| Theme
2: Becoming a Safe, Supportive and Welcoming Campus Community
and Physical Environment
Report on Theme II, Issue No. 2: Satisfaction with
Operations and Services
Introduction
CSU, San Bernardino is regarded as a supportive and welcoming
campus with regard to operations and services. In surveys
of various kinds, students, faculty, and staff have expressed
their satisfaction with the University. Yet, the University
is not blind to the fact, especially with growing numbers
of students, that operations and services need to be updated
to run efficiently and effectively. Growth is welcome at CSUSB,
yet it is this same growth that can wreak havoc on old systems
and processes and demand planned (and sometimes unplanned)
change. The body of this report will provide evidence that
our campus is changing with the needs of its student and employee
body, and continually attempting to assess and accommodate
current and future needs. We first address the performance
of the University as a whole and then focus on the student
population in particular. We conclude with recommendations
for improvement in operations and services.
Faculty, Staff and Student Satisfaction with University
Operations and Services: Measures Undertaken to Address Faculty,
Staff and Student Needs and Concerns.
CSUSB uses stakeholder input in many forms to assess satisfaction
and internal processes. Additionally, the university partners
with other entities to be able to make system-wide, national,
and historical comparisons with respect to operations and
the delivery of services. The following sections provide examples
of many of those initiatives.
Quality Improvement
The University is actively involved with the CSU-system Quality
Improvement (QI) projects. Several departments and divisions
within the University have been participating in Performance
Measurement (aka Benchmarking) programs since 1993. Additionally,
the campus has participated in system-wide student, faculty,
and staff Customer Satisfaction Surveys since 1997.
Data from these studies have been arranged in a variety of
forms. Past benchmarking data have been used to obtain funding
for understaffed areas; the division of Administration and
Finance has supplemented the surveys with "Department
Visits," the results of which have been used to help
formulate departmental and divisional goals.
(http://www.calstate.edu/Qi/Reports/Reports.html)
2002 CSU QI Customer Satisfaction Surveys. CSUSB is proud to have functional areas that have consistently
rated highly in CSU-wide satisfaction. For example, the campus'
Facilities Services, Human Resources, and Parking Services
have scored top honors for the last two years. Other services
have also scored in the top positions in past surveys, such
as Mail Services, Purchasing, and Student Accounts Receivable.
In the most recent round of surveying, 17 Customer Satisfaction
surveys were administered in the Spring of 2002 under the
auspices of the CSU QI Program on 4 campuses (including the
Chancellor's Office) in 11 different functional areas. CSUSB
participated in most of the areas offered by the CSU, including:
SATISFACTION MEAN FOR FUNCTIONAL AREAS
Area |
2001
Fac/Staff |
2002
Fac/Staff |
2001
Students |
2002
Students |
| Career
Center |
3.35 |
3.67 |
3.44 |
3.28 |
| Facilities
Services |
3.81 |
3.89 |
3.66 |
3.82 |
| Financial
Aid |
-- |
-- |
3.56 |
3.75 |
| Human
Resources & HRR |
3.72 |
3.68 |
-- |
-- |
| Library
Services |
4.01 |
3.92 |
3.89 |
3.97 |
| Mail
Services |
3.96 |
-- |
-- |
-- |
| Parking
Services |
3.73 |
3.87 |
3.57 |
3.57 |
| Purchasing |
4.11 |
-- |
-- |
-- |
| Student
Accounts Receivable |
-- |
-- |
3.47 |
3.52 |
| Student
Health Services |
-- |
-- |
3.83 |
3.82 |
| University
Police |
3.72 |
3.87 |
3.77 |
3.47 |
| Overall
CSUSB Satisfaction |
3.8 |
3.82 |
3.65 |
3.65 |
| (5) Very Satisfied; (4) Satisfied;
(3) Neutral; (2) Dissatisfied; (1) Very Dissatisfied;
and (0) Don't Know. |
Among the 2002 QI Surveys, CSUSB was listed in the following
areas as a "top-rated" campus, i.e., superior to
the other campuses in the given areas of evaluation for:
- Facilities Services - Faculty/Staff/Students (best
in 11 of 13 questions asked of 4 participating campuses)
- Human Resources - Faculty/Staff (best in 5 of 6
questions for HR and 3 of 7 questions for HR Recruitment
asked of 4 participating campuses)
- Library Services - Faculty/Staff/Students (best
in 2 of 11 questions asked of 4 participating campuses)
- Parking Services - Faculty/Staff/Students (best
in 5 of 11 questions asked of 3 participating campuses)
- University Police Services - Faculty/Staff/Students
(best in 3 of 13 questions asked of 4 participating campuses)
In general, the QI surveys confirm what we know of the University
from other measures: that Cal State, San Bernardino excels
in certain areas and does not really lag behind the other
CSU campuses. Needless to say, we are pleased with the very
strong showing that CSUSB has made in a number of areas.
Continuous Quality Improvement
Nevertheless, the University is committed to improving its
already high performance with respect to services. The campus
branch of QI, called Continuous Quality Improvement (CQI),
assists with the CSU QI projects, as well as campus-based
projects. CQI and other units within the University continue
to monitor and assess the degree of satisfaction with operations
and services. The University has appointed two staff members
to act as Quality Improvement Facilitators (QIFs). Through
the QIFs and other staff, the University has dedicated quite
a bit of time to quality improvement efforts. (http://cqi.csusb.edu/init.html)
2002 Organizational Climate Survey. A good example
of CQI activity is the Division of Administration and Finance
Climate Survey, conducted in June and July of 2002, which
examined how the department employees feel about their jobs.
This survey met one of the goals in the (Workplace/Employee)
Innovation and Learning Perspective of the Division's Balanced
Scorecard. The aim was to help the departments assess their
as-is situation and note what areas may need improvement in
order to reach their goals.
The survey asked the importance and satisfaction/agreement
of 86 statements in nine areas. The survey also included 11
areas for hand-written suggestions. Of the 86 statements,
the mean score for the division as a whole was 3.60 (on a
5 point scale). In general, the score shows that employees
as a whole are satisfied with their work environment. Respondents
were most satisfied or in agreement with statements such as,
"I believe that the quality of my work is important to
the overall success of my department" and "I understand
how my department contributes to the campus as a whole".
Additional statements with which they agreed tended to center
around pride in work, consistency in receiving annual performance
evaluations, health benefits, ability to handle work-related
pressure, being able to work independently, job satisfaction,
and availability of resources needed to do their jobs.
The lowest scores were related to disagreement with statements
such as "My relationship with long-term members of the
department determines my merit increase and/or incentive award",
which, of course, is good and reflects the Division's employees'
believe that they are evaluated and judged fairly according
to neutral standards of merit.
There was some dissatisfaction with the awards for process
improvement, and reward and recognition in general. There
was some disagreement with the following statements: "there
are opportunities for employees with leadership abilities
to be mentored", that accomplishing their goals or overall
job performance impacts merit increases, and understanding
how promotions and reclassifications occur. There was a general
neutral feeling that employees were not "in the know",
not recognized, or that there was not a lot of coaching and
communication occurring between them and their leaders.
The difference between importance and satisfaction has been
noted on the Survey Results, allowing management to see what
areas have the greatest gap between importance to and satisfaction
of the employees. Possible measures to address some of these
overall gaps may include: distribution of information on job-related
opportunities to the employees, more communication regarding
why and how decisions are made, more opportunities for employees
to contribute ideas for decisions, and, of course, more frequent
recognition for doing good work.
In general, climate surveys like the Administration and Finance
study are helping to improve the working experience for CSUSB
employees. With its support for CQI and other endeavors, the
University is committed to improving these efforts. (See 2002
CSUSB Division of Administration & Finance Employee Climate
Survey Results: http://cqi.csusb.edu/init.html)
Student Satisfaction with University Operations and Services:
Measures Undertaken to Address Student Needs and Concerns
We turn now to specific measures of student satisfaction
with operations and services and initiatives taken by the
University to improve its performance. The following is just
a sample of results from various measures.
Surveys of Graduating Students. The University has
engaged in a long-term comparative study of graduating classes.
The 2001 Survey of Graduating Students, for example, reported
an increase since 1992 in CSUSB's academic reputation, high
levels of satisfaction regarding faculty interest in students,
and increased satisfaction with the general campus environment.
Diversity and experiences with inappropriate treatment are
still issues that the campus is looking into, though results
from the 2001 survey were better than in 1992.
(http://ir.csusb.edu/commencement-2001.pdf)
Student Registration Survey. The University also regularly
conducts surveys through the electronic class registration
system. Such surveys allow the University to track the degree
of student satisfaction in a number of areas. (http://thewasc.csusb.edu/data/reg_surv/)
Winter 2002 Registration Survey. One such example
is the Registration Survey for Winter 2002. During the Fall,
2001 class registration period for the following Winter quarter,
the campus carried out an extensive telephone and web-based
survey of student attitudes and perceptions of campus life
and academic support. All students were asked to respond to
one of two key questions; the other questions were given to
a sampling of the registrants. Students were allowed to bypass
the survey, but most elected to answer the questions. A total
of 13,774 students participated in the survey, making this
one of the largest and best samples of student opinion and
attitudes ever done. (http://thewasc.csusb.edu/data/reg_surv/2002wint.pdf)
The findings of this survey were overwhelmingly positive
and gratifying. Students revealed a high degree of satisfaction
with their course work, instruction, amount of academic and
personal support, and with campus life and climate. There
are clearly differing degrees of demand, however, between
younger and older students, between majors, between full-time
and part-time students for support services and, especially,
for out-of-class activities and events. Highlights of the
Winter 2002 survey follow.
The first two questions were global in nature and based on
goals of the campus strategic plan. The responses were very
gratifying and indicate a very supportive and positive student
views of whether we are meeting our goals. Of the 7,365 students
who responded to Question 1, 60.3% indicated that the CSUSB
campus environment "strongly supports and encourages
student learning." Another 32.1% said that the campus
"usually supported and encourages student learning."
Of the 6,408 students who responded to Question 2 which asked
if CSUSB is "a welcoming, safe university with an intellectual,
physical, and social environment that engages them in the
life of the University," 35.0% said "Yes, very much
so", and another 42.8% said "Yes, for the most part."
Moreover, when asked on Question 13 to what extent CSUSB provides
needed academic support, 40.3% said "Very Much"
and 35.30% responded "Quite a bit." While recognizing
that these broad questions wrap several aspects of university
life into one question or call for a quick judgment on complicated
issues, we are pleased with the findings.
Question 14 dealt with the extent of campus encouragement
of contact between students from different economic, social,
racial and ethnic backgrounds. Of those respondents, 68.8%
said "Very much" or "Quite a Bit." African-Americans,
Native Americans, Hispanics, and Asian/Pacific students rated
the level of interaction between ethnic groups somewhat higher
than White students. This high level of support and satisfaction
from groups that were formerly "minorities" was
seen in all most all other questions on the TRACS survey dealing
with social and academic support. This is a big change in
attitudes from those found in our campus climate survey done
in 1994.
Questions 15 and 16 likewise revealed that CSUSB provides
a good deal of support with non-academic responsibilities
of work and family and social development. Students majoring
in the Natural Sciences rated the degree of campus social
support higher than students from other disciplines.
Question 17 found the quality of student relationships with
other students as "very friendly and supportive"
(57.1%) or "moderately supportive" (38.1%.) Questions
18 and 19 revealed similarly strong quality of relationships
with faculty and staff. Full-time students and those with
higher GPAs rated their relationships with students and faculty
more highly but rated relationships with staff and administration
slighter lower than others, but still indicated positive experiences.
Questions 21 and 22 dealt with student preferences for types
of media-assisted instruction and on-line courses. Many students
(34.5%) prefer a blend of face-to-face live instruction balanced
by the flexibility of an equal amount of on-line, self-paced
instruction, though (31.5%) prefer the traditional live, in-class
lecture/discussion format. But, a substantial number of students
prefer the flexibility of asynchronous, mostly on-line classes.
These findings are similar to the results of our extensive
needs assessment of prospective students and employers done
throughout San Bernardino and Riverside counties, where we
found a good deal of demand for convenient off-campus courses
with preference for a mix of live and media-assisted distance
learning. Younger CSUSB students (who might be more familiar
with the potential of technology) were more in favor of adding
on-line components to classes than were the older students.
The last issue polled was about how to spend our limited
campus funds for computer resources on upgrading campus computer
labs or toward assisting students to buy laptop computers.
72.2% of students seemed to prefer that we focus on upgrading
and maintaining campus labs and 27.8 % supported assistance
for laptop purchase, though this item had the largest number
of non-respondents in the survey.
Again, the overall findings from the survey are very encouraging.
We found that 94% of those surveyed (n = 7,365) indicated
that CSUSB's campus environment usually and strongly supports
and encourages student learning. 77.8% of respondents (n =
6,408) indicated that CSUSB is "a welcoming, safe university
with an intellectual, physical and social environment that
engages them in the life of the University." Students
revealed a high degree of satisfaction with their course work,
instruction, amount of academic and personal support, and
campus life and climate. There were differing degrees of demand,
however, between younger and older students, between majors,
between full-time and part-time students for support services
and, especially, for out-of-class activities and events.
Student Needs and Priorities Survey
In December 2000, a faculty and staff committee was appointed
to review the findings of the Students Needs and Priorities
Survey (SNAPS) that was administered system wide in Spring
1999. The committee also reviewed results of related surveys
to see if there were similar trends and results. These included:
- National Survey of Student Engagement
- Evening Services Surveys
- Customer Satisfaction Surveys and Benchmarking studies
- TRACS touchtone surveys
- Program Review surveys of current students and alumni
The committee also considered the relationship of SNAPS to
the areas to be examined by the WASC Self-study Plan. In effect,
the SNAPS ad hoc committee presented a rather extensive review
of student satisfaction up to the year 2000 directly relevant
for the present report. (http://ir.csusb.edu/SNAPS99.pdf)
The committee reviewed a summary of the SNAPS data prepared
by Institutional Research (IR) which compare results of the
1994 administration of SNAPS with the 1999 findings. In general,
the campus has much to be proud of as the 1999 SNAPS revealed
a much higher level of satisfaction than found in 1994. In
most categories, the approval rating had increased over 10%.
In almost all areas, the campus was rated significantly higher
than the average of the CSU system. Unfortunately, the Chancellor's
Office did not provide individual ratings for each campus
so we were unable to compare ourselves to CSU campuses of
similar size, character, and demographics.
The earlier analysis by IR had identified 21 areas or topics
which received relatively lower ratings. The SNAPS ad hoc
committee examined these and looked to see whether action
had been taken or was needed. The goal was to recommend areas
for further follow-up, monitoring, or needed action. The committee
found several patterns and clusters of related topics and
areas of concern:
- Parking and Transportation. Although CSUSB was
rated more highly than the CSU average, parking appears
to be a serious issue for students but not a barrier to
attendance. Of particular concern is the loss of parking
near University Hall and Jack Brown Hall due to construction
of student housing.
- Registration and Enrollment. Although improvements
continue to be made, the committee noted ongoing concern
regarding the timeliness of Transfer Credit Summaries and
Graduation Checks.
- Advising. Clearly more orientation is needed for
incoming students, both by Student Life, Academic Services
and the Academic department. New students need assistance
with their transition to Cal State San Bernardino.
- Class Scheduling. Several surveys and needs assessments
have called for more flexible and responsive scheduling
of classes. More compressed time schedules, five week long
courses, weekend courses, and more off-campus sites.
- Student Engagement. This is an area of concern
as our results on comparative national studies show that
our CSUSB students are somewhat less engaged than students
at other regional public universities and involved much
less than at liberal arts colleges, general colleges, or
even research institutions.
- Career Services. Students are demanding more career
planning services and placement. This comes across in all
surveys. We also need more placement services at point of
graduation and for alumni.
The committee noted that substantial improvements had been
made in many areas since the SNAPS survey was administered
in 1999, such as parking lot modifications, financial aids
check processing, financial aid information availability,
and financial aid applications and status available on line.
There also are now lower summer session costs, improvement
in TRACS and WEB registration, job placement assistance, more
career workshops and internship placements, more cultural
events, sports activities, guest lectures, clubs, and alternative
class scheduling. The following is just a sample of concrete
reforms that have been initiated in recent years:
- Financial Aid has worked diligently to become as
"paperless" as possible. All student financial
aid applications, as well as scholarship information and
forms, are offered online. The forms are scanned in or data
is uploaded into financial aid servers to allow for immediate
information retrieval. This process decreases the amount
of time for students to receive financial assistance and
increases accuracy when assisting students. Application
status reports are readily available to students online
as well as via phone. (http://finaid.csusb.edu/)
- The initiation of STARRS (Student Tracking Archive
Retrieval Redirect System) has done much to decrease the
response time to student requests, enhancing overall customer
service. Among many benefits, processing time for admission
applications decreased from an average of four weeks to
one week, greatly increasing the response speed to student
requests for application status reports.
- Registration is offered online and via telephone
and Graduation updates and Degree Audit Reports (DARS) are
available on the web. (http://enrollment.csusb.edu/)
- Career Services has worked diligently to offer
many services online in order to bring a broader array of
information to many students who prefer to obtain information
from home. (http://career.csusb.edu/)
Other areas have been addressed by further studies and activities
in progress, such as passage of the referendum for expansion
of the Student Union, construction of the Student Recreation
Center and outdoor student gathering places, Customer Satisfaction
Surveys on quality of student interactions with support services,
and revision of the campus webpage for ease of use.
For the most part, the 1999 SNAPS results were gratifying
and revealed many positive changes in campus life and operations
since 1994, yet there are areas that would benefit from additional
attention and improvement. The SNAPS committee recognized
that several of its recommendations have substantial budgetary
and/or policy obstacles in areas such as building remodeling,
classroom space allocations, and availability of close-in
parking. Nonetheless, it is hoped that some of these issues
can be addressed over time.
National Survey of Student Engagement
Another national study undertaken recently was the 2002 National
Survey of Student Engagement (NSSE). While the study focused
on student engagement as such, it did provide some insight
into the general service environment at the University. With
respect to academic advising (Tables 34-36), Cal State, San
Bernardino compared favorably with other universities. Indeed,
student opinion of CSUSB's support for their academic endeavors
was similar to that expressed by students elsewhere (Tables
70 and 73). More generally, this was also the case with regard
to student opinions on diversity issues (Tables 65 and 71).
Similarly, the institutional environment as a whole was considered
average by the students Cal State, San Bernardino (Tables
69-73). However, CSUSB's student population is much less involved
in campus events than students at other universities (Table
74). While this does not bear directly on the quality of operations
and services at the University, we would hope that performance
in this area might improve. Still, the NSSE data indicate
that students are quite satisfied with their experience at
CSUSB (Tables 79-81). Indeed, the data clearly indicate that
the University is better than most of the other campuses in
the CSU system.
(http://thewasc.csusb.edu/data/NSSE2002Slides.pdf)
Recommendations
In general, survey data clearly support the impression of
Cal State San Bernardino as a safe and supportive learning
environment. Nevertheless, the University has undertaken several
reforms in order to improve the already-high levels of satisfaction
reported by faculty, staff, and students. As noted above,
many initiatives include the increase in offerings of forms,
services, and status reports online, as well as more expedient
assistance and communications to our campus stakeholders.
Specific recommendations to develop further CSUSB's supportive
learning environment include:
1. Coordination of surveys and questionnaires. Many surveys
and questionnaires are administered on campus as we focus
more on quality improvement and assurance. These efforts should
be coordinated to create synergy towards common University
goals and to avoid overburdening faculty, staff, and students.
For example, SNAPS and operations satisfaction questions could
be used more frequently if tied to TRACS registration surveys,
academic program reviews, and exit surveys of graduating students.
2. More linkage of survey information to planning, budgeting,
and evaluation. Perhaps a cross-divisional "CQI Task
Force" could be implemented that reports to Administrative
Council, Budget Council, and the Strategic Planning Council
and that would be responsible for reporting survey results
to the campus community, as well as publicizing efforts to
improve our campus and serve students, faculty, and staff
better. The university should work to integrate better continuous
quality improvement efforts with Cornerstones reports, division
and department goals and objectives, assessment and strategic
planning.
- More communication of actions and responses. It appears
that, in general, more communication is needed regarding
changes and successes in implementing programs that respond
to student concerns. For example, SNAPS and other surveys
found a degree of misinformation and confusion on the part
of students regarding what was available, how things work
on campus, and where to get assistance and information.
- Development of comprehensive key performance indicators
(approximately ten or less) that measure overall improvement
of the campus in accordance with its strategic plan. Sample
indicators could be:
- Learning: freshman retention rate or ratio,
graduation rate, enrollment/ recruitment, faculty/staff
development rate or ratio, advisement rate or ratio,
and graduate job placement rate.
- Campus Environment: satisfaction averages for
students, faculty, and staff with respect to operations;
number of operations assessing and reporting satisfaction;
auxiliary operations assessment; technology assessment;
diversity assessment; and funding appropriations alignment
with strategic plan.
- Partnerships: development funding/campus funding
ratio, and number or success of off-campus partnerships.
3. University measures could be tracked using a Strategic
Performance Management System (such as PbViews) that can be
published online and shared with the University community.
Currently, many departments track satisfaction, but it is
not apparent that the data feed into one or more "overall"
University measures of success that are trended over time.
The University could also set up a self-assessment "dashboard"
to measure progress in key areas of campus life and the Strategic
Plan.
(http://www.calstate.edu/QI/pbviews/pbviewshomepage.html)
Conclusion
With respect to operations and services, the overall impression
from the multitude of studies of faculty, staff, and students
conducted in recent years at Cal State, San Bernardino, is
that the University provides a safe and supportive environment.
This opinion is especially prevalent among the students on
campus. While the image of the University is not perfect,
it matches up very favorably with other institutions to which
it may be fairly compared.
Appendix of Supporting Materials and Links for Theme II,
Issue No. 2
See the following reports at CQI page: http://cqi.csusb.edu/init.html
+2001 CSU Customer Satisfaction Survey Reports
+2001 CSU Overall Satisfaction Survey Results for CSUSB
+2001 CSU Career Centers - Faculty/Staff Results for CSUSB
+2001 CSU Career Centers - Students Results for CSUSB
+2001 CSU Facilities/Physical Plant - Faculty/Staff Results
for CSUSB
+2001 CSU Facilities/Physical Plant - Students Results for
CSUSB
+2001 CSU Financial Aid - Faculty/Staff Results for CSUSB
+2001 CSU Human Resources - Faculty/Staff Results for CSUSB
+2001 CSU Human Resources Recruitment - Faculty/Staff Results
for CSUSB
+2001 CSU Library Services - Faculty/Staff and Students
Results for CSUSB
+2001 CSU Mail Services - Faculty/Staff Results for CSUSB
+2001 CSU Parking - Faculty/Staff and Students Results for
CSUSB
+2001 CSU Purchasing - Faculty/Staff Results for CSUSB
+2001 CSU Student Accounts Receivable - Students Results
for CSUSB
+2001 CSU Student Health Services - Students Results for
CSUSB
+2001 CSU University Police - Faculty/Staff and Students
Results for CSUSB
CSU Quality Improvement Program Reports:
2002 Customer Satisfaction Survey Reports (by Function): http://www.calstate.edu/Qi/custsurvey/CSSRepts2001.shtml
- 2002 CSU Customer Satisfaction Survey Reports
- 2002 CSU Overall Satisfaction Survey Results for CSUSB
- 2002 CSU Student Satisfaction Survey Results for CSUSB
- 2002 CSU Faculty/Staff Satisfaction Survey Results for
CSUSB
2001 Customer Satisfaction Survey Reports (by Function)
Career Center - Faculty/Staff: http://www.calstate.edu/Qi/custsurvey/reports2001/Careerrept-fac.pdf
Career Centers - Students: http://www.calstate.edu/Qi/custsurvey/reports2001/careerrept-stud.pdf
Facilities/Physical Plant - Faculty/Staff: http://www.calstate.edu/Qi/custsurvey/reports2001/Facilitiesrept-staff.pdf
Facilities/Physical Plant - Students: http://www.calstate.edu/Qi/custsurvey/reports2001/facilitiesrept-stud.pdf
Human Resources: http://www.calstate.edu/Qi/custsurvey/reports2001/HRreport.pdf
Human Resources Recruitment: http://www.calstate.edu/Qi/custsurvey/reports2001/HRMPPReport.pdf
Library Service: http://www.calstate.edu/Qi/custsurvey/reports2001/LibraryReport.pdf
Mail Service: http://www.calstate.edu/Qi/custsurvey/reports2001/Mailreport.pdf
Parking: http://www.calstate.edu/Qi/custsurvey/reports2001/Parkingreport.pdf
Purchasing: http://www.calstate.edu/Qi/custsurvey/reports2001/PurchasingReport.pdf
University Police: http://www.calstate.edu/Qi/custsurvey/reports2001/Policereport.pdf
Quality Improvement Reports: http://www.calstate.edu/Qi/Reports/Reports.html
Quality Improvement Facilitators: http://cqi.csusb.edu/init.html
2002 CSUSB Division of Administration & Finance Employee
Climate Survey Results: http://cqi.csusb.edu/init.html
Facilities Services Webpage: http://facilities.csusb.edu/main/index.asp
Facilities Services Newsletters: http://facilities.csusb.edu/News/newsList.asp
PBViews Strategic Performance Management System Homepage: http://www.calstate.edu/QI/pbviews/pbviewshomepage.html
NSSE Report 2002 slides: http://thewasc.csusb.edu/data/NSSE2002Slides.pdf
STARS Recognition Program: http://cqi.csusb.edu/stars.html
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