Chapter 22:

 University-Wide Surveys


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INTRODUCTION

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Several university-wide surveys have been undertaken as a part of the university’s commitment to assess its performance. They provide information from students, alumni, faculty, staff, and administrators about their characteristics, behaviors, attitudes, and perceptions. The surveys have been designed to provide ongoing indicators of performance, and the results are used to inform program improvement discussions and decision-making. This chapter presents an analysis of all survey findings according to the six thematic areas of the San Francisco State University strategic plan: a university that is academically excellent, learning-centered, diverse, user-friendly, community-oriented, and internationalized (1). A table showing the specific items of each survey as they correspond with each theme is found at the end of this chapter (2).

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(1) As appropriate, references will be made to relevant substantive discussions in other chapters of the self-study.

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(2) The full reports of the Student Pulse, SNAPS (Student Needs and Priorities Survey), Graduate Exit, Undergraduate Exit, and Faculty/ Staff/Administrator Pulse Surveys are found on the Academic Planning and Assessment web site (www.sfsu.edu/~acadplan/surveys. html). Print reports of the Alumni Surveys and Lipman Hearne Survey are available in the Office of Academic Planning and Assessment. These web and print reports contain detailed information about sample size and methodology and comprehensive discussions of findings with supporting data tables. A summary description of each survey and the major findings of each survey administration are found in a document entitled "University-wide Surveys: Description and Major Findings," also available in the Office of Academic Planning and Assessment.

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AN ACADEMICALLY EXCELLENT UNIVERSITY

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The strategic theme of academic excellence demonstrates SFSU’s commitment to identifying and fostering key competencies in its students. In the pursuit of excellence in a collaborative, learning-centered, academic experience, SFSU has focused special attention on basic skills, strong advising, a challenging curriculum, student preparedness and progress in the major, and appropriate opportunities for scholarship and other professional experiences. The university has used a variety of surveys to measure the impact of its actions and decisions on the teaching-learning process. Data from the Student Pulse, SNAPS, Lipman Hearne Survey, Undergraduate Exit Survey, Graduate Exit Survey, Alumni Survey, and Faculty/Staff/Administrator Pulse provide information about the university’s performance in the area of academic excellence.

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First, in addressing the development of basic skills, the 1998 Student Pulse survey revealed that students felt their major program succeeded in helping them develop oral, written, and group communication skills (80.3%) and in providing them with technical and research skills (77.9%). In the 2000 Student Pulse, a lower percentage of students (68.1%) felt that their major program had provided them with communication skills. This finding may be a function of different wording in the question between the two surveys. In the 2000 Pulse, the qualifiers oral, written, and group were removed in an attempt to eliminate a potentially triple-barreled question. However, in conducting a follow-up focus group with students, it appears that the students may have interpreted the 2000 question as referring to oral communication skills only. Further refinement of this question and development of additional items in this area is occurring.

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Data from the Spring 1999 Undergraduate Exit Survey showed that those skill areas perceived by respondents as being best developed or enhanced were written (74.6%) and oral (72.9%) communication skills, critical thinking skills (72.8%), and the ability to understand human diversity (71.2%). The 1999-2000 Undergraduate Exit Survey confirmed these results, with responses being within two to three percentage points of the 1998 findings. When Liberal Studies Program alumni were asked to rate their perceived improvement in specific skill areas, respondents indicated the greatest amount of improvement in problem-solving and critical thinking. However, while two-thirds (67.0%) of the respondents to the Faculty/Staff/Administrator Pulse agreed that students graduate with high levels of skill in accessing information, a lower percentage (57.5%) agreed that students graduated with high levels of skill in critical thinking. (See also Chapters 3 and 23.)

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A second element of academic excellence is the development of skills and competencies in the major. Overall, almost three-quarters of the respondents to the 1998 Student Pulse survey rated their major program as excellent or good. However, a large number (83.6%) of respondents to the Spring 2000 Student Pulse would prefer that their major be more career-centered. About two-thirds of the respondents to the SNAPS survey found that course work was relevant to their major (65.4%) and was consistent with the instructor’s stated objectives (77.6%). Over one-half of the respondents to the Spring 1999 Undergraduate Exit survey perceived that their experiences in their major program gave them a sense of competence in their major field (55.6%) and provided the foundation for graduate study (57.9%). Increases were found in the 1999-2000 administration of the survey. Nearly two-thirds of the respondents perceived that their experience in their major gave them a sense of competence in their major field of study (66.1%) and provided the foundation for graduate study (64.1%). The Lipman Hearne study of prospective students found that, across all population segments, good programs in their fields of interest were cited as a very important reason for interest in attending SFSU.

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Alumni also provided important data about the usefulness of skills and competencies obtained in their SFSU education. About two-thirds of the Engineering alumni surveyed described the skills, knowledge, and understanding they had acquired in the School of Engineering as being either extremely or very useful. In surveying alumni from the College of Behavioral and Social Sciences, almost half of the respondents found the skills, knowledge, and understanding acquired from their major extremely or very useful in their current position; and over three-quarters found their major program useful in preparing them for employment. Over three-quarters (78.9%) of the respondents to the Faculty/Staff/Administrator Pulse agreed that students graduate from SFSU with a high level of competence in their major field of study. (See also Chapter 2.)

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A third element of academic excellence is the provision of a challenging curriculum. The SNAPS survey data showed that over two-thirds (68.8%) of the respondents believed that their courses were excellent or good in challenging them and stimulating intellectual and interpersonal growth, and only 5.2% rated this item as poor or very poor. A little over half of the respondents were satisfied with the variety of courses offered (56.1%) and the focus of classes on career concerns (52.2%). A large majority of respondents to the 1995-1997 Graduate Exit survey agreed that their program possessed scholarly excellence (90.8%), with a slight decline among 1997-1999 respondents (83.8%), followed by an increase in 1999-2000 (87.5%). In surveying alumni of the Liberal Studies program, the majority of respondents stated that the program was academically challenging. Two-thirds of the respondents were or had been enrolled in a graduate program, and all of the respondents stated that their educational preparation was better or about the same as their peers in graduate school. In general, respondents to the Faculty/Staff/Administrator Pulse survey agreed that students receive a high quality education at SFSU and that the university is a good place for students to learn and to work toward their goals and aspirations. A very high percentage (93.1%) of respondents agreed that SFSU provides academic programs that are socially relevant, while slightly over three-quarters believed that programs are up-to-date and the curriculum challenging. (See also Chapter 2.)

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A fourth focus in achieving academic excellence is the provision of quality advising. Three-quarters of the respondents to the 1998 and 2000 Student Pulse surveys were satisfied with General Education advising and advising in the major. There was an increase in the percentage of students who met with an advisor at least once a year from 59.5% in 1998 to 67.3% in 2000. This increase may be due to the university’s mandatory advising program, implemented in 1998-1999, although at least one more administration of Student Pulse is necessary to draw conclusions in this area. Several items in the SNAPS survey assessed student’s perceptions of the importance and the quality of various kinds of academic advising resources. The three resources rated most important were the campus catalog/class schedule (96.4%), faculty in the major department (96.2%), and advising centers in the major department or school (92.1%). The three advising resources rated highest in quality were the catalog/class schedule (65.3%), fellow students (55.8%), and faculty in the major department (51.6%). About two-thirds of the respondents to the Undergraduate Exit surveys were satisfied with the quality of advising in their major (63.1% in Spring 1999; 63.1% in the 1999-2000 academic year). Respondents to the Faculty/Staff/Administrator Pulse believe that students seeking high quality academic advising can find it at SFSU. (See also Chapter 5.)

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A final aspect of academic excellence is the provision of opportunities for research, scholarship, and other professional experiences, such as internships and independent projects. Over half of the respondents to the Spring 1999 and 1999-2000 Undergraduate Exit Surveys were satisfied with the extent of opportunities to participate in independent projects or internships. In assessing respondents’ perceptions of the contribution of assistantship or internship experiences to academic and professional development, the SFSU Graduate Exit Survey internship experience subscale means (3.11 in 1995-1997; 2.97 in 1997-1999; 3.28 in 1999-2000) were similar to the national mean of 3.05. Of the 262 SFSU respondents reporting participation in an assistantship or internship experience in 1997-1999, a large majority (77.9%) rated their experiences as excellent or good, and only 4.2% rated them as poor. In 1999-2000, the results were extremely positive, with 93.5% of respondents rating their experiences as excellent or good and only 0.3% rating them as poor. In studies of alumni, 71% of respondents from the School of Engineering, 88% of respondents from the Liberal Studies program, and 78% of respondents from the College of Behavioral and Social Sciences were satisfied with opportunities for independent projects or internships. Two-thirds (66.1%) of faculty, staff, and administrators agreed that SFSU provides its undergraduate students with opportunities for research or creative activity; and 81.1% agreed that such opportunities are provided to graduate students.

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A LEARNING-CENTERED UNIVERSITY

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The strategic theme of learning-centered education affirms the central role of faculty in creating an active learning environment. SFSU’s commitment to learning-centered teaching requires that faculty be both resources and resource guides and be designers of educational opportunities that challenge students to think critically and articulate their thoughts and experiences. Students best develop such skills through engagement with their peers, their teachers, and their community. Data from the Student Pulse, SNAPS, Undergraduate Exit Survey, Graduate Exit Survey, Alumni Survey, and Faculty/Staff/Administrator Pulse provide information about the university’s performance in the area of learning-centered education. (See also Chapter 7.)

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In the 1998 and 2000 Student Pulse surveys, over three-quarters of respondents rated their professors and instructors as excellent or good. About three-quarters of the respondents to the SNAPS survey rated, as excellent or good, the quality of instruction (71.3%), faculty preparation for class (74.5%), and faculty enthusiasm for teaching (71.4%). The accessibility of faculty was rated excellent or good by 61.3% of the respondents and as fair by another 31.4%. Just over half of the respondents (55.6%) rated opportunities to meet with faculty outside the classroom as excellent or good, and another 34.1% rated the opportunities as fair.

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Large numbers of respondents to the Spring 1999 Undergraduate Exit survey were satisfied with the overall quality of instruction (71.9%) and their access to faculty (71.1%). In the 1999-2000 administration of the survey, these percentages increased, with 81.6% of respondents being satisfied with the overall quality of instruction and 73.7% being satisfied with access to faculty. Almost two-thirds of the respondents rated 80% or more of their classes as being high in quality (62.9% in Spring 1999; 64.9% in the 1999-2000 academic year). At the graduate student level, a large majority of respondents to the Graduate Exit Survey (86.5% in 1995-1997; 84.8% in 1997-1999) rated the quality of teaching as excellent or good. A large majority of the 1995-1997 respondents (87.2%) agreed that their graduate program provided an environment for learning. A similar result (83.9%) occurred in the 1997-1999 survey. Graduate student respondents perceived that faculty showed concern for students (80.8% in 1995-1997; 77.1% in 1997-1999).

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Alumni also think highly of SFSU faculty. School of Engineering respondents indicated high levels of satisfaction with faculty in several regards: access, enthusiasm for teaching, and quality of instruction. In the Liberal Studies program alumni survey, respondents gave highest ratings to faculty enthusiasm for teaching, overall quality of core courses, and overall quality of instruction.

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Ten questions in the Faculty/Staff/Administrator Pulse survey reflect various dimensions of learning-centered education. Over 80% of faculty, staff, and administrators agreed that SFSU promotes active learning and the use of technology. Over 70% of respondents agreed that students are provided with opportunities for individualized learning and necessary learning assistance. Well over three-quarters of the respondents agreed that students are provided with clear information about requirements for individual courses, their majors, and graduation, with about two-thirds agreeing that students are provided with clear information about General Education.

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A DIVERSE UNIVERSITY

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A third strategic theme reflects the university’s commitment to education that affirms the diversity of humanity and the human experience. SFSU serves one of the most diverse student bodies in the nation and has always embraced diversity. Through teaching and example, the university intends to inspire and prepare its members to participate and lead in a pluralistic society. Data from the Student Pulse, SNAPS, Undergraduate Exit Survey, and Alumni Surveys provide information about the university’s performance in the area of diversity. (See also Chapters 2, 10, and 11.)

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Data from the 1998 and 2000 Student Pulse surveys revealed that respondents rated issues related to diversity as highly important. Most respondents reported that SFSU course work is helping them to work in an ethnically diverse society (84.9% and 76.9%, respectively); the campus environment is open and tolerant (79.8% and 80.6%); and rarely or never have they experienced or observed mistreatment based on any discriminatory factor (86.9% and 82.8%).

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However, in the 1999 SNAPS survey, one-fifth or more of the respondents reported observing or experiencing non-English language insensitivity incidents (24.8%), race/ethnicity incidents (22.8%), and gender incidents (21.3%). When asked how often they had personally experienced or directly observed campus efforts to reduce or eliminate insensitive incidents, respondents had frequently or occasionally observed such efforts as follows: non-English language, 28.1%; race/ethnicity, 42.2%; gender, 36.2%. About two-thirds (68.0%) of the respondents agreed that SFSU is equally supportive of women and men, and 27.8% were neutral. Two-thirds (67.2%) of the respondents agreed that SFSU is equally supportive of all racial-ethnic groups, and 26.6% were neutral. Only 4.2% of respondents disagreed that SFSU is equally supportive of women and men, and 6.2% disagreed that SFSU is equally supportive of all racial-ethnic groups.

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Data from the Spring 1999 and 1999-2000 Undergraduate Exit surveys show that almost three-quarters of the respondents perceived the ability to understand human diversity as one of the skill areas being best developed or enhanced by their SFSU education (71.2% in Spring 1999; 71.0% in the 1999-2000 academic year). Liberal Studies program alumni ranked their perceived improvement in understanding human diversity the highest of all twelve assessed skill areas (3.96 on a 5-point scale). Although respondents to the School of Engineering ranked other skills areas higher, the mean rating for improvement in understanding human diversity was 3.69.

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A USER-FRIENDLY UNIVERSITY

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The user-friendly campus strategic theme demonstrates the university’s commitment to education that affirms the right of all to a hospitable and sustaining working and learning environment. Being a user-friendly institution includes open and productive communication; relevant and well-understood policies and procedures; accessible services; and facilities that are clean, safe, and attractive. Data from the Student Pulse, SNAPS, Lipman Hearne Survey, Undergraduate Exit Survey, Graduate Exit Survey, Alumni Survey, and Faculty/Staff/Administrator Pulse provide information about the university’s performance in regard to being a user-friendly campus.

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First, in addressing global aspects of a user-friendly campus, data from the 1998 Student Pulse revealed that student perceptions were less positive than in clusters of questions addressing other strategic themes. A little more than half of the students (53.4%) responding to the 1998 Student Pulse always or frequently felt welcome on campus. However, in the 2000 Student Pulse, 84.5% of the students reported that they always or frequently felt welcome on campus. (Further study of this area will occur with future administrations of the Student Pulse.) Fourteen questions of the Faculty/Staff/Administrator Pulse survey assessed faculty, staff, and administrator perceptions of various dimensions of a user-friendly campus. Five of these questions addressed elements of campus climate and environment. Over 70% of the respondents agreed that SFSU provides a welcoming and safe environment; and over 80% agreed that the environment is non-discriminatory, while only 58.1% agreed that the environment is pleasant and comfortable. Almost two-thirds of the respondents agreed that SFSU treats students with a high level of respect. (See also Chapter 12.)

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A second element of a user-friendly campus relates to the existence of relevant and well-understood policies and procedures. In the 1998 Student Pulse, three-quarters of the respondents indicated that SFSU policies and procedures are easy to understand and follow. For exiting graduate students assessing departmental policies and procedures, the SFSU student means of 2.66 (1997-1999) and 2.67 (1997-1999) were only slightly below the national mean of 2.79. In assessing the perceptions of faculty, staff, and administrators in the 1999 Pulse survey, the findings revealed that, although two-thirds of the respondents agreed that student policies are easily available to students, a somewhat smaller percentage (56.4%) perceived that they are understandable to students. A slightly higher percentage (60.7%) of faculty, staff, and administrators agreed that forms and petitions are clear and easy to follow. In the SNAPS survey, providing on-line access to information on GE and major requirements was marked most often (61.2%) by respondents among the twelve choices of measures the university could take to help students reach their educational goals. (See also Chapter 12.)

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A third focus of assessment in the provision of a user-friendly environment is the accessibility of relevant computer technology. The use of computers in class work is widespread. Given the use of computers in course work, it is important that students have access to computers and the Internet. Overall, a substantial number of respondents to the 1998 Student Pulse (83.3%) reported access to a computer, although the range according to ethnic group was fairly wide. A somewhat lower percentage of respondents (70.1%) had off-campus access to the Internet. When compared to the CSU-wide Student Information Technology Survey conducted during Fall 1998 through Spring 1999, the data from SFSU respondents are similar. Although the SFSU survey did not differentiate between computer access and ownership, in the CSU study about 85% of the respondents reported owning a computer; and of those not owning a computer, two-thirds (66.9%) indicated that they had access to a computer. (See also Chapter 14.)

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A fourth area of assessment in providing a user-friendly campus is the quality of support services. In the 1998 Student Pulse, 58.1% of the students rated the quality of the university’s support services as excellent or good; and this percentage increased slightly in the 2000 Student Pulse (61.8%). The university offers a wide range of support services, and student experiences with one or more of these services inherently possess wide variability.

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In the SNAPS survey, those support services rated as somewhat or very important by 90% or more of the respondents were the bookstore (96.3%), library services (93.5%), records/registration services (93.2%), admissions services (91.8%), and computing resources (90.1%). Support services rated highest in quality by those respondents who had used them were student health services (66.3% rating excellent or good), financial aid services (59.0%), library services (55.8%), educational equity programs (53.5%), and the bookstore (53.4%).

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The Undergraduate Exit Survey asks students to rank their level of satisfaction with 14 specific SFSU support services and programs. The 1998 survey data revealed that students appeared to be satisfied with the university Bulletin as a source of information (75.7%), and with the Class Schedule as a tool for completing advising and course registration (81.6%). Over two-thirds of the respondents were very or somewhat satisfied with the J. Paul Leonard Library (69.5%), and 65.5% were very or somewhat satisfied with campus computer labs. Results of the 1999-2000 survey were similar. Students continued to be satisfied with the university Bulletin as a source of information (72.9%) and the Class Schedule as a tool for completing advising and registration (82.0%). Approximately two-thirds of the respondents were very or somewhat satisfied with the J. Paul Leonard Library (71.0%) and campus computer labs (65.7%). Fourteen questions on the Faculty/Staff/Administrator Pulse survey assessed various elements of service to students. Overall, 57.0% of respondents agreed that SFSU is a service-oriented campus. A large majority (84.7%) agreed that SFSU accommodates students through at-a-distance services, while not quite two-thirds agreed that SFSU provides students with opportunities for distance learning (62.5%) and necessary instructionally-related equipment (62.3%). (See also Chapter 6.)

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A fifth component of user-friendliness is campus facilities. Student Pulse results from 1998 showed that about two-thirds of the respondents (62.7%) rated their classrooms as excellent or good, and 59.3% rated the overall campus facilities as excellent or good. The SNAPS survey revealed student dissatisfaction with parking, with 76.9% of respondents rating parking as poor or very poor and 59.5% choosing improving the parking situation in their top five choices among twelve possible campus/educational improvements. In the Spring 1999 Undergraduate Exit Survey only about one-half of the respondents were satisfied with the quality of facilities and equipment (51.7%); and the 1999-2000 survey results were similar (52.6%).

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The available resources and resource accessibility scales of the Graduate Exit Survey include questions that rate both the campus physical facilities and the university support services. Overall, the SFSU student mean ratings of available and accessible resources are lower than the national mean. Fewer than half of the 1995-1997 respondents (48.0%) rated available resources as excellent or good, and only 38.8% rated resource accessibility as excellent or good. In the 1997-1999 survey administration, a little over half (54.9%) of the respondents rated available resources as excellent or good, while only 29.7% rated resource accessibility as excellent or good. In 1999-2000, 49.9% of the respondents rated resource availability as excellent or good and 39.5% rated accessibility as excellent or good. (See also Chapter 13.)

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Finally, the areas of class availability, class scheduling, and a transition to year-round operations have been a special focus of inquiry in providing a user-friendly campus.

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Perceptions about the availability of classes have been explored in several surveys. Respondents to the SNAPS survey rated availability of classes last in a group of 16 factors that played a vital role in helping them to achieve their educational goals. Only about one-quarter of the respondents (24.1%) rated class availability as excellent or good. Fewer than half of the respondents to the Undergraduate Exit Survey were very or somewhat satisfied with the availability of classes in their major (48.2% in Spring 1999; 47.2% in the 1999-2000 academic year). In a related question, fewer than half of the respondents (42.4% in Spring 1999; 42.5% in the 1999-2000 academic year) felt that required courses were offered with reasonable frequency. The Lipman Hearne research on prospective students found that concerns related to availability of classes were repeated throughout both the quantitative and qualitative findings of the study. (See also Chapter 2.)

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Data were gathered via the 1998 Student Pulse to assess overall student opinion about class scheduling. With little variability across class standing, ethnic group, age, and gender, an overwhelming number of students (90.4%) were in favor of a three-semester academic year. Additional data about scheduling was obtained in the 2000 Student Pulse. When asked what their pattern of enrollment would be if SFSU offered three semesters annually with regular fees, over three-fourths of the respondents would take more courses in three semesters or take their current number of courses in three semesters. About one-third (34.7%) of respondents would schedule at least 50% of their courses on weekends, if available. If taking courses on weekends, over three-fourths of the respondents would prefer Saturday only or Friday evening and Saturday classes. (See also Chapter 7.)

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Several surveys have addressed year-round operations. In the SNAPS survey, offering a state-supported summer term ranked second in student choices in a list of 12 things the campus might do to help them with their educational goals, with 60.1% of students choosing it among their top five choices. However, only 18.4% of students chose "offering a degree program that permits only weekend attendance" among their top five choices. Only 26.1% of the SNAPS respondents rated the convenience of current class scheduling as excellent or good, and 41.8% rated it as poor or very poor. The 1999 Faculty/Staff/Administrator Pulse also addressed elements of scheduling. Over half (58.5%) of the respondents agreed that if SFSU offered three regular semesters annually, students would attend. However, there was a wide range of responses among staff (71.9%), administrators (50.9%), and faculty (45.6%). Only 37.2% of the respondents agreed that, if students could schedule all their classes on weekends, they would do so. Again, there were large differences according to employment category, with administrators (51.4%) and staff (48.5%) agreeing more often than faculty (23.6%). An intensive qualitative and quantitative study of student, faculty, and staff/administrator views and opinions about the advantages and disadvantages of year-round operations was conducted in the Fall of 1999. It is available in the Office of Academic Planning and Assessment. (See also Chapter 7.)

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A COMMUNITY-ORIENTED UNIVERSITY

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A fifth strategic theme relates to the university’s commitment to education that is community-oriented and affirms the linkage between learning and service. The university strives to equip graduates with the problem-solving skills and civic commitment needed by the community and is addressing both how to prepare responsible graduates and how the institution as a whole may further marshal all of its resources and scholarship to become an even fuller partner with the community. Data from the Student Pulse, SNAPS, Undergraduate Exit Survey, and Graduate Exit Survey provide information about the university’s performance in the area of community-oriented education. (See also Chapters 2 and 15.)

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Of those respondents to the SNAPS survey, 28.1% had performed community service as a volunteer, 7.0% had performed community service and received a stipend or salary, and 62.6% reported that they did not perform community service during 1998. The median number of hours per week devoted to community service was five hours per week. Those respondents who had taken a service-learning course (11.0%) reported gaining a greater mastery of the subject matter (58.2%), a greater civic awareness and responsibility (73.4%), and greater opportunities to explore career options (67.1%) as compared to traditional classes.

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Data from the 1998 Student Pulse showed that, while 20% of respondents reported taking a course involving community service activities, 68% of respondents rated SFSU course work as excellent or good in preparing them to deal with community problems. The percentage of students engaging in community service or community betterment activities increased from 25.5% in 1998 to 41.6% in 2000, reinforcing SFSU’s commitment to the ongoing development of its community service learning programs. In the Spring 1999 Undergraduate Exit survey, 57.5% of the respondents agreed that there were opportunities to participate in independent projects, internships, or community service activities; and in 1999-2000, 60.2% agreed.

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AN INTERNATIONALIZED UNIVERSITY

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The final strategic planning theme demonstrates the university’s commitment to education that affirms the interdependence of our global society. By further developing an international curriculum, by making best use of already-existing campus resources, and by sustained outreach and engagement with the local and worldwide community, the university strives to prepare its students to live and work responsibly in a global environment. Data from the Student Pulse provide information about the university’s performance in the area of an internationalized university. (See also Chapters 2 and 18.)

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In the 1998 and 2000 Student Pulse surveys, about two-thirds of students felt that their course work exposed them to global issues. Additional questions in the 2000 Student Pulse explored the theme of internationalized education. Almost all of the respondents (98.6%) strongly agreed or agreed that they liked learning about issues from the point of view of different cultures. Two questions addressed perceived fluency in a language other than English. Well over half (58.8%) of the respondents reported that they communicate fluently or moderately in a language other than English. Almost half of the respondents felt comfortable communicating in a language other than English in a social setting with family or friends, and over one-quarter felt comfortable communicating in an academic or professional setting as well as in a social setting.

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SUMMARY

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This chapter has summarized the university-wide surveys that have been chosen or designed to provide ongoing indicators of institutional performance at SFSU. Each survey provides a contribution to monitoring the implementation of the six themes of the strategic plan. In certain areas, particularly advising, class availability, facilities, and support services, the data suggest important opportunities for improvement. Several initiatives are in progress to address these areas; these initiatives are described in detail elsewhere in this self-study. In other areas, the data confirm the commitments and values of the university, while continuing to provide feedback for performance assessment. In general, undergraduate and graduate students and alumni are satisfied with the quality of instruction of SFSU’s faculty; with many aspects of their major programs, including opportunities for research and scholarship; and with the preparation that they have received to live in a diverse society. All of these findings are extremely helpful to the process of informing the ongoing decision-making necessary for institutional improvement and change.

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