In 1990, a survey of full-time faculty and staff was conducted at Catonsville Community College (CCC) in Maryland to assess perceptions of the college's climate, academic practices, curriculum, faculty, academic and student support services, and facilities. The "Seven Principles for Good Practices in Undergraduate Teaching" instrument was completed by 106 employees, split almost evenly between teaching staff and non-teaching staff. Study findings included the following: (1) with respect to college climate, only 20.8% of the respondents indicated that there were "often" functions on campus when students and faculty got together informally, and only 33.1% felt that administrators "often" recognized faculty and student contributions to institutional policies and practices; (2) many statements in the Academic Practices section received high proportions of "don't know/does not apply" responses, including statements related to comparative salary levels for male and female staff, limitations on the number of incompletes a student may carry, and institutional assessment of changes in students' knowledge and competence during their attendance; (3) the section on Curriculum revealed that CCC does not have many instances of independent study, contract learning, mastery learning, cooperative work programs, or internships; (4) the Academic and Student Support Services section had the largest number of statements with many "don't know/does not apply" responses, including statements dealing with orientation, financial aid, student activities, and advisement; (5) the largest perceived problem in the Facilities area was parking; and (6) the responses of teaching and non-teaching staff were similar on 53 of 66 statements. The survey instrument is appended. (AYC)