 2014: Students at instructional sites are statistically significantly more likely to show no interest at all in daytime courses than students enrolled in cohorts.

Interest Levels – Career Assistance Career AssistanceCohortsInstructional Sites 2013 (a) 2014 (b) 2013 (c) 2014 (d) %n%n%n%n Not at all Interested 24.1 %722.0 %942.9 %625.0 %3 Somewhat Interested 37.9 % % %325.0 %3 Very Interested 37.6 % % %550.0 %6 Total % % % % : No statistically significant differences in response patterns, cohorts vs. instructional sites 2014: No statistically significant differences in response patterns, cohorts vs. instructional sites