PROE Survey for Building Construction Faculty

Mott Community College - Program Review of Occupational Education - Survey of Faculty Perceptions

Please complete this brief survey to give us your perceptions regarding the Building and Construction occupational program. Your input will be used to help plan program improvements to increase student success.

The Rating Scales that we are using in the survey is
1 = Excellent...nearly ideal, top 5-10%
2 = Good...strong, top one-third
3 = Acceptable...average, middle third
4 = Below Expectations...fair, bottom one third
5 = Poor...seriously inadequate, bottom 5-10%
6 = Don’t Know enough to answer


A. GOALS AND OBJECTIVES:


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  1. Participation in Development of College Occupational Education Program Plan (Excellent = Administrators and/or other supervisory personnel involved in developing and revising the college plan for this occupational program seek and respond to faculty, student and community input. Poor = Development of the plan for this program is basically the work of one or two persons in the college.)   
  2. Program Goals (Excellent = Written goals for this program state realistic outcomes such as planned enrollments, completions, and placements and are used as one measure of program effectiveness. Poor = No written goals exist for this program.)   
  3. Course Objectives (Excellent = Written measurable objectives have been developed for all occupational courses in this program and are used to plan and organize instruction. Poor = No written objectives have been developed for courses in this program.)   
  4. Competency Based Performance Objectives (Excellent = Competency based performance objectives are on file in writing, consistent with employment standards, and tell students what to expect and help faculty pace instruction. Poor = Competency based performance objectives have not been developed for courses in this program.)   
  5. Use of Competency Based Performance Objectives (Excellent = Competency based performance objectives are distributed to students and used to assess student progress. Poor = Competency based performance objectives are not used with students for progress evaluation nor are students aware that they exist.)   
  6. Use of Information on Labor market Needs (Excellent = Current data on labor market needs and emerging trends in job openings are systematically used in developing and evaluating this program. Poor = Labor market data is not used in planning or evaluation.)   
  7. Use of Information on Job Performance Requirements (Excellent = Current data on job performance requirements and trends are systematically used in developing and evaluating this program and content of this courses. Poor = Job performance requirements information has not been collected for use in planning and evaluation.)   
  8. Use of Professional/Industry Standard (Excellent = Professional/industry standards (such as licensing, certification, accreditation) are consistently used in planning and evaluating this program and content of its courses. Poor = Little or no recognition is given to specific profession/industry standards in planning and evaluating this program.)   
  9. Use of Student Follow-up Information (Excellent = Current follow-up data on completers and leavers (students with marketable skills) are consistently and systematically used in evaluating this program.)   


B. PROCESSES:


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  10. Adaptation of Instruction (Excellent = Instruction in all courses required for this program recognizes and responds to individual student interests, learning styles, skills, and abilities through a variety of instructional methods (such as small group or indidualized instruction, laboratory or "hands-on" experiences, open entry/open exit, credit by examination). Poor = Instructional approaches in this program do not consider individual student differences.)   
  11. Relevance of Supportive Courses (Excellent = Applicable supportive courses (e.g. anatomy, physiology, technical communications, technical mathematics) are closely coordinated with this program and kept relevant to program goals and current to needs of students. Poor = Supportive course content reflects no planned approach to meeting needs of students in this program.)   
  12. Coordination with Other Community Agencies and Educational Programs (Excellent = Effective liaison is maintained with other programs and educational agencies and institutions (e.g. high schools, other colleges and universities, vocational and proprietary schools) to assure a coordinated approach and to avoid duplication in meeting occupational needs of the area or community. Poor = College activities reflect a disinterest in coordination with other programs and agencies having impact on this program   
  13. Provision for Work Experience, Cooperative Education or Clinical Experience (Excellent = Ample opportunities are provided for related work experience, cooperative education or clinical experience for students in this program. Student participation is well coordinated with classroom instruction and employer supervision. Poor = Few opportunities are provided in this program for related work experience, cooperative education or clinical experience where such participation is feasible.)   
  14. Program Availability and Accessibility (Excellent = Students and potential students desiring enrollment in this program are identified through recruitment activities, treated equally in enrollment selection and not discouraged by unrealistic perquisites. The program is readily available to accessible at convenient times and locations Poor = This program is not readily available or accessible to most students seeking enrollment. Discriminatory selection procedures are practiced.)   
  15. Provision for Disadvantaged (Excellent = Support services are provided for disadvantaged (e.g. socioeconomic, cultural, linguistic, academic) students enrolled in this program. Services are coordinated with occupational instruction and results are assessed continuously. Poor = No support services are preceded for disadvantaged students enrolled in this program.)   
  16. Provision for the Handicapped (Excellent = Support services are provided for handicapped (physical, mental, emotional and other health impairing handicaps) students enrolled in this program. Facilities and equipment adaptations are made as needed. Services and facilities modifications are coordinated with occupational instruction and results are assessed continuously. Poor = No support services or facilities and equipment modifications are available for handicapped students enrolled in this program.)   
  17. Efforts to Achieve Sex Equity (Excellent = Emphasis is given to eliminating sex bias and sex stereotyping in this program: staffing, student recruitment, program advisement and career counseling; access to and acceptance in programs; selection of curricular material; instruction; job development and placement. Poor = Almost not attention is directed toward achieving sex equity in this program.)   
  18. Provision for Program Advisement (Excellent = Instructors or other qualified personnel advise students (day, evening, weekend) on program and course selection. Registration procedures facilitate course selection and sequencing. Poor = Instructors make no provision for advising students on course and program selection.)   
  19. Provision for Career Planning and Guidance (Excellent = Day, evening, and weekend students in this program have ready access to career planning and guidance services. Poor = Little or no provision is made for career planning and guidance services for students enrolled in this program.)   
  20. Adequacy of Career Planning and Guidance (Excellent = Instructors or other qualified personnel providing career planning and guidance services have current and relevant occupational knowledge and use a variety of resources (such as printed materials, audiovisuals, job observation) to meet individual student career objectives. Poor = Career planning and guidance services are ineffective and staffed with personnel who have little occupational knowledge.)   
  21. Provision for Employability Information (Excellent = This program includes information which is valuable to students as employees (on such topics as employment opportunities and future potential, starting salary, benefits, responsibilities and rights). Poor = Almost no emphasis is placed on providing information important to students as employees.)   
  22. Placement Effectiveness for Student in this Program (Excellent = The college has an effectively functioning system for locating jobs and coordinating placement for students in this program. Poor = The college has no effective system for locating jobs and coordinating placement for occupational students in this program.)   
  23. Student Follow-up System (Excellent= Success and failure of program leavers and completers are assessed through periodical follow-up studies. Information learned is made available to instructors, students advisory committee members and other concerned (such as counselors) and are used to update this program. Poor = No effort is made to follow up on former students of this program.)   


C. Resources:


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  24. Promotion of this Occupational Program (Excellent = An Active and organized effort is made to inform the public and its representatives (such as news media, legislators, board, business community) of the importance of providing effective and comprehensive occupational education and specific training for this occupation to gain community support. Poor = There is no organized public information effort for this program.)   
  25. Provision for Leadership and Coordination (Excellent = Responsibility, authority and accountability for this program are clearly identified and assigned. Administrative effective is achieved in planning, managing and evaluating this program. Poor = There are no clearly defined lines of responsibility, authority and accountability for this program.)   
  26. Qualifications of Administrators and/or Supervisors (Excellent = All persons responsibile for directing and coordinating this program demonstrate a high level of administrative ability. They are knowledgeable in and committed to occupational education. Poor = Persons responsible for directing and coordinating this program have little training, education and/or experience.)   
  27. Instructional Staffing (Excellent = Instructional staffing for this program is sufficient to permit optimum program effectiveness (such as through enabling instructors to meet individual student needs, providing liaison with advisory committee, and assisting with placement and follow-up activities). Poor = Staffing is inadequate to meet the needs of this program effectively.)   
  28. Qualifications of Instructional Staff (Excellent = Instructors in this program have two or more years in relevant employment experience, have kept current in their field, and have developed and maintained a high level of teaching competence. Poor = Few instructors in this program have relevant employment experiences or current competence in their field.)   
  29. Professional Development Opportunities (Excellent = The college encourages and supports the continuing professional development of faculty through such opportunities as conference attendance, curriculum development, work experience. Poor = The college does not encourage or support professional development of faculty.)   
  30. Use of Instructional Support Staff (Excellent = Paraprofessionals (such as aides, laboratory assistants) are used when appropriate to provide classroom help to students and to ensure maximum effectiveness of instructors in the program. Poor = Little use is made of instructional support staff in this program.)   
  31. Use of Clerical Support Staff (Excellent = Office/clerical assistance is available to instructors in this program and used to ensure maximum effectiveness of instructors. Poor = Little or no office/clerical assistance is available to instructors; ineffective use is made of clerical support staff.)   
  32. Adequacy and Availability of Instructional Equipment (Excellent = Equipment used for this program is current, representative of that used on related jobs and is in sufficient support to meet the needs of students. Poor = Equipment of this program is outmoded and in insufficient quantity to support quality instruction.)   
  33. Maintenance and Safety of Instructional Equipment (Excellent = Equipment used on or off campus for this program is current, representative of that used on jobs for which students are being trained, and in sufficient supply to meet the needs of students. Poor = Equipment used for this program is outmoded and in insufficient quantity to support quality instruction.   
  34. Adequacy of Instructional Facilities (Excellent = Instructional facilities (excluding equipment) meet the program objectives and student needs, are functional and provide maximum flexible and safe working conditions. Poor = Facilities for this program generally are restrictive, dysfunctional or overcrowded.)   
  35. Scheduling of Instructional Facilities (Excellent = Scheduling of facilities for this program is planned to maximize use and be consistent with quality instruction. Poor = Facilities and equipment for this program are significantly under- or over-scheduled.)   
  36. Adequacy and Availability of Instructional Materials and Supplies (Excellent = Instructional materials and supplies are readily available and in sufficient quantity to support quality instruction. Poor = Materials and supplies in this program are limited in amount, generally outdated and lack relevance to program and student needs.)   
  37. Adequacy and Availability of Learning Resources (Excellent = Learning resources for this program are available and accessible to students, current and relevant to the occupation and selected to avoid sex bias and stereotyping.)   
  38. Use of Advisory Committees (Excellent = The advisory committee for this program is active and representative of the occupation. Poor = The advisory committee for this program is not representative of the occupation and rarely meets.)   
  39. Provisions in Current Operating Budget (Excellent = Adequate funds are allocated in the college operating budget to support achievement of approved program objectives, and allocations are planned to consider instructor budget input. Poor = Funds provided are seriously inadequate in relation to approved objectives for this program.)   
  40. Provisions in Capital Outlay Budget for Equipment (Excellent = Funds are allocated in a planned effort to provide for needed new equipment and for equipment replacement and repair, consistent with the objectives for this program and based on instructor input. Poor = Equipment needs in this program are almost totally unmet in the capital outlay budget.)   


D. What are the chief occupational education strengths of the program?


E. What are the major needs for improvement in the program and what action is required to achieve these improvements?


Additional comments, suggestions for the program or for utilization of the advisory committee.


Position of person completing Survey:
Faculty
Counselor
Other, please specify____________________________________





Clark Harris
Dean of Technology, Mott Community College
Flint, MI