Theme 2: Becoming a Safe, Supportive and Welcoming Campus
Community and Physical Environment

Report on Theme II, Issue No. 3: Need for More Campus Activities and More Student, Faculty and Staff Involvement in Events and Activities

Summary of Findings from Analyses of Student Experience and Student Activities on Campus

A. Survey of Graduating Students

Students graduating in 2001 were surveyed on 132 questions, with a n = 4,853, 70% of respondents were female, 48% were White, followed by 23% Hispanic respondents. Conclusions were broken down into several categories (see below), along with results of a similar survey conducted in 1992 for a longitudinal comparison.

The CSU San Bernardino Campus Environment. On most of the questions in this category, graduates in 2001 reported higher levels of satisfaction than was the case in 1992. The lowest percentages of satisfaction for 2001 occurred on questions related to academic and career advising, for which no comparable data from 1992 are available. However, for these questions, between 52% and 68% viewed CSUSB advising efforts positively. Some of the specific findings pertaining the campus environment include:

• Students overwhelmingly agreed (97%) that the campus students had diverse backgrounds and experiences.
• High levels of satisfaction were reported regarding faculty interest in students (82-83%) and in course content and teaching (92-95%).
• Comparing the 1992 and 2001 data, increasing emphasis on writing and speaking skills by CSUSB professors was noted (77% in 1992 to 91% in 2001).
• Students reported favorably on CSUSB's academic reputation in 2001 (86%) than in 1992 (80%).
• Dramatic improvement (from 42% in 1992 to 78% in 2001) in student agreement that the university offers "a rich array of lectures, concerts, and student discussions."
• Graduates in 2001 rated the campus higher than those in 1992 in the amount of campus opportunities for exposure to and understanding of Art, Music, Literature, Drama, Science and Technology.
• Over half of the 2001 graduates (52%) agreed or strongly agreed that "significant out-of-class activities contributed to the quality of my degree program," while 83% indicated that "most courses require intensive study and preparation outside the classroom."
• 76% of 2001 graduates felt "most courses are a real intellectual challenge," while 96% indicated that they "set high standards of achievement" for themselves.

General Attitudes. Graduates in both 1992 and 2001 almost unanimously regarded themselves as "deeply committed to maintaining ethical standards and behaving morally." 90% of the 2001 graduates indicated that "most people at CSUSB respect and value other people as well as different ideas and points of view." Significantly higher percentages of students in 2001 (88%) attributed their experiences at CSUSB to have strengthened their "resolve to respect and value other people" (80% for 1992) and noted a greater willingness to "volunteer their services to community efforts if the opportunity were available."

Experience of Inappropriate Treatment. Fewer students in 2001 (17%) indicated a negative experience compared to those in 1992 (21%). Negative experiences with inappropriate behaviors were indicated in areas of Sex [gender], Race, Religion, National Origin, and Native Language, in descending order. Relatively low percentages of students indicated negative experiences related to "Sexual Orientation or Preference." However, it is disturbing to note that "faculty members" were identified as the source of inappropriate treatment in numbers equal to or greater than students as the source.

Satisfaction with Education Experience. For both 1992 and 2001, graduates were overwhelmingly positive about their experience at CSUSB with no dramatic differences.

Conclusions: for the most part, the survey of graduates in 2001 showed greater satisfaction with the general campus environment compared to those surveyed in 1992. High percentages of the students, in both 2001 and 1992, reported positive experience and satisfaction with their educational achievement in both intellectual and life skills areas. Generally, little differences can be observed between graduates in 2001 and 1992 regarding their attitudes of respect for the rights of others regardless of cultural background and ethnicity. Almost two-thirds of the students in 2001 expressed the desire to volunteer to serve the community. However, 10% of the respondents (compared to 7% for 1992) "felt uncomfortable because of another person's ethnic or cultural background." Although a great majority of students at CSUSB in both 1992 and 2001 had not experienced inappropriate treatment based on gender, religion, race, national origin, 17% indicated that they had. It is alarming to also see that "faculty members" were identified as the source of inappropriate treatment in numbers equal to or greater than students. A follow-up detailed survey by the Campus Diversity Committee would be helpful in providing additional data to shed some light to this finding.

B. Synopsis of Report of Ad Hoc Committee to Review Student Needs and Priorities Survey (SNAPS)

In Winter 2001 an ad hoc SNAPS committee reviewed a summary of SNAPS data prepared by Institutional Research that compared results of the 1994 administration of SNAPS with the 1999 findings. In general, the campus has much to be proud of as 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 for 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 that received relatively lower ratings. The ad hoc committee examined these and looked at 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 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 from Student Life, Academic Services and the academic departments. New students need assistance with their transition to Cal State San Bernardino, especially by the academic departments.

Class Scheduling. Several surveys and needs assessments have called for more flexible and responsive scheduling of classes, including more evening classes, more compressed time schedules, five week long courses, weekend courses, and more convenient and appealing off-campus sites.

Student Engagement. This is an area of concern as our results on comparative national studies show that our CSUSB students are less engaged than those at other regional public universities and involved much less than at liberal arts colleges, general colleges or even research institutions.

In general the campus provides very few settings and opportunities for students to engage in meaningful interaction with their peers or with faculty out-of-class. We recommend that additional lounges and meeting rooms be provided in all buildings as space is reallocated and new facilities are constructed.

Existing classrooms and current student gathering places in academic buildings are neither attractive nor conducive to small group meetings. We could encourage their use by improving their overall ambiance and making them more appealing in color schemes, use of carpet, drapes, etc.

We need more areas for social aspects of education, clubs, and activities. We need to consider more decentralized student services, advising, and food services so that students can be tempted to use time between classes more fruitfully and stay on campus longer.

Career Services. Students are demanding more career planning services and placement. This comes across in all surveys. We also need more placement services at the point of graduation and for alumni.

General Recommendations from SNAPS Review Committee:

1. Coordination of surveys and questionnaires.
2. Need for linking of planning, budgeting and evaluation.
3. Need for more communication of actions and responses.

Conclusion: For the most part, the 1999 SNAPS results were gratifying and revealed many positive changes in campus life and operations since 1994, yet there many areas that would benefit from additional attention and improvement.

C. Summary of Winter 2002 Registration Survey

In Winter 2002 the campus asked a number of follow up questions to issues raised in the SNAPS report, the NSSE, and the Commencement Survey. A total of 13,774 students participated in an extensive telephone and web-based survey (TRACS survey) of their opinion and attitudes about campus environment, student activities, on-campus events, social environment, quality of interactions with students, faculty and administrators, support for academic success, and technology. Results from the TRACS survey were analyzed based on ethnicity, unit load, class level, last institution attended, age, major, and self-reported G.P.A.

The following is a summary of some of the findings:

Campus Environment. 94 % (n=7,365) indicated that CSUSB campus environment usually and strongly supports and encourages student learning. 77.8% (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. It is important to point out that while these were responses to very broad questions that were global in nature, they are based on the broader goals of the campus strategic plan.

Participation in Out-of-Class Campus Activities. A large percentage of students (60.8%, n=1,927) do not appear to participate in any campus organizations. Contrary to our general image as a commuter campus with a large number of part-time and older students who work full-time, the campus also has a high number of younger, full-time students under 22 years of age. These students indicated that there is a general need for more student activities and opportunities on campus. Many students indicated that they were more likely to get involved if there were more informal gathering places, more concerts, speakers, and special events, more social groups, and especially, more places to eat with friends. Students with 3.5+ GPAs appear the least likely to take advantage of out-of-class activities, clubs, organizations, on-campus jobs, student/faculty research, and opportunities for informal study. Graduate students, those taking less than 6 units/term, and White students also seemed less interested in campus events and activities. Male students were more involved than female students. Demographic data supports targeting sub-groups: e.g. high achieving undergraduates residing in zip codes near campus.

Academic Challenge. This survey found that 90.7% of CSUSB students felt that they had to spend "quite a bit of time" or "spend significant amounts of time studying…" In addition, 98.2% of respondents indicated that their examinations and course assignments were "Very Challenging" or "Moderately Challenged" and only 3.8% said they were "Not Challenged." Students with 3.5+ GPAs were somewhat less challenged than others, and, not surprisingly, those with very low GPAs indicated the most difficulty with their courses. 75.6% of the students indicated that CSUSB provides "Very Much" or "Quite a Bit" of needed academic support. During the pilot year of National Survey of Student Engagement (NSSE), results from that survey (CSUSB n=265) showed that CSUSB students were much less "engaged" in campus life and less challenged academically. The survey also showed that our students do not spend as much time in out-of-class studying and preparing for courses as is typical at other institutions, or as much as would be expected for the number of units taken. The difference in findings need to be reconciled, possibly by comparing with results from the NSSE Spring 2002 survey that is being replicated. Clearly from this TRACS survey, students perceive a good deal of academic pressure, yet the average unit load has increased in the past 10 years and a high percentage of students work 30 hours a week or more and have extensive job and family obligations off-campus.

Campus Encouragement for Contact with/Interaction Among Students with Diverse Backgrounds. Of the respondents (n=1,833), 68.8% indicated "Very Much" or "Quite a Bit" of encouragement to interact with students from different economic, social, racial and ethnic backgrounds. African-Americans, Native Americans, Hispanics, and Asian/Pacific American students rated the level of interaction between ethnic groups somewhat higher than White students.

Campus Support for Non-academic Responsibilities and Social Development. 41.7% to 59.2% of the respondents indicated "Very Much" or "Quite a Bit" of support is available to assist students to thrive socially, or cope with family, work, etc.

Relationship with Other Students, Faculty and Administrators. Students characterized the quality of student relationships with other students as "Very Friendly and Supportive" (57.1%) or "Moderately Supportive" (38.1%). Similarly strong quality of relationships with faculty and staff were found in the survey. Full-time students and those with higher GPAs rated their relationships with students and faculty more highly, but rated relationships with staff and administration slightly lower than others, but still indicated positive experiences.

Student Preferences for Types of Media-assisted Instruction and On-line Courses, and Campus Funding for Computer Resources. 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 some (31.5%) prefer the traditional live, in-class lecture/discussion format. But a substantial number (26.7%) of students indicated a preference for "Mostly On-line" or "All on-line" classes. These findings are similar to the results of an extensive needs assessment of prospective students and employers throughout San Bernardino and Riverside counties. The results found that there was 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 were more in favor of adding on-line components to classes than were older students. A majority of students (72.2%) seemed to prefer that campus efforts should be focused on upgrading and maintaining campus labs and 27.8% supported assistance for laptop purchase. Results of this particular item in the survey had the largest number of non-respondents.

Conclusion: The findings of this extensive survey were overwhelmingly positive and gratifying. Student 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.

D. Programs, Activities and Services provided by Student Affairs

One of the least noticed areas that provide important student developmental programs through out-of-class activities and other services is the effort by various departments in the Division of Student Affairs. The following is an inventory of examples of programs and services that enhance student life on campus, support academic success, and facilitate their learning and development as a whole person:

Services to Students with Disabilities. The Services to Students with Disabilities Office (SSD) is designed to increase retention for students with permanent and temporary disabilities by ensuring equitable treatment and equal access to all academic programs and facilities at the CSUSB. As a component of educational equity, the SSD Office provides support services which assist students with disabilities in the attainment of their academic and personal potential. SSD provides necessary academic services for approximately 600 students annually. For the 2000-2001 academic year, SSD provided students with daily on campus mobility service, 10,360 pages of course-related text in an alternate format, and provided accommodations for 889 examinations. In addition, 1,754 hours of interpreting service and 983 hours of captioning service were provided for deaf and hard of hearing students.

WorkAbility IV (WAIV) is a transition program designed to create career options and opportunities for students with disabilities who complete their degrees at CSUSB. WAIV represents a unique partnership between the Department of Rehabilitation (DR) and CSUSB's Services to Students with Disabilities, Academic Computing & Media, and the Career Development Center. WAIV is in its 9th contract year and has served over 325 students. Of all statewide WAIV programs, we are number one, based on enrollment, by placing 128 students in full-time, self-supporting jobs.

Assessment of the National Student Exchange Program. The National Student Exchange Program (NSE) at CSUSB attracts students from across the United States. Exit interviews (20-30 minutes) were completed in June 2000-2001 to assess student experience on campus and with the NSE program. Interviews were conducted by the director of NSE. Twenty seven (27) students representing 18 colleges and universities were interviewed on topics that included CSUSB's academic environment, co-curricular activities, resources in surrounding southern California areas, and their overall experience with the NSE program. Findings from the interviews include:

• Academics: with few exceptions, students reported that CSUSB professors were as accessible or more accessible than those at their home campus. Professors, class interaction, style of teaching, and related academic matters received positive ratings and satisfaction. Many remarked that the overall quality of instruction was higher at CSUSB than at their home campus. More than 85% of those interviewed indicated that CSUSB was "easier" academically than their home campus or the same. Only three students indicated that their home campus was easier academically.
• Co-curricular Activities: students living in the residence halls certainly participated in hall activities, but in general, NSE students did not take advantage of campus events. Only one in the group had made a contact with a campus club while several others had participated in theater, intramural sports, and student union activities. It can be concluded that, overall, NSE students did not take advantage of campus out-of-class opportunities.
• Southern California: all of those interviewed indicated that they enjoyed visiting southern California attractions (including San Diego, the beach, and Las Vegas). This was cited as the main reason for their selecting CSUSB for the exchange.
• Overall Rating of the NSE Program: all indicated that they were pleased they had participated in the NSE program, and that they had visited CSUSB. They also indicated that there was little publicity about this program on their home campuses.

Career Development Center. The mission of the Career Development Center is to integrate the campus and the community for the advancement of student learning and career success. The Center offers programs that meet the career/life challenges of students and graduates. Various programs/services are available to assist students planning for future employment as well as alumni with career changes.

• Career Counseling: career counseling appointments have increased dramatically in 2001-2002 - the career counselor is no longer booked at least two weeks in advance for appointments. Additional workshops have been added, including adding services such as "mock interviews."
• Career-related Workshops: attendance has increased dramatically. In 2001, the average attendance rate was 3 to 5 students per workshop. The average attendance now is 12 to 20 students. Outreach programs to College of Business and Public Administration and the residence halls have increased, with new walk-in hours on site. Workshops such as "HTML Resume Writing" have also been added.
• Community Outreach: approximately 175 employers attended the 2001 Employer Recognition breakfast; 144 employers attended the 2001 Career Expos; and 84 school districts participated at the 2001 Education Job Fair. Employers have consistently remarked that CSUSB has "excellent" career fairs.
• Focused Campus Outreach: clubs and organizationsparticipated in a successful incentive program to encourage their members to visit the Career Center (Fall 2001). Resume/Job Fair preparation workshops were offered to students majoring in Education. "On-campus Interview Program" was provided to graduating seniors and alumni.

Associated Students Incorporated (ASI). ASI is non-profit CSU auxiliary organization under Title 5 of the California Administrative Code and the California Education Code, as well as policies of the Board of Trustees and the Chancellor's Office. In accordance with ASI's Articles of Incorporation, ASI is empowered to "act as the official voice of the study body, raise and allocate funds, coordinate and support student activities, and serve as the liaison between the students, faculty and University administration. The Board of Directors (BOD) of ASI and its various committees (approximately 21 students) manage a budget derived from fees paid by CSUSB students and from interest in investments made by the CSUSB Accounting Office in accordance with the California Education Code. Currently, none of the 23 CSU campuses have any type of assessment tool to measure the effectiveness, learning outcomes, leadership or skill competencies individually or collectively. The Executive Director of ASI, along with other faculty, staff and administrators, strive to provide training to student officers and committee members and develop skills such as integrity, courage, risk-taking, accountability, decision making, vision, character, organizational skills, public speaking, etc. Programmatically, ASI may have indirect impact on the support of the University's academic mission by providing scholarships, research and travel opportunities, speaker series, supporting the Children's Center and implementing other programs. The following is a list of accomplishments and their impact on students:

• Student Research and Travel: the ASI BOD increased the budget from $33,000 in AY 00-01 to $60,000 in AY 01-02, an increase of 90%. Students receiving funding typically used the funding to purchase research material or travel to conferences to present their research papers. In AY 00-01, 52 awards were granted, 18 were granted in FY 01-02 with additional funding available for the remainder of the academic year.
• ASI Scholarship: in June 1997, ASI endowed CSUSB with $ 100,000 for the purpose of generating scholarships. In 2000-2001, ASI's budget funded $ 16,000 in scholarships for students; in 2001-2002 fiscal year, the amount increased by 93% to $ 31,000. Between 31 and 35 students received $ 1,000 annual scholarships.
• Emergency Student Loan Program: administered by the Financial Aid Department, ASI funds the program that provides up to $ 500 per student for a 60-day period for emergency purposes such as book purchases, child care, auto repair, or minor medical services. Annually, about 1,500 students benefit from this program.
• Children's Center: the Children's Center received funding of $44,000 from ASI in AY 2000-2001, and $ 71,000 in 2001-2002, a 77% increase. The Center provides childcare for financially needy student parents, and can accommodate 117 children throughout a typical day.
• Support for Clubs and Organizations: ASI provides funding for registered clubs and organizations for activities programming as part of its effort to enrich campus life, and promote vitality of the campus environment. In AY 2000-2001, ASI budgeted $ 40,000 for this purpose, and in AY 2001-2002, the budget is $ 65,000, a 62.5% increase.
• ASI Speakers Series: this is a new program offered in AY 2001-2002. The goal is to bring scientists, historians, political leaders, cultural icons, etc. to campus to deepen and enhance students' experience that complements the academic curriculum.
• Special Events: ASI budgeted, in AY 2001-2002, $ 25,000 to support special events such as "Welcome Back" activities at the beginning of each quarter, "Student Forums" with the University President, "Movie Nights," "Car Shows," and other support activities for the athletic teams. These programs are intended to contribute to building a positive campus community and environment in order to strengthen the students' bond to the campus, thereby enhance their learning experience both academically and socially.
• The College Legal Clinic: the College Legal Clinic (CLC) is an annex of the CLC headquarter located at CSU Fullerton. The Clinic provides free legal referrals to students, and at a minimal charge to faculty and staff. The most common cases are landlord/tenant disputes. Approximately 300 students are helped during the course of an academic year.

Student Union. The Student Union provides services, facilities, educational activities, and recreational programs to enhance the quality of university life. The Student Union building is the meeting place for the campus community. Student Union boards, committees and student employment provide opportunities for students to learn leadership, programming, management and interpersonal skills. Approximately 65 paid student assistants, and numerous volunteer students help to provide student activities and operate support units such as the Student Union Main Desk & Scheduling, the Gameroom, Computer & Graphic Design Services, Events Set-up Crew, Custodial and Maintenance, and Audio-Visual. The Student Union Administrative Office offers free notary services to currently enrolled students. The Student Union also provides food services in the building operated by the Foundation Food Service. In Spring 2001, the Student Union, in partnership with ASI, the Athletics Department, and the Recreational Sports Department, was successful in facilitating the passage, through a student referendum (73% approval based on a ballot count of 1,800 votes), of a 27.6 million dollar Student Union Expansion Initiative. This funding will provide for a doubling in size of the Student Union, construction of a new campus recreational facility, athletic scholarships, and additional funding for ASI.

• Student Union Leadership Development: staff and student leaders are active participants in student affairs professional organizations. Both students and staff have held significant leadership positions with the Association of College Unions International (ACUI), including presentations of workshops at regional and international conferences.

Customer Satisfaction Survey, Audits, and Benchmarking: the Student Union Scheduling Office regularly conducts customer satisfaction surveys to assess client experiences at events held in the facility. Results show consistent high marks at >90% satisfaction ratings. A survey using the Educational Benchmarking Institute (EBI) instrument conducted in 2001 also showed favorable ratings for Student Union programs and services. Annual fiscal audits on operations and compliance consistently show superior marks, with no major negative findings.

The Student Union has three major Centers that provide a host of educational, developmental and entertaining programs to students: the Women's Resource Center, the Cross Cultural Center and the Adult Re-Entry Center.

• Women's Resource Center: the Center provides a variety of programs and support services to foster personal growth, social and cultural awareness, academic well-being, and self-awareness of women and assist all students in learning about and being sensitive to issues related to women.
• Cross Cultural Center: the Center focuses on issues of race and ethnicity in its mission to provide a space for students from all racial and ethnic groups. Its programs, workshops, advising and support services combine to create an environment for students to explore issues of identity, develop political and social consciousness, facilitate educational goals and create communities that benefit both individual students and the entire campus community. Through its programs, the Center attempts to foster a campus environment of understanding and tolerance of racial, ethnic and cultural differences and diversity.
• Adult Re-Entry Center: the Center provides a variety of educational programs and support services to foster the personal growth, social and cultural awareness, academic well-being, and self-awareness of non-traditional students.

Student Union ACUI/EBI Student Satisfaction Survey

Background

In April 2000, the Student Union commissioned a College Union/Student Center Study conducted by the Educational Benchmarking Institute (EBI) in partnership with the Association of College Unions International (ACUI). The study consisted of a survey which included 67 standard questions and 10 campus specific questions. The survey questions included 12 on demographics and the rest were designed to gather perceptions of the participants across a variety of content areas. Nine questions were specifically geared toward Bookstores in College Unions and therefore are not relevant to the Student Union at CSUSB. The Student Union was able to choose six comparable participating universities with which to compare itself. The universities are all Carnegie Classification Master's (Comprehensive) Colleges and Universities I. The six chosen included Cal Poly Pomona, Southwest Missouri State University, University of Minnesota-Duluth, University of Wisconsin-Oshkosh, Valdosta State University and Youngstown State University. The six universities were chosen based on student enrollment and the fact that all are state supported universities.

Survey Administration

EBI provided the Student Union with 400 blank surveys. Student Union student staff encouraged students who visited the Student Union to fill out surveys over a two-week period in April 2000. Surveys were distributed in the morning, afternoon and evening during the survey period to insure the broadest student participation. 379 surveys were collected for a 95% response rate. Students received a free drink coupon for filling out the surveys. Completed surveys were sent to EBI for analysis. Results of the surveys were received by the Student Union in summer 2000.

Demographics highlights:

• 76% of the respondents were Sophomores, Juniors or Seniors.
• 94% identified themselves as full-time students.
• 90% live off campus.
• 82% visit the Student Union 2-3 times per week or more; 24% stated they visit 9 times per week or more.
• 23% of the respondents are involved with clubs and 24% are Greeks.
• Only 17% stated they participate in any Student Union activities while 44% never participate.
• Ethnicities of respondents breaks down as follows. Campus figures are provided for comparison.
  

• The top five reasons respondents visit the Student Union are to eat (75%), to meet others (50%), to relax (38%), to study (26%) and to visit the Gameroom (25%).
• The majority of students surveyed visit the Student Union between 9:00 am and 7:00 pm.

Perceptions of Respondents to Student Union Survey:

Satisfaction

• One-third of the respondents were moderately or very satisfied with the extent to which the Student Union publicizes its own events, with 9% moderately or very dissatisfied. 41% were neutral.
• One-third of the respondents were moderately or very satisfied with the extent to which the Student Union promotes a sense of community on campus, with 10% moderately or very dissatisfied. 34% were neutral.
• 26% of the respondents were moderately or very satisfied with the extent to which the Student Union promotes a sense of loyalty to the university, with 10% moderately or very dissatisfied. 31% were neutral.
• 30% of the respondents were moderately or very satisfied with the extent to which the Student Union promotes programs of interest to students, with 9% moderately or very dissatisfied. 29% were neutral.
• 17% of the respondents were moderately or very satisfied with the extent to which the Student Union involves students in the decisions about Union activities, with 12% moderately or very dissatisfied. 42% were neutral.
• 51% of the respondents were moderately or very satisfied with the quality of the atmosphere of the Student Union, with 13% moderately or very dissatisfied. 21% were neutral.
• 46% of the respondents were moderately or very satisfied with the quality of the location of services in the Student Union, with 3% moderately or very dissatisfied. 20% were neutral.
• 33% of the respondents were moderately or very satisfied with their ability to get around the Student Union during high traffic times, with 10% moderately or very dissatisfied. 21% were neutral.

Services/Amenities

• 66% of the respondents agree or strongly agree that the Student Union is an enjoyable place to spend time, with 5% disagreeing or strongly disagreeing. 12% were neutral.
• 66% of the respondents agree or strongly agree that the Student Union is a safe place, with 2% disagreeing or strongly disagreeing. 15% were neutral.
• 64% of the respondents agree or strongly agree that the Student Union is a place, where I feel welcome, with 3% disagreeing or strongly disagreeing. 18% were neutral.
• 53% of the respondents agree or strongly agree that the Student Union is a place to meet new friends, with 7% disagreeing or strongly disagreeing. 19% were neutral.
• 61% of the respondents agree or strongly agree that the Student Union is a place to relax, with 5% disagreeing or strongly disagreeing. 16% were neutral.
• 29% of the respondents agree or strongly agree that the Student Union is a place to study, with 20% disagreeing or strongly disagreeing. 22% were neutral.
• 33% of the respondents agree or strongly agree that the Student Union is a source of information for learning about campus events, with 6% disagreeing or strongly disagreeing. 27% were neutral.
• 53% of the respondents agree or strongly agree that the Student Union is a student-oriented facility, with 2% disagreeing or strongly disagreeing. 22% were neutral.
• 53% of the respondents agree or strongly agree that the Student Union is open convenient hours, with 7% disagreeing or strongly disagreeing. 14% were neutral.
• 42% of the respondents agree or strongly agree that the Student Union is a place to get involved in campus life, with 6% disagreeing or strongly disagreeing. 26% were neutral.
• 60% of the respondents agree or strongly agree that the Student Union is a central meeting place for students, with 4% disagreeing or strongly disagreeing. 17% were neutral.
• 37% of the respondents agree or strongly agree that the Student Union is a source for a wide variety of entertainment, with 9% disagreeing or strongly disagreeing. 25% were neutral.
• 32% of the respondents agree or strongly agree that the Student Union is a source for reasonably priced entertainment, with 9% disagreeing or strongly disagreeing. 28% were neutral.
• 33% of the respondents agree or strongly agree that the Student Union is a source for events I find interesting, with 9% disagreeing or strongly disagreeing. 26% were neutral.
• 36% of the respondents agree or strongly agree that the Student Union provides a variety of services, with 5% disagreeing or strongly disagreeing. 26% were neutral.
• 19% of the respondents agree or strongly agree that the Student Union provides a adequate parking, with 34% disagreeing or strongly disagreeing. 27% were neutral.

Diversity/Leadership/Personal Growth
Mean scores on a 7-point scale with 7=extremely, 4=moderately, 1=not at all

• To what extent do Student Union activities expand your understanding of others whose backgrounds differ from yours? 4.06
• To what extend do Student Union activities expand your understanding of your role as a citizen of the college community? 3.96
• To what extend do Student Union activities expand your ability to interact socially? 4.78
• To what extend do Student Union activities enhance your ability to be a productive member of a team? 4.11
• To what extend do Student Union activities expose you to new and different ideas? 4.31
• To what extend do Student Union activities provide leadership training? 3.69
• To what extend do Student Union activities provide opportunities for you to assume a leadership role? 3.91
• To what extend do Student Union activities enhance your appreciation of the arts? 3.75
• To what extend do Student Union activities expose you to new and different forms of entertainment? 4.20
• To what extend do Student Union activities enhance your appreciation of the value of volunteerism? 3.78
• To what extend do Student Union activities help you clarify your values? 3.36
• To what extend do Student Union activities fit your schedule? 4.39

Food Service

• 21% of the respondents were moderately or very satisfied with the variety of places to eat in the Student Union, with 27% moderately or very dissatisfied. 16% were neutral.
• 14% of the respondents were moderately or very satisfied with the food prices in the Student Union, with 27% moderately or very dissatisfied. 25% were neutral.
• 21% of the respondents were moderately or very satisfied with the food quality in the Student Union, with 16% moderately or very dissatisfied. 30% were neutral.
• 38% of the respondents were moderately or very satisfied with the customer service of the eating establishments in the Student Union, with 7% moderately or very dissatisfied. 25% were neutral.
• 43% of the respondents were moderately or very satisfied with the cleanliness of the eating establishments in the Student Union, with 6% moderately or very dissatisfied. 22% were neutral.
• 40% of the respondents were moderately or very satisfied with the atmosphere in eating establishments in the Student Union, with 5% moderately or very dissatisfied. 25% were neutral.
• 37% of the respondents were moderately or very satisfied with the dining room seating availability in the Student Union, with 11% moderately or very dissatisfied. 24% were neutral.
• 47% of the respondents were moderately or very satisfied with the courteousness of the staff of the eating establishments in the Student Union, with 5% moderately or very dissatisfied. 24% were neutral.
• 40% of the respondents were moderately or very satisfied with the hours of operation of the eating establishments in the Student Union, with 12% moderately or very dissatisfied. 21% were neutral.

Cleanliness

• 53% of the respondents were moderately or very satisfied with the quality of the cleanliness of the entrances of the Student Union, with 1% moderately or very dissatisfied. 17% were neutral.
• 55% of the respondents were moderately or very satisfied with the quality of the cleanliness of the hallways in the Student Union, with 1% moderately or very dissatisfied. 18% were neutral.
• 51% of the respondents were moderately or very satisfied with the quality of the cleanliness of the restrooms in the Student Union, with 5% moderately or very dissatisfied. 17% were neutral.

Staff
Mean scores on a 7-point scale with 7=extremely, 4=moderately, 1=not at all

• To what extent are Student Union staff available? 4.92
• To what extent are Student Union staff knowledgeable? 5.12
• To what extent are Student Union staff courteous? 5.44

General
Mean scores on a 7-point scale with 7=extremely, 4=moderately, 1=not at all

• To what extent do Student Union activities enhance your overall educational experience? 4.08
• When you compare the activity fees you pay to the quality of activities provided how do you rate the value of the dollars spent? 3.63
• How well does the Student Union fulfill its mission as the center of college community life? 4.19
• To what degree would you recommend the services and activities provided by the Student Union to a close friend? 4.36
• Overall how satisfied are you with the Student Union? 4.86

Campus Specific Questions
Mean scores on a 7-point scale with 7=definitely support, 4=neutral, 1=do not support

• The Student Union is considering doubling in size to expand and improve food services, add space to support student functions and programs and add several new services for students. Is this expansion needed? 6.27
• Students pay a direct fee to support the Student Union. Accordingly, they also hold a majority of positions on the board of directors which makes decisions and operates the facility. Students currently pay $85 per year to support their Student Union. The proposed fees for expansion would add approximately $100 per year, or $33 per quarter. Would you support this fee increase to expand the Union? 4.85
• An important question about Union expansion centers on Food Service. Is a larger Food Service area, with more focus on nationally-branded providers, such as In & Out, Togo's, Starbucks, etc…needed? 5.99
• One item being considered in expansion plans is additional study and lounge space. Is this important? 5.94
• Another item being considered in expansion plans is a small (220 seat) theater-style auditorium. This would be used to show movies, present speakers, etc. How important is this to campus? 5.72
• Among items being considered in expansion plans is office space for clubs and organizations. How important is this? 5.25
• Another item being considered in expansion plans is a Health Club similar to 24-Hour Fitness, Bally's etc. If a low quarterly student membership fee, in the range of $5-10 were charged, would students on this campus support this facility? 5.50
• It has been proposed that as the campus grows it will need more retail services such as an expanded convenience store, a bookstore annex in the Student Union, hair salon, travel service and others. Please rate the importance of these retail offerings. 5.18
• When offering programs to CSUSB students, one consideration is the balance between entertainment programs such as concerts, comedy, movies, etc… and more academically-oriented events, such as workshops, not-for-credit classes and other similar offerings. Should the Student Union offer more programs which are entertainment-oriented such as concert series, films, etc…? 5.63
• Should the Student Union focus more on programs which are academic in nature such as speakers, non-credit classes in life-skill areas and personal development topics? 5.21

Observations: The campus comparisons did not yield much useful information. While, overall, the Student Union ranked 5th or 6th out of 7 institutions it's difficult to determine what that means because the other 6 institutions had very different response rates. CSUSB was 95% and the others were at 31%, 42%, 43%, 46%, 82% and 94%. Also the only thing we had in common with the other six schools was approximate enrollment and the fact that all 6 schools were state-supported.

Conclusions from the Student Union Survey:

Our students are not highly involved. In general, responses were very neutral.

The greatest dissatisfaction was with food prices and selection.

Many students don't avail themselves of the enrichment programs which do exist. They are happy just doing what they are doing. This was also evident in another student satisfaction survey.

The percentages of students who were dissatisfied or very dissatisfied across the board is less than 10% of those surveyed.

The highest rating on the seven point scale were in the campus specific questions which all related to expansion of the Student Union. Doubling the size of the facility ranked highest with a 6.27 score on the seven point scale. As could be predicted, the desire to pay for this expansion was less, however, at 4.85 still respectable. The data from these questions was used in the planning of what would be included in the expansion: Food, national brands, etc. (5.99), Study and lounge space (5.94), a small theatre (5.72), Health Club (5.50). More programs also ranked fairly high at 5.63

A feasibility study done in fall 2001 garnered similar results and the subsequent student fee referendum held in February/March 2001 was successful with 72.6% of the students voting in favor of assessing themselves additional fees to expand the Student Union and build a Recreation Center.

It would be most useful to conduct this study again, every 3 to 5 years, to give longitudinal comparisons.

Housing and Residential Life

On-campus housing facilities, including residence hall suites and university apartments, serve as the focal point for campus life for more than 700 students. Residents organize social and educational activities, with the assistance of both paraprofessional and professional staff members. To create a living-learning community, Resident Advisors, Community Programmers, Programming Interns, Graduate Assistant of Programming, Resident Coordinators and the Serrano Village Association partner to provide a variety of diverse educational, cultural/arts, vocational and social programs to residents.

A survey of residents was conducted in academic year 1998-1999. Results showed that the top three factors that influenced students to return to housing were "closeness to campus," "easy access to campus facilities," and "priority registration." The top two factors that influenced students not returning to housing were "high cost," "need for privacy (bathrooms, etc)." When asked about " where do they study," a range of multiple responses indicating that most residents studied in their own rooms, but some indicated both in their rooms, study rooms, and in the library, with only a few checked off "lounge." Residents were also asked, in this survey, to comment on any suggestions to improve life in on-campus housing. No follow-up responses demonstrating improvements were conducted.

Student Leadership and Development

Mission Statement. The mission of the office of Student Leadership & Development is to provide a welcoming and safe, intellectual and social environment that intentionally engages campus members in the life of the University by offering co-curricular opportunities that facilitate leadership development.

In order to carry out this mission, the Office of Student Leadership and Development provides services within six programming areas: Coyote Orientation, Leadership Education, Student Clubs and Organizations, Greek Life, Recognition events, and Other (Parents Day, Participation in Alcohol-free and other wellness events, etc.).

The staffing in the Office of Student Leadership & Development has been unstable for as long as we have had data. The following table shows the staffing levels, the Headcount for Fall quarter of each year, and the staff to student ratio.

Coyote Orientation Programs for New Students. Coyote Orientation is designed to familiarize incoming freshmen, transfer students, students on exchange, and parents with everything Cal State, San Bernardino has to offer. These programs are collectively referred to as, "Coyote Days," and they happen during the summer for the Fall quarter, and a few weeks before the Winter and Spring quarters begin.

Coyote Orientation assists all students in their transition to the university, introduces them to the broad educational opportunities at CSUSB, and integrates them into the life of the university. Each program is specially designed to minimize anxiety and to promote positive attitudes about student's success at the university.

The following table shows the attendance at each program from 1999 to present.

Coyote Orientation Attendance

* Progra m was cancelled. Campus closed due to events of September 11, 2001.
** Program was not scheduled due to low number of newly admitted students for Spring.
*** Program was not scheduled due to enrollment target cap.

Coyote Orientation Opportunities for Current Students. Coyote Orientation also provides opportunities for current students to gain leadership skills and training as peer counselors in order to program and staff Coyote Days. The Coyote Orientation Planning Committee works for the better part of a year to develop Coyote Days. This is a group of 6-12 students who have previously served as Coyote Orientation Leaders and wish to have a greater role in the program. The Planning Committee meets weekly all year and attends a number of retreats. They also design the Coyote Days program, and recruit, select, train, and supervise a group of 40-60 Coyote Orientation Leaders. In addition, for the past three years, the Planning Committee has attended and presented at the Regional National Orientation Directors' Association Conference.

The Leaders participate in weekly training in the Spring quarter and attend two training retreats, including an outdoor ropes course. The following includes a summary of the desired Leader Training Outcomes, which are the focus of Leader Training:

• Gain an understanding of your personal work style, personality, and how you can best interact with others;
• Identify and develop leadership skills and competencies through experiential activities such as group activities, team building exercises, and role playing;
• Develop skills to lead small group discussions;
• Become acquainted with the concept and practice of peer counseling;
• Explore the diversity of the campus and the incoming students;
• Develop supportive relationships among the fellow Coyote Orientation Leaders;
• Promote a spirit of cooperation and support through team-building initiatives and retreats; and
• Explore ways to be models of integrity and excellence through character and competence.

We are in the process of researching assessment instruments to begin to measure these objectives, most likely in the form of a pre-test, post-test, in addition to more objective measures.

Leadership Education. The Leadership Development Series was created in 1995 as an opportunity for students to earn a non-academic certificate in Leadership and/or to attend workshops of interest to them. From 1995 to 1998, the program enjoyed success, and attendance climbed to more than 700. From 1999-2001, attendance dropped to 473, then 303, and hit an all-time low of 282 in 2001. This drop in attendance occurred along with presenter burn-out and high staff turnover. It was clear that the program, if reparable, was in need of an overhaul. So, the new staff in the office reviewed the data and interviewed past presenters and other campus community members. As a result, the program was transformed in Winter of 2002 into the Leadership Academy, with an increase in attendance to 398. This included a programmatic philosophy change, changes in marketing, presenter cultivation and selection, etc.

Currently, the Leadership Academy is a comprehensive certificate program held every winter quarter and consists of 20 workshops (40 contact hours) focusing on Individual Development, Organizations and Community, and Diversity. Students work closely with high-caliber faculty, staff, alumni, and community members to complete the certificate, and have lots of fun! The Academy includes personal assessment of leadership potential and a strong focus on personal reflection as a tool for growth and development. Students have the opportunity to determine the areas of leadership to focus on in order to benefit the most from the Academy. In addition, they participate in a group community service project. And there is no cost to participate in this program.

The objective of the Leadership Academy is to provide students the tools and skills necessary to become effective leaders in the 21st Century and to:

• Develop participants' leadership abilities through workshops, public speaking, and team building opportunities.
• Teach the values of social and personal responsibility through volunteer work and personal reflection.
• Improve participants' self esteem.
• Develop participants' overall understanding of leadership as it relates to organizations, communities, individual development, and diversity.

Leadership Academy participants often describe the Academy as a life-changing experience, increasing their self-esteem and personal effectiveness. Many students successfully land jobs after graduation and credit the Leadership Academy with their success! Once students earn the Leadership Academy certificate, they are honored at a special recognition program at the end of the Winter quarter, and are eligible to wear a Leadership Academy Medallion for Commencement.

The following table shows the attendance at the Leadership Academy for 2000 to present:

Leadership Academy Attendance:

The following table shows the pre-test, post-test results for 2001-2002 Leadership Academy participants and certificate-earners:

Leadership Assessment: A self-report questionnaire on Leadership Assessment has been devised using current leadership literature. It is used for all students entering the program (pre-test) and for students who complete the certificate (post-test).

Student Clubs and Organizations

CSUSB is home to many student clubs and organizations. Academic, cultural, religious, service and political organizations are just a few examples of the types of clubs open to students. Students learn how to lead an organization and conduct effective meetings and elections. They develop communication and mediation skills, and improve their public speaking skills.

Cal State, San Bernardino provides a wide range of honor societies and other academic, cultural, social, recreational, and Greek organizations in which you can become involved. Membership in any student club or organization is an excellent way to enjoy all the benefits that college life has to offer, and it is one way to make the campus seem more like home.

Currently there are many clubs and organizations that offer a wide range of roles and responsibilities that will accommodate a variety of interests and talents. You can experiment with different roles that will help you identify your own strengths, weaknesses and preferences.

163 Organizations have been chartered at one time or another (this does not include Greek Organizations).

Greek Life

Joining a fraternity or sorority is a lifelong commitment. It is a commitment to sisterhood or brotherhood, to high standards of scholarship and moral conduct, and it is a commitment to oneself to strive for ideals stated by the founders of each organization, most, over 100 years ago. Greek organizations are rich with tradition, and members are often known for their involvement in philanthropic endeavors (also known as community service). Fraternities and sororities open up many leadership opportunities. Members of Greek organizations have opportunities to develop and practice skills that might be some of the most valuable experiences of their university careers and beyond, as membership does not end with the college years.

For the Fall of 2002, we recorded 17 Greek Organizations with a total of 467 students. In addition, there are three governing councils (soon to be four) and a Greek Honor Society, Order of Omega. The Greek community at CSUSB has grown steadily since it began in 1984 with the colonization of Delta Sigma Phi.

There are four types of Greek organizations. There are four sororities that belong to the National Panhellenic Conference and are referred to as NPC groups. These are traditionally "white" sororities. There are five fraternities that affiliate with the Interfraternity Council (IFC). These groups are recognized by the North-American Interfraternity Conference and are traditionally " white" fraternities. There are two fraternities and two sororities affiliated with the National Panhellenic Council, Inc. (NPHC), which are historically "black" fraternities and sororities. There are also a group of Latino/Latina organizations (one of the four organizations is co-educational) that do not currently affiliate with a council. In the near future, we will either be creating a fourth council for these organizations, or we will centralize each of them into one council. We are also looking at the feasibility of an advisory board that could include faculty, staff, alumni, and students.

Most of our data includes only information on NPC and IFC groups. The university has traditionally only supported the NPC and IFC groups. The current staff underscores the importance of a united Greek community and is working diligently to improve relations and develop a cohesive community. As such, future data will be collected for all groups when possible.

The following table shows the number of Greek organizations each year that there was an increase. The list that follows indicates the organization that chartered each year.

Number of Greek Chapters by Year

Year	Charter Dates
1986	Alpa Phi
1987	Delta Sigma Phi
1988	Alpha Delta Pi
1989	Sigma Chi, Tau Kappa Epsilon
1990	Sigma Nu, Kappa Delta
1993	Delta Sigma Chi
1994	Sigma Phi Epsilon, Alpha Kappa Alpha, Omega Psi Phi
1995	Zeta Tau Alpha, Zeta Phi Beta
1996	Phi Beta Sigma
1998	Omega Psi Phi inactive
2000	Lambda Theta Phi
2001	Lambda Theta Nu, Lambda Theta Alpha, Omega Psi Phi reactivated

Scholarship is an important aspect of Greek life. The following table includes data for NPC and IFC groups:

IFC and NPC Grade Point Averages

The following data for NPC groups from 1989 to 1994 shows the House Totals after Formal Fall Recruitment when Kappa Delta was chartered in 1990. The first year that Formal Fall Recruitment was held was 1989, which was the first year that CSUSB had charters for more than one NPC group.

Zeta Tau Alpha was chartered in 1995 and the following data shows the totals for the various houses after Formal Fall Recruitment since that time:

The following table shows the number of IFC Bids (invitations to membership) extended during the Fall quarter of each year by chapter:

IFC Bids

Recognition Events. The Office of Student Leadership & Development holds annual recognition events in order to facilitate community acknowledgement of student leaders and their accomplishments.

In the Fall quarter, we hold a reception for club and organization presidents and campus advisors at the home for President Karnig. Each student and advisor is recognized and receives a promotional item from the university.

In the Spring quarter, Student Leadership & Development presents the Outstanding Advisor, Outstanding Student Leaders, Outstanding Student Organization, and Excellence in Programming awards at a reception that also recognizes club and organization presidents and campus advisors for their dedication. In addition, the Coyote Orientation Leaders and Planning Committee are recognized here.

Recreational Sports

The department conducted a survey in 2000 of CSUSB students on the following: (1) current hours of operation; (2) proposed hours of operation for the new recreation center; (3) facilities and programs in the new recreation center; (4) informal recreational programs at the new facility; (5) intramural/team sports at the new center; and (6) fitness/aerobics classes at the new building. The survey also asked if students would be willing to pay addition fees to construct such a new facility. Results show that of 329 responses, 143 indicated that the current hours of operation (two hours in the morning, and two in the evening, and slightly more hours on weekend days) were inadequate, whereas 264 responses showed support for longer hours proposed (e.g. 16 hours each weekday, and 12-14 hours on weekends) for the new building. Students responded positively of paying additional fees to construct such a new building (of the 312 responses, 203 responded "yes" to a fee increase). A Student Union Fee referendum was initiated and passed, authorizing the construction of a new recreation center. Subsequently, a temporary recreational facility was opened in 2002 to provide longer hours of operation while plans are being drawn up for the permanent facility.

Arena Events Management

This Student Affairs department, through employing students to work in the Coussoulis Arena, provides hands-on learning in arena events management by working, for example, in the box office, backstage operations, front of house operations, production, marketing, and to some degree, involved with bookings too. Many students have gone on to professional positions in industries such as advertising and concert promotion. The department has, over the last six years, employed several hundred students, with approximately 10 students having worked steadily on a part-time basis in the office. The arena is primarily considered as an academic space, used primarily for varsity sports events. However, the office manages to coordinate numerous campus-wide and community events (15 to 24 events annually since 1995) when the arena is not being used for academic classes or varsity games.

The Arena Events Management Office has conducted two "customer surveys," in the Spring quarter of 2001 and 2002. In the 2001 survey, 2,177 faculty, staff and students (2,034) were surveyed, with an overall response rate of 77.2%. Each group of respondents was asked to rank his/her "opinion" of the Arena. Over 90% of the staff and faculty respondents indicated a ranking of "six" or higher on a scale of 1 (lowest) to 10 (highest). For students, approximately 87% of the respondents expressed the same ranking. The 2002 survey (n=819 which included 801 students) focused on the "type of entertainment" the campus community would like to see, as well as on respondents' experience with attending events at the arena. Results showed that a majority of respondents would like to see more "comedy" shows and "concerts." On a scale of 1 (lowest) to 5 (highest) measuring respondents' experience, approximately 79% of them ranked their experience as 4 or higher.

E. Balance of Services for Traditional and Non-Traditional Students

How have we (as a largely computer campus) encouraged students, faculty community involvement by providing activities and services throughout the day and evening? How do we balance this with the need for off-campus and distance learning programs?

Serving an increasingly large and diverse student population with differing needs continues to be a challenge for CSUSB. We currently have over 40% of our total enrollment after 4:00 p.m. and we have committed to expanding our course offerings at non-traditional times and locations. Our annual Accountability Report for the CSU Board of Trustees provides a good glimpse of our current situation and our anticipated growth in service during the evening, weekends, summer, off-campus and via distance learning. [See Performance Indication No. 8 in 2002 Accountability Report ] At present 18 undergraduate programs and all of our master's degrees may be completed during the late afternoon and evening as well as all of our many basic and advanced teaching credentials.

Efforts by offices in Student Activities, Student Life, and Student Services to expand our offerings and support for both residential, commuter, day and evening students are discussed above. A plan has been developed for expansion of campus life, but many of these projected efforts have not yet been implemented due to current and projected budget cuts. Additional staffing is essential in several offices if these plans are to come to life.

The most significant accomplishment in the last five years for off-campus programming was the raising of over $20 million in private funding to build a permanent Palm Desert Campus. The opening of this new site in fall of 2002 was proceeded by a great deal of thought and planning. See PDC Strategic Plan Summary . An Advisory Council has been formed from PDC and main campus faculty and staff to develop expanded resources and services and to ensure that there are equivalent and needed programs and services at this branch campus in terms of orientation, advising, library and information resources, access to technology, and student services and activities. One of the first issues addressed by this group was the need for mandatory new student training on how to make best use of the information and technological resources available.

Recognizing that the level state funding may not always be sufficient to provide services and level of instruction at remote sites, the campus developed and received approval by the Chancellor's Office to implement a sliding scale of "supplemental fees" that could be charged for the additional cost involved in providing a range of types of instruction and support services at a distance. This new fee allows the campus to receive normal state funding and student fees as well as recoup the actual cost of coordinating and delivering both live, on-site, and media-assisted instruction. (See Supplemental Fee Policy Guidelines )

Programs supported by supplemental fees have been used successfully for our MPA program in Riverside, a BA and an MBA program at the Arrowhead Credit Union, and an Executive MBA in Rancho Cucamonga. (Another Executive MBA is planned for the Palm Desert in 2004.)

It is not our intention to use supplemental fees at organized off-campus sites such as community colleges, where we expect to have more programs and more services available. Our long-standing off-campus programs in the High Desert were consolidated at the Victor Valley Community College in 1999 so that we could take advantage of having additional support services and staff. Many of our off-campus services were enhanced or developed under a USDE Title V grant for Hispanic Serving Institutions which allowed us to do "capacity building" and development of a number of outreach and support services for K-12 students, parents, and off-campus sites.

It should be noted that it was widely expected by the community colleges and some on-campus that our intention was to have a full-blown off-campus centers at each of the community colleges in our region. This clearly is not feasible in the short-term. We have, however, worked with the community colleges to increase our off-campus advising, admissions at transfer centers at each community college. See our collaboration efforts . We have experimented with additional on-line and televised courses at a couple of sites, but at this time we do not project having a far flung series of off-campus centers with a wide array of degree programs. We do, however, plan to develop a limited number of highly needed degree programs through distance education to service site-bound students.

In May 1998, a survey of current and needed Evening Services was completed. As a result many offices on-campus now maintain office hours later in the day, especially during key periods, such as the first two weeks and last weeks of the quarter. These expanded hours are now highlighted in our quarterly class schedule. An Evening Services Advisory Committee was established to monitor our success in meeting the needs of students at night.

The Pfau Library is opened more hours per week than any other CSU campus library and has also greatly expanded its on-line access to journals and data bases, inter-library loan, delivery of materials to off-campus sites, and the number of on-line library reference services
(See information on both the main campus and Palm Desert Electronic Library resources)

We have worked hard to implement access to instruction and library information on a 24-hour basis with development of a number of open computer labs, library resources, such as full-text on-line journals, on-line book store ordering, and on-line courses, and contact with instructors via email and through on-line course material. Approximately one third of our students are using an on-line course management system, such as Blackboard to enhance their courses, most of which meet primarily on campus but make extensive use of on-line materials for peer and teacher-led on-line discussions, access to course materials, on-line quizzes, access to grades, and instructional support. The effect is that many of the methods and techniques used for distance learning are used and available to on-campus students. The current experimentation with making specialty software available through Internet connection to a Citrix server has further potential to assist both commuter and distance learning students on a 24 hour, seven day basis. Development of a "campus portal" would also allow us to tie together all of these resources into a seamless off-site student resources repository that is assessable through log-on to a single website.

We have encouraged this mixed-mode of delivery with some course elements being in traditional class settings, some enhanced by multi-media, and some aspects self-paced and/or on-line. (Very few of our courses are entirely delivered on-line at this point.) This means that technology has been integrated into a large number of courses throughout the university and students are better prepared to make full use of emerging technologies and new distance learning resources. We are getting a wider benefit from our development of distance learning materials and services and techniques developed originally for distance learning have permeated the general curriculum. "Distributed" learning is clearly still the best descriptor for our model of curriculum delivery.

Our ability to develop, coordinate, and carry out effective off-campus programs was enhanced by several developments in the past five years: The establishment of an Office of Distributed Learning (ODL), with full-time staff was needed to assist development of on-site, televised, and on-line courses, and programs. We hired a director, an outreach coordinator, instructional designers, technical and clerical staff to train faculty, facilitate course development, and assist smooth delivery of off-campus programs. The original intent was to house ODL in the College of Extended Learning where all off-campus offerings, whether non-credit or credit, whether self-supported or state-supported would be coordinated. We have since moved the for-credit programs back under the Office of Academic Affairs and sought to develop a coordinating group of key staff from the various divisions and offices across the campus that have some impact on distributed learning and support of off-campus instruction.

Part of this work was the development of a Distance Learning Policy by the Faculty Senate and two policy-making and over-sight committees. (See: ODL Policy Page). We also developed materials to support faculty planning to teach on-line.

Through the establishment of an Office of Distributed Learning a number of new and enhanced programs have been implemented and more are under development:

On-line Services currently available:

• off-site admission
• on-line financial aid application, status report and notification of awards
• online application
• online academic forms (See Office of Distributed Learning)
• online articulation information
• "Succeeding at CSUSB" video
• class schedule clearly lists on-line, televised and off-campus courses by type, location, and format
• online degree audits

Services currently under development:

• transfer guide on web
• videoconference advising events

Services Proposed:

• synchronous FAQ (frequently asked questions)
• asynchronous discussion boards for prospective students
• synchronous internet messaging
• online tutoring services
• internet tutoring services
  

Finally, the Office of Distributed Learning has developed a Strategic Plan and a Tactical Plan for development of new courses, programs and services. (See ODL Strategic and (OLD Tactical)

This effort by ODL has been supplemented by a major multi-million grant from the Department of the Navy to establish a National Center for Excellence in Distance Education (NCEDL), which has provided funds to develop new methodologies for assessing student needs, developing training programs for military and civilian personnel and, eventually, development of additional training programs for the national market. At present, NCEDL is developing on-line material to provide the pre-requisite courses needed for entrance to the MBA degree, and is exploring development of on-line teacher education courses and programs for the entire state. These NCEDL activities have the potential to significantly strengthen and expand our capacity to develop and deliver high-quality courses at a distance.

F. President's Open Forums with Students

The President of CSUSB believes in open dialogue with students, and has conducted campus-wide forums with students (as well as with faculty and staff). Three most recent forums were conducted on February 21st, February 26th and on May 22nd in 2002. Attendance varied between 50 to 150 students. President Karnig responded directly to issues and concerns related to academic matters (e.g. accreditation of specific programs, doctoral programs, semester conversion, faculty advising, faculty/administrator salaries, etc), and the Vice President and the Assistant Vice President took notes of other issues related to student services, referred to the appropriate division/department for investigation, response, and follow-up. When individual students were willing and could be identified, direct follow-up with the students were made. All of the issues/concerns raised had been addressed, corrected or in the process of being corrected.

Examples of non-academic issues raised include:

• Campus/US mail
• Telecommunication
• Campus Events (Arena Events) Planning
• Safety/Security/lighting on campus
• Parking and Carpooling (e.g. shuttle, Metrolink Station, new parking lots, etc)
• Student Union programs and services
• Food Service
• Residence Hall specific concerns (e.g. bike rack, laundry facilities, etc)
• Financial Aid/summer financial aid
• Increase in non-resident tuition
• Student Recruitment
• Lack of Student Involvement in Campus Activities

Appendix of Supporting Materials and Links for Theme II, Issue No. 3

Reports:
Student Union e-mail survey data

Services to Students with Disabilities Report

Residential Life Report

Coussoulis Arena Events 1995-2002 Summary Report

Records, Registration and Evaluation Report

Public Safety Project Report

Financial Aid Annual Report

Associated Student, Inc. Report

Student Services Initiatives for Traditional Students

CASE Advising Center Feedback Summary

Supplemental Fee Policy Guidelines

Summary Report on National Survey of Student Engagement 2002

Websites
Associated Students, Inc.

Student Affairs

Career Development Center

Coussoulis Arena

Cross Cultural Center

Financial Aid Office

Housing and Residential Life

Records, Registration and Evaluation

Recreational Sports

Services to Students with Disabilities

Student Leadership and Development

Student Union