Survey Comments from Faculty

• Question 1: In the last five years I have been involved in the development or review of the mission statement in:
  
  
• Question 2: What do you need to be able to more fully and effectively use the technology that you already have available?
  
  
• Question 3: Do you have any unique computer or technology needs not assessed in this questionnaire?
  
  
• Question 4: What are your major concerns about the use of technology at Del Mar College?
• Question 5: Please list any long-term safety hazards or maintenance problems on Del Mar campuses which you have observed. Please be very specific.
  
  
• Question 6: What institutional research do you conduct in your area? (For example, surveys and interviews)
  
  
• Question 7: In what ways are institutional research findings used for program improvement?
  
  
• Question 8: If you have had any positive or negative experiences with any of the services listed in question 178, please describe.
  
  
• Question 9: What necessary student services are not provided at Del Mar College?
  
  
• Question 10: From question 179: If no, please explain.
  
  
• Question 11: From question 180: If no, please explain.
  
  
• Question 12: Additional Comments.

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Question 1: In the last five years I have been involved in the development or review of the mission statement in:

Other ways:

• College committees.
• Divisional committee.
• Accreditation for 7 programs in health occupations.
• Served on a college-wide task force.
• Helped plan faculty and staff learning center.
• SCANS Review.
• Reviewed mission statement in terms of National Association of Schools of Art and Design.
• SACS Committee.
• Mission statement was discussed many times but we were told it couldn't be changed.
• Review of mission during program accreditation.
• Course development and core curriculum discussions.
• SCANS, TCLEOSE.
• Faculty council.
• Program accreditation and program review.
• Other college committee work.
• Implementation in classroom teaching, tutoring, creating and delivering workshops for all DMC students.
• Development of new courses and revisement of curricula.

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Question 2: What do you need to be able to more fully and effectively use the technology that you already have available?

• Better training on Mac.
• Time and instruction.
• Adequate classroom facilities that are equipped with current technology to support use of educational technology. Our current classroom is the La Palma Rm at Coleman Center on West Campus. Unable to use PowerPoint due to lighting situation.
• Get more training, will take more courses as they are available.
• More time to develop curriculum for existing technology.
• More computer training.
• Courses available at a variety of times.
• Continuation of short term courses for computer.
• Space to conduct skills labs for students is of critical importance as well as update technical skills and equipment.
• Training--Friday afternoon or Saturdays.
• Instruction and time to prepare.
• Laptops--hardware for all classrooms for multimedia presentations.
• Internet in our offices.
• Connection to the Internet in my office.
• As a new faculty, this is yet to be determined.
• Faculty training.
• I need a printer in my office, Internet access in my office and my laptop.
• I'm not sure--new faculty.
• Time to explore the technology. I'm always swamped.
• Time for preparation.
• A printer compatible to my MS Office (I'm a 97, and all the computers and printers are 95).
• Continued courses to learn technology and support persons to contact for specific assistance.
• A person to show me how to set up my computer.
• Advanced training and time to practice and learn.
• A faster computer; Internet service; better transparency viewing projectors.
• More time at Del Mar (class release or less non-teaching assignments). More faculty courses/more flexible hours.
• Software training.
• More software training.
• Afternoon training sessions for one week only.
• One-on-one instruction during instructors' free time.
• Proximas.
• Instruction.
• My own office.
• None being provided outside those in library and writing center, in spite of extensive computer lab teaching experience at another institution.
• Completed networking and wiring of classrooms. More overhead LCD projectors for computer output.
• Offering the 1 hour courses has been helpful, but having released time would allow me more time to practice and learn how to use the various computer programs.
• I need time and someone to work with me one-on-one.
• More classes and more workshops.
• Have new computer with software programs, but no directions for their use--especially how to get into the mainframe from a computer with Windows 95 which seems to be too strong for the main frame programs.
• Training.
• In office training.
• More computer programs.
• More training!
• More training.
• Workshops, training, and release time.
• Perhaps some more instruction or review.
• Time and instruction on as needed basis.
• Internet access.
• I am new here, I can't answer.
• More training.
• Time to develop proficiency and not just familiarity.
• Regular, repeated, systematic training and training that relates technology directly to my discipline so that I learn not only "how to use it," but also "what's out there I can use."
• Hardware in classrooms.
• Training.
• Time and motivation, such as achieving a particular goal.
• Be free of so many college-wide faculty committees to devote to my office technology equipment and perhaps one less class assignment would help the faculty in becoming more effective as a teacher and researcher because we could devote more time to so many technological advancements. (My answer is wishful, but true).
• Faculty classes.
• Continued faculty development courses.
• More computer sessions. A resource person to call on in order to troubleshoot areas.
• Personal laptop computer to do on-going editing of lesson plans, presentations for course being taught.
• Maybe more time to practice and use skills already taught.
• I have a wonderful computer in my office and still cannot use it because I lack the knowledge.
• Improved building space and hook-ups for technology.
• More instruction on its use. Internet. E-mail.
• Faculty workshop for Excel, PowerPoint etc.
• Classroom Internet access. Computer lab Internet access. Adequate software (current).
• Time.
• Orientation and training in shorter capsules i.e. 4 hour quick course in PowerPoint, etc. It is practically impossible for me to block off 16 hours of time.
• Time to study and practice software. A help system can go to.
• I need hands-on experience.
• Additional training on some of the advanced features of technology.
• Internet access.
• Time to develop.
• I need more planning and organizing time! I need time to optimize the resources that are already provided for me.
• Have time to experiment with it to feel out its capabilities.
• Internet access and training.
• Training.
• More instruction.
• Need up-to-date equipment.
• Constant updating of materials.
• Training and access to software and hardware.
• Scanner.
• More software; more instruction on how to use what I have.
• Time to learn and experiment with it.
• Office computer with enough power to use the net. Laser printer. Computer and web hook-up in the classroom.
• More funding and opportunity to travel to conferences (which are often very expensive) to remain more knowledgeable.
• Training and release time to master the technology!
• More training is required. We have the technology but are not very skilled at using it yet.
• Continue teaching the Cyberize your teaching classes.
• In-service training course (2-4 hrs) on how to use new software.
• I need access to E-mail and Internet on the new computer I received this summer. Instruction on the use of E-mail, Internet and Excel.
• I need a computer at home.
• Adequate resources/training are in place for me to improve the use of technology in my program. I personally must appropriate more time to improve my use and to complicate issues, I have some health challenges that require immediate attention.
• The equipment, the time.
• Updated software--a modem.
• Better variety of software. Virus programs up-to-date. E-mail log on capability.
• A teaching station with more space. Better climate stability, and much, much less ventilation "wind" noise. Also brighter lighting.
• Better cooling facilities.
• Release time.
• Small group training at 2:30 or later. A really beginners course for those who didn't get their feet wet at first and are very behind and embarrassed about it.
• At least 1 full-time tech support person who can answer questions. The complete software packages I requested, not just the parts computing services decides to install.
• (1) When new equipment is purchased need training as soon as possible to incorporate equipment into learning objectives. (2) Training on using scanning software. (3) Resource person to help solve those little problems that develop when using new software or hardware.
• More training.
• Classes on Excel, PowerPoint, Word that are offered and not canceled.
• Since I just got a computer and have no previous experience, I could use some training sessions for Macintosh.
• Updated hardware and software.
• I need training sessions on the new computer and scanning equipment our department received.
• Training on software and time to attend training.
• Extra hours of continued training.
• The time needed to master technology. DMC should make technology "tutor CDS" available for new software programs.
• Better equipment to demonstrate to student.
• Training and access to it!
• Basic training.
• Presentations of how other universities are using the same materials.
• Time to work with the equipment.
• Instruction at a time that does not conflict with scheduled classes.
• For me, it is simply a matter of finding the time to take advantage of what DMC is already offering.
• Workshops on how to use software, training in-office with computer staff.
• More techncial assistance from the media area in distance learning.
• Updated info as new software made available.
• One-on-one instruction.
• Better computer literacy.
• Printer, more training.
• On-site training not just classroom. Someone to answer specific questions when a problem occurs.
• More time to familiarize myself with it, more "cyberize" type classes offered at regular intervals on an upgraded basis. Some sessions have been set up as 1-day, 8-hour workshops which most faculty cannot attend due to teaching schedule.
• Reliable calendar for upgrading hardware and software.
• Training at flexible times. Less committee work to allow time to develop tutorials and presentations. Full-time technology trainer.
• Up-to-date equipment and equipment customized to needs (computer).
• Technology workshops.
• Nothing really, I know how.
• Time. Release from the pressures of extra-classroom responsibilities...committees, committees, committees.
• T.V. laser disk, ventilation.
• Training.
• Have up-to-date manuals. I have new programs installed but no instructional manual.
• Internet and E-mail access.
• CD ROM for my computer.
• Time!!!
• Autonomy.
• Release time for professional development. This has classroom pay off.
• More software and better computers.
• Short workshops of 1-2 hours (rather than a class).
• Time and training.
• More time, more support from the college.
• Better instruction.
• Continued workshops by computer science department.
• Adequate time to learn the technology.
• Prioritizing of time to complete two computer courses started last spring. Taking advantage of offers by CIS faculty to help me finish work. Excel and PowerPoint classes.
• Lab instructors, at least in the Natural Sciences. Need better access to the available technology. For example, I took courses in PowerPoint but I do not know how to get a projector for the presentation.
• More instruction on how to Profs mail and administrative CICS.
• Time to learn more and get accustomed to it.
• Training in software applications. Resource of available possibilities.
• More training on PowerPoint and Microsoft Word.
• More training.
• More equipment and training.
• We need instructional space in Health Sciences.
• Flato building--(1) better classroom and furniture; (2) replace green bds with white bds.
• Current/up-date equipment.
• Time.
• Motivation; need; then basic skills.
• Short courses offered in the same format as last year.

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Question 3: Do you have any unique computer or technology needs not assessed in this questionnaire?

• DMC needs more multimedia classrooms with large seating space.
• Instruction.
• Modem capabilities needed for individual learning. Interface with other networks than Internet.
• Course on use of laptop. Adding essential programs, care of servicing, etc.
• Classroom connections to Internet. Computer projector and related equipment in each classroom.
• Need printer.
• No, not that I can get at the hospital.
• No, except that I need elementary level help.
• Computer techs need to be available during the lunch hour and on Saturdays.
• No, this questionnaire was quite complete.
• Need a computer in office with access to Internet. Presently providing a personal computer in office after sending back inadequate equipment provided. Facilities apparently not available in SE where I teach and office.
• Social Science department needs a computer lab of its own.
• Speech recognition.
• Would like to participate in faculty computer instruction classes for using the programs.
• I want to be able to make charts; tables on my computer.
• At this point I am not hooked up to mainframe for E-mail, class id, or registration info.
• Yes, departmental grading software and scantron machine need upgrading--now (6-8 years old)!
• I need directed activities.
• I need two printers because I have 2 PC's in my office. I only have 1 PC.
• Projection equipment for classroom.
• Only time to work on what I now have!
• Yes, need for computerized desktop video equipment. Need for high-tech training manikins.
• Need more laptop computers.
• See question 185--more software, more instruction on how to use what I have.
• Power Book.
• I would like the Music Department to purchase a computer assisted lab software for foreign language diction, drill, and training (i.e. CD ROM or interactive computer programs).
• Yes, but you still didn't ask what it is?? Bright lit transparency copying.
• Our department has no systematic approach to planning for future technology needs.
• Unit plans may be helpful in this area.
• Web page designing.
• Slight bias against any non-Wintel platform.
• The college has not provided sufficient band width for networking between campuses for library applications.
• DMC must purchase up-to-date systems rather than obsolete ones. My computer needs to be faster, with larger RAM for on-line access.
• How to operate on a different computer system.
• I need access to the Internet in my office and would very much like access to Internet in my classroom.
• I would like more classroom availability of computers.
• At present, my needs are being met quite favorably.
• Audio and video web applications.
• Internet in classrooms in Flato building.
• Project CD Roms for classroom presentations.
• I would like more advanced courses to be offered on web page development, spreadsheet creations etc.

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Question 4: What are your major concerns about the use of technology at Del Mar College?

• Preparation time.
• We must stay current with use of Internet education to keep up. We also need more extensive education on use of technology.
• We are beginning to use up-to-date equipment right now.
• Computers do not equal quality education. We (faculty) need time and instruction to use technology effectively.
• Not enough technicians.
• Coming up to par.
• Much is not state of the art!
• We can't access student files after 12:30 p.m. on Fridays.
• Classrooms outdated for technology needed. Equipment in right place and right time, time to prepare.
• Not fairly distributed.
• What are we waiting for? I have had an approved application for Internet access in my office for over 1 year with no results.
• Attending fac. workshops to facilitate use.
• We have not entered a dialogue about its effects on learning!!
• Lack of training.
• That we keep updating.
• Is it outdated before we have to explore its use to the fullest extent.
• Very 9-5 p.m.-9-7 p.m. oriented--our building locks up at 8:00 p.m.
• That it will take away from books. Especially on the research paper.
• Not enough faculty members using technology.
• Misuse with remedial courses (on-line).
• Finding the time to continue learning.
• That some people may be driven to think that the computer should be used in all educational purposes.
• That students know much more than I do, and I don't have the time or instruction to keep up with them. A continuous problem with ever-changing technology.
• Out of date.
• Lack of training in software.
• Where is the money coming from? How will we continue to pay for all the upgrades and built-in obsolescence?
• Its effectiveness needs to be determined.
• Find some common ground. Keep it coming in writing. Be decisive and forward thinking.
• More availability.
• The emphasis of technology should be kept in perspective. These are tools and are often overblown in terms of their place in learning.
• The lack of knowledge among the faculty.
• Many benefits accrue from teaching writing in a computer lab, as I have at a four-year institution. Students had access to Internet and library research facilities at their desk. Also facilitates group activities such as publishing. Internet authorship, etc. which I have done are difficult in present conditions.
• Clarification of intellectual property issues related to Internet materials. More information on related release time for materials development.
• I need time to take additional classes.
• Not being able to use what is available due to lack of technology knowledge.
• Students taken away from human contact with instructors.
• That DMC will not fund all classrooms with computers.
• Training would take care of most problems.
• Training. Internet access to classrooms.
• It has been slow coming. However, it is now here. Major concern is perhaps moving too rapidly and not allowing enough time for perfecting.
• It won't make poor instruction or poor teachers better--perhaps more entertaining. Effective instruction shouldn't rely solely on technology.
• Moving too fast. Where are we going?
• Del Mar is purchasing technology for its own sake. Del Mar purchases equipment because everyone else has it.
• Don't underestimate the importance of the relationship between a teacher (human being) and students.
• That proven pedagogies will be abandoned or will fail to receive support in the rush to acquire new technology.
• That a cultural atmosphere is developing in which the acquisition and use of technology supercedes the content of the course. Some disciplines lend themselves much more clearly to the use of technology resources than other classes. We must be very careful in the emphasis we place on this and we must do a better and more applicable job of training people.
• That it will lower standards.
• That it will reduce the personal contact between student and teacher.
• My major concern is that the use of technology will overshadow basic student-teacher methods of learning, as well as hands-on learning.
• Moving fast, I'm not keeping up.
• Not standardized. Many different computers (although improving) and programs.
• Readily available for students, and faculty and a have up-to-date programs.
• Inadequate areas of instruction. Increase the availability of equipment and software. More teacher assistance.
• Misuse or abuse of expensive equipment.
• That everything is becoming computerized and I'm still computer illiterate.
• We need more space, more available equipment to hook up or support what technical equipment we do have.
• Staying current. Challenging students to use technology.
• That DMC stay current in the next 5-10 years.
• Need continual upgrading!
• It's difficult to keep up.
• We have too much "down time" on equipment. Distance learning equipment not used. Training needed. Equipment calls for repair are not given first check in 24 hours.
• My ignorance of such technology is my greatest fear.
• Straying too far from the 3 "R's."
• Student access on West Campus.
• Need a list of all services/courses available for faculty/staff.
• How I may optimize what is being provided already. I feel as though I'm falling behind in these areas due to lack of time!
• Lots of talk, not enough action. Not enough support.
• Takes too long to receive equipment.
• Not enough to go around.
• Need more instruction. Students are not aware what is available for them.
• New technical equipment in air-conditioning and refrigeration.
• Technology seems to be valued because it is technology. We must decide what we need to do and then decide how to do it (perhaps using technology). I'm really sick of unimaginative PowerPoint presentations which require me to sit in the dark and read quotes and charts!
• That we stay "ahead of the game."
• Not able to keep up with changes.
• Long range coordinated planning and organization.
• That person-to-person (teacher-student) contact will be diminished/forgotten.
• That we spend far too much money on technology, rather than hiring superior teachers.
• That faculty who don't use computers in the classroom will be assumed to be poor teachers.
• The view that using computers is the answer to poor or unskilled instruction.
• That technology is seen as a means to an end and not the end.
• That we place too much educational stock in the computer, which some writers, Todd Oppenheimer for one, refer to as "the film strips of the 90's."
• As important as the use of technology is one must not emphasize it to the extent that more traditional elements are ignored.
• Learning can still happen without an electrical cord.
• Our patrons are not getting personalized service. They get voice-mail messages or a web-page. The music office is not sufficiently staffed to meet our "telephone load." The answering service (voice mail) is not efficient.
• That some faculty and staff have not been able to spare time yet to improve their computer literacy skills.
• It seems to be of more importance than teaching methodologies. There seems to be a bandwagon effect going on. What happened to the basics? Technology is very important, but what we have to remember is "what tail is wagging which dog?"
• Assurance of all faculty to keep up with existing technology and changes. Having time to learn the technology.
• We need to weigh the use of technology (in particular on-line courses) to teach developmental courses. It may not benefit our students to develop all courses. One-to-one contact is still needed.
• The use of technology must continue to be stressed, promoted; however, as an institution, we must maintain a good balance between tools and "people" skills.
• Keeping up with technology when new computers are loaded with 4 year old software.
• We are not going to provide any student a quality education by pushing a button and letting a computer, etc. teach the course for us.
• The need to stay abreast with changing technologies.
• Time to develop the programs. Time i.e. PowerPoint.
• Knowing how to use it when you can't seem to find time to learn it.
• We haven't thought it all through on a large scale. No concern for diverse personalities, physical limitations, etc. Total lack of support staff.
• DMC has not made sufficient provision nor provided sufficient resources for the development and maintenance of a presence on the www, but has, rather, depended on the interest and professional generosity of individuals to develop and maintain web pages at most levels.
• I hate to see new equipment that sits and gathers dust because faculty are not trained to use the equipment.
• Finding the time to learn the new technology.
• Not able to keep current technology.
• That technology will try to replace the live classroom teaching that is so vitally important in maintaining some human element in our society.
• Shabbiness of parts of web site. Lack of access to the pages I design. Need for more computer service and A.V. repair personnel.
• Not having sufficient training in new equipment.
• That the technology is progressing more rapidly than our common sense to use it effectively. People should use technology to enhance their teaching skills. I'm concerned that some people will use technology to do their teaching for them. Machines do not care about people. People care about people.
• To have adequate training.
• Integrity (as applicable to Internet instruction).
• Needs better back-up and support personnel for computers.
• Lack of access.
• Release time to learn how to use technology, implement it, and to see if it's appropriate for the faculty and students.
• Pushes around the country (motivated by money from companies) to "standardize" on one OS platform. Del Mar should announce and support all OS platforms that faculty deem important to use in education.
• Proper training in the use of available technology.
• That it doesn't overpower the necessity for one-on-one, faculty/student interpersonal relationships.
• That we are getting all of this great equipment and a lot of faculty don't know even the basics. I also think there should be more guidance on what to purchase (bad laptops were purchased here).
• The administration does not grasp the potential creative uses of technology and administrations lack of commitment to the media production area.
• Enough computers in the right places for all the students needing. Also hardware to connect etc.
• Doing alright.
• It sometimes overpowers common sense approaches to teaching and learning.
• (1) Students come to us from high schools where they used more up-to-date technology than we have at DMC. (2) Software/hardware is installed in our offices with our getting little or no instruction.
• That it will dominate everyone's definition of faculty development.
• Training, training, training. No full-time trainer for the use of technology (not administrator).
• That we are behind.
• No major concerns--just needed to be updated--myself on new tech stuff.
• That we will use too much multi-media without sufficient pedagogical grounding.
• A lack of uniform standards of use.
• (1) More computers in classrooms. (2) Make instructors take Internet classes.
• Require a basic computer course or equivalency test to assure students can concentrate on using the technology to enhance the subject matter, not having to learn the computer while studying their subject.
• My major concern is that all faculty members be given an opportunity to attend technology training sessions as well as time to work with the technology at work in an effort to learn the technology.
• That our effectiveness as individual teachers might end up as being measured out almost exclusively by how much we use or don't use technology!
• Intellectual property rights.
• That it is not being used.
• We need the technology, but we must not lose sight of the people (faculty, staff and most importantly students) and learning in the process!
• Overall plan for college.
• Adequate support for server and technology.
• The push to use new technology ignores the fact that some things can best be accomplished without such use.
• We won't be able to keep up with the changes in technology.
• It's hard to catch up.
• Just the effective use of the technology by ensuring faculty are offered developmental workshops.
• Currently do not have computer or card to access mainframe, Internet, etc.
• That "it" as a delivery system doesn't drive or surpass in importance what is being delivered.
• That it will be overdone and people will think information equates to thinking.
• We are being outpaced by other institutions. Equal access for everyone.
• To use it effectively.
• Not enough equipment.
• That we will not continue to upgrade after this initial effort. We will fall behind and be back where we were a few months ago
• Specialized training for disciplines.
• Evenly spent funds for both campuses.
• (1) Balance. (2) Possible loss of interest in lecture/discussion class. (3) Loss of focus on interpersonal skills.
• Privacy issues to be formally addressed and communicated to faculty. Security of equipment and easy access for faculty.

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Question 5: Please list any long-term safety hazards or maintenance problems on Del Mar campuses which you have observed. Please be very specific.

• Fine Arts building. The a/c and heating system greatly affects my teaching and the students' learning. We freeze.
• Not enough security after hours.
• Bathrooms smell terrible--like a sewer. Inadequate restroom facilities on West Campus. Number of non-Del Mar people wandering around campus.
• Raquetball courts with no ventilation. Pool dehumidification system. ADA.
• Health Science Building--walls need painting, carpets need replacing, new, more comfortable desks, need ability to put classroom lights off in back of room and lights in front of room. Small offices, plumbing odors, air-conditioning runs too hard, some classrooms too cold or too hot.
• Sidewalks that are uneven. I have fallen as result of uneven sidewalks.
• The Health Science building.
• Multiple areas of irregular walking surfaces are a safety concern. The HSB has particulate emissions which cannot be healthful. There is a general lack of attention to buildings at DMC.
• The possibility of some type of toxic material in GHS due to multiple serious illnesses and recent fatalities from faculty housed in this building.
• Increase security.
• Sidewalks are not level. All the building going on, makeshift walkways out of plywood don't look safe.
• Long-term problem with rats, ants, etc. Unsafe sidewalks.
• Doors opening fast on people who are walking in a hurry.
• Overcrowded classrooms. Too many electrical, cable, and other wires strung all over and every which way. All cables and wires should be secured to baseboards or carefully covered and marked in cable conduits.
• Air-conditioner filters are not changed every month, as in the past. There are no tank style vacuum cleaners with long hoses to vacuum book shelves. Dust is everywhere. All this poses health problems as any allergist in town will tell you.
• Asbestos in various buildings.
• Uneven sidewalks in front of Harvin Center. Poor street maintenance--street between Physical Facilities and library parking lot.
• I understand there are some disposal problems in the science area that should be addressed for the safety of both the students and personnel. Sometimes financial expediency overwhelms good reasoning to the detriment of the innocent uninformed.
• There is a problem of getting the lights changed quickly in my classroom and in my office.
• Leak in my office has not been fixed. Leak in my teaching room has not been fixed--water comes into the room from the ceiling and students could slip.
• Once the new buildings and expansion of present buildings are finished and adequate parking provided--the safety and maintenance problems should end.
• Bathrooms do not accommodate students with disabilities. No elevators and bad ventilation.
• During this construction phase, the sidewalks and roadways are rough and dangerous.
• Disability access to restrooms in the SE building.
• Crowded classrooms and labs.
• Venters Business building--computer/printer cords are too numerous to fit in trays on desks--students can easily "catch" a cord by moving into workstations in classrooms. Stains on carpet, poor maintenance of landscaping.
• We have rats on campus; we have ants assuming control of some offices.
• The rooms in Venters Business building (as well as offices) are too cold all the time. Many students complain. Many maintenance requests are submitted. Taxpayers are losing considerable sums to keep this building at a very unpleasant, chilly temperature which makes everyone miserable.
• There is no first aid station on campus.
• Heritage Hall--missing ceiling panels throughout; doors and walls in need of painting; walls in need of replastering and painting; worn, frayed carpet.
• Is there a sidewalk that is unbroken?
• Too many vehicles driving on campus sidewalks.
• The air conditioning system in St. Clair Science building has long been a problem.
• There is a large plaza lake in front of Heritage Hall that develops during the rainy season or rainy days. It has not been fixed for more than two years. Cracked, broken sidewalks around most buildings.
• Air in Health Science building often stagnant. Sewer gas-type odor often present. No ventilation in bathrooms.
• Desks that are broken and have not been repaired. Clutter and not enough storage space for supplies. More storage space.
• Temperature setting in many classrooms is either very cold or very hot.
• Sidewalks are uneven and can cause falls. I notice some have been painted with bright yellow caution paint. Our H.S. building temperature is seldom at a comfort level. It's either too hot or too cold.
• Campus lighting at night. Lack of available access for disabled persons. Our offices and our building are too small and are cramped.
• Temp. control in GHS building. Ceiling acoustical tiles falling down in GHS.
• Storage of waste materials should not be done in a classroom building. Waste storage areas should be ventilated.
• Unmarked displacement in wide sidewalks which are poorly lighted at night. Political manipulation of work orders. Chemical waste that should be properly disposed.
• We have needed new floor surface in our kitchen for several years.
• More visibility of security people. Long response time on repairs. (The College should track repairs, have people requesting service to sign off on repairs completed and date completed).
• Doors that won't lock or unlock.
• No exhaust systems in Flato Building restrooms.
• Adequate ventilation systems in buildings. Keeping facilities safe for everyone.
• Nothing noted except hazards due to age and general dilapidation of buildings on West Campus.
• Hazard communications training for all faculty and staff. Safety training in general. College has no safety policies.
• Air quality, condition of buildings.
• In general, library could be kept a little cleaner than it is.
• A/C problems in the Music building (for years and years). Mold is on the equipment, the classroom doors, walls, etc. A health hazard to the faculty and students. What do you think???
• Weight room in Aquatic Center is not handicap accessible.
• Entire SE building--heating, cooling, plumbing, electrical acoustics, etc.
• Storage problems in the St. Clair Science building are massive, leading to dangerous situations in relation to chemicals and hazardous waste management.
• Heat and humidity have been a problem.
• We need more restrooms in the Music building. Our building is too cold most every day. In the winter, when it gets cold outside we do not get the right ventilation to distribute heating. Floors in the individual offices are not swept or cleaned on a regular basis. It should not be the faculty's responsibility to clean their office floors.
• Lack of parking space has led to tense moments. No drills or mock situations for emergency preparedness.
• Pot-holes need attention. Curtains in Wolfe Recital Hall are always stuck. No p.a. across campus--would help in emergency situations.
• With all of the new construction, all must be very careful on the grounds near construction sites. I discovered this summer the need to watch my steps closely because in some instances between the English building and lab, the sidewalks were not available.
• The Skills Enrichment Building is a safety hazard (e.g. rooms such as 212 have a stage-like front, teacher could fall).
• We need more security guards in parking lots and in all the buildings.
• Sidewalks are not level and are painted for hazards rather than fixed.
• The St. Clair Science building chemistry "labs/storage" facilities. Un-level sidewalks everywhere on both campuses.
• The climate control (air conditioning) in the Fine Arts Music building is not adequate. Energy saving changes have resulted in costly damage.
• Crosswalks, lighting, security.
• Substandard buildings.
• Doors that are falling apart and a disgrace to any campus. No regular schedule for painting inside or outside of buildings. The same AC problems over and over and over. Work orders, many of them, that get no response. Heat welds for pool floor covering.
• Heating, A/C in some buildings leads to illness (frequently too hot or too cold).
• Custodians need to be educated about handling of biomedical waste (i.e. wearing gloves to handle red bags and what to do if a bag breaks).
• Equipment checks for safety. ADA compliant in access to buildings, bathrooms, and office spaces.
• Music building has poor heating, poor cooling, poor ventilation, inadequate humidity control, inadequate pest control, and is poor maintained.
• The climate control in the Music building is either extremely hot or cold and rapidly deteriorating our costly equipment.
• Mildewed walls and equipment due to false economy of turning off air conditioning at night and poorly functioning air conditioning.
• Cracked tiles at entrances of B.R. Venters Business building; stained tile inside the building.
• We need our own police force.
• Music Technology Lab: humidity way too high. Struggle between the Mintenance people and the engineer. Choir room air conditioning noise.
• Un-level sidewalks--easy to trip (in quad behind Harvin center).
• Parking. Faculty are forced to find parking across the street (Baldwin). Consequently, we have to cross traffic daily and go into an unsecured, dimly lit parking lot which does not have a fence on the backside.
• There has been a general decline in the quality of maintenance service over the past 10-15 years.
• Waste of a/c when not needed. Temperatures on West campus too low. It's pretty bad when students have to wear sweaters in the warm weather.
• Do we have adequate security in early a.m. and at night?
• Buildings should be checked to see if they are "sick." In some buildings there has been a high incidence of cancer and other serious illnesses.
• My classroom (VBB37) seldom gets cleaned sufficiently. Two outlets have been uncovered for two+ years (which was reported), yet no action has been taken. My classroom has a high volume of traffic and very expensive equipment, which, I feel, suffers because of the collection of dirt, hair, etc. The wallpaper in my office (VBB 221) was falling off the wall in January 1997 when I moved in. I understand there was a defect in the building...but the paper has not been repaired. It has mold growing behind it and looks awful. The Dean said (Jan. 97) that it would be repaired in two weeks. It will soon be two years.
• The foundation of the Skills Enrichment Center has shifted several times and the building may yet collapse (in whole or in part) while classes are in session.
• My floor plugs, back bar area falling apart.
• Monthly aware.
• Old, broken chairs, extremely loud a/c, disruptive, moaning pipes.
• Rodents dwelling in buildings.
• We need rough-surfaced, friction-enhancing materials on stairs.
• Sick building syndrome (lack of sufficient fresh air ventilation, build-up of molds, insect/rodent waste).
• Construction interference with foot and vehicle traffic and parking.
• Cooling and heating system and humidity control in Fine Arts-Music.
• Fluctuating a/c.
• Rodents, rodents, rodents, insects. Lack of supervisors for delinquent or "slacking" work crews.
• Handicapped buttons and doors not well placed in all facilities. It's adequate.
• Need a less complicated procedure for disposal of bio-hazardous wastes.
• Too much humidity in classrooms/buildings which have air conditioning--Gym Rm.101. Mildew in Music building. Dirt washed out from under edges of tennis courts--perhaps from far under court platform.
• The Biological Learning Center has a constant problem with the temperature in the Center. It is freezing in the warmer months and sweltering in the winter. There also is a need for a more efficient method of disposing of biologically hazardous materials.
• There needs to be a sidewalk from Baldwin down Naples.
• By the Business building, annuals are being planted and are not maintained. It would be better to plant perennials and then water them.
• Erratic heating--cooling--humidity controls that contribute to an unhealthy atmosphere and ruined equipment. Maintenance of Richardson Auditorium is very poor (upstairs, backstage, dressing rooms, up and down, etc.).
• Inadequate control of humidity is damaging to equipment and the health of the campus population.
• Air conditioning in some buildings.
• Old a/c system. Mildew in ducts. False alarm goes off many times.
• Plumbing fumes of sewer gases in HS building.
• Uneven sidewalks.
• First aid.
• Diesel II--has 2 shop heaters that don't work. Pit area without adequate guarding.
• Removing old/used oils.
• The East Campus needs better lighting around the buildings and parking areas. I teach at night and hate that I often must cross Ayers alone at night to reach my off-campus parking space, which I pay exhorbitant prices for.

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Question 6: What institutional research do you conduct in your area? (For example, surveys and interviews)

• Surveys, interviews and articles.
• Student surveys. Graduate nurse surveys.
• Surveys.
• Surveys, personal one-to-one interviews with students, other faculty and prof. peers.
• Surveys and interviews.
• Follow-up graduate exit surveys.
• Graduate follow-up surveys for 6 months, 1 yr., 3 yr., 5 yr. graduates. Exit surveys/interviews. Board results tracking of graduates.
• Whatever is requested.
• Pre-and post-tests for SACS departmental goals.
• Have not had time to do.
• I always pass out my own, home-grown additional survey of my (+) (-) teaching style.
• Student surveys and evaluation tools.
• Survey students on registration and advising. Survey faculty on professional development and classroom presentation or facilitation effectiveness.
• Use of labs. Students' preferences for summer classes.
• Student surveys and faculty surveys.
• Surveys and interviews.
• Surveys, interviews and questions.
• I'm currently doing research in classes at TAMU-CC while in pursuit of a 2nd MA. Read journals, contribute when possible. At end of semester, survey students on what can be done to improve curriculum, facilities.
• Surveys, faculty evaluations, pre-tests, uniform remediation exit exam.
• I use surveys to assess how well some new program or class is going.
• I have conducted control group research in my area with a College P.O.D. Committee grant.
• Have done computer use survey. Have done on-site facilities observations.
• Surveys, interviews, student assessment of instructors, TASP test results, student success in related courses after completing our remedial program, student graduation rates, etc.
• Interviews, pre/post testing.
• We interview faculty and administration from other institutions with ESOL programs. We are planning a survey of former students.
• Student tracking--ESOL. Tuition and fees paid by ESOL students. Number of tech. majors enrolled in Reading and ESOL Lab usage by tech. majors. Surveys about how students heard about DMC.
• Nothing out of the ordinary.
• Surveys and interviews.
• Income inequality, border poverty.
• Continual assessment, verbal surveys.
• We do some that are sent to us. We seldom ever see the results.
• Student surveys.
• Interviews, surveys of students and employers.
• Biographical-type data needed for external accreditation agency.
• Clinical surveys.
• Student proficiency surveys (review tests), state board results, student interviews.
• Surveys, interviews, evaluations.
• Graduate follow-up questionnaires.
• Surveys at beginning of semester re: student data. Environmental attitude assessments at semester beginning and end and comparison to 1993 data.
• Program reviews.
• Surveys.
• Tracking students after State licensure and follow-up on job performance. Follow-up with employers.
• We do research regarding the expectations and needs of EMS employers for new graduates.
• Both--survey and interviews.
• Completers of program. State licensing of students.
• Student and faculty surveys regarding various services done irregularly.
• Occasional surveys of potential employers of major students.
• Interviews.
• Surveys.
• Regular surveys of students and faculty library users.
• No time--would like to. Not enough staff--all adjuncts.
• Surveys, student follow-ups.
• JTPA surveys and any other that I am asked to conduct to elicit desired responses for my individual department/college.
• Employer and student follow-ups.
• I ask my students to be honest with me and speak their minds about all aspects of attending Del Mar College. You would not believe how well they know of the strengths and weaknesses of DMC.
• Public school teachers.
• Any requested by Institutional Research. Infrequently, student surveys on course, interest, time schedules, etc.
• Record of licensure success rate.
• Employer surveys and graduate surveys.
• I've recently sent a survey to seven Texas colleges that our music students most often transfer to, requesting information about their piano curriculum and proficiencies.
• Communication with community professionals and extensive tracking system.
• Surveys/interviews. Outcome-based data analysis.
• Interviews. Original projects regarding music and technology.
• Surveys related to program review. Course evaluation surveys.
• We distributed surveys regarding the use of PowerPoint in the classroom. We wanted to find out if the students perceived the class and/or the instruction any differently due to the use of PowerPoint.
• Surveys, rhetorical analysis.
• Student exit and follow-up surveys.
• Read current trade journals 2 hours/day. Take new ideas, products, and thinking into the classrooms. Community college students need relevant info.
• Library surveys.
• Unit plans.
• We are tracing student progress from various entry points in our program by data base.
• Statistical studies of students and teachers and courses and grades.
• Checking out other colleges' layouts in floor plans and operational techniques.
• Surveys.
• Interview students as to why they may or may not be taking certain courses in their major area of study.
• Surveys.
• Classroom surveys.
• Both, surveys and interviews.
• Interviews with employers and "users" of our internship program.
• Surveys.
• Student access to technologies (computer). Student skills associated with technologies (computer).
• KHSR--none. Faculty Council--surveys and interviews. Requests to faculty for recommendations: on salary increases--distribution of funds, issues they wanted FC to address during the year, graduation speakers, nominees for various faculty awards, parking solutions, nominations for office (FC), talents to share with FC.
• Curriculum comparisons via the web. Program surveys by fax and mail.
• Surveys.
• Questionnaires to local professionals and advisory boards.
• Surveys of graduates and employers.
• The last semester, colleagues and I distributed surveys to students to collect data on their perceptions about multimedia presentations.

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Question 7: In what ways are institutional research findings used for program improvement?

• Update syllabi.
• BNE results are used to improve curriculum being taught.
• Unable to determine.
• Changes are made to syllabi, testing, evaluation forms, and clinical practice structure.
• Goal setting, program reviews, and class scheduling.
• I would hope our comments lead to actions for improvement.
• Setting standards and criteria for evaluation.
• There are the outcome measures we use. When they change we investigate cause and look for improvement strategies.
• I'm not sure--new faculty.
• To get the ball moving.
• Change curriculum in specific programs.
• To point out a common response that might help a program implementation.
• I keep my students informed of all major change in current event in U.S. (and most of the world) relating to principles and theories of course.
• You find what's lacking and when staff and budget come together, you implement it.
• They have been helpful in focusing recruitment efforts.
• Research provides feedback important in creating curriculum and providing services.
• Continued modification of curricula and emphasis areas.
• Research findings are used to plan improvements for the department's work.
• To update/revise/enhance the status quo.
• Revise courses if necessary. Will develop exit tests for Reading 0305 and Reading 0306. Passing rate of the TASP reading test by students in Reading 0102 used in order to revise course from independent study to 1 hour class plus 1 hour of lab per week.
• TASP scores--passing rates help improve program.
• We try methods which have proven successful for other colleges.
• To seek funds to better serve students. To determine marketing strategies. To seek lab improvements.
• Improve technology.
• To determine program needs. To assess students in internship experiences. To determine scheduling needs for some courses.
• To implement new suggestions and areas of concentration.
• The data collected and provided by the Office of Planning and Institutional Research drive program reviews, program goals, program objectives and program recommendations for improvement.
• If you can get feedback on how former students fare when they transfer or get jobs , it helps.
• To find out if the program is successfully preparing students for particular programs or for further education.
• Lectures are revised to reflect students' needs, and teaching methods are altered to reflect their needs.
• Required for accreditation.
• Graduate follow-ups considered for changes.
• Improvement in the areas of student evaluation, curriculum review, new innovative teaching methods.
• Update material for teaching. Improve technology resources--equipment and programs.
• To update curriculum and improve teaching methods.
• Part of program recruitment.
• Revision of subject material to accommodate student interest and need.
• To follow-up on Dual Credit course effectiveness, I have used the data that shows increased number of enrolled students and the transferred universities which are attended to know if the students are being served adequately. I have noticed the wider range of universities and the greater number of students enrolled in program.
• Reveals perceived or actual shortcomings.
• Hard to answer.
• In every way that we can find solutions to problems. We try to work on each item addressed as much as possible. We feel incredibly concerned about improvement.
• These are used to adjust curriculum content and structure. The complete redesign of our whole program was based, in part, on this type of information.
• I hate to say that there is no evidence that it does any good.
• Placement.
• We note students' evaluations of library to see where we may have weak areas of collection development or services which should be improved.
• As indicated by survey results.
• To revise remedial courses.
• Improve service.
• Collection development and assessing student needs.
• Perhaps to document needs.
• I'm not aware of how they are used.
• Suggestions are tested and implemented if beneficial and feasible for student enhancement.
• Employability of graduates.
• I don't have enough sound data to respond to this question well.
• Employer follow-ups. Graduate student follow-ups.
• To better services.
• To provide new programs. To provide information concerning the success of our graduates. To improve access for all students.
• Employer surveys help us keep up with workforce demands and training needs. Graduate surveys help with outcome assessment.
• To change curriculum as needed.
• They can provide valuable comparisons and ideas for bettering our programs and achieving continuity between Del Mar and transfer institutions.
• Beats me.
• To help us track how our graduates are doing in the workforce.
• Keep abreast of technology advances and changes.
• Quality control.
• We will utilize our findings regarding PowerPoint to redesign the classroom layout and upgrade our equipment to facilitate student learning.
• Make changes to class based on student evaluations. Currently conducting research on the use of technology in the classroom.
• To better prepare transfer students. Retention and recruitment.
• Help pinpoint problem areas. Impact on curriculum planning.
• See #189-(Read current trade journals 2 hours a day; take new ideas, products; thinking into the classroom. Community College students need relevant info).
• Drop, add, modify courses.
• Information from unit plans.
• We have changed syllabi and lab components according to surveys, grade analysis, etc.
• To indicate budget items for the future: staffing, equipment, facilities, etc. To enhance teaching strategies and teaching effectiveness. To substantiate our department's needs. To connect us to other educational institutions in the area, state, nation.
• Get ideas for better teaching skills.
• In my department, none. They simply perform the program review according to the manual but never use it.
• My department uses/purchases hardware and software to accommodate the great number of students who take classes in our department.
• We use all of the institutional data provided to assess courses, student satisfaction, etc.
• Used for realignment of programs to meet community needs.
• Good for feedback on meeting student needs and course transferability.
• Curriculum design. Course restructuring.
• Provide useful data.
• Program review.
• Data from research will be shared departmentally and within our division.

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Question 8: If you have had any positive or negative experiences with any of the services listed in question 178, please describe.

• Positive.
• Seems counseling misadvises students about grade policies (e.g. ask prof. for W instead of WF) and 1st week of lab/class.
• All ok. 178A--rudeness.
• 178N poor in some areas.
• There is no health science.
• Too many forms needed from departments by Financial Aid.
• I have had several friends describe the horrible experiences they have had in dealing with Financial Aid.
• We need more computer techs. Sometimes they can't get to problems and our classes/labs have to work around them.
• I don't feel equipped to do academic advising. Students have reported inaccurate or biased information concerning various degree options from the counseling department. A major concern with advising is the disproportionate hours required of some departments as compared across campus. BA faculty are advising over 60 hours a year. Your question stopped at over 30. This shows the perception of the lower end range.
• Student comments about lack of parking spaces at the beginning of classes.
• The Financial Aid office is a mess. Poor procedures, surly staff, nit-picking requirements (all forms must be made out while there). A real reason not to attend Del Mar. Work-study office poorly run--lack of information on needs, qualifications, selection procedures. Duplicating is so bad it should be contracted out to commercial printer (e.g. Kinko's).
• Develop an international program.
• Personal counseling of students has been a huge assistance to many of the instructors at DMC.
• No faculty parking--everything happens slow in motion.
• Writing center--big plus to DMC. Would like to find out about freshman orientation. I've heard there is one but have never seen it advertised.
• Complaints I hear are aimed more at bad experiences with individual personnel rather than the institution, ranging from bad treatment in the classroom to unresponsive clerks.
• Some hesitation by Continuing Education and non-credit programs to offer new courses that have not received specific student requests.
• The counselors and TASP advisors have always been very courteous and helpful. The only negative comments I have heard from students are about the parking.
• No negatives.
• 178B--Counselors (most) not easy to work with.
• Financial Aid staff provides excellent assistance to students and does so graciously.
• Advising--sometimes give wrong advice. Not enough parking. Not enough tutors for our programs.
• Academic advising of course content and/or sequence of courses by counselors is often wrong or inappropriate. Faculty should advise students. Career and personal counseling should be done by counselors.
• Special Populations is great!
• Positive--the new campus security provider is much more professional and responsive and much appreciated. Negative--the catering monopoly enjoyed by the current service, Aramark, is limiting to faculty and student functions, and expensive considering the product they provide.
• Academic advising is woefully inadequate and regularly places students in classes for which they are not eligible. The college must address this long-standing problem of both faculty advisors and counselors. We are doing too many students a disservice. The
• Student Service personnel are ineffective.
• Negative--parking and Financial Aid.
• Several experiences of students being improperly advised by counselors and placed in courses for which did not qualify based on scores. Once students declare majors they should be sent there for advising. Several students have sought health services in the Health Science building thinking it should be available.
• Bad student experiences with Financial Aid office personnel. Great demand for child care. More parking. More departmental tutoring.
• Not enough parking space. No child care service.
• MLT Club is successful in raising $1200-1500 annually for attending annual Medical Technology Meeting.
• Only positive.
• 178I--New students interested in my programs, possibly certificate programs, are being given TASP exams before I have the opportunity to counsel with them about TASP alternative.
• Feedback from students. Major complaints--Financial Aid not polite. Math area will not explain work ("you should know it"). Need child care.
• Financial Aid is not here when students need them.
• Counseling services do not seem to give correct information to occupational students.
• Counselors often mis-advise students in the technical programs. Even after we'll give them info, they seem to dream things up out of thin air that are wrong. Faculty should have reserved parking on both campuses. We are busy, over-worked, over-stressed people and having to scramble to park doesn't help.
• Wrong information given to students by counselors and testing personnel.
• The Financial Aid office has been very rude to my students.
• We do need child care area.
• Counseling giving wrong information about classes.
• 178b--Misinformation given to students. Incorrect advising.
• 178d--Personal property stolen from my office during weekend.
• 178b--Lack of emphasis on this important part of college life.
• Counselor advising--advising students to take general education courses over the courses in their major. This hurts specific programs that need students to survive.
• We need more parking, especially for faculty. I've been here 4 years and am still on a waiting list so I can pay for a parking spot.
• Fender bender in parking lot.
• I have been pleased with the existing services.
• Too many positive experiences to list.
• I have witnessed many students from the JTPA program strive for excellence in their English classes; most have favorable ratings and appear to be interested in reaching their goals.
• Are students being asked this? I don't have any negative experiences, but I have heard my students complain.
• No vocational counselors, only career counselors and they don't even know the difference. More help for students filling out financial aid forms on campus. Del Mar College is one of the least student-friendly institutions that I have observed.
• Every Del Mar College employee should be required to visit Texas A&M University-Corpus Christi and one University of Texas campus in order to understand this.
• Very positive experience with tutoring and Special Populations (including testing for learning disabilities).
• JTPA--excellent program for our students, helps students achieve their goals.
• Financial Aid office always responds and is very helpful. Counseling office gives incorrect information to students concerning courses and graduation requirements.
• Counseling--I have had students in grave, immediate emotional crisis and been told I couldn't send them over because the students had no appointment. Special Populations--consistently caring about students and faculty.
• The parking situation at Del Mar is a nightmare. The food service at the Harvin Center has improved dramatically the last couple of years.
• Financial Aid needs to be friendlier. Counseling should not tell students what careers they should or should not pursue. Just give information and direct student to appropriate department advisor.
• See #194 (I simply feel that there is a lot to be desired from Student Activities. At other institutions where I have worked, there has been an abundance of activities for the students: guest speakers, performers, {jugglers, comedians, etc.}, musical artists, "fun" days full of activities {volleyball, softball, silly relays} with teams from various disciplines. And yes, it was a small, commuter, junior college).
• Student Services is terrible. The Student Development staff has no creative abilities. The staff doesn't seem to work at all and does not benefit the students in any way. Student orientation is weak, needs new ideas, needs to bring clubs/advisors in.
• 178G. Departmental placement services far more efficient and effective. Some students on financial assistance are very irresponsible and unmotivated. Maybe they need more help with life and job skills. There should be a way to weed out parasites who will not reform.
• When I'm required to attend morning meetings at East campus, parking is difficult, taking extra time from my work in locating a place and walking to the meeting. Food service on West campus has declined. For staff and students required to work in the evenings, food is limited and expensive.
• In Financial Aid office we can deal with only 1 person regarding work-study students (assignments, etc.), and when she is on vacation or "out" we must wait for her return (up to 1 or 2 weeks). I've experienced this at least twice myself. Why isn't someone else trained to take over in her absence? Cross-training should occur in that office as well as others on campus like Registrar's. Also, both Registrar's and Financial Aid office should receive training on topics like telephone etiquette and human relations. The way they treat their "customers" (e.g. faculty and, more so, students) is sometimes embarrassing.
• Bookstore--friendly staff. Parking-- insufficient space.
• Several student workers have received incorrect information re: termination of benefits in work-study program. When the student follows up, the Financial Aid office says an error was made. I wonder how many students receive such letters, do not follow-up and therefore drop out of DMC.
• The Business Office has provided confusing and contradictory policies on travel, and doesn't live by them anyway.
• Not enough reserved parking for faculty, not enough parking. Increase the number of full-time faculty to staff the Math Learning Lab. Larger room or multiple rooms for Math Learning Lab.
• Campus security--personal belongings in my office had been tampered with--a framed picture had been picked up and dropped (broken glass)--security refused to take blame but "assured" me that there had been no unauthorized entry into the building.
• Lack of correct information given by Counseling office.
• Academic counseling is hindered by lack of knowledge on the part of some counselors and faculty members and frequent changes in curricula at TAMU-CC.
• I don't know what it is about Financial Aid, but students complain about the rude treatment from the staff and the unnecessary long waits. It seems to me that since federal dollars (Carl Perkins funds) come from the number of students on financial aid, that would be an area of prime importance to make smooth flowing for students.
• College bookstores and Financial Aid office work very well with students and faculty.
• It has been very helpful through the years to bring children to campus--and take our students to a child care center--for my students to work with, play, swim, explore movement and thought. Students bringing their own children to class--any of them-- has been quite distracting. Yea!! Child care. Use of student tech center was particularly helpful before we had Internet/E-mail capabilities in our (my) office. Collaborative/cooperative learning workshops last year are being used heavily this year.
• Counselors giving wrong degree advice. Food service is expensive at times. Weekend security has been poor. On campus housing would be great!!
• Not enough tutors available for math and English, especially. Tutors receive no training. A coordinator of our tutoring program is needed. This has been very effective in other colleges.
• Negative experience with Special Services (Special Populations).
• Negative--Financial Aid office is not helpful to students.
• Registration and TASP.
• Previous students of mine who have participated in the Walt Disney Internship program have shared very positive information about their experience. I believe very strongly that we need to have a DMC on-campus bookstore where students can purchase quality items (clothing, binders, etc.) that connect pride with our college.

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Question 9: What necessary student services are not provided at Del Mar College?

• Child care.
• Child care.
• Child care and minor health care.
• Health services.
• More "college life"--movies, sports, fellowship, etc.
• All o.k.
• I am not familiar with all student services, so I can not address this question.
• Child care.
• Health services, wellness services, and illness services.
• Health and child care.
• Health care.
• Health services.
• Not sure. Better system for advising.
• Day care center.
• Day care.
• Child care and health services.
• Day care.
• An intensive Freshman Orientation--no advertising for current orientations. Activities that would create a sense of "community." Activities that would promote student and faculty involvement. Mini-sessions focusing on "real" life skills.
• Child care.
• Child care, nurses' office, housing information (copy NAS). Tutors for sophomore classes. Labs and teaching assistants for natural science classes.
• Housing and sports.
• Child care services. Health care providers at all campus hours.
• A copy center so they can generate affordable, accessible materials.
• Child care.
• Child care.
• I was pleased to hear of plans to provide a child care facility, because lack of babysitters, etc., seems to play a big role in retention.
• College-owned bookstore.
• Health services--a place to go if a student is sick. I don't think the college needs to provide long term health care, but there should be a place where a student could get some help if they weren't feeling well.
• There is a need for day care, a health center, and a parking garage.
• We cover most needed services.
• Intervention and prevention programs.
• More personal counseling is desperately needed. Students come to teachers for psychological advice, and we are under prepared.
• Child care.
• Child care.
• Child care.
• Child care.
• Absolutely no social life.
• Student bookstores, child care facilities, health clinic. Better security in buildings, especially at night.
• More career counseling. Recruitment services by a paid, professional recruiter rather than faculty.
• Child care facilities for students first might be appropriate for our student body.
• Child care. (We ought to be ashamed of ourselves about this.) Also, beautify this campus. Make it a place students, faculty, and residents want to be--if only to talk.
• An administration and support staff that assists the faculty in upholding and improving educational standards.
• Health and child care.
• Health related. Housing. Child care.
• More computer access with Internet. Lab areas for Allied Health programs. Limited classroom space.
• Possibly child care services for students.
• Parking and child care. Need more available technology . Up-dated labs. More building--classroom space.
• Health services.
• Adequate parking.
• Child care. Parking. Surveys of student scheduling needs.
• Health care. Child care. Health insurance.
• Additional job placement activities. More child care.
• Automatic computer service to give students a list of all benefits (scholarly and financial) available to them. They should not have to search out on their own.
• Child care.
• Child care for both campuses (urgent need). Testing Center as referenced in question #102.
• On-the-job training.
• Housing.
• Hours of all student services need to be expanded.
• Perhaps child care?
• Child care.
• Child care.
• Child care.
• Day care. Vans for out-of-town student travel. Parking.
• A basic nurse's office for simple services for sudden illnesses which may not require a doctor's visit.
• Provide a campus nurse for accidents and ill students. Child care. On-campus housing.
• I am not sure how extensive personal counseling is at DMC. I believe some students could benefit from seeing a well-trained counselor. We need to offer more mentoring to beginning students.
• Day care and housing. Transportation. Perhaps meal tickets and supplies and books.
• I don't see any new services that need to be put in place. We need to concentrate on improving the quality of service of all present student services and to inform our students better of availability.
• Child care.
• Assistance with financial aid applications, forms, problems, and lines.
• Common courtesy.
• Dean Villarreal's hypnosis for test anxiety has been very helpful. This service should be more available and publicized.
• Health insurance. Health nurse on campus.
• Personal counseling. Health services and counseling. Appropriate First Aid.
• True, good, trained, available personal counseling. School nurse for minor emergencies or health questions.
• Child care.
• Child care.
• Need more child care services. Need better handicap access.
• Health clinic. Student housing.
• Job training.
• On-site child care.
• Adequate access to technology.
• Housing for out-of-town students. Child care for students.
• Tutoring appears inadequate in certain disciplines.
• "Student Life."
• Lectures, entertainment series. We need a new, creative, fresh student development coordinator. Other campuses do such a great job of getting students involved. If Del Mar want to move ahead, this is one glaring problem area.
• Child care.
• Child care.
• Speed reading.
• Maybe child care?
• Child care.
• Some type of health service.
• Day care.
• Day care.
• Housing.
• Child care. Child care.
• Wellness center. (Student services are inadequate at best.)
• Child care. Adequate parking.
• Child care.
• Child care.
• Child care, but I understand that plans are being developed.
• Child care is only one I'm really concerned about. Availability of student services on weekends is greater concern than almost anything else I've heard about.
• Ombudsman. Child care.
• Comprehensive placement services.
• Health.
• Health and/or health insurance.
• Child care.
• Placement for graduates.
• Many things should be initiated by the Office of Student Development to foster college life on our campus. Workshops, special guests, on-line chat room--(info centers) for DMC students. Our students need more activities to encourage interaction and a desire to be on campus when not in classes.

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Question 10: From question 179: If no, please explain.

• Child care.
• Testing center, child care, parking.
• Distance learning, but that is being started.
• Financial Aid services are restricted for part-time students.
• Inadequate course offerings on evenings and weekends to accommodate working students--especially science oriented courses.--micro, a&p,chem etc.
• Weekend students have limited number of services, which in many cases provides a hardship.
• Students need lounge/study area. Evening and weekend students do not have access to all services (food, offices).
• Night students do not get the full benefit that day students get.
• Inadequate time/flexibility of hours. Staff unprepared to answer broad range of inquiries.
• Labs, offices, administration, counselors, child care, etc., are not always open at 7:30 to 10 on weekdays or after 12:30 on Fridays, nor are they open on weekends. They are not available or non-existent.
• Many services are closed for night-time students.
• Apparently major problems, such as parking, child care, etc., are being addressed. I was particularly impressed with concern about student convenience--the one-stop philosophy. The time is rapidly approaching when we will have to attract, not just sign up, students.
• I said o.k., but we need more part-time scholarships.
• Most services and activities are not held for evening class students.
• Child care needs are finally being addressed. Student activities appropriate for part-time students are needed.
• Scholarships are needed for part-time students.
• Being addressed somewhat by "one-stop" shopping; however, having to go several places and excessive waiting appear to put students off (poor public relations). Funding by agencies requiring full-time status is not in best interest of students. Closing of campus offices at 12:30 on Friday. Child care. Final exam schedule in place prior to this semester (a 7 a.m. exam for working students or parents? Difficult at best for my students who have school-age children).
• More flexible schedule of activities.
• Nothing is really directed towards them.
• The new day care center will take care of their problems with respect to their children.
• Need more telecourses, computer (self-paced) courses for individuals who have difficult time getting to campus on a regular basis due to family and work loads.
• Part-time students sometimes come in the evenings--more services and activities available during those times. More faculty assistance.
• Too many science classes are scheduled on TT nights and never on MW. Too many science classes are scheduled at 8:00 a.m. and never at other times. Consideration for single mothers who must get children to school is not addressed in class scheduling.
• Sometimes the available operating hours are inconvenient for part-time students. Financial aid and scholarships often not available for less than full-time students.
• All services/activities need to be available 75% of the times that classes are held.
• Sometimes the part-time students (night-time students) need to use services that are not open when needed.
• Students need to talk with Financial Aid advisors or counselors, and they complain that they can not be easily accessed.
• Many services are not easily accessed or available in evenings, when many part-time students attend.
• Students who come straight from work can not eat on West Campus. Most offices close before student gets here.
• I think all offices dealing with student questions and support (i.e. food service, Counseling, Registrar, Business Office, etc.) need to be open on Friday and Saturday, at a minimum. Some of our students have limited time and we need to be available when they need us, not when it's convenient for us.
• You have grouped a broad set of services. I'm not sure any one office could contribute to all of these.
• Lack of sufficient number of scholarships.
• I have met several students who have taken time off from their jobs on Friday afternoon to conduct business with the school to find only the library open.
• Students perceive a problem with parking; therefore, this problem should, in my view, be addressed by the construction of a parking garage behind White Library. Also, since a large number of our students are part-time status, I feel that more of the scholarships should be made available to part-time students.
• Evening part-time students do not have the full range of services as the day-time students--part-time or full-time.
• Many offices close by 5 p.m. everyday. Evening (part-time) students do not have the same access to student services that day (full-time) students have. Evening students must take time off work to register and complete many other beginning-of-the-semester activities.
• Since most offices close at 5 p.m., the students do not get the full benefit of services or activities. Even if the offices stay open longer, the office is manned by work-studies, student assistants, or other employees who merely take messages or are not well-informed.
• I think all services should overlap day and evening on both campuses. Noon to 8 p.m. for example including President, VP, Deans, Directors. This catches all students, part-time, day-time, and evening-time.
• Offer more scholarships to part-time students. Hard for evening and weekend students to get into see student services staff, labs, etc. Faculty office hours don't sometimes coincide with students' schedules.
• Need child care services.
• Day care needed.
• Many of the services available to day students (counseling, Special Populations, Financial Aid, etc.) are not available to our night students.
• Not enough course time choices. No services for mothers with children. Parking is difficult.
• Parking, child care, and academic advising by counselors.
• See #192--Child care is only one I'm really concerned about. Availability of student services, on weekends is greater concern than almost anything else I've heard about.
• Some services are not available in the evening or on Saturday.

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Question 11: From question 180: If no, please explain.

• Do not know. Only Hispanic culture is being addressed.
• Students need more space and places to meet, study and learn in a variety of settings.
• Why is the Hispanic culture the only one addressed? Why is so much emphasis placed there?
• My question is "What is the function of Student Development Services?" I have been at Del Mar for ten years and can not answer this question.
• No activities are held to promote student body unity.
• Although I answered yes, I don't really have enough info to answer this question effectively. I certainly hope so.
• Not enough programs of cultural awareness.
• It appears to me that Del Mar College is operating under the assumption that all of our students are part-time. We encourage them to leave the campus after class. Can't we provide an intellectual social environment?
• See #192 above--Child care. (We ought to be ashamed of ourselves about this.) Also, beautify this campus. Make it a place students, faculty, and residents want to be--if only to talk. We need to reform Student Development Services to provide more stimulating and interesting opportunities for students: speakers, performers (chosen by someone other than the Music faculty), writers, social critics, political leaders. Make this campus what it ought to be: an oasis of reason, ideas, interpretations, and expressions.
• What student development services?
• More and more I have transcultural array of students; they are not fully aware of the services available to them. We need more orientation for culturally challenged students.
• More lectures, etc., by scientists would be beneficial.
• The West Campus Student Development Services does not cater to students' needs. Only two times a year do they offer themselves to students (September and October).
• I don't perceive that it's needed.
• Students would benefit from activities that would help them feel "a part" of DMC. Something to contribute to "pride" in their alma mater.
• More emphasis desired in Hispanic heritage--in literature studies and in cultural areas like art and music.
• Student Development heads are merely "taking up space." They rarely introduce new activities and are mainly concerned with maintaining the status quo.
• The student development services are more geared to academic transfer, full-time younger students; not to the real Del Mar College population, day and evening, on East and West Campus.
• I've answered this in a couple of questions. I don't think that the Student Development Office is doing anything but scheduling meetings in rooms. There are so many great activities that could get students excited about being here--they are not happening.
• The College need not be responsible for all the services mentioned.
• If student development means clubs, it is irrelevant. Special Populations and other services are useful. Program committee (concerts, speakers) is worthwhile. Clubs meet few needs.
• If majority of students are part-time, then few spend any additional time on campus, few are influenced by student development services. Most attend classes without participating in other services.
• Not enough promo/ads of these activities. Should be more outreach to city-wide "arts" community.
• Progress is being made. Changing the thought and title from Student Activities to Student Development was a help. Providing conflict management seminars/workshops for student leaders was/is very positive. Providing leader development session-- "Power through Play"--(or such) will be helpful in development of students. Providing cultural events which educate rather than entertain will be helpful.
• Very few Student Development activities are provided on West campus.
• Because there are no follow-ups.
• We need a Student Development Office that offers activities enthusiastically--not just to fulfill an expectation. Although we have the cultural committee to bring guests on campus, the Student Development Office needs to utilize its resources to foster more campus events.

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Question 12: Additional Comments:

• This survey is exhausting and very time consuming.
• Never let it be said that "Del Mar College has never done but the least that it could do." (A student to me at registration).
• This survey is way too long. It will lead to inaccurate assessment since most responses will be hurried and thus lead to apathy on the part of respondents.

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