Phase II of the WASC Self-Study examines student outcomes using a two-
dimensional matrix with the rows of the matrix representing desired student outcomes and
the columns representing the instruments from which indicators of those outcomes are
obtained. The cells of the matrix represent the specific number of indicators (e.g. survey
questions) that provide data describing the extent to which CSUS is achieving the desired
outcomes.
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Chapter 3: Teaching & Learning (Perceptual measures of learning)
3.1 Overall Perception: Students leaving CSUS are satisfied with the overall quality of the instruction they received at CSUS.
3.2 Perception of General Education: Students leaving CSUS are satisfied with the contribution General Education made to their personal development.
3.3 Perception of Major: Students leaving CSUS are satisfied with the technical skills and professional preparation acquired while enrolled in a major area of study at CSUS.
3.4 Perception of Faculty Teaching Practices: Faculty employ effective teaching practices.
3.5 Perception of Intellectual Stimulation: CSUS intellectually stimulates and inspires students.
3.6 Perception of Library and Information Resources: CSUS provides students with the library and information resources necessary to complete a superior university degree.
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Chapter 4: Student Outcomes (Objective measures of student learning)
4.1 Thinking Skills: Students leaving CSUS think clearly and logically.
4.2 Information Skills: Students leaving CSUS find information and examine that information critically.
4.3 Communication Skills: Students leaving CSUS communicate effectively both orally and in writing.
4.4 Quantitative Skills: Students leaving CSUS reason quantitatively.
4.5 Pre-professional Skills: Students leaving CSUS are prepared to assume career responsibilities, meet credential requirements, and gain admission to graduate or professional schools.
4.6 Retention and Graduation: CSUS retains students who have not yet achieved a credential or degree and graduates students seeking a degree
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Chapter 5: Learning Community (Perceptual
measures
of learning community--from the perspective of students)
5.1 Cultural Diversity: Students leaving CSUS appreciate cultural diversity.
5.2 Intellectual Tolerance: Students leaving CSUS have been intellectually stimulated, but not harassed or coerced by, contradictory political, moral, or spiritual beliefs.
5.3 Racial Integration: Students interact with students of other racial/ethnic groups in a variety of settings.
5.4 Non-Discrimination: Students are judged by character, effort, and performance, rather than by gender, ethnicity, or other personal characteristics.
5.5 Sense of Belonging: Students have a sense of belonging to the CSUS campus community.
5.6 Access to Faculty: Students have ample access to faculty.
5.7 Administrative Support: Faculty, staff, and administration handle the administrative details of acquiring an education conveniently, pleasantly and in a helpful manner.
5.8 Career Assistance: CSUS assists students in beginning careers.
5.9 Physical Resources: CSUS provides adequate physical facilities and resources for learning.
5.10 Advising: CSUS provides helpful advising services.
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ACT-COS Graduating Student Teaching and Learning Survey - The
ACT-College Outcomes Survey (ACT-COS) was administered to the CSUS graduating
class of 1995. Thirty campus-specific questions, developed by a subcommittee of the
Steering Committee, were added to the survey. A great majority of the added questions
were based on the 1987 Wingspread report, Seven Principles for Good Practice in
Undergraduate Education, which in turn represented a synthesis of "best practices"
derived from a number of studies of pedagogy in higher education.
A total of 3,994 graduating students (2,902 undergraduate and 1,092 post
baccalaureate) were sent the ACT-COS and the campus-specific Teaching and Learning
Survey. The response rate was 15.6 percent (N=622). Among the respondents, 67.5
percent were female and 32.5 percent were male. Another 2,000 Teaching and Learning
surveys were distributed to selected General Education courses. Of the 657 General
Education students (32.9%) who completed the surveys, 53.4 percent were females, and
35.2 percent were males (the balance declined to identify gender). Both groups of students
responded to the same 30 Teaching and Learning questions, but graduating seniors were
asked to answer them in terms of their experience in the major while the on-campus group
responded only in terms of their experience with General Education at CSUS.
ACT Alumni Survey - By far the largest group of respondents to any of the
surveys was an alumni sample who responded to the ACT-Alumni Survey sent to 1,667
alumni in departments undergoing program reviews during the 1995-96 cycle. Alumni
from ten programs undergoing program review were surveyed: Asian Studies, Bilingual-
Multicultural Education, Biological Sciences, Counselor Education, Electrical and
Electronic Engineering, French, German, Interior Design, Spanish, and Special Education.
A total of 1,667 surveys were mailed with an 18 percent response rate (N=291).
Student Needs and Priorities Survey (SNAPS) - The Student Needs and
Priorities Survey (SNAPS) is a study conducted every four years by the Chancellor's
Office of the California State University (CSU). Its purpose is to determine the
characteristics, objectives, and needs of CSU students, and the degree to which campuses
are meeting student objectives and needs. The most recent study was conducted in Spring
1994. The survey gathered responses of 952 CSUS students. This sample was
representative of the student population in terms of ethnicity, gender, and class level.
ACT-COS Non-Returning (Withdrawing) Student Survey - This
survey paralleled in form and, to some extent content, of the ACT-COS Graduating Senior
Survey. It took approximately 15 minutes to complete. The sample size completing this
survey totaled 188 non-returning students.
General Education Survey on Teaching and Learning
- The campus-
specific questions on Teaching and Learning were administered to students in selected
General Education classes, along with four additional questions. The sample size
completing this survey totaled 655 students enrolled in General Education courses.
Computer Assisted Student Phone Registration (CASPER) Surveys - Students
who phone the University during CASPER schedule classes or make changes to
their schedules are required to answer two questions before completing their call. During
Spring 1995, for example, all students responded to a question on their interest in and
ability to participate in NCAA sanctioned sports. Students were also asked to respond to
one other question randomly selected from a pool of ten questions developed by Academic
and Student Affairs. Selection was based on the last digit of the student's social security
number. During Spring 1995, 11,054 students responded to the NCAA question and
approximately 1,000 students responded to each of the ten remaining questions. During
Fall 1995, 21,436 students responded to a pool of 20 questions. Approximately 2,000
students responded to each question. During Spring 1996, roughly the same number of
students responded to a different pool of twenty questions.
Assessment of General Education Race and Ethnicity Courses - In
Fall 1994, 1,701 students enrolled in "Race and Ethnicity in American Society" General
Education courses were surveyed at the end of the semester to determine whether they
perceived that the course they were enrolled in met the objectives, which were to develop
". . .a significant and useful understanding of the perspectives and contributions to human
activities and experiences of people from a diversity of cultures and backgrounds." Of the
students surveyed, 60 percent were female; 40 percent male; 41 percent were seniors; 27
percent were juniors; 20 percent were freshmen; and 10 percent were sophomores. Self-
identification of race/ethnicity status revealed 54 percent were Caucasian, 18 percent were
Asian, 11 percent were Mexican American and Latino, and 6 percent were Black. The
General Education Committee used the criteria statements for the "Race and Ethnicity"
category in developing the instrument.
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Over the past several years a variety of non-survey instruments have been used to
gather data from students. Collegiate Assessment of Academic Proficiency (CAAP) tests
were used to examine the critical thinking and writing skills of CSUS students. A survey of
mathematical skills was added to the CAAP test when it was administered to graduating
students.
Four of the standardized tests currently being taken by CSUS students to meet
credential requirements and to determine admission to graduate and profession schools
were reviewed as part of the assessment of student outcomes. The Graduate Record
Examination (GRE) is a general test of verbal, quantitative, and analytical reasoning
designed to assess undergraduate achievement or the qualifications of students for graduate
study. Since 1983, prospective teachers have been required to take the California Basic
Educational Skills Test (CBEST) to ensure an acceptable level of competence for credentialed
K-12 teachers. The Medical College Admission Test (MCAT) measures proficiency in
verbal reasoning and writing, and competency in biological and physical sciences. The Law
School Admission Test (LSAT) is used by Law Schools for admissions purposes.
Other sources of data for Phase II of the Self-Study included results obtained
from CSUS's Writing Proficiency Exam (WPE). All CSUS students are required to pass
the Writing Proficiency Exam as a condition of graduation. University data regarding
student retention and graduation rates were also examined as part of phase II. Focus groups
were conducted in late November 1996 with faculty, staff, and students. It was difficult to
incorporate the results into this methodological framework. A summary, however, is
included in Appendix A. Student response was particularly low, probably because both
focus groups were conducted in the evening.
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One problem with our approach to assessment at this time is the absence of
standards against which to measure the data. For instance, is the finding that nearly a
quarter of the students rated their major curriculum as "less than adequate" or "very poor"
in providing needed technical skills cause for alarm or not? In considering all of its data, the
Steering Committee really had no way of saying what was an "acceptable" threshold and
what was not. A second issue is whether or not "outcomes" should be restricted to those
sources of data that truly measure outcomes, or whether certain inputs should also be
considered. A third issue is that a primary focus on student outcomes assessment left other
members of our Learning Community, i.e. faculty, staff, and administration, out of the
picture. Phase I was more inclusive and looked at all four campus groups, whereas phase
II took the more narrow approach of looking only at student outcomes. A fourth issue
pertains to the outcomes chosen for future study. It would be presumptuous of the authors
to assume that this report contains a static and enduring set of outcomes for further study.
Rather this report proposes a starting point, a draft set of indicators and outcomes. Future
assessment efforts will undoubtedly edit the list, refine the content, and improve the form.