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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
Office of Institutional Research
Methodology
Office of Institutional Research
• 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.
Office of Institutional Research
Results & Historical Comparisons
Office of Institutional Research
• 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.
Office of Institutional Research
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
Results & Historical Comparisons
Office of Institutional Research
• 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.
Office of Institutional Research
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
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.
Office of Institutional Research
Student Administration
Office of Institutional Research
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
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..
Office of Institutional Research
Quality of Instruction & Courses
Office of Institutional Research
.
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
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 the learning environment.
• Importance and quality of academic advising.
• Importance and quality of students services.
• Satisfaction with the educational experience, perceived
campus climate.
Office of Institutional Research
Academic Advising: Importance
Office of Institutional Research
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
Office of Institutional Research
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.
Office of Institutional Research
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
Strengths and Weaknesses
Office of Institutional Research
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.
Office of Institutional Research
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
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.
Office of Institutional Research
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
Strengths and Weaknesses
Office of Institutional Research
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 the learning environment.
• Importance and quality of academic advising.
• Importance and quality of students services.
• Satisfaction with the educational experience, perceived
campus climate.
Office of Institutional Research
Educational & Campus Experience
Office of Institutional Research
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
Office of Institutional Research
• 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
Office of Institutional Research