what our students tell us: selected results from the ... · pre-college advising from high school...

Office of Institutional Research

What Our Students Tell Us:

Selected Results from the

Student Needs & Priorities Survey

Presented to the AAMG, 6/26/06

• Student feedback: An important data source for institutional

strategic planning, academic affairs planning, WASC self-

study, enrollment management, and facilitating graduation.

• Selected 2006 SNAPS results that focus on students’

educational experiences.

• Comparison to 1999 SNAPS results.

• What are our students telling us?

Overview


Methodology


• 1999 scannable questionnaire with new supplemental

questions.

• 1999 survey administration procedures: In-class

administration in selected Winter term classes.

• Same sample weighting scheme--unit load and class level.

• Preliminary assumption that the 2006 weighted sample is

representative of all students enrolled in Winter.

Results & Historical Comparisons

• What is the greatest obstacle to reaching your educational

goals?

• What would help you reach your educational goals?

• Various student administrative items (e.g., e-mail, GET).

• Quality of instruction and course offerings.

• Importance and quality of academic advising.

• Importance and quality of students services.

• Satisfaction with the educational experience, perceived

campus climate.





goals?







campus climate.


Greatest Obstacle

8%

20%

15%

18%

36%

10%

13%

18%

19%

38%

0% 10% 20% 30% 40%

.

Academic & educational factors

Other personal factors

Financial factors

None

Campus-related factors

PERCENTAGE

2006

1999




goals?







campus climate.


What would be helpful?

24%

20%

25%

27%

32%

28%

34%

36%

45%

43%

58%

58%

24%

25%

26%

28%

29%

31%

35%

35%

38%

42%

45%

64%

0% 20% 40% 60%

Obtain degree with only month-long courses

Internet access to courses in other countries

Obtain degree with only weekend attendance

More on-campus jobs

Obtain degree with only night attendance

Raise more money for financial aid

Allow demonstration of course content mastery

Have a standard lower division core

Offer a state-supported summer term

One-stop for registration, financial aid, fees

Improve the parking situation

Provide online “degree audit”

PERCENTAGE

2006

1999



goals?







campus climate.


Student Administration


61%

66%

73%

76%

89%

0% 20% 40% 60% 80% 100%

Would take needed classes online

Utilize CSULA e-mail for official communications

Would register 2-3 terms in advance

Registering on GET is easy and efficient

Convenient access to the Internet and e-mail

PERCENTAGE

2006



goals?







campus climate..


Quality of Instruction & Courses


.

0% 20% 40% 60% 80%

Availability of necessary classes

Convenience of class scheduling

Variety of courses offered

Class size

Opportunities to meet with faculty

Classes that are focused on career concerns

Accessibility of faculty

Faculty ability to communicate the subject matter

Fairness of testing and grading

Faculty enthusiasm for teaching

Courses that stimulate and challenge me

Required courses in my major

Relevance of coursework to major

Faculty preparation for class

Instruction

Coursework consistent with stated objectives

PERCENTAGE

2006

1999



goals?



• Quality of instruction and the learning environment.




campus climate.


Academic Advising: Importance


38%

45%

51%

53%

53%

61%

73%

78%

81%

37%

50%

51%

51%

53%

62%

73%

74%

77%

0% 20% 40% 60% 80%

University orientation course

Fellow students

Pre-transfer advising fromcommunity college

Administrative or program

University advising centeror general studies office

Pre-college advising fromhigh school

Campus catalog, class

Advising centers in majordepartment or school

Faculty in major department

PERCENTAGE

2006

1999

staff

schedule, etc.

Academic Advising: Quality


47%

45%

45%

56%

56%

55%

64%

68%

68%

50%

50%

51%

54%

54%

57%

66%

66%

69%

0% 20% 40% 60% 80%

Pre-college advising fromhigh school

University advising center orgeneral studies office

Pre-transfer advising frommy community college

Administrative or programstaff

University orientation course

Advising centers in majordepartment or school

Fellow students

Campus catalog/classschedule, etc.

Faculty in major department

PERCENTAGE

2006

1999

Strengths and Weaknesses

• Quadrant analysis: High/Low Impor. x High/Low Quality

grid.

• Strength = an important item that students think we do well.

• Weakness = an important item that students think we do

poorly.

• High = greater than the mean of all items; Low = less than

the mean of all items.


Advising Source 1999 2006

Faculty in my major department S S

Campus catalog, class schedule, and other publications S S

Pre-college advising from my high school -- W

Advising centers in my major department or school W W





goals?







campus climate.


0% 20% 40% 60% 80%

Fraternities and sororities

Campus housing

Campus child care

Intercollegiate athletic programs

Recreation programs and activities

Student union activities

ASI programs and activities

Cultural activities

Adult re-entry services

Psychological counseling

Student clubs and organizations

Campus writing center services

Educational equity programs

Testing services

Services to students with disabilities

New student orientation

Food services

Learning assistance/tutoring

Career center services

Student health services

Career advising by faculty

Library collection

Admission services

Computing resources

Records or registration services

Bookstore

Laboratory facilities

Financial aid services

Library services

ParkingIM

PO

RTA

NC

E

PERCENTAGE

N/A

2006

1999

0% 20% 40% 60% 80%

Parking

Records or registration services

Admission services

Fraternities and sororities

Student union activities

Intercollegiate athletic programs

Campus housing

Recreation programs and activities

Financial aid services

Cultural activities

ASI programs and activities

Food services

Campus child care

Adult re-entry services

Psychological counseling

Student clubs and organizations

Laboratory facilities

Career advising by faculty

Testing services

Career center services

Learning assistance/tutoring

New student orientation

Library collection

Bookstore

Services to students with disabilities

Campus writing center services

Computing resources

Educational equity programs

Library services

Student health servicesQ

UA

LIT

Y

PERCENTAGE

N/A

2006

1999


• Quadrant analysis: High/Low Impor. x High/Low Quality

grid.

• Strength = an important item that students think we do well.

• Weakness = an important item that students think we do

poorly.

• High = greater than the mean of all items; Low = less than

the mean of all items.


Student Service 1999 2006

Library services S S

Computing resources S S

Laboratory facilities W S

Bookstore S S

Library collection W S

Student health services S S

Career advising provided by faculty W S

Career center services S S

Learning assistance/tutoring S S

Testing services S S

New student orientation S --

Food services W W

Records or registration services W W

Admissions services W W

Parking W W

Financial aid services S W





goals?



• Quality of instruction and the learning environment.




campus climate.


Educational & Campus Experience


50%

N/A

57%

N/A

60%

57%

N/A

63%

61%

64%

68%

73%

75%

73%

53%

54%

58%

58%

58%

60%

62%

62%

63%

67%

72%

73%

78%

79%

0% 20% 40% 60% 80%

Student feedback is welcomed and used

Policies and regulations are generally fair

I would choose this university again

Policies and regulations are generally clear to me

Pleased with my overall experience on this campus

Equipped me to deal with possible career changes

Overall campus atmosphere is friendly and helpful

Helped me meet the goals I expected to achieve

Would recommend this university to others

Motivate me to make something of my life

Feel safe on my campus

Proud of my accomplishments here

Supportive of women and men

Supportive of all racial/ethnic groups

PERCENTAGE

2006

1999

• Student feedback: An important data source for institutional

strategic planning, academic affairs planning, WASC self-

study, enrollment management, and facilitating graduation.

• Selected results that focus on students’ educational

experiences.

• Comparison to 1999 results.

• What are our students telling us?

Overview


• Review and improve course offerings (e.g., availability,

scheduling of courses)

• Review and improve advising centers in departments and

colleges.

• Review and improve admissions, records and registration,

and financial aid services.

• Provide more student information and services online (e.g.,

“degree audit,” registration, courses).

• Utilize CSULA e-mail for official communications (e.g.,

policies, deadlines, changes).

• Regularly ask students for feedback, listen to what they

have to say, and take action.

Suggested Action Items


what our students tell us: selected results from the ... · pre-college advising from high school...

Documents