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This report describes a survey conducted at Johnson County Community College (JCCC) (Kansas) to measure staff perceptions, attitudes, and satisfaction with a variety of aspects of the Success Center/Student Services model, upon which the college's two-year old Success Center is based. Surveys were distributed in December 2001 to 107 Student Center staff members; 74 surveys were returned, for a response rate of 69%. Findings include: (1) 78% preferred the new Success Center model; (2) 75% defined the model as "one-stop shopping with almost all student services in one place"; (3) 80% rated five aspects of the center as "excellent" or "good," including the effectiveness of having most services available in one place (94%) and the degree to which the center meets users' needs (93%); (4) 87% of staff were "very" or "somewhat" satisfied with their jobs overall; (6) although 21% of respondents had been employed at JCCC for less than a year, almost half (47%) had been employed at the college for as many as five years, and one-third for six or more years; and (7) five barriers to providing the best possible customer service included distractions, in sufficient staff for peak times, difficulty in maintaining student confidentiality, slow speed of computers in accessing information, and high noise level. Tabled survey results, the survey instrument, and respondents' verbatim comments are appended. (Contains 15 figures.) (Author/EMH)

Since 1995, Johnson County Community College (JCCC) (Kansas) has been surveying new students each fall to determine their educational objectives and the factors that influence their decisions to attend the college. This report reviews the data obtained between 1995 and 2000 to determine if any trends are evident. The survey samples ranged from 4,760 in 1995 to 3,943 in 2000 (response rates ranged from 16% to 22%). Findings included: (1) there was a slight downward trend in the ratings over the past 4 years, from a mean rating of 4.3 to 4.1 (1 meaning "poor" and 5 meaning "excellent"); (2) the greatest percentage of new student respondents liked the following aspects of JCCC best over a 3-year period: low cost (42%), small class sizes (range 34 to 42%), and location (range 27 to 30%); (3) from 1995 to 2000, at least one-third of all new students intended to transfer to another college or university; (4) the transfer objective was most prevalent among new student respondents of age 24 or younger; (5) from 1995 to 2000, the percent of total new student respondents with career-related objectives ranged from 40% to 48%; (6) mean influences on decision-to-attend values exhibited little variability over the 6 years; and (7) the percent of female respondents over the 6-year period ranged from 61% to 68%. Contains 19 figures and 13 tables. Survey instrument appended. (NB)

This report presents the results of a survey at Johnson County Community College (JCCC) (Kansas), conducted to determine new students' educational objectives and what factors influenced their decisions to attend JCCC. Questions were also asked about new students' preferences for various media in order to provide information for the college's marketing and advertising efforts. Report highlights include: (1) overall, new students' ratings of JCCC are very favorable, with almost nine in ten responding new students (85%) rating JCCC "excellent" or "good," 10% "average," and the remaining 5% "fair" or "poor"; (2) forty-two percent of the respondents chose "inexpensive, reasonable" as what they like best about JCCC; (3) more than one-third (34%) liked the "small class sizes" best; (3) the percentage of respondents indicating that a campus service meets their needs ranged from a high of 92% for computer labs to a low of 65% for job listing and recruitment; (4) one-third of all new students surveyed indicated their educational objectives were to transfer to another college or university, while 18% cited "personal interest/self-improvement"; and (5) the following factors were cited as major influences in students' decision to attend JCCC: "class times fit my schedule" (67%), "can work while attending" (66%), "course offered at JCCC" (63%), and "cost of attending" (60%). (EMH)

This document is a 2000 follow-up of the long-term progress of the Johnson County Community College (JCCC) Career Program. The study targeted 377 graduates, certificate recipients, and students from 1995-96 who had completed the JCCC Career Program. Of the 377, 124 surveys were returned by mail and 168 surveys were completed via telephone interviews, giving the survey a response rate of 78%. Findings include: (1) 81% of the respondents were employed in jobs related to their focus in the JCCC career program, and 87% were working full-time; (2) respondents reported an average hourly wage of $18.12; (3) nearly 89% of the respondents expressed being satisfied with their current position; (4) more than 95% of respondents indicated that the community college had helped them reach their educational objectives and that they would recommend the Career Program to others; (5) nearly nine out of ten of the respondents rated their working conditions, level of responsibility, and job in general as excellent or good, while advancement potential was rated highly by 55%, and salary was rated highly by 67%; and (6) over 49% of respondents indicated they had used the JCCC Career Center. Tables detailing results are located throughout the document. Comparisons with previous studies are also included where appropriate. Appendices contain cover letters and survey instrument. (MKF)

This study of students and service learning at Johnson County Community College (JCCC) in Overpark, Kansas, was part of an overall evaluation process of the service-learning program at the college. In the spring of 2000, surveys were mailed to 2,390 current and former students who had participated in a least one course of service learning (or in Las Pintas, an international service-learning project) beginning in year 1993-94. A total of 216 surveys were returned, of which 204 were usable. This represents a response rate of 8.5%. About 90% of respondents were satisfied with their service-learning experience and the relevance of their service-learning project to real life. A large majority also reported that they were satisfied with the benefit of their project to the community and were satisfied with how much they learned as a result of their project. Benefits reported by the students included: greater awareness of community needs, an appreciation of differences among people, awareness of an individual's impact on the community, empathy for others, and ability to relate to others. Appendices include tabled survey results, the questionnaire and cover letter used for the study, and a list of respondents' verbatim comments. Contains 19 figures. (LD)

This document presents findings from a study of adjunct faculty at Johnson County Community College in Overland Park, Kansas. Focus groups and input from an adjunct faculty advisory committee were used to develop a survey instrument that was mailed to the homes of 552 adjunct faculty members who taught at the college between fall semester 1999 and summer 2000. A total of 305 surveys were returned (response rate of 55%) and used in the analysis. The study found that a large majority of the adjunct faculty were satisfied with their teaching positions at the college, although there were aspects of their employment status that were troublesome, including salary levels, benefits, and their status as "permanent employees." It was quite important to adjunct faculty to have input on days and times taught as well as how many hours they taught. Additionally, a lack of secured workspace and access to e-mail at home were issues of importance to adjunct faculty. Fifty percent of the adjunct faculty in the survey were either waiting for full-time employment at the college or actively searching for employment elsewhere. Includes 26 figures, tables of survey results, and the survey instrument. (LD)

This document summarizes fall 1999 major findings of Johnson County Community College's (JCCC's) career program effectiveness in the following categories: utilization of community college preparation, community college experiences, satisfaction with JCCC, current educational endeavors and future educational plans, and employer perceptions. A total of 486 career program completers responded to this survey. Fully 82% of respondents were employed in a job related to their community college career program. The average annual salary reported by respondents employed full-time in a related job has continued to increase incrementally over time. The majority of respondents working in a related job had not been employed in their current job prior to attending JCCC (72%), were working in their first full-time job in their chosen career field (58%), and had been employed in their current job for one year or less (58%). Most respondents who were employed full-time in a related job were happy with their work. Three out of four respondents reported improvement in their self-confidence and decision-making skills. The overwhelming majority of respondents were satisfied with JCCC. Over 90% of respondents expressed satisfaction with the course content and the college's facilities and equipment. The vast majority of employers were satisfied with the preparation of the career-program completer in their employ. Appendices include surveys and cover letters used in the study. (VWC)

Johnson County Community College (JCCC) conducted a survey in response to faculty comments regarding entering students' lack of rudimentary computer skills. Faculty were spending time in non-computer related classes teaching students basic computer skills. The aim of the survey was to determine what the basic computer competencies for entering students should be, according to faculty perceptions. The survey was distributed to full- and part-time faculty and Admissions and Records, Financial Aid, and skills were: (1) starting/shutting down a computer; (2) typing; (3) opening and closing a file; (4) formatting, editing, saving, and printing a document; (5) saving a file to a floppy disk; (6) sending and receiving e-mail; (7) knowing the function of word processing software; (8) using a search engine; (9) copying a file to a hard disk/floppy; and (10) downloading information. The Instructional Computing Planning Advisory Committee (ICPAC) will use the findings to help create computer competency guidelines for entering students, develop a computer competency test, and develop a Computer Resource Center at JCCC. ICPAC may also consider additional research aimed at determining the proportion of incoming students who lack basic computer skills. (Contains numerous tables and figures.) (NB)

The report details the results of an annual survey conducted to determine the reasons that students at Kansas' Johnson County Community College (JCCC) drop classes. The overall JCCC attrition rate for classes starting on or before the 20th day of the fall 1999 semester was 12%. During the fall semester, students dropped 4,846 classes. The Science, Health Care, and Math Division recorded a 17% attrition rate, the highest of all the academic divisions. The Business and Technology Division recorded the lowest attrition rate (9%). Work schedule conflicts (21%) and personal problems (18%) continue to be among the reasons most frequently cited for dropping classes. Reasons over which JCCC may have some control, such as course difficulty, course scheduling, and instructors, also appeared to contribute to decisions to drop classes in a substantial number of instances. Course "too hard/bad grade" was the third most frequently cited reason for dropping a class overall (17%), and the most frequently cited reason in the Science, Health Care, and Math Division (27%). A high attrition class is defined as a class with an enrollment of 10 or more and an attrition rate of 40% or higher. Of the classes offered in the fall semester, less than 2% were high attrition classes. Appendices contain tabled findings. (JA)

The report presents the major findings of a joint research project designed to determine the career and educational interests of Johnson County (Kansas) high school students. Results of these studies provide valuable insights into the current and future educational needs of the county's high school students and assist the school administrators and Johnson County Community College in planning to meet the individual needs of future students. More than 18,000 students responded to the survey. Between 81% and 89% of respondents indicated plans to enroll in college immediately after high school. Three out of four respondents planned to attend college full time, and 86% planned to eventually earn a bachelors degree or higher. But only between 57% and 64% of respondents to the past four studies indicated they were following a college preparatory course of study while in high school. The most popular career fields identified by survey respondents were business, health, fine or performing arts, computer-related fields, education, and engineering. Of note is the substantial decline in the percent of respondents indicating a preference for pursuing a career in business (from 25% in 1987 to 15% in 1999) and the increase in the percent indicating an interest in health careers (from 8% to 13%). Appendices contain tabled findings and the survey instrument. (Contains 34 tables.) (JA)

This report presents the 1999 major findings about long-term career program completers who left Kansas' Johnson County Community College in 1994-95. The report summarizes data on utilization of community college preparation, experiences with their full-time related job, hourly wage and satisfaction with their full-time related job, community college experiences, and satisfaction with community college experiences. Nearly 83% of the respondents were employed in a job related to their community college career program and, of those, 88% were working full-time, about the same percentages reported in the past. Nearly 60% of the respondents had earned promotions, 64% had received some form of professional recognition, and 76% had earned salary increases. The average hourly wage reported by respondents had increased year after year. The difference in the average hourly earnings of males vs. females nearly doubled over the past four studies. Over 85% of respondents expressed satisfaction with their full-time related job. Eight out of 10 respondents in each of the past 5 years indicated their community college experiences had helped to enhance their self-confidence. Nine out of 10 respondents to long-term follow-up studies conducted in each of the past five years indicated their community college experiences had improved their quality of life. Appendices include tabled findings, the survey instrument, and cover letters. (VWC)

The report summarizes the results of follow-up studies of 494 students who completed a career program at Kansas' Johnson County Community College (JCCC) during the 1997-1998 academic year, and of the employers of completers who were working in a job related to their course of study. Results of these studies provide valuable insights into the effectiveness of career programs. Findings also assist the college in planning to meet the individual need of future students and the employment needs of business and industry. Nearly 82% of respondents were employed in a job related to their community college career program, and 10% were working in an unrelated job. The overall average annual salary reported by males was 7% higher than that reported by females ($31,387 vs. $29,411). Approximately eight out of ten respondents reported improvement in their self-confidence, decision-making skills, and time management skills as a result of their community college experiences. The vast majority of employers were satisfied with the preparation of the career program completer in their employ. Nine out of ten rated the overall job preparation as excellent or good, and less than 2% of employers rated any aspect of their employee's job preparation as poor. Appendices contain tabled findings, completer and employer surveys, and comparison of initial mail and telephone responses. (Contains 37 tables.) (JA)

In March 1999, as part of the 1998-99 Board of Trustees' environmental scan, the Office of Institutional Research at Johnson County Community College, Kansas, conducted a telephone survey of 501 Johnson County companies with at least 20 employees for which JCCC's Business and Industry Institute had not provided training in the past 3 years. Findings indicate that three-quarters of the companies interviewed provided formal training for their employees during the past year. Most companies interviewed (88%) used their own employees as trainers. Over 150 different companies, organizations and institutions were cited by respondents as providers of formal training for companies surveyed, indicating that the training market for businesses in Johnson County is extremely fragmented. About 40% of the companies not using the JCCC Business and Industry Institute to train their employees do use outside companies to provide training for their employees. Two factors that were rated by companies as most important in selecting a provider of training were relevance of the subject matter and the trainer's experience in the field. While 60% of respondents were aware that JCCC provides noncredit training for businesses, less than half of these individuals are familiar with the training provided. Results imply that, although almost all respondents had heard of Johnson County Community College, name recognition does not automatically extend to awareness of JCCC as a provider of training for business. Significant additional communication, marketing, and advertising efforts are needed to inform potential clients of business training services at JCCC. Appendices contain tabled survey results and the survey instrument. (AS)

This booklet is a guide for college-bound athletes as they select a college. An introduction by the executive director of the National Collegiate Athletic Association (NCAA) notes the difficulty of achieving a career in athletics and the importance of the academic aspects of the college experience. Individual sections discuss the following topics: "recentered" Scholastic Assessment Test scores; academic eligibility standards to participate in intercollegiate athletics; the initial-eligibility clearinghouse procedure; financial aid; recruiting, the national letter of intent; professionalism; agents; drug testing; graduation rates; and questions to ask. (DB)

This brochure is designed to guide student athletes who want to transfer from one institution to another during their college career. It covers rules for transferring from a two-year college to an NCAA Division I, II, or III college; from a four-year college to an NCAA college; or for students who have transferred from four-year to two-year colleges and now want to compete at an NCAA college. It includes information on eligibility rules, expected grade point averages, number of semester hours needed for transferring, competition rules, financial aid, medical hardship waivers, etc. Appendices summarize the academic requirements for transferring to NCAA Division I and II colleges. (JM)

The Fall 1998 Student/Auxiliary Services User Evaluation for Johnson County Community College (JCCC) in Kansas was expanded to include information about service learning, vending services, services not included in the biennial evaluation, and answers to questions of topical interest submitted by managers of ten student/auxiliary services. A total of 447 surveys were returned from the sample of 50 classes selected to generally represent career/transfer, day/evening, and freshman/sophomore classes at JCCC. Included are respondent profiles, student/auxiliary services evaluation, ratings of JCCC features, and current issues regarding registration and attendance. Findings indicate that: (1) almost 90% of the respondents rate JCCC as excellent or good; (2) Food Service and the Library are the most frequently used Student and Auxiliary Services; (3) At least 60% of responding service users rate each of the ten services as excellent or good; (4) the major weakness in rated services is waiting in line, while the major strength is friendly and helpful staff; (3) 57% of respondents prefer in-person registration (indicating 62% satisfaction), while 23% use touch tone phone service, and 20% register via the Internet/World Wide Web (indicating 84% satisfaction); and (5) although service learning opportunities are rarely utilized among JCCC students surveyed, those who have participated generally have a favorable attitude toward service learning, citing personal satisfaction and the ability to make a difference in people's lives as its main benefits. Appendices contain tabled survey results and the survey instrument. (AS)

This guide is designed to help college athletic administrators obtain a basic and working knowledge of the Title IX Education Amendments of 1972 in order to ensure that athletics programs are in compliance with the law. Separate sections of the report cover: (1) Title IX basics, outlining the components of the amendment and offering examples of how to be in compliance, including Office of Civil Rights policy clarifications; (2) current case law, which provides an in-depth look at critical developments in case law, particularly during the last four years; (3) athletics certification, which summarizes the Division I certification program and principles related to gender issues; (4) promotional ideas gathered from members, and a sampling of conference promotions; (5) "emerging" sports, which provides basic information on those sports that increase participation opportunities for female student-athletes. Included here also is an explanation of relevant National Collegiate Athletic Association legislation regarding sport sponsorship; and (6) a list of nonprofit legal and women's organizations, coaches' associations, and national governing bodies, as well as a list of periodicals about women in education and athletics. (JM)

The Fall 1998 annual survey of new Johnson County Community College (JCCC) students was designed to determine new students' educational objectives and what factors influence new students' decisions to attend JCCC. Surveys mailed to 3874 students identified by the Admissions Office resulted in 713 usable returned surveys. This evaluation reports overall ratings of JCCC, what students liked best and least, newspaper readership, information resources, and methods of registration. Major findings indicate that: (1) approximately 9 in 10 new students rate JCCC as excellent or good, 8% rate it average, and the remaining 3% fair or poor; (2) 42% of students indicate that low cost is an appealing aspect of JCCC, while another 42% note small class size as a major plus; (3) least favorable aspects of JCCC are parking (47%) and the fact that JCCC is a two-year school (30%); (4) the primary education objective of new students is transfer (36%), followed by preparation to change careers (14%); (5) the largest influences on students' decision to attend JCCC are the ability to work while attending, and the courses offered; and (6) the most important sources from which new students hear about JCCC include friend or relative (59%), college catalog (28%) schedule of classes (26%), and letters from the college (26%). Appendices A and B contain tabled results and a copy of the survey instrument. (AS)

The Office of Institutional Research at Johnson County Community College (JCCC), Kansas, conducted a survey to help determine the level of interest in Internet training courses. Surveys were mailed in November 1998 to 9,982 individuals selected from six lists representing the JCCC Business and Industry Division's current and potential clients. A total of 667 replied. Major findings indicate that 83% of all respondents currently have access to the Internet. Over two-thirds of respondents with current or future access to the Internet are interested in taking training courses on the Internet. Interest level in taking training courses on the Internet is lowest for Accountants (53%) and greatest for Skilled Trades (72%). The top ten topics of interest to 40% to 70% of respondents include: (1) Windows '98; (2) Excel; (3) Word; (4) Access; (5) Finance; (6) Leadership; (7) Project Management; (8) Supervisory Skills; (9) Communication Skills; and (10) Business Writing. The preferred method for getting technical support while taking a training course on the Internet is an 800 number. Respondents expected that most courses would cost between $75 and $99. Appended are tabled survey results and the questionnaire. (AS)

This report presents summaries of data collected from Division I, II, and III National Collegiate Athletic Association (NCAA) member institutions. Tables are provided to offer meaningful summaries of the graduation-rates and enrollment data that Division I, II, and III institutions have provided to the NCAA and the federal government. The information offers comparisons between students and student athletes and between gender and racial groups. It also includes an overall look at the different sport categories included in the reports. The reports are divided into categories that are groups of similar institutions. The categories are based on NCAA subdivision, size of institution, and whether the institution is public or private. The categories reflect differences in institutional size and missions and place institutions with similar philosophies together. Data included in the tables are sums of all data collected from institutions in a given category. The report provides information about two groups of students: all undergraduates who were enrolled in a full-time program of studies for a degree and student athletes who received athletics aid from the institution upon initial enrollment. Data are provided in seven racial or ethnic groups. Three measures of graduation rates are provided: freshman-cohort rate, transfer-cohort rate, and exhausted-eligibility rate. (SM)

In 1997, the Financial Aid Office Staff at Johnson County Community College (JCCC) in Kansas conducted a survey to gauge student satisfaction with the Student Financial Aid Office. Surveys mailed to 3,026 current and prospective JCCC students resulted in 299 usable responses. This report combines results for applicants for two types of financial aid (Federal and non-Federal), and also highlights the differences between each kind of award. Appended are the questionnaire and cover letter, as well as tabled survey results. Major findings are presented under headings including overall satisfaction, types of financial aid received, ratings of services and contacts, length of wait, student likes and dislikes, interest in scholarship search services, suggested improvements, and Federal aid versus non-Federal aid applicants. In general, overall satisfaction, which averaged 3.8 on a 5-point scale, was seen as generally high but needing improvement. Six recommendations are made, including: (1) review phone procedures to decrease busy signals and waiting time; (2) continue to use modified "triage" procedures to help decrease time in line; (3) develop a comment card to monitor student satisfaction; (4) continue to refer students to free scholarship search web sites; (5) review the cost, staffing, and operational implications of offering additional limited evening hours; and (6) provide checklists to students detailing specific requirements and deadlines for various financial aid options. (AS)

Johnson County Community College conducted a study in 1997 to obtain information about available support services for deaf and hard of hearing students at postsecondary institutions, and to gather information on the role of deaf professionals at postsecondary institutions. Surveys were mailed to 650 participants obtained from the Association on Higher Education and Disability (AHEAD) mailing list, and the College and Career Programs for Deaf students. A total of 248 usable surveys were returned. This report contains information on full- and part-time employees, involvement in decision making, recruitment of deaf employees, providers of students services, student enrollment, grant support programs, interpreters for campus events, profile of participating institutions, and two-/four-year institutions. Major findings indicate that, on average, responding institutions had 4 full-time deaf or hard of hearing employees and an additional 3 part-time employees, which represents a small proportion of the average number of total employees per institution (1270 full-time and 752 part-time). In each of four job categories, faculty had the highest representation of deaf employees, averaging 2.3 per institution, followed by service/maintenance employees (mean=1.4), office/technical employees (mean=1.2), and administrative employees (mean=0.9). The average enrollment of deaf or hard of hearing credit students is 19.8 students. One-fifth of the institutions offer no sign language classes, while 58% offer such courses for credit and 41% offer noncredit classes. Tabled results and the questionnaire are appended. (AS)

This survey, distributed to adjunct faculty at Johnson County Community College (JCCC) in December 1997, attempts to: (1) determine the relative importance to adjunct faculty of salary and certain benefits; (2) identify the optimum times for staff development; and (3) develop a profile of JCCC's adjunct faculty. A total of 159 completed responses were analyzed. This report presents information on adjunct faculty satisfaction, JCCC employment, health and life insurance, retirement, child care needs, teaching load and experience, longevity, employment, faculty characteristics, staff development training, and personal profiles. Major findings indicate that: (1) adjunct faculty are generally satisfied with their positions (92% were very or somewhat happy); (2) over 90% of adjunct faculty rank salary first or second in importance among five aspects of employment, with two-thirds of adjuncts very or somewhat satisfied with their compensation, 85% interested in certification leading to increased compensation, and nearly half indicating they would like to teach full-time at JCCC; (3) over 40% are not satisfied with campus computers and workspace; (4) about half of adjuncts are interested in JCCC-provided life insurance and would like more retirement plan options through the college; (5) two-thirds of adjuncts surveyed currently teach only at JCCC, while two-thirds also hold another salaried job in addition to teaching; and (6) adjunct faculty attendance at staff development training is not widespread. Tabled survey results and the questionnaire are appended. (AS)

This book is intended as a guide for reviewing core-curriculum eligibility of student athletes who have completed any portion of their secondary education in a non-U.S. educational system. Beginning with the 1994-95 academic year, the National Collegiate Athletic Association (NCAA) Initial-Eligibility clearinghouse will certify all student-athletes who wish to participate in Division I and II sports. Sections of the book include instructions for use of the guide; NCAA interpretations of core-curriculum and test-score requirements; a conversion chart for British-patterned grading scales; an alphabetical list of countries and education plans; division I initial eligibility indices, with comparisons of grade point averages, SAT, and ACT scores between the United States and other countries; multi-country references; and a list of NCAA members who have indicated interest in helping member institutions evaluate foreign records. (JM)