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Assessment
- Campus Life
Revised
1998
Goal
To develop a sense of community and intellectual excitement
among students, faculty, staff and alumni through all aspects
of the learning experience.
Introduction
This report provides a baseline for assessing the University's
progress toward achieving the goals established in the University's
Strategic Plan. It focuses on key topics related to the "Campus
Life" theme as defined in the Strategic Plan, especially the
goal and text that expand on the theme. The information was
gathered from various surveys, documents, and databases within
and/or available to the Office of Institutional Research.
1. VIBRANT CAMPUS LIFE: "A sense of community that enriches
a university education evolves from a vibrant campus life.
Learning takes place in a variety of environments...common
meeting areas, student organizations, sports fields, residence
halls, and at special event programs."
1A. Organizations and groups
- There
are 258 clubs and organizations at CSUS
- There
are 15 national and 3 local fraternities on campus
-
There are 9 national and 9 local sororities on campus
-
6% of students belong to the Greek system
- 31%
of students participate in recreational sports programs
New
Students
1,232 entering undergraduate students responded to the ACT Entering
Student Survey in Fall 1995. The five activities the highest
proportion of entering students would like to participate in
while at CSUS are department clubs (53%), campus or community
service organizations (45%), special interest clubs (43%), intramural
athletics (32%) and racial or ethnic organizations (24%).
Continuing Students
952 students responded to the 1994 Student Needs and Priorities
Survey (SNAPS). 35% of students surveyed rated student clubs
and organizations "Important" or "Very important" to "Achieving
educational goals."
41% of students perceive that student clubs and organizations
satisfy their needs. 25% responded that they don't. 23% are
"Not interested" and 11% "Don't know" (CASPER S'96).
75% of students have not joined campus clubs or organizations.
19% belong to "One" and 7% belong to "Two or more." 18% of graduate
students, 34% of seniors, 27% of freshmen, 25% of sophomores
and 20% of juniors belong to one or more campus clubs or organizations
(CASPER S'96).
25% of students belong to a department club related to their
major, and another 36% would join if a club were available.
39% weren't interested (CASPER S '97). 13% of students would
participate in a departmental club the morning and 22% would
participate in the afternoon. Forty percent found evenings most
convenient. 24% were not interested (CASPER S '97).
669 students were surveyed in the Student Satisfaction Inventory.
They were asked to rate their satisfaction with a variety of
measures on a seven-point scale. The average satisfaction rating
for "I can easily get involved with campus organizations" was
4.49. The average satisfaction rating for a national comparison
group was 4.86. The difference is significant at the .001 level.
Graduating students
622 students responded to the ACT College Outcomes Survey of
graduating students in 1995. 68% of students reported that they
spend "No time" participating in campus clubs or organizations.
24% spend 1-5 hours a week and 7% spend over five hours a week.
Almost identical results were obtained from 485 students surveyed
in the 1997 ACT College Outcomes Survey. 67% of graduating students
reported that they spend "No time" participating in campus clubs
or organizations. 25% spend 1-5 hours a week and 8% spend over
five hours a week.
Alumni (1995 and 1996 ACT Alumni Outcomes Surveys of
460 alumni)
The three activities/organizations in which the highest proportion
of alumni indicated "Average" or "High" levels of involvement
while at CSUS are "Social" (37%), "Professional" (34%), and
"Cultural" (28%).
Higher proportions of alumni indicate they participate now.
The proportion that indicated "High" or "Average" involvement
has increased most in the areas of "Professional involvement"
and "Community involvement."
Faculty
40% of the faculty reported that they "Often" or "Very often"
encouraged students to join campus organizations (1995 Teaching
Effectiveness Survey).
1B. Activities
New Students
A third (33%) rated "Social climate and activities" as "Important"
or "Very important" in the decision to attend CSUS. "Extracurricular
activities available" was rated "Important" or "Very important"
by 27% (ACT Entering Student Survey, F'95).
46% of entering students "Agree" or "Strongly agree" that they
are interested in participating in volunteer/community service
activities and 36% "Agree" or "Strongly agree" they are interested
in participating in Multi-cultural Center activities (ACT Entering
Student Survey, F'95).
Many entering students have "No opinion" about many elements
of CSUS. Of students who have opinions, 76% "Agree" or "Strongly
agree" that "This college has many activities and organizations
for students." 59% "Agree" or "Strongly agree" that "This college
offers many cultural events and programs" and 57% "Agree" or
"Strongly agree" that, "There are excellent recreational facilities
for individual student use."
Continuing Students
Students spend an average of nine hours per week on campus outside
of class. Most of this time is spent studying. 20% of students
spend more than eight hours, and 51% spend more than four hours
studying on campus. The next greatest use of out-of-class time
is social. 20% of students spent more than two hours per week
socializing on campus. Formal activities/events rated low by
comparison. 76% spent less than one hour per week on activities/events
and 6% spent more than four hours (SNAPS S'94).
27% "Never" read the Hornet Newspaper. 46% "Occasionally" read
it, 21% "Frequently" read it. 6% "Always" read the paper (CASPER
S '96). 41% of students responded that they "Never" participated
in or attended on-campus events in Spring '95. 28% did "A couple
of times", 15% did "Once or twice a month" and 16% participated
"Once a week or more" (CASPER F'95). When asked, "Which of the
following would encourage you to participate more often in campus
activities?" 42% of the students responded "If I had more time."
19% responded that they would if they "Lived closer" and 16%
would if they were "Better informed." "Cost" was a factor for
12%. 11% stated that none of the factors would encourage them
to participate more in campus activities (CASPER S '96).
Social and cultural activities were rated "Important to achieving
educational goals" by 32% of students. Recreation programs and
activities were important to 29%, Student Union activities were
important to 28%, and intercollegiate athletic programs were
important to 21% (SNAPS '94).
When asked "Does participation in campus activities help you
achieve your educational goals at CSUS?," 52% of the students
answered "Yes." 31% answered "No" and 17% "Don't know" (CASPER
S '96).
In Spring 1997, slightly fewer responded affirmatively to the
question. 43% answered "Yes" and 40% answered "No". 18% "don't
know" (CASPER S '97).
68% of those with opinions perceive that the extra curricular
activities provided by the University satisfy their needs. 32%
do not think that their needs are met. However, 30% did not
respond to this question at all (CASPER S '96).
When asked if department activities outside of class met their
needs, 45% responded "Yes" and 24% responded "No." 26%percent
"Don't know" and 5% are "Not interested" (CASPER S '97).
When asked if they would use a department lounge if one was
available, 24% percent responded they would use it "Once or
more a week," 26% responded "Once or twice a month," 28% responded
"Once or twice a semester" and 23% responded "Never" (CASPER
S '97).
669 students were surveyed in the Student Satisfaction Inventory
in Spring 1996. They were asked to rate their satisfaction with
a variety of measures on a seven-point scale. Items related
to activities and their average satisfaction ratings are "A
variety of intramural activities are offered" (4.54), "There
are sufficient weekend activities for students" (4.04), and
"Student activities fees are put to good use" (4.04). The only
one of these items that is significantly lower than average
satisfaction ratings of the national comparison group is "A
variety of intramural activities are offered."
Graduating Students
Graduating students surveyed in both the 1995 and 1997 ACT College
Outcomes Survey were asked to rate their satisfaction with a
variety of factors on a five-point scale. A rating of 3 is a
"Neutral" response and a rating of 4 is "Satisfied." Items relating
to activities and the average satisfaction ratings in 1995 and
1997 are: "College social activities (3.42 and 3.45), "Opportunities
to participate in college activities" (3.48 and 3.48).
Alumni
50% of alumni surveyed were "Positive" or "Very positive" about
their CSUS experiences regarding "Opportunities for involvement
in campus activities" the average rating for this item was 3.5
on a five point scale. 46% were "Positive" or "Very positive"
about the "Number of cultural/fine arts programs. "The average
rating for this item was 3.42 on a five-point scale. (1995 and
1996 ACT Alumni Outcomes Surveys).
Faculty
26% of the faculty report that they "Often" or "Very often"
"attend student sponsored events" and 15% "Often" or "Very often"
"Work with staff or administration on student projects" (1995
Teaching Effectiveness Survey).
Faculty respondents spend most of their out of class time in
teaching related activities. 53% spend over 10 hours per week
preparing for classes and 47% spend 3-9 hours per week doing
so. 50% spend 4-9 hours per week grading papers, 15% spends
over 9 hours per week grading papers and 36% spend less than
4 hours per week grading papers. 59% spend 1-6 hours per week
doing research or reading in their field and 38% spends over
6 hours per week doing research or reading (1995 Learning Communities
Survey).
For a majority of faculty, less time is spent on other issues.
Over 60% spend 1-3 hours a week on academic advising or personal
advising, 9% do no academic advising and 28% do no personal
advising. 53% spend 1-3 hours per week on school or department
efforts, 16% spend over 3 hours, and 31% spend no time on these
efforts (1995 Learning Communities Survey).
Staff
(As part of the CSUS self study, a "Learning Community" survey
was distributed to CSUS staff in 1995. All findings are based
the 178 staff responses to that survey.)
26% of staff surveyed are "Satisfied" or "Very satisfied" with
opportunities to "Become involved in staff assembly." 59%, however,
had "No opinion."
66% are "Satisfied" or "Very satisfied" with "Campus life."
14% had "No opinion."
70% spend no time "attending student sponsored events". 26%
spend up to three hours a week and 4% spend over three hours
a week.
46% spend no time "Attending campus events." 51% spend up to
three hours a week and 3% spend over three hours a week.
21% responded "Yes" to the statement, "Compared to other staff,
I am more involved with student activities outside of work."
78% indicated "No."
When asked to rate the changes at CSUS regarding "Student participation,"
19% indicated the changes were "Positive" or "Very positive".
54% responded there has been "No change" and 27% responded that
the change was "Negative" or "Very negative."
1C. Physical Environment
New Students
The factor the highest proportion of entering students rated
as being "Important" or "Very important" in their decision to
attend CSUS was "Location of the college" (87%). Other environmental
factors and the proportions that rated them "Important" or "Very
important" are: "Type of community where college is located"
(54%), "Campus size" (40%), "Racial/ethnic make-up" (22%), and
"Type of housing available"(19%) (ACT Entering Student Survey,
F'95) .
53% "Agree" or "Strongly agree" the CSUS residence halls provide
a safe environment. 48% "Agree" or "Strongly agree" that "This
college has high quality lab classroom and lab facilities."
42% "Agree" or "Strongly agree" that "There are comfortable
residence halls at this college." 39% "Agree" or "Strongly agree"
that "I have heard that the CSUS campus is safe" (ACT Entering
Student Survey, F'95).
Continuing Students
43% of students agree with the statement "I feel safe on campus,"
21% disagree. 31% were neutral, 4% didn't have an opinion (SNAPS
'94).
More recently, students were asked "Do you feel safe on campus?"
69% responded "Yes," 21% responded "No" and 11% had no opinion
(CASPER S'96).
51% of students rated "Safety" as an important factor influencing
their decision to attend CSUS. 44% considered geographic location
important, and 43% considered the appearance of the campus important
(SNAPS '94).
32% of the students reported that the appearance of the campus
influenced their decision to attend and 68% responded that it
didn't (CASPER S'97).
When asked "How important is overall campus appearance to achieving
your educational goals?" 40% responded "Very important," 50%
responded "Somewhat important" and 10% responded "not important"
(CASPER S'97).
When asked "How would you rate the cleanliness of the campus?
11% rate overall cleanliness "excellent", 51% rate it "good"
and 30% rate it "fair". 8% rate it "poor" (CASPER S'97).
In Spring 1997, nearly identical results were obtained. 77%
responded "Yes" and 11% responded "No." 13% "Don't know" (CASPER
S'97).
Student ratings of the physical campus environment using a seven
point scale are: "The Student Center is a comfortable place
for students to spend their leisure time" (4.99), "The campus
is safe and secure for all students" (4.90), "There is an adequate
selection of food available in the cafeteria" (4.56), "Security
staff respond quickly in emergencies" (4.49), "Parking lots
are well lighted and secure" (4.26), "Living conditions in the
residence halls are comfortable (adequate space, lighting, heat,
air, etc.)" (3.84), and "The amount of student parking space
on campus is adequate" (3.22).
All but three of these items have satisfaction scores significantly
below those of a national comparison group. The satisfaction
scores for "There is an adequate selection of food available
in the cafeteria" and "the amount of parking space on campus
is adequate" are significantly higher than the satisfaction
score for the national comparison group. The satisfaction score
for "Security staff respond quickly in emergencies" is not significantly
different from the national comparison group (Student Satisfaction
Inventory, S '96).
Graduating Students
Graduating students surveyed in both the 1995 and 1997 ACT College
Outcomes Survey were asked to rate their satisfaction with a
variety of factors on a five-point scale. The item which related
to the physical environment and its average satisfaction rating
in 1995 and 1997 is "Personal security/safety on campus" (3.50
and 3.59).
Alumni
61% of students surveyed "Agree" or "Strongly agree" that there
was "a sense of personal safety on campus" and 68% were "Satisfied"
or Very satisfied" with the general condition of the buildings
and grounds.
1D. Interpersonal Environment
New Students
Many of the 1,232 entering students surveyed in 1995 have "No
opinion" about the CSUS interpersonal environment. Of students
who have opinions, 69% "Agree" or "Strongly agree" that "CSUS
cares about students." 59% perceive that "Students are friendly"
and 54% perceive that "Personnel care about individual students"
(ACT Entering Student Survey, F'95).
Less "Agree" or "Strongly agree" that "Students from various
racial and ethnic backgrounds get along well" (45%), "Many students
at this college use drugs or alcohol" (32%), or "Many students
at this college are more interested in having fun than studying"
(19%).
Enrolled Students
Students responding to the CSUS Campus Climate Study in 1993
were asked to rate their perceptions of the campus on a five-point
scale. Campus "Friendliness" received the highest average rating
(3.8) and "Campus Sensitivity" and "Campus concern" received
the lowest (3.2).
Students were also asked to rate how they are perceived by the
campus on a five-point scale. "Hardworking" received the highest
average rating (3.7) and "Admired" received the lowest (3.32)
(1993 Campus Climate Survey).
65% of students surveyed in SNAPS "Agree" or "Strongly agree"
that "This college equally supports men and women," 55% "Agree"
or "Strongly agree" that "This college is equally supportive
of all ethnic/racial groups."
When asked "Do you support University efforts to build a stronger
campus community?" 78% of students responded "Yes" and 8% "No."
14% "Don't know" (CASPER S'96).
In Spring 1997, nearly identical results were obtained. 77%
responded "Yes" and 11% responded "No". 13% "Don't know"(CASPER
S'97).
Student ratings of the interpersonal campus environment using
a seven point scale are: "The campus staff are caring and helpful"
(4.70), "Students are made to feel welcome on this campus" (4.67),
"There is a strong commitment to racial harmony on this campus
" (4.54), "Faculty care about me as an individual" (4.44), "Most
students feel a sense of belonging here" (4.36), "This institution
shows concern for students as individuals" (4.28), "Administrators
are approachable to students" (4.19),) and "I seldom get the
"run-around" when seeking information on this campus "(3.89).
All but two of these items have satisfaction scores significantly
below those of a national comparison group. The satisfaction
scores for "I seldom get the "run-around" when seeking information
on this campus " and "There is a strong commitment to racial
harmony on this campus" are not significantly different from
those of the national comparison group (Student Satisfaction
Inventory, S '96).
Graduating Students
Graduating students were asked to rate their satisfaction with
a variety of factors on a five-point scale. Items relating to
the interpersonal environment and their average satisfaction
ratings in 1995 and 1997 are "Faculty respect for students"
(3.84 and 3.85), "Freedom from harassment" (3.63 and 3.65),
"College response to non-traditional students" (3.61 and 3.57),
"Campus atmosphere of ethnic, political and religious understanding"
(3.50 and 3.52), "Concern for me as an individual" (3.49 and
3.48), "My sense of belonging on campus" (3.37 and 3.33) and
"Services for victims of crime and harassment" ( 3.20 and 3.01)
(ACT COS S'95 and S'97).
Items relating to the interpersonal environment and their average
agreement ratings are: "This college is equally supportive of
men and women" (3.78 and 3.73), "This college is equally supportive
of all ethnic/racial groups" (3.56 and 3.66), and "This college
welcomes and uses student feedback" (3.10 and 3.16) (ACT COS
S'95 and S'97).
When asked to rate the frequency of classroom related occurrences
on a five point scale where 1 indicated "Almost never" and 5
indicated "Almost always," the items relating to the interpersonal
environment and their average ratings are: "Professors were
responsive to student concerns" (4.16), "My professors knew
my name" (4.14), "I felt comfortable talking to professors out
of class" (4.01), "There was free exchange of ideas/points of
view between professors and students "(3.93), "I felt valued
as a member of my classes" (3.85), "I felt free to disagree
with professors" (3.45) (ACT COS S'95 and S'97).
Alumni
Alumni were asked to rate their agreement with statements about
the University on a five-point scale where 5 indicated strong
agreement and 1 indicated strong disagreement. Items relating
to the interpersonal environment and their average scores are
"There was an atmosphere of ethnic, political and religious
understanding and acceptance "(3.58), "The campus was generally
free from harassment" (sexual, racial, etc.) (3.63), "Administrators
respected and were responsive to student input "(3.10) (1995
and 1996 ACT Alumni Outcomes Surveys).
Alumni were asked to rate "Sense of individual belonging on
this campus" on a scale where 1 indicated a very negative rating
and 5 indicated a very positive rating. The average rating was
2.83 (1995 and 1996 ACT Alumni Outcomes Surveys).
When asked to rate their level of satisfaction with a variety
of items on a scale where 1 indicated great dissatisfaction
and 5 indicated great satisfaction, items relating to the interpersonal
environment and their average satisfaction ratings were "College
response to older/nontraditional students "(3.86), "Acceptance
of individuals regardless of sexual orientation," (3.67) "Campus
response to physically challenged individuals" (3.66) and "Concern
for me as an individual" (3.54) (1995 and 1996 ACT Alumni Outcomes
Surveys).
Faculty
Over 80% of the faculty report that they "Often" or "Very often"
"Encourage students to speak up if they don't understand" (99%),
"Allow free exchange of ideas" (98%), "Encourage students to
challenge faculty and class mates' ideas" (81%), and "Discourage
snide remarks that might be embarrassing"(81%) (1995 Teaching
Effectiveness Survey).
Fewer indicated that they "Know the majority of my students
by name" (71%), "Make special efforts for students of races/cultures
other than own (70%), "Publicly call attention to excellent
performance (59%), and "Encourage students to suggest new readings,
course activities" (47%) (1995 Teaching Effectiveness Survey).
Faculty surveyed in the Learning Communities Survey were asked
about administrative leadership and priorities. 50% of the faculty
indicated that the president and senior administrators were
"Sometimes" accessible. 29% indicated they were "Almost always"
or "Frequently" accessible. 9% indicated they were "Never" accessible
and 12% didn't know.
48% indicated that administrators "Sometimes" explicitly recognize
the contributions of faculty, staff and students. Nearly as
many (40%) indicated "Almost always" or "Frequently." A much
smaller proportion (8%) indicated "Never" (1995 Learning Communities
Survey).
29% indicated that administration "Almost always" or "Frequently"
provides leadership in "Issues that improve students' campus
experience" (1995 Learning Communities Survey).
Faculty were asked to rate administrative priorities. Priorities
relating to the environment and the proportion responding "Almost
always" or "Frequently" are "Create a climate of respect" (46%),
"Be responsive to the community" (44%), "Hire high quality faculty"
(44%), and "Set examples of collaborative relationships" (21%)
(1995 Learning Communities Survey).
Faculty were also asked to rate their satisfaction with the
environment. The proportion indicating "Very satisfied" or "Satisfied"
are: "Architectural accessibility of the environment" (62%),
"Opportunities for collegiality" (61%), "enjoying academic freedom
through shared governance" (60%), "Campus environment" (60%),
"Campus life" (59%), and "Campus facilities" (45%) (1995 Learning
Communities Survey).
Faculty were also asked to assess changes in the campus since
they had arrived. Changes in "Collegiality among faculty" were
"Positive" or "Very positive" for 27% and "Negative" or "Very
negative" for 37%. 36% indicated "No change."
49% indicated "No change" in "Student/faculty relationships,"
while 28% indicated change was "Positive" or "Very positive."
22% indicated "Negative" or "Very negative" changes.
Staff Perspective
72% are "Satisfied" or "Very satisfied" with "Campus environment."
20% are "Dissatisfied" or "Very dissatisfied," and 6% have "No
opinion" (1995 Learning Communities Survey).
Staff perceived they were respected by various campus constituencies
in that 90% responded they felt respected by other staff. 84%
felt respected by students. 74% felt respected by faculty, 73%
by campus police, and 58% felt respected by administration (1995
Learning Communities Survey).
When asked about the highest priority of administrators, 32%
indicated that "Creating a climate of respect" was "Almost always"
or "Frequently" the highest priority (1995 Learning Communities
Survey).
35% believed administrators provide leadership on "Quality of
campus life for students" and 18% believed that they provided
leadership on the "Quality of campus life for staff" (1995 Learning
Communities Survey).
23% indicated that campus administrators "Almost always" or
"Frequently" behave as if staff is integral to the campus. 51%
stated "Sometimes," 18% "Never" and 5% "Don't know" (1995 Learning
Communities Survey).
16% indicate that administrators "Almost always" or "Frequently"
set examples of collaborative relationships. 36% stated "Sometimes,"
17% "Never" and 29% "Don't know" (1995 Learning Communities
Survey).
14% indicate that campus administrators "Almost always" or "Frequently"
promote positive faculty/staff relations. 37% stated "Sometimes,"
33% "Never" and 14% "Don't know" (1995 Learning Communities
Survey).
When asked to rate change regarding faculty/staff relationships,
18% rate them "Positive" or "Very positive," 58% indicate "No
change" and 14% responded that the change was "Negative" or
"Very negative."
2. INTERACTIONS: "We will encourage programs which promote
faculty and staff interaction with students beyond the traditional
classroom and office setting...programs which provide the opportunity
for students, faculty, and staff to interact cross-culturally...We
will work with government agencies, community organizations,
and individuals...link between campus life and public life."
2A. On-campus
Continuing Students
80% of students report that they study alone. A majority (59%)
studies in their homes and 18% study in the library. Although
66% are "Satisfied" or "Very satisfied" with "Accessibility
of faculty" and "Availability of faculty out-of class," 11%
never meet with faculty outside of class (SNAPS '94).
76% responded that they met with other students in campus meeting
areas. 34% met "1-5 times," 25% met "6-15 times" and 17% met
"over 15 times." 24% "Never" met with other students in campus
meeting areas in the prior semester (CASPER S '96).
27% of continuing students met with faculty in campus meeting
areas. 22% met "1-5 times," 3% met "6-15 times" and 2% met "over
15 times." 73% "Never" met with faculty in campus meeting areas
in the prior semester (CASPER S '96).
81% agree that campus meeting areas are adequate for their needs.
19% think they are not adequate (CASPER S '96).
55% of continuing students met with other students off-campus
to discuss University issues. 39% met "1-5 times," 12% met "6-15
times" and 4% met "over 15 times." 45% "Never" met with other
students off-campus to discuss University issues in the prior
semester (CASPER S '96).
71% of continuing students did meet with others in their major
outside of class to study. 40% met "1-5 times," 22% met "6-15
times" and 9% met "over 15" times. 29% never met with other
students in the prior semester (CASPER S '97).
51% of continuing students met with others in their major for
social activities. 36% met "1-5 times," 10% met "6-15 times"
and 5% met "over 15" times. 49% never met with other students
in their major (CASPER S '97).
Students were asked to rate their satisfaction with a variety
of measures on a seven-point scale. The item relating to interactions
and its average satisfaction ratings is "Faculty are usually
available after class and during office hours" (5.23). The rating
is not significantly different from the rating for the national
comparison group (Student Satisfaction Inventory, S '96).
Graduating Students
Graduating students surveyed in both the 1995 and 1997 ACT College
Outcomes Survey were asked to rate their satisfaction with a
variety of factors on a five-point scale where 1 indicates great
dissatisfaction, 5 indicates great satisfaction and 3 is a neutral
response. The item relating to the interactions and its average
satisfaction rating in 1995 and 1997 is "informal contact with
faculty" (3.36 and 3.46).
Students asked to rate the frequency of classroom related occurrences
on a five-point scale where 1 indicated "Almost never" and 5
indicated "Almost always." A rating of 3 indicated "Sometimes."
The items relating to interactions and their average ratings
are "Students were required to work together on in-class assignments"
(3.40), "Students were required to work together in out-of class
groups" (3.10), and "I participated in or attended out-of classroom
activities (2.95) (ACT COS S'95 and S'97).
Alumni Perspective
Alumni were asked how they most closely identified with CSUS.
51% of alumni responding identify most closely with their major
department, 19% identify most closely with the University as
a whole, 14% identify most closely by School and 8% identified
most closely by faculty. 7% identified by club, Greek house,
sports team or graduating class (1995 and 1996 ACT Alumni Outcomes
Surveys).
Alumni were also asked to rate campus factors on a scale where
1 indicated very negative ratings and 5 indicated very positive
ratings. With regard to "Opportunities for student /faculty
interaction, 63% rated the factor "Positive" or "Very positive."
The average rating was 3.74 (1995 and 1996 ACT Alumni Outcomes
Surveys).
Alumni were also asked to indicate their agreement with statements
about the university campus factors on a scale where 1 indicated
strong disagreement and 5 indicated strong agreement. 78% "Agree"
or "Strongly agree" that "Most faculty were readily available
to students outside class time." The average rating was 3.91
(1995 and 1996 ACT Alumni Outcomes Surveys).
Faculty Perspective
Over 70% of the faculty report that they "Often" or "Very often"
"Share experiences and values with students "(80%), "Serve as
mentor/informal advisor" (72%), or "Advise on career opportunities"
(70%) (1995 Teaching Effectiveness Survey).
Less than 60% "Often" or "Very often" "Have students drop by
to visit" (52%), "Carry out research with students "(20%), "Take
students to professional meetings in the field"(16%), and "Call
or write students who miss class" (18%) (1995 Teaching Effectiveness
Survey).
81% "Encourage students to prepare for classes/exams together,"
68% "Often" or "Very often" "Require students to work together
on in-class assignments," and 60% "Often" or "Very often" "Ask
students to share interests" (1995 Teaching Effectiveness Survey).
Less than 60% "Have students discuss concepts with others of
different backgrounds or viewpoints" (54%), "Encourage students
to praise each other" (51%), "Create learning communities or
study groups in courses" (53%) or "Have students evaluate each
others work" (30%) (1995 Teaching Effectiveness Survey).
The 166 faculty surveyed in the Learning Communities Survey
were asked to rate the degree to which administration provides
resources to continue progress in "Functions where students
and faculty can get together informally." 12% indicated "Almost
always" or "Frequently." 70% indicated "Sometimes" and 13% indicated
"Never." 6% "Didn't know."
When asked about their satisfaction levels related to interaction,
a large majority of faculty respondents (97%) were "Satisfied"
or "Very satisfied" with their "Interaction with students" (1995
Learning Communities Survey).
Staff Perspective
For 61%, relationships with other staff include social interaction
on campus. 48% interact socially off-campus (1995 Learning Communities
Survey).
76% are "Satisfied" or "Very satisfied" with their "Interaction
with students." 7% are "Dissatisfied" or "Very dissatisfied"
and 14% "Don't know" (1995 Learning Communities Survey).
74% are "Satisfied" or "Very satisfied" with their progress
in "working collaboratively with staff and faculty." 18% are
"Dissatisfied" or "Very dissatisfied" and 5% "Don't know" (1995
Learning Communities Survey).
11% indicate that students and staff can "Almost always" or
"Frequently" get together informally on campus. 54% stated "Sometimes,"
14% stated "Never" and 19% "Don't know" (1995 Learning Communities
Survey).
2B. Off-campus and with the larger community
New Students
45% of entering students with opinions "Agree" or "Strongly
agree" that they are "Interested in participating in volunteer/community
service programs "(ACT Entering Student Survey, F'95).
Continuing Students
46% of students are interested in participating in government
internships (CASPER F'95).
Students spent an average of 7 hours per week in community service,
generally as a volunteer unrelated to the University. The predominant
type of service is related to recreation, counseling, and education
for youth (SNAPS '94).
27% of continuing students indicated they have participated
in fieldwork or internships. 69% of all students polled are
interested in participating in fieldwork or internships (CASPER
F'97).
24% of continuing students have also participated in community
service as a course requirement at CSUS. When asked if community
service should be a requirement for graduation, 14% responded
"Yes, without reservation," 39% responded "Yes, if integrated
into coursework" and 47% responded "No" (CASPER F'97).
Graduating Students
46% of students surveyed in 1995 report that they spent no time
in community service while at CSUS. 35% spent 1 to 5 hours a
week in community service and 19% spent over 5 hours a week
in community service. 49% of students surveyed in 1997 also
report that they spent no time in community service while at
CSUS. 35% spent 1 to 5 hours a week in community service and
16% spent over 5 hours a week in community service (ACT COS).
50% of students surveyed in 1995 report that they currently
spend no time in community service. 37% spend 1 to 5 hours a
week in community service and 12% spend over 5 hours a week
in community service. 53% of students surveyed in 1997 also
report that they currently spend no time in community service.
37% spend 1 to 5 hours a week in community service and 9% spend
over 5 hours a week in community service (ACT COS).
Alumni
18% rated their involvement in "community" while at CSUS "High"
or "Average". 29% rate their current involvement "High" or "Average"
(1995 and 1996 ACT Alumni Outcomes Surveys).
15% rated their involvement in "Service organizations" while
at CSUS "High" or "Average". 22% rate their current involvement
"High" or "Average."
Faculty
72% of the faculty indicate that when they first came to CSUS
they thought "Participation in community service" was "Important"
or "Very important." 24% indicate it was "Unimportant" or "Very
unimportant" and 4% had "No opinion" (1995 Learning Communities
Survey).
91% spend 0-10% of their time in community service, 7% spend
11-20% of their time in community service and 2% spend over
20% of their time in community service.
Most (63%) spend 1-3 hours a week volunteering in the community.
22% spend no time volunteering in the community. 15% spend over
3 hours a week as volunteers (1995 Learning Communities Survey).
78% are "Satisfied" or "Very satisfied" with their progress
in "Participating in community service." 14% are "Dissatisfied"
or "Very dissatisfied." 9% have "No opinion" (1995 Learning
Communities Survey).
44% of the faculty indicate administrators "Sometimes" provide
leadership on the "Issues that affect the quality of public
service." 20% indicate they "Almost always" or "Frequently"
do and 20% indicate "Never." 16% "Didn't know" (1995 Learning
Communities Survey).
48% of the faculty surveyed in the Learning Communities Survey
indicate that administrators "Sometimes" provide resources to
continue progress in the "Quality of public service." 18% indicate
they "Almost always" or "Frequently" do and 16% indicate "Never."
18% "Didn't know" (1995 Learning Communities Survey).
Staff Perspective
49% are "Satisfied" or "Very satisfied" with their progress
in "Participating in community service." 22% are "Dissatisfied"
or "Very dissatisfied" and 26% have "No opinion."
3. COMMUTER CAMPUS: "We must not allow a "commuter campus"
mentality to limit our potential for strengthening our sense
of community."
Entering Students
34% of students don't know if "Off-campus housing is affordable."
Of those with opinions, 45% "Agree" or "Strongly agree" that
it is (ACT Entering Student Survey, F'95).
A majority (57%) of entering students don't know if "On-campus
housing is affordable." Of those with opinions, 20% "Agree"
or "Strongly agree" that it is.
39% of entering students surveyed "Agree" or "Strongly agree"
that "If campus residence halls included apartments, I would
prefer to live on campus."
Continuing Students
1,100 students can be accommodated in CSUS housing. 4% of undergraduates
live on campus (about 745 students).
52% of students surveyed in the SNAPS and 44% of those responding
to the 1996 Student Satisfaction Inventory indicated they live
in off-campus rentals.
15% of students responding to the 1994 SNAPS would "definitely
live on campus ...If on-campus housing were comparable to off-campus
housing." 17% "probably would."
In the Housing Survey of Spring 1992, 28% of students surveyed
"would definitely live on campus" and 48% would "probably live
on campus." "Comparable" is interpreted to mean apartment type
units at competitive prices.
41% of the students surveyed in the 1994 SNAPS indicated they
live less than 15 minutes from campus and 33% live 15-29 minutes
from campus. 21% live 30 or more minutes from campus.
71% drive their personal car to campus. 8% use public transit
(SNAPS '94).
72% have no dependents and 13% have one. 5% have two dependents
and 10% have more than two dependents (SNAPS '94).
Students responding to the 1994 SNAPS spend an average of 9
hours per week on campus outside of class.
23% of students are not employed. 37% work up to 24 hours a
week, 21% work from 25 to 39 hours a week and 19% work 40 or
more hours a week (CASPER F'97).
18% studied under six hours per week and 42% studied six to
10 hours per week. 26% studied 11 to 15 hours per week and 14%
studied over 15 hours per week. The average unit load for these
students was 11.8 (CASPER F'97).
Alumni
When asked, "For which of the following would you most likely
return to campus?," 23% of those responding indicated "Professional
development workshops," 18% responded "Educational reasons"
and 16% responded "Arts performances." 11% would return for
"Famous speakers," 8% would return for "Athletics" and 8% would
return for "Seminars." 5% would return for "Facility use" and
2% for "Volunteer opportunities" (1995 and 1996 ACT Alumni Outcomes
Surveys).
When asked, "What one new service would most interest you in
joining the Alumni Association?," 29% responded "Job information
and placement services," 18% responded "Low fee Internet access"
and 13% responded "Computerized library access." 10% would be
interested in "Famous speakers". Less than 10% are interested
in "Mortgage programs" (7%), "Discount tickets"(6%), "Parking
passes"(6%), "Financial planning information"(5%), "Health insurance"(3%),
"Office space rental"(1%) or "Chapter affairs" (1%) (1995 and
1996 ACT Alumni Outcomes Surveys).
When asked, "What service would you use (as part of the Alumni
Center)?," 43% responded "Conferences," 28% responded "Informal
gathering place" and 18% responded "Meeting rooms." 8% would
use it for "Receptions" and 2% for "Office space" (1995 and
1996 ACT Alumni Outcomes Surveys).
4. THE TOTAL PERSON: "Education of the total person is
enhanced through the practical application of classroom instruction
to daily life experiences...CSUS is committed to providing resources
and opportunities for high caliber, co-curricular and experiential
programs which stimulate and challenge the intellectual and
social growth of students, faculty, and staff."
4A. Student Development
Entering Students
Although personal development is not a primary reason most students
continue their education, it is a major factor for about one
third (ACT Entering Student Survey, F'95).
35% of entering students indicated "To develop personal maturity"
was a "Major" reason they continued their education. It was
a "Minor" reason for 37% and "Not a reason" for 23%.
30% of entering students indicated that "To become a more cultured
person" was a "Major" reason they continued their education.
It was a "Minor" reason for 43% and "Not a reason" for 23% (ACT
Entering Student Survey, F'95).
Graduating Students
Graduating students surveyed in both the 1995 and 1997 ACT College
Outcomes Survey were asked to rate college contribution to their
growth in a variety of areas on a five-point scale where 1 indicates
no contribution, 5 indicates great contribution and 3 is a moderate
response. "Intellectual growth" received the highest average
rating and both "personal" and "social growth" received the
lowest ratings.
Graduating students were asked to rate their growth in specific
areas and the campus contribution to that growth on a 5 point
scale where 1 equaled "None" and five equaled "Very much."
The three areas with the highest average "Growth" ratings were
"Becoming academically competent" (4.2 and 4.2,) "Increasing
my intellectual curiosity" (4.2 and 4.2), and "Taking responsibility
for my own behavior" (4.1 and 4.1).
The five areas with the lowest average "Growth" ratings were:
"Developing my religious values" (3.1 and 3.0), "Actively participating
in volunteer work" (3.2 and 3.2), "Preparing myself to participate
effectively in the electoral process" (3.3 and 3.2), "Understanding
religious values that differ from my own" (3.3 and 3.2), "Becoming
more aware of local, political, and national issues"(3.5 and
3.5), and "Gaining insight into human nature through the study
of literature, history and arts" (3.5 and 3.5).
The three areas with the highest average "college contribution"
ratings were "Becoming academically competent" (3.9 and 3.8,)
"Increasing my intellectual curiosity" (3.8 and 3.8), and "Acquiring
a well-rounded general education" (3.8 and 3.8).
The five areas with the lowest average "college contribution"
ratings were: "Developing my religious values" (2.0 and 2.2),
"Actively participating in volunteer work" (2.6 and 2.5), "Preparing
myself to participate effectively in the electoral process"
(2.6 and 2.6),) "Learning how to be a more responsible family
member" (2.5 and 2.6) and "Learning how to manage finances"
(2.4 and 2.5).
Areas with the largest discrepancies between growth and college
contribution to growth in 1995 and 1997 are: "Developing effective
job seeking skills" (discrepancies of 1.0 and 1.3 respectively),
"Learning about career options," (1.1 and 1.0 respectively),
"Effectively using technology" (.9 and .9 respectively), "Acquiring
skills and knowledge needed for a career" (.8 and .8 respectively).
Alumni
Alumni were asked to rate the importance of specific outcomes
one might expect from a college education. They were also asked
to indicate the level of impact CSUS had on those outcomes.
Both were rated on a four-point scale where 1 equaled "None"
and four equaled "Major" (1995 and 1996 ACT Alumni Outcomes
Surveys).
The five areas with the highest average "importance" ratings
were: "Recognizing and using effective verbal communication
skills" (3.77), "Defining and solving problems" (3.7), "Recognizing
and using effective written skills"(3.69), "Living my personal
and professional life by my own standards and ethics" (3.67)
and "Commitment to life long learning" (3.66) (1995 and 1996
ACT Alumni Outcomes Surveys).
The five areas with the lowest average "importance" ratings
were: "Understanding and appreciating art, music literature,
etc." (2.92), "Understanding international issues" (3.07), "Understanding
the interaction between human beings and the environment"(3.12),
"Understanding and appreciating cultural and ethnic differences"
(3.21), and "Learning about existing and emerging career options"
(3.21).
The five areas with the highest average "impact" ratings were:
"Recognizing and using effective written communication skills"
(3.26), "Recognizing and using effective verbal communication
skills" (3.17), "Accessing and using a variety of information
sources" (3.13), "Commitment to life long learning" (3.12) and
"Defining and solving problems" (3.10) (1995 and 1996 ACT Alumni
Outcomes Surveys).
The five areas with the lowest average "impact" ratings were:
"Learning about emerging and existing career options (2.28),
"Understanding the interaction between human beings and the
environment" (2.54), "Appreciating, exercising the rights responsibilities
and privileges of a citizen" (2.55), "Developing and using effective
leadership skills" (2.6), and "Living my personal and professional
life by my own standards and ethics" (2.6).
The areas with the largest difference between the average scores
for "importance" and "college impact" ratings were: "Living
my personal and professional life by my own standards and ethics"
(1.07), "Learning about existing and emerging career options"
(.93), "Developing and using effective leadership skills" (.87),
"Developing original ideas" (.76), "Appreciating, exercising
the rights responsibilities and privileges of a citizen" (.72),
and "Understanding international issues" (.45) (1995 and 1996
ACT Alumni Outcomes Surveys).
Areas with the smallest average score differences are "Understanding
and appreciating art, music, literature" (.28), "Understanding
and appreciating cultural and ethnic differences" (.34), "Accessing
and using a variety of information sources" (.41), "Recognizing
and using effective written communication skills" (.44) and
"Understanding international issues" (.45).
Staff
47% of staff believe professional development activities are
available for "All staff" but 20% "Don't know" (1995 Learning
Communities Survey).
61% are "Very satisfied" or "Satisfied" with the ability to
"Develop skills related to the profession." 40% are "Satisfied"
or "Very satisfied" with the ability to "develop skills needed
for advancement." 35% of staff surveyed are "Very satisfied"
or "Satisfied" with "Opportunities to grow professionally" (1995
Learning Communities Survey).
35% indicated that the "Primary reason for applying for another
position" was to "Increase opportunity for growth." This proportion
was higher than the proportion that responded "Increase compensation"
(31%), "Increase work excitement" (17%), or "Increase responsibilities"
(7%) (1995 Learning Communities Survey).
4B. Services
New Students
91% of students with opinions "Agree" or "Strongly agree" that
"CASPER registration was easy for me to use" (91%), "The CASPER
Invitation to Register was easy to understand" (91%) and the
"CASPER worksheet in the class schedule booklet helped me to
register for classes" (89%) (ACT Entering Student Survey, F'95).
Less "Agree" or "Strongly agree" that "The CASPER registration
help-line staff were helpful and courteous" (67%), or that "The
CASPER.net voice response system provided the financial aid
information I needed" (46%).
70% or more with opinions "Agree" or "Strongly agree" that,
"My admission notification was timely" (76%), "The information
I received from the admissions office was timely and complete"
(72%) and "The staff in Admissions and Records were helpful
and courteous to me" (70%) (ACT Entering Student Survey, F'95).
Less than 50% "Agree" or "Strongly agree" that "I received adequate
advising regarding class scheduling" (49%), "The CSUS financial
aid application process is easy to follow"(48%), "CSUS provided
me with sufficient financial aid information" (40%), "I received
timely notification of my financial aid award" (30%), "CSUS
provided me with sufficient opportunities for financial aid
counseling" (27%), and "CSUS provided me with sufficient information
about on-campus job opportunities" (22%) (ACT Entering Student
Survey, F'95).
38% of students with opinions "Agree" or "Strongly agree" that
"This college provides sufficient financial aid for students
who need assistance" (ACT Entering Student Survey, F'95).
Continuing Students A series of studies has shown that
students are less satisfied with Financial Aid services than
with other services. However, recent survey indicates satisfaction
may be increasing. 41% of the students rated Financial Aid "Excellent"
or "Good" in the 1994 SNAPS survey. 35% of graduating students
surveyed in 1995 were "Satisfied" or "Very satisfied" with the
services. 38% of non-returning students were "Satisfied" or
"Very satisfied" with Financial Aid services. However, 56% of
graduating students surveyed in 1997 were "Satisfied" or "Very
Satisfied" with financial aid services. The upswing in satisfaction
may be an anomaly or an indicator of long term change. This
will be examined in future studies.
Library services receive the highest student ratings across
studies. 79% of SNAPS respondents rated these services "Excellent"
or "Good." Library services had the highest average satisfaction
rating of all services in the College Outcomes Survey of graduating
students (4.0) and in the Withdrawing/Non-returning Student
Survey (4.1).
When asked if they would use student services if they were open
after 6 PM most students (84%) responded "Yes" and 16% responded
"No" (CASPER S'95).
Alumni Perspective
Opinions of alumni concur with those of other students. Over
50% of those with opinions are "Very satisfied" or "Satisfied"
with "Library services and materials" (89%), "Academic advising"
(61%), "Health programs and services"(63%), and "Registration
procedures" (57%).
Under 50% of those with opinions are "Very satisfied" or "Satisfied"
with "Personal counseling services" (38%), "Academic support
services" (37%), "Career planning and placement" (29%), "Orientation
and instruction in computer systems" (33%), and "Financial aid
counseling" (27%) (1995 and 1996 ACT Alumni Outcomes Surveys).
Staff Perspective
Staff support students by "Mentoring" (8%), and "Advocating"
(19%). Some do "Both" (15%), however most do "Neither" (48%)
(1995 Learning Communities Survey).
81% "Agree" or "Strongly agree" that "I like serving motivated
students." 14% had no opinion (1995 Learning Communities Survey).
74% "Agree" or "Strongly agree" that "I like serving students
who need assistance to succeed." 19% had no opinion (1995 Learning
Communities Survey).
71% "Agree" or "Strongly agree" that "I like serving diverse
students." 24% had no opinion (1995 Learning Communities Survey).
45% are "Satisfied" or "Very satisfied" with progress at CSUS
in "Serving academically successful students." 48% had no opinion
(1995 Learning Communities Survey).
56% are "Satisfied" or "Very satisfied" with their progress
at CSUS in "Serving diverse students." 38% had no opinion (1995
Learning Communities Survey).
68% are "Satisfied" or "Very satisfied" with progress at CSUS
in "Serving students who benefit from your assistance." 24%
had no opinion (1995 Learning Communities Survey).
21% indicated that administrators "Almost always" or "Frequently"
take initiative in proposing new services to endorse education
opportunities. 35% responded "Sometimes" and 7% responded "Never."
34% had "No opinion" (1995 Learning Communities Survey).
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