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Using input from dozens of college faculty and staff, the Culture, Communication, and Engagement Assessment task force put together a survey â€“ the second step of a three-part process (conversations, survey, focus groups). This process is designed to help us gauge how well our current culture supports our goal of working collaboratively to benefit students and community. Most importantly, it can help us identify ways in which we can improve.
The questions in the anonymous survey were designed to help CCC answer two core questions:
â€¢ Now and looking into our future, what are our strengths and challenges in our efforts to create and maintain a culture of mutual trust and support?
â€¢ How best can we act to engage and support each other in fulfilling the mission of our college?
Here is a summary of survey results. Any given page of findings past the introduction can serve as a summary at some level.
Culture, Communications and Engagement Survey Highlights
For those interested in more detail, click on the link below. This link will open a searchable workbook. Use the arrow in the upper left corner to navigate through the data according to your interests.
Here is a summary of what we learned from Step One of our process.
Phase One Summary
Imagine Clackamas Online Survey Results - Preliminary
High School Skills Day Intercept Survey Results
CCC Students and Technology Survey Results
National ECAR Survey Results
The ECAR Survey Instrument
Click on the link below to hear what people had to say!
Budget Worksheet Survey
Conducted in winter term of the 2012-13 academic year, this online survey sought input from all CCC students on the types of features they would like to see included in the design of the new Learning Support Center. For more information on this survey or the development of the Learning Support Center please contact Sharon Parker at X3075.
Click on the link below to hear what students had to say!
IRR Home Page
Student Progress and Success
State and Federal Reporting
Other of Interest
Data Integrity Community
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