| Theme
2: Ensuring a Safe, Supportive and Welcoming Campus Community
and Physical Environment
Reflective Essay on Theme II, Issue No. 3: Need for
More Campus Activities and More Student, Faculty, and Staff
Involvement in Events and Activities
Theme II investigated student engagement related to CSUSB
becoming a welcoming and supportive campus community. Two
areas were reviewed: 1) the need for more campus activities
and more involvement by staff, faculty, and students; and
2) satisfaction with student services. From the analysis of
the evidence presented, it appears that CSUSB has done a great
job with regard to these areas given the level of resources
available.
Students graduating in 2001 were surveyed regarding their
educational experience at CSUSB, and the results were compared
with a similar survey conducted in 1992. (See report at: http://ir.csusb.edu/commencement-2001.pdf ) Overall, graduates in 2001 reported higher levels of satisfaction
than in 1992. The highest satisfaction ratings were for the
diverse background and experiences of CSUSB students (97%),
professors showing interest in the course content (95%) and
faculty interest in and concern for teaching (92%). The lowest
percentages of satisfaction for 2001 occurred on questions
related to career advising, for which no comparable data from
1992 are available. There was 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." And, 52% of 2001 graduates agreed or strongly
agreed that "significant out-of-class activities contributed
to the quality of my degree program." For both 1992 and
2001, graduates were overwhelmingly positive about their educational
experience at CSUSB with no dramatic differences.
The Student Needs and Priorities Survey (SNAPS) (http://ir.csusb.edu/SNAPS99.pdf)
was administered in 1994, and again in 1999, and summary data
comparisons were reviewed in Winter 2001. The 1999 SNAPS revealed
a much higher level of satisfaction than was found in 1994.
In most categories, the approval rating increased over 10%.
In almost all areas, the campus was rated significantly higher
than the average for the CSU system. Since the results were
overwhelmingly positive, the previously lower scoring areas
were examined.
(See Report of Ad hoc SNAPS Review Committee at: http://thewasc.csusb.edu/edueffrev/thm2/appendix/i3/RepNSSE2002.pdf
Advising and Career Services still are areas of concern.
New students need assistance with their transition to CSUSB,
and students are demanding more career planning services and
placement. More placement services are needed at the point
of graduation and for alumni, as well as more comprehensive
orientation programs and services from Student Leadership
& Development, Advising & Academic Services and the
academic departments. The current low level of staffing in
the Career Development Center and Student Leadership &
Development areas needs to be improved in order to serve the
growing student body.
Student Engagement emerged as an additional area of concern
as our results on the National Survey of Student Engagement
in 2000 show that CSUSB students are less engaged than those
at other regional public universities and involved much less
than at liberal arts colleges, general colleges or research
institutions. (See IR Office analysis at http://thewasc.csusb.edu/data/NSSE2002Slides.pdf ) and 2002 NSSE analysis http://thewasc.csusb.edu/edueffrev/thm2/appendix/i3/RepNSSE2002.pdf)
For the items measured, CSUSB scored the highest on the benchmark
related to having a supportive campus environment. These items
included perception of campus emphasis on providing the support
you need to help you succeed academically; helping you cope
with non-academic responsibilities; providing support you
need to thrive socially; and the quality of relationships
with faculty, staff, and other students. First-year students
scored higher in this area than seniors. Similarly, first-year
students scored higher than seniors on the benchmark related
to enriching educational experiences. Items included participation
in co-curricular activities, community service or volunteer
work, study abroad, independent study, fieldwork or practicum,
or other enrichment activities. Review of this data suggests
the need for more space for social aspects of education, clubs,
and activities. Consideration should also be given to 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.
In the Fall 2001/Winter of 2002, a total of 13,774 students
participated in an extensive telephone and web-based survey
of their opinions and attitudes about the campus. (See: http://ir.csusb.edu/TTSurv/TT2002Fall.pdf and http://thewasc.csusb.edu/data/reg_surv/2002wint.pdf ) Ninety-four percent (n=7,365) indicated that the campus
environment usually and strongly supports and encourages student
learning, and 77% (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. Forty-one percent to 59% indicated "Very
Much" or "Quite a Bit" of support to assist
students to thrive socially, or cope with family, work, etc.,
and students characterized the quality of relationships with
other students as "Very Friendly and Supportive"
(57%) or "Moderately Supportive" (38%). Similarly
strong quality of relationships with faculty and staff were
evident. 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, while still indicating positive experiences.
And, although we are largely seen as commuter campus serving
a large number of part-time and older students who work full-time,
the campus also has a high and growing number of full-time
students under age 22. Sixty percent (n=1,927) do not appear
to participate in campus organizations. The traditional students
indicated a need for more student activities and opportunities
on campus, and many indicated that they would be 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 were 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 < 6 units/term, and White students also seemed
less interested in campus events and activities.
In addition to the colleges, the Division of Student Affairs
provides many programs, activities and services related to
student engagement which provide important student development
opportunities that enhance student life on campus, support
academic success, and facilitate student learning and development
as a whole person.
- The Services to Students with Disabilities Office (SSD) supports retention for students with permanent and temporary
disabilities by providing support services which assist
students in the attainment of their academic and personal
potential and ensure equitable treatment and equal access
to all programs and facilities.
- WorkAbility IV (WAIV) is a program that creates
career opportunities for students with disabilities who
complete degrees at CSUSB.
- The National Student Exchange Program (NSE) is
an intra-United States exchange program of 153 campuses
in 49 states and 3 U.S. Territories that allows students
to study at another university while retaining CSUSB student
status.
- The Career Development Center meets the career/life
challenges of students and alumni by offering career counseling
and workshops, career fairs, and outreach programs that
integrate the campus and surrounding community.
- Associated Students Incorporated (ASI) is non-profit
CSU auxiliary empowered to "act as the official voice
of the student body, raise and allocate funds, coordinate
and support student activities, and serve as the liaison
between the students, faculty and University administration."
They facilitate many student engagement activities such
as student research and travel funding, scholarships, emergency
student loans, support for the Children's Center, club and
organization funding, special events programming, and the
College Legal Clinic.
- The Student Union provides services, facilities,
educational and recreational programs to enhance the quality
of university life and serves as the meeting place for the
campus community. It 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.
- Campus Recreation provides a variety of programs
for renewal, skills-building and wellness.
- Housing and Residential Life serves as a living-learning
community for more than 1000 students where residents organize
social and educational activities with the assistance of
professional and paraprofessional staff.
- The Office of Student Leadership & Development intentionally engages campus members in the life of the
University by offering co-curricular opportunities that
facilitate leadership development. Examples of programs
and services include orientation programming, leadership
education, clubs and organizations, and Greek life.
One very hopeful sign of growing interest in activities and
involvement is that in Winter 2001 students indicated their
support by an overwhelmingly vote (73%) in favor of a fee
increase to expand facilities and services in the Student
Union, Recreational Sports, the Cross-cultural Center, Associated
Students, Inc., and Athletics scholarship funding. This is
especially notable because the project completion dates are
projected to be after most of the students who voted will
have graduated. The Student Union fee increases from $85.00
per year in 2000-01 to $341.00 per year by 2004-05 to finance
a $15 million dollar expansion and of the Student Union, a
$12.5 million construction of a Recreation Center and additional
$75,000 per year in operating funds for diversity programs.
The new funds for diversity programs are matched by and additional
$75,000 from the university's general fund. This will be supplemented
by a recent gift of $3,000,000 from the San Manuel Band of
Mission Indians to expand the size of the Cross-Cultural Center
and provide an endowment for scholarships and programs of
the Center. The expanded Student Union will include more food
services, more lounge and meeting room spaces, club and organization
offices, an expanded Cross Cultural Center, a 200-seat auditorium
for movies, bands, lecturers, etc. The Recreation Center will
include cardio areas, weights, a gymnasium, group exercise
space, etc. It is expected that the two projects will be completed
by Fall 2005. (A temporary recreation center of approximately
3,000 square feet was funded by student fees and erected until
the new recreational facility is completed.) Student leaders
who championed the projects were very forward thinking in
that they understood that students before them had paid a
price for existing facilities and that they, the current students,
would provide for the students of the future. The Associated
Students' fee increase will fund nearly $300,000 in athletic
scholarships and an additional $200,000 for ASI programs such
as student research and travel, student scholarships, special
events programming, a speaker series, as well as additional
funding for the Children's Center and campus clubs and organizations,
Overall, this evidence is positive and gratifying. Satisfaction
with student services has improved and students are relatively
happy with the type and availability of services at CSUSB,
the amount of academic and personal support, and with the
campus climate and student life. However, there still is room
for improvement. Our analysis of the above findings identified
several areas to focus on in the next five years: Differing
degrees of demand exist 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. And, the increasing number of distance learning
and other off-campus programs, including the Palm Desert Campus,
cannot be ignored. Currently, the Student Union and Associated
Students, Inc. provide student fees to the Palm Desert Campus
based on the percentage of units taken at the satellite campus.
The Student Union fees have been used to build "Student
Union" space in the first permanent building and to provide
operating money for programs and services. The ASI fees are
used at the discretion of PDC, with the approval of the ASI.
These needs are beginning to be addressed, but not yet at
an effective level.
Similarly, the needs of "non-traditional" and commuter
students must be addressed. Strategies such as creating web
based communities should be considered, and at the very least,
students should be surveyed regularly and asked to provide
feedback. It does appear that the needs of traditional students
are effectively met. Proposed service and program improvements
for these students are summarized in the Student Affairs Traditional
Student Needs report (http://thewasc.csusb.edu/edueffrev/thm2/appendix/i3/StudSvcTradStudts.pdf)
In addition to these service enhancements, creation of a mandatory
comprehensive orientation program is essential, and is in
the planning stages. This will increase retention and graduation
rates, provide smooth transition and connection to the university
community, allow for more extensive advising to take place,
and set up expectations of student engagement. It will also
provide the opportunity to collect baseline data to use for
future assessment endeavors. The Career Development Center
also needs significant improvement in staffing levels. Clearly,
one career counselor for 16,000 students is not adequate.
In addition, a model of collaborative student development
programming between the Student Affairs departments and the
Colleges should be encouraged and developed. Currently, there
are professional student development program coordinators
in most Student Affairs departments with the exception of
Housing and Residential Life. The creation of this position
in Housing and Residential Life in the context of a more collaborative
student development approach should be advocated. Perhaps
a task force can examine the options for program design of
a comprehensive student development model that can pull together
the currently fragmented efforts of the colleges and Student
Affairs departments. For instance, one option would be to
have additional professional student development programming
coordinators in Student Leadership & Development that
specifically work with the colleges.
It is also recommended that the campus continue assessment
of programs and services to track improvements and monitor
student satisfaction through follow-up surveys using TRACS.
In addition, the campus should monitor and expect increased
satisfaction levels in future SNAPS surveys and strive to
increase student satisfaction scores by 10% on the items related
to advising and career services. Most importantly, it is hoped
that the campus will see improvement in all NSSE benchmark
areas so that CSUSB scores are at or above the Master's Carnegie
Classification scores.
One issue the campus needs to explore is to determining whether
our students have low expectations about engagement. Given
that many students indicated they are not actively engaged
in campus life outside the classroom, yet they are satisfied
with their experiences, one might infer that students do not
see the value of participation in these activities and are
therefore satisfied with non-participation? If this is the
case, we need to convince them of the value and necessity
of increased involvement in academic life. This issue can
be explored through a TRACS survey.
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