THE 1997 UNDERGRADUATE EXPERIENCE SURVEY
EXECUTIVE SUMMARY
This paper reports the results of the Undergraduate Experience Survey at the University of
California, Santa Cruz (UCSC). Conducted during the spring quarter of 1997, the survey was a
collaborative effort of UC institutional research offices. UCSC’s survey was administered
online and included questions that were asked at all campuses as well as questions specific to
UCSC. The findings from this survey include:
• The three most important educational goals for UCSC students were (1) developing
competence in a field of study, (2) obtaining the knowledge needed for employment,
and (3) development of writing skills.
Page 6
• Students reported the greatest progress toward their achieving educational goals in
(1) their field of study, (2) development of interpersonal skills, and (3) development
of writing skills.
Page 7
• Two areas of high importance and low progress were (1) obtaining experience
through internships and (2) obtaining the knowledge needed for employment.
Page 9
• Students were most satisfied with UCSC’s overall academic quality and least
satisfied with the opportunities for obtaining practical work experience.
Page 10
• The topics students most valued in general education courses were the development Page 11
of (1) writing skills, (2) critical thinking skills, (3) speaking skills, and (4) study
skills. The most valued characteristics of the core courses were individual attention,
the focus on writing skills, and small discussion sections. Students of color valued
these characteristics of the core course more than white students.
• Seventy percent of undergraduates would recommend UCSC to a friend, however
only 28% of African American students would do so.
Page 14
• Thirty percent of UCSC undergraduates often discussed academic matters with faculty.Page 14
• The most common problems experienced by undergraduates were stress, time
management, and management of finances. African American students reported
the greatest number of academic performance and financial problems.
Page 17
This report was prepared by Randy Nelson. Additional copies may be requested by contacting the Office
of Planning and Budget, University of California, Santa Cruz, CA 95064 (408-459-2446). A copy of this
report may also be found online at http://planning.ucsc.edu/irps/surveys.asp.
The 1997 Undergraduate Experience Survey
2
TABLE OF CONTENTS
INTRODUCTION .......................................................................................................................................................2
METHODOLOGY ......................................................................................................................................................3
SURVEY DEVELOPMENT .............................................................................................................................................3
SAMPLING AND DISTRIBUTION ...................................................................................................................................3
REPRESENTATIVENESS OF THE SAMPLE ......................................................................................................................4
WEIGHTING ................................................................................................................................................................4
SAMPLING ERROR ......................................................................................................................................................4
RESULTS .....................................................................................................................................................................6
STUDENT GOALS AND PROGRESS ...............................................................................................................................6
The Importance of Academic Goals ......................................................................................................................6
Progress Toward Academic Goals ........................................................................................................................7
Improvement Indices for Academic Goals .............................................................................................................9
TEACHING, ADVISING AND FACILITIES .......................................................................................................................9
THE UNIVERSITY ENVIRONMENT .............................................................................................................................10
GENERAL EDUCATION REQUIREMENTS ....................................................................................................................11
THE VALUE OF THE CORE COURSE ...........................................................................................................................13
ACADEMIC PLANS AT UC SANTA CRUZ ...................................................................................................................13
INTERACTION WITH FACULTY...................................................................................................................................14
THE ACADEMIC EXPERIENCE AT UCSC ...................................................................................................................15
THE SOCIAL EXPERIENCE AT UCSC ......................................................................................................................... 16
PROBLEMS EXPERIENCED BY UCSC STUDENTS .......................................................................................................17
DISCUSSION.............................................................................................................................................................20
APPENDIX A: 1997 UNDERGRADUATE EXPERIENCE SURVEY ................................................................22
APPENDIX B: RESPONSES BY DIVISION, ETHNIC GROUP, TRANSFER STATUS, SEX, LEVEL, AND
COLLEGE .................................................................................................................................................................29
University of California, Santa Cruz
LIST OF TABLES
TABLE 1 - CHARACTERISTICS OF THE UCSC RESPONDENTS ON SELECTED DEMOGRAPHIC
CHARACTERISTICS ................................................................................................................................................5
TABLE 2 - IMPROVEMENT INDICES FOR ACADEMIC GOALS ...................................................................9
TABLE 3 - THE IMPORTANCE OF CHARACTERISTICS OF THE CORE COURSE BY ETHNIC
GROUP.......................................................................................................................................................................13
LIST OF FIGURES
FIGURE 1 - THE STUDENT DEVELOPMENT MODEL ..................................................................................... 3
FIGURE 2 - IMPORTANCE OF ACADEMIC GOALS .........................................................................................6
FIGURE 3 - PROGRESS ON ACADEMIC GOALS ..............................................................................................8
FIGURE 4 - SATISFACTION WITH TEACHING, ADVISING AND FACILITIES .......................................10
FIGURE 5 - SATISFACTION WITH THE UNIVERSITY ENVIRONMENT ..................................................10
FIGURE 6 - IMPORTANCE OF GENERAL EDUCATION REQUIREMENTS .............................................12
FIGURE 7 - ACADEMIC PLANS OF UCSC UNDERGRADUATES ................................................................13
FIGURE 8 - PERCENTAGE OF STUDENTS INTERACTING WITH FACULTY .........................................14
FIGURE 9 - THE ACADEMIC EXPERIENCE AT UC SANTA CRUZ ............................................................16
FIGURE 10 - THE SOCIAL EXPERIENCE AT UC SANTA CRUZ .................................................................17
FIGURE 11 - PROBLEMS EXPERIENCED BY UCSC UNDERGRADUATE STUDENTS ..........................19
The 1997 Undergraduate Experience Survey
2
THE 1997 UNDERGRADUATE EXPERIENCE SURVEY
INTRODUCTION
This paper reports the results of the Undergraduate Experience Survey at the University of
California, Santa Cruz (UCSC). Conducted during the spring quarter of 1997, the major
purposes of the study were to (1) provide information about how students perceive the academic
and social environment at the University of California, (2) compare student experiences across
University of California (UC) campuses, and (3) to identify areas that may need improvement.
The survey was a collaborative effort of UC institutional research offices and the Office of the
President (UCOP). With funding provided by UCOP, selected UC campuses administered the
pilot survey. For the campuses that conducted the survey, there were important differences in
their survey media, sampling methods, questions, and response rates (the next section describes
some of these differences). After piloting the survey in 1996-97, the questions were reviewed in
the fall of 1997 and a finalized version was developed and re-administered during the spring of
1997. Unlike the 1996 survey, UCSC’s 1997 survey of undergraduates was administered online.
As UCSC’s method for collecting the data was experimental and other campuses analyzed the
data in different ways, comparative data will not be presented.
A set of core questions were asked at all campuses. The questions that were specific to UCSC
were developed by the staff in the Office of Planning and Budget and reviewed by the Vice
Chancellor for Student Affairs, Francisco Hernandez, and the Associate Vice Chancellor for
Enrollment Management, Michael Thompson.
Other collaborative studies by University of California campuses are being developed and
discussed. Specifically, surveys of recent graduates, alumni (several years after graduation), and
non-returning students are being considered. A pilot survey of recent graduates was piloted by
several UC campuses this spring (UCSC was not a pilot site). To facilitate comparisons over
time and campuses, some of the questions asked of recent graduates will be the same or similar
to questions on the survey of undergraduate students. Questions from the UC-wide survey will
be integrated into future surveys of UCSC graduates.
Reports of all major surveys of students conducted by the Office for Institutional Research and
Policy Studies, including this one, are available online at:
http://planning.ucsc.edu/irps/surveys.asp. Many topics studied in this survey were also
addressed in the report on the pilot survey (The 1997 Undergraduate Experience Survey) and the
1992 report, The Educational and Social Climate at UC Santa Cruz.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
3
METHODOLOGY
Survey Development
A relatively simple model of student development (see Figure 1) was cited in UCSC’s 1992
survey on the academic and social climate. The model shows the relationships of topics
typically covered in studies of campus climate.1 The model assumes that student characteristics
influence their reasons for attending college and their college aspirations. Differences college
environments (courses, living situation, advising, etc.) further influence how students perceive
their college experience. The combination of these factors influences how well a student
becomes integrated into the college’s social and academic environments. Integration (sometimes
called “student fit”) is regarded as the key to students being satisfied with their college
experience. While more sophisticated models exist (e.g., Tinto, 19872), this simple model
explains some of the basic assumptions.
Figure 1 - The Student Development Model
Social
Integration
Student
Characteristics
(Income, etc.)
Student
Aspirations
(Goals, Etc.)
Outcomes
(Satisfaction,
Persistence)
Institutional
Environment
Academic
Integration
The survey addressed a broad range of topics related to the academic and social aspects of the
campus environment. To identify potential topic areas for the survey, a variety of commercial
and locally developed surveys about campus climate were reviewed. The final survey (see
Appendix A) contained in eight sections: a) student goals and progress; b) satisfaction with
programs, services, and the campus; c) the university environment; d) general education
requirements; e) academic plans at UCSC; and f) the academic experience at UCSC.
Demographic information on respondents was collected from the Student Information System.
The first two sections of the survey contained “core” questions that were used on surveys
administered at the other UC campuses.
Sampling and Distribution
Students completed an online questionnaire. All undergraduate students were sent e-mail to
inviting them to participate in the survey. At the beginning of the questionnaire, students entered
their student ID number. This ensured that a student didn’t take the survey more than once and
allowed the responses to be matched with demographic data from the Student Information
1
Pace, C. R. (1984) Measuring the quality of college student experiences. Los Angeles: Higher Education
Research Institute.
2
Tinto, V. (1987). Leaving College: Rethinking the causes and cures of student attrition. Chicago: University
of Chicago Press
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
4
System. As an incentive to answer to the survey, gift certificates to the Bay Tree Bookstore
were randomly awarded to respondents (one worth $500, five worth $100, and ten worth $50).
Representativeness of the Sample
Table 1 displays the results of selected demographic comparisons between all undergraduate
students and survey respondents. The demographics of the respondents were clearly different
from those of all undergraduates. Male students, freshmen, and students majoring in the natural
sciences responded at rates higher than the average.
Weighting
The demographic characteristics of the students who responded to the survey were not similar to
those of all undergraduate students at UCSC. Without adjustment, the results might not be
representative of all undergraduates. To compensate, the responses were weighted to better
approximate the responses of all students. Response weights adjust the degree of influence a
specific group has in the sample. This adjustment is based on the number of respondents in the
sample and the number in the population.
In most surveys, response weights are used to compensate for the sampling plan. Samples can
cause certain groups to be over-represented or under-represented in a study; this is by design to
improve the quality of the information collected. In this study, all undergraduate students were
invited to participate (no sampling), but certain groups of students were over-represented in the
respondents. Without a sampling plan to guide the assignment of weights, developing a
weighting scheme becomes an empirical exercise (what works best?). In this study, several
weighting schemes were explored and evaluated. The weights used in this reports were based on
a student's major (academic division) and their sex. The demographic characteristics of the
respondents, the undergraduate population, and the weighted responses are displayed in Table 1.
The demographic characteristics of the weighted sample were similar, but not identical to, the
undergraduate population (e.g., freshmen were over-represented, seniors were underrepresented).
The results and findings of this report are based on the weighted sample.
Sampling Error
If the sample was representative and there was no systematic bias, the bound of the sampling
error for simple percentages was about 3.2 percent. This means that if all UCSC students had
completed the survey, a random sample of 868 students would be within 3.2% of the campus
average percentage 95% of the time.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
5
Table 1 - Characteristics of the UCSC Respondents on Selected Demographic Characteristics
Response Unweighted Weighted
UCSC
Sample
Demographic Characteristic
Number
Rate
Sample
Total UG
Sex
Female
Male
469
399
9.4%
11.8%
54.0%
46.0%
59.7%
40.3%
59.8%
40.2%
Major Division
Arts
Humanities
Natural Sciences
Social Sciences
Interdisciplinary
Undeclared
80
131
288
239
20
110
7.7%
9.4%
13.4%
9.2%
11.2%
10.7%
9.2%
15.1%
33.2%
27.5%
2.3%
12.7%
12.4%
16.7%
25.6%
30.9%
2.1%
12.3%
12.4%
16.6%
25.6%
31.0%
2.1%
12.3%
College
Cowell
Stevenson
Crown
Merrill
Porter
Kresge
Oakes
College 8
84
90
160
112
130
89
78
125
7.4%
9.4%
14.0%
10.7%
11.5%
8.5%
8.6%
11.0%
9.7%
10.4%
18.4%
12.9%
15.0%
10.3%
9.0%
14.4%
9.9%
10.3%
16.2%
12.9%
16.6%
10.7%
9.2%
14.2%
12.2%
11.4%
13.6%
12.5%
13.5%
12.5%
10.8%
13.6%
Class Level
Freshperson
Sophomore
Junior
Senior
216
155
220
277
13.9%
9.7%
9.8%
9.3%
24.9%
17.9%
25.3%
31.9%
24.9%
18.1%
25.6%
31.5%
18.6%
19.0%
26.9%
35.5%
Ethnicity
African American
Asian American
Chicano
European American
Latino
Native American
Other & Missing
23
104
65
505
34
4
133
11.0%
12.7%
7.3%
10.3%
8.6%
3.9%
15.4%
2.9%
13.2%
8.2%
63.9%
4.3%
0.5%
7.0%
2.7%
13.1%
8.6%
63.3%
4.5%
0.6%
6.9%
2.7%
11.0%
11.4%
62.5%
5.0%
1.3%
6.1%
Entering Status
Transfer
Non-Transfer
278
590
10.3%
10.4%
32.0%
68.0%
31.5%
68.5%
32.2%
67.8%
Total
868
10.4%
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
6
RESULTS
The major sections of this report address (a) student goals and progress, (b) satisfaction with
programs, services, and the campus, (c) the university environment, (d) general education
requirements, (e) academic plans at UC Santa Cruz, (f) interaction with the faculty (g) the
academic experience at UCSC, and (h) the social experience at UCSC.
Student Goals and Progress
The Importance of Academic Goals
Students rated the importance of thirteen academic goals and the progress they have made on
each. At UCSC, the three goals most important to students were (1) becoming competent in a
field of study, (2) acquiring the knowledge and skills needed for employment after graduation,
and (3) developing writing skills. In the 1997 pilot study, these goals were important across all
UC campuses. Ranked by the averages from the 1997 survey, Figure 2 compares the importance
ratings of the two surveys (1: No importance, 5: Very Great Importance).
Figure 2 - Importance of Academic Goals
Field of Study
Employment
Writing
Problem Solving
Graduate School
Interpersonal
1997
Research
1996
Internships
Speaking
Arts
Computer
Quantitative
Scientific
1.0
1.5
2.0
No Importance
2.5
3.0
3.5
Moderate Importance
4.0
4.5
5.0
Very Great Importance
The results from the 1997 study were similar to the 1996 pilot study. The average ratings in the
1997 study were slightly lower than the 1996 pilot study; however the rankings of importance
changed little. "Competence in a field of study" and "knowledge and skills needed for
employment" were the two most important goals (however they reversed their positions).
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
7
Comparisons between groups were conducted by academic level (i.e., freshman, sophomore,
junior, senior), sex (female, male), ethnicity (students of color, white, and for eight specific
groups), major division (i.e., arts, humanities, natural sciences, social sciences, independent and
interdisciplinary, undeclared). Only juniors and seniors were used to compare the ratings of
transfer students to “native” students. Comparisons between students in residential colleges
were for freshmen and sophomores only. Group averages for the questions on importance and
progress are shown in Appendix B. All group differences cited in this report are statistically
significant, but not all statistically significant differences are cited.
Groups Differences in the Importance of Academic Goals
Academic Level Students at different academic levels (i.e., freshmen, sophomores, juniors,
seniors) tended to rate these goals similarly, although seniors placed greater importance on
problem solving, computing, research and quantitative skills than did freshmen.
Sex Women placed more importance on developing writing skills and appreciation of the arts
than men. Men placed greater importance on the development of quantitative skills.
Ethnicity As a group, students of color placed more importance on skill development (i.e.,
problem solving, interpersonal, quantitative, scientific, computing, and speaking) than did
white students. In particular, African American students placed greater importance on
developing these skills (and less importance on developing an appreciation of the arts).
Major Compared to the UCSC average, arts majors felt that quantitative, scientific and research
skills, and preparation for graduate school were less important and appreciation of the arts
was more important. Similarly, humanities majors rated scientific and computing skills,
internships, and preparation for employment as less important and appreciation for the arts as
more important. In contrast, students majoring in the natural sciences rated writing skills and
appreciation of the arts as less important and rated quantitative and scientific skills as more
important. Social science majors rated preparation for graduate school and internship
experience as more important than other majors.
Transfer There were few important differences between “native” and transfer students. Native
students rated developing an appreciation of the arts as more important than transfer students,
while transfer students valued developing problem solving skills greater.
College Comparisons of residential colleges are based only on freshmen and sophomores. Some
of the differences in ratings of importance between colleges reflected disciplinary differences.
For example, students in Porter College rated an appreciation of the arts as more important
than students at any other college, and students in Crown College rated the development of
scientific skills as more important.
Progress Toward Academic Goals
Figure 3 displays the average rating of the progress students have made on their academic goals
(1: No progress; 5: Very Great Progress). Similar to the 1996 survey, students believed they had
made their greatest progress in their field of study. Also rated highly was the development of
interpersonal and writing skills. In contrast, students reported little progress in gaining
experience through internships. Compared to the 1996 survey, undergraduates reported greater
progress on eight of the thirteen academic goals.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
8
Figure 3 - Progress on Academic Goals
Field of Study
Interpersonal
Writing
Problem Solving
Arts
Quantitative
1997
Computer
1996
Research
Employment
Scientific
Graduate School
Speaking
Internships
1.0
1.5
2.0
No Progess
2.5
3.0
3.5
Moderate Progress
4.0
4.5
5.0
Very Great Progress
Groups Differences in Progress Toward Academic Goals
Academic Level Ratings on progress toward academic goals should increase as students
progress through school. UCSC freshmen rated their progress lowest (and seniors highest) in
all areas except in the appreciation of the arts (seniors were lowest).
Sex Males rated their progress greater in problem solving, quantitative, computing, and
scientific skills.
Ethnicity As groups, students of color and white students rated their progress very similarly.
Asian students reported greater progress than average in developing computing and speaking
skills. African American students reported greater progress than any other group in gaining
experience through internships, but lower progress in attaining competence in their field of
study, appreciation of the arts, and scientific skills.
Major Students studying the arts reported greater progress than average in developing an
appreciation of the arts, but lower progress in preparation for graduate school, and the
development of research, quantitative and scientific skills. Humanities majors also reported
greater progress in developing an appreciation of the arts and were lower than average in
developing scientific skills. Natural science students reported greater progress in the
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
9
development of problem solving and scientific skills, and less progress in their appreciation of
the arts. Students studying the social sciences reported greater progress than average in
development of their research skills, preparation for graduate school, and gaining experience
through internships. Not surprisingly, undeclared majors reported less progress in all areas.
Transfer Native students reported greater progress while at UCSC than transfer students.
College There were few important differences between the progress ratings of students at
different colleges. Some differences reflected disciplinary differences (e.g., Crown students
reported greater progress in acquiring scientific and quantitative skills) while others are more
difficult to explain (e.g., College Eight students reported much less progress in their
appreciation of the arts).
Improvement Indices for Academic Goals
The percentage of students who rated a goal as having great or very great importance, but who
rated their progress as none or little provides an index of the areas students would most like
improved. Table 2 displays the areas where 10% or more of UCSC students would like
improvement. Gaining experience through internships and obtaining the knowledge needed for
employment were the areas where students' values did not match their experiences.
Table 2 - Improvement Indices for Academic Goals
1996
1997
46%
31%
19%
24%
19%
15%
42%
19%
14%
13%
12%
11%
Experience through internships
Knowledge needed for employment
Knowledge for needed for graduate school
Developing speaking skills
Developing computing skills
Developing research skills
The percentage of students who rated a goal as important, but who made little or no progress
declined for all the goals, especially for gaining the knowledge needed for employment and the
development of speaking skills. The sizeable improvements in the indices are very unusual as
most of the findings of this survey are very similar to 1996.
Teaching, Advising and Facilities
In Section II of the survey, students rated their satisfaction with teaching, advising, and campus
facilities. (see Figure 4). Students were most satisfied with the overall academic quality,
instruction in the major, and the library’s facilities and services. Satisfaction ratings were lowest
with the opportunities for practical work experience and the laboratory facilities.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
10
Figure 4 - Satisfaction with Teaching, Advising and Facilities
Overall Academic Quality
Library Facilties
Faculty Instruction in Major
Library Services
Computing Facilities
Classroom Facilities
Course Content in Major
1997
Computing Services
1996
TA Instruction
Faculty Advising
Staff Advising
College Orientation
Lab Facilities
Practical Work Experience
1.0
1.5
Very Dissatisfied
2.0
2.5
3.0
3.5
4.0
Neutral
4.5
5.0
Very Satisfied
Groups Differences in Teaching, Advising and Facilities
Academic Level Freshmen were less satisfied than other students with faculty instruction in the
major, course content in the major, TA instruction in the major, academic advising by the
faculty, and the opportunities for practical work experience.
Sex Undergraduate women were more satisfied with advising by the faculty than men, but were
less satisfied with the opportunities for practical work experience.
Ethnicity African American students were less satisfied than the average with classroom and
laboratory facilities and with academic advising by the faculty. Chicano and Latino students
were more satisfied than other groups with academic advising by the staff and faculty.
Major Arts majors were less satisfied than other majors on the majority of the questions. In
particular, they were less satisfied with the course content and faculty instruction in the major.
Transfer Native juniors and seniors were more satisfied with the opportunities for practical
work experience than were transfers.
College Many of the differences between colleges reflected students’ academic majors.
Although Crown College students were generally more satisfied than students in other
colleges, they were far less satisfied with the academic advising by the staff.
The University Environment
In Section III of the survey, students rated their satisfaction with the university environment.
Figure 5 displays the average satisfaction ratings. Students were most satisfied with their overall
experience at UCSC and their academic experience. Satisfaction ratings were lowest with the
atmosphere for diversity and class size (where ratings were mostly neutral).
Figure 5 - Satisfaction with the University Environment
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
11
UCSC Overall
Academic Experience
Faculty Attitude
Availability of Faculty
Social Experience
1997
Variety of Courses
1996
Independent Study
Flexibility of Requirements
Availability Required Courses
Class Size
Diversity
1.0
1.5
2.0
Very Dissatisfied
2.5
3.0
3.5
4.0
4.5
Neutral
5.0
Very Satisfied
Groups Differences in Satisfaction With the University Environment
Academic Level Senior students were more satisfied with their academic experiences, the
opportunities for independent study, and the flexibility of requirements than were
undergraduates at lower levels.
Sex Women undergraduates were more satisfied than men with their overall academic
experiences and the atmosphere for diversity.
Ethnicity African American students reported lower satisfaction than other groups on ten of the
eleven questions. They were much less satisfied with their social and academic experiences,
the variety of courses offered, and the atmosphere for diversity.
Major Majors in the arts reported the lowest level of satisfaction on eight of the eleven
questions. Specifically, arts majors were less satisfied with the variety of courses offered, the
flexibility of the requirements, and the availability of required classes.
Transfer Transfer students were more satisfied with the atmosphere for diversity than were
native juniors and seniors.
College Students at Stevenson College were generally more satisfied than students at other
colleges, and Kresge College students were less satisfied with their social experiences.
General Education Requirements
Students were asked to rate the importance of skills or areas that are often included in a
campus’s general education (GE) curriculum (they were rated as 1: Less Important, 2: Important
or 3: Very Important). Overall, the general education skills or areas that were most valued were
writing skills, critical thinking skills, speaking and presentation skills, and general study skills.
The least valued were quantitative skills, foreign language skills, and knowledge of classic texts.
Figure 6 displays the importance of general education requirements.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
12
Figure 6 - Importance of General Education Requirements
Writing Skills
Critical Thinking
Speaking Skills
Study Skills
Interpersonal Skills
Computer Literacy
General Research Skills
Interdependence of Global Systems
World Etnic/Cultural Awareness
US Ethnic/Cultural Awareness
Wellness or Fitness
Involvement with Community
Quantitative Reasoning
Foreign Language Skills
Knowledge of Classic Texts
1.0
1.2
Less Important
1.4
1.6
1.8
2.0
Important
2.2
2.4
2.6
2.8
3.0
More Important
Groups Differences in General Education Requirements
Academic Level Freshmen generally rated the importance of general education skills lower than
more advanced students (i.e., writing skills, critical thinking skills, general research skills,
ethnic/cultural awareness worldwide and in the U.S., the interdependence of global systems,
involvement with the community, quantitative reasoning). The only exception was for
wellness and fitness.
Sex Women rated awareness of ethnic/cultural differences within the U.S. and worldwide as
more important than men.
Ethnicity The differences were generally small, although students of color often placed higher
importance on these skills than did white students.
Major Arts majors placed less importance to critical thinking skills, speaking skills, study skills,
and computer literacy skills than majors and rated knowledge of classic texts as more
important. Natural sciences majors rated ethnic/cultural awareness in the U.S. and
worldwide as less important than other majors and rated the acquisition of quantitative skills
as more important.
Transfer Differences between transfer and native juniors and seniors were small. Native
students felt the development of interpersonal skills to be somewhat more important.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
13
College Differences between colleges were small. Students at Merrill, Stevenson, and Kresge
Colleges rated an awareness of U.S. ethnic/cultural issues to be more important than students
at other colleges. Crown College students rated the acquisition of quantitative skills as more
important than students in other colleges.
The Value of the Core Course
Using the same scale (1: Less Important, 2: Important, or 3: Very Important), students also rated
the importance of several characteristics of their core course. The most important characteristics
were individual attention, an emphasis on writing, and small sections.
Groups Differences in the Value of the Core Course
Academic Level Differences in importance by level were small.
Sex Women students rated small section size, the emphasis on writing, and individual attention
as more important than male students.
Ethnicity Students from under-represented ethnic groups and Asian students rated these
characteristics as more important than white students (see Table 3).
Major Small sections and the emphasis on writing were less important to students majoring in
the arts and natural sciences than to students with other majors.
College Students in Stevenson and Oakes Colleges placed greater importance on these
characteristics than did students at other colleges. The emphases on writing and individual
attention, and the taking the course with other students in the college were much more
important to these students.
Table 3 - The Importance of Characteristics of the Core Course by Ethnic Group
Academic Goal
UCSC Afr Am
Individual Attention
Writing Skills
Small Sections
Within a College
Study Groups
2.5
2.5
2.4
2.1
2.1
2.7
2.6
2.6
2.0
2.5
Asian Nat Am Ch Lat
2.6
2.5
2.5
2.3
2.3
2.6
2.6
2.6
2.1
1.7
2.6
2.6
2.5
2.0
2.2
White
2.5
2.4
2.4
2.1
2.0
Academic Plans at UC Santa Cruz
Students were asked about their plans to remain enrolled at UCSC and whether they would
recommend the campus to a friend. UCSC was the first choice college of 58% of undergraduate
students, although there were some significant differences between some groups. About twelve
percent of the freshmen reported that they intended to transfer to another campus. Over half of
UCSC undergraduates plan to pursue a post baccalaureate degree. Figure 7 summarizes the
responses of all undergraduates.
Figure 7 - Academic Plans of UCSC Undergraduates
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
14
Complete Bachelors at UCSC
Recommend UCSC to Friend
Yes
Pursue Postbaccalaureate
Unsure or No
Leave Temporarily
Intend to Transfer
0%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Groups Differences in Academic Plans at UC Santa Cruz
Academic Level UCSC was the first choice school for only half of the freshmen (about 60% for
other students) and higher percentage of freshmen planned to transfer or take temporary
leaves.
Sex Women were more likely to attend college orientations (65% compared to 58% for men).
Ethnicity Only 29% of Asian students said that UCSC was their first choice (compared to 58%
overall) and 55% said they would recommend UCSC to a friend (compared to 70% overall).
Only 28% of African American students said they would recommend UCSC to a friend.
Major Only 66% of undeclared majors and 78% of arts majors planned to graduate from
UCSC (92% in the social sciences). Arts majors were the least likely to pursue a post
baccalaureate degree and least likely to recommend UCSC to a friend.
Transfer Nine percent of junior and senior transfer students planned to transfer to another
campus compared to only 2% of native students. In contrast, 8% of native students intended
to take a temporary leave compared to only 3% of transfer students. Transfer students were
more likely to recommend UCSC to a friend than native students.
College Only 46% of Kresge College students said they would recommend UCSC to a friend
(71% overall, 93% at Stevenson College). UCSC was the first choice of one-third of Merrill
College students (52% overall).
Interaction with Faculty
Students were asked to describe the frequency they discussed academic matters, their career
plans, and personal issues with the faculty. The frequency of interaction was described as
'Never,' 'Once,' 'Occasionally,' and 'Often.' Thirty percent of UCSC undergraduates said they
discussed academic matters with faculty members often and 52% said they do occasionally.
About half the students reported discussing their careers occasionally or often. About a third
discussed personal matters occasionally or often. Figure 8 displays the results from these
questions.
Figure 8 - Percentage of Students Interacting with Faculty
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
15
Academic Matters
Never
Once
Career Plans
Occasionally
Often
Personal Issues
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Groups Differences in Interaction with Faculty
Academic Level Forty percent of freshmen and sophomores haven’t discussed their career
plans with the faculty (about 25% for juniors and seniors). Interaction with the faculty about
academics and career plans increased during the senior year.
Sex Women were more likely than men to often discuss academic matters with the faculty.
Men were more likely not to discuss personal matters with the faculty.
Ethnicity African American students were the most likely of any group to discuss personal
issues with the faculty; 23% said they do it often compared to 6% overall.
Major Over 40% of social science and humanities majors said they often discussed academic
matters with faculty (less than 30% for arts and natural science majors).
Transfer Transfer students were more likely to often discuss academic matters with faculty
than were native juniors and seniors (40% vs. 32%, respectively).
College Over half of Stevenson College students have not discussed their career plans with a
faculty member (40% overall), however they are more likely than students at other colleges to
have discussed personal issues.
The Academic Experience at UCSC
Questions in this section addressed issues related to course and program availability and
academic support. In general, undergraduates agreed that UCSC was stimulating and
academically challenging. Results from the questions on the academic experience are displayed
in Figure 9.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
16
Figure 9 - The Academic Experience at UC Santa Cruz
Courses Academically Challenging
No Difficulty Finding Study Groups
Satisfied with Individual Attention
Preferred Major Not Available
Difficult Enrolling in GE Courses
Can't Find Tutoring
Difficult Enrolling in Major Courses
Academics Too Difficult
1.0
1.5
Strongly Agree
2.0
2.5
3.0
Neutral
3.5
4.0
4.5
5.0
Strongly Disagree
Groups Differences in Satisfaction With the Academic Experience at UCSC
Academic Level Freshmen reported greater difficulty with enrolling in courses in their major
than did more advanced students.
Sex Women reported having less difficulty than men in finding tutoring or help with classes.
Ethnicity African American students reported more difficulty in finding study groups and
tutoring than other students. African American and Asian students were more likely to
report that their preferred major was not offered at UCSC.
Major Arts majors reported much greater difficulty with enrolling in courses in the majors.
Undeclared majors were more likely to agree that their preferred majors were not offered.
Transfer Transfer students reported more difficulty with enrolling in general education courses
than native juniors and seniors.
College Kresge College students had more difficulty finding study groups and tutoring than
students at other colleges.
The Social Experience at UCSC
Two sets of questions addressed students' social life. The first asked questions related to
attendance at social events (on and off campus), tolerance for different beliefs, and friendships.
The second asked students to describe the problems they encountered during the academic year.
Important differences in these experiences were found between college and ethnic groups.
Figure 10 displays the results from the first set of questions.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
17
Figure 10 - The Social Experience at UC Santa Cruz
Many Close Friends
Diverse Views Respected
Attend Off Campus Events
Attend UCSC Events
Attend College Events
Uncomfortable with Drug/Alc Use
Attend Non-College Events
1.0
Strongly Agree
1.5
2.0
2.5
3.0
3.5
4.0
Neutral
4.5
5.0
Strongly Disagree
Groups Differences in Satisfaction With the Social Experience at UCSC
Academic Level Seniors were far less likely to attend campus cultural events than freshmen or
sophomores.
Sex Women attended cultural events outside of their college more often than did men.
Ethnicity Students of color were more likely to attend cultural events (college, non-college, off
campus) than white students. Compared with other groups, fewer African American students
reported that they had many close friends. They also were less likely to agree that diverse
beliefs and values were respected.
Major Arts majors and undeclared students attended college cultural events more often than
other students.
Transfer Transfer students had fewer close friends at UCSC and attended fewer cultural events
than did native juniors and seniors.
College Students at Kresge College were less likely than students in other colleges to attend
college or campus events and were more likely to attend off campus events. Students at
Oakes and Merrill Colleges were the most likely to attend college events. Freshmen and
sophomores at Cowell and Kresge Colleges reported having the fewest close friends while
Stevenson College students reported the most.
Problems Experienced by UCSC Students
Students rated the extent of academic, financial, personal, and social problems they experienced
during the 1996-97 academic year (see Figure 11). The most common problems were stress,
time management, and management of finances.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
18
Groups Differences in Problems Experienced
Academic Level As expected, freshmen reported greater problems with living away from home,
deciding on courses, and deciding on a major than did advanced standing students. Seniors
had more problems than other students with balancing school and work.
Sex Women had greater problems than men with stress, family responsibilities, health, and
living away from home.
Ethnicity African American students reported problems with a greater frequency than any other
group. Specifically, they had problems with their academic performance, financial situation,
and time management. Asian students also reported problems with their academic
performance.
Major Arts majors had greater problems than other students with their personal relationships
and finding a social niche. Not surprisingly, undeclared students had greater difficulty than
declared students with deciding on courses and a major.
Transfer Transfer students had greater problems with finding a social niche and financial
support than did native juniors and seniors.
College Students in Oakes College reported far more problems than students in other colleges.
Specifically, they had more academic problems (i.e., academic warnings, deciding on a major,
deciding on courses, academic performance), financial problems (i.e., finding work off
campus, managing finances), and personal problems (i.e., living away from home, health,
personal relationships). Students in Kresge College had relatively more problems with social
problems (i.e., finding a social niche, living situation) and financial problems (i.e., managing
finances, inadequate financial support). Merrill College students had more problems with
their health, personal relationships, and balancing school with their social life.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
19
Figure 11 - Problems Experienced by UCSC Undergraduate Students
Stress
Managing Time
Managing Finances
Balancing School and Social
Inadequate Financial Support
Personal Relationships
Living Situation
Balancing School with Work
Family Responsibilities
Academic Performance
Health
Finding a Social Niche
Deciding on Courses
Deciding on Major
Not Eligible For FA
Finding Work Off Campus
Living Away From Home
Academic Warning
1.0
University of California, Santa Cruz
1.5
2.0
2.5
3.0
3.5
4.0
The 1997 Undergraduate Experience Survey
20
DISCUSSION
The survey identified several topics that should be addressed by the campus. Discussed briefly
below, they are career preparation, problems experienced by students, and future administration
of surveys on the WWW.
Career Preparation
A variety of studies at UCSC (e.g., 1996 Survey of Freshmen, 1994 College Choice Survey,
1996 Undergraduate Experience Survey) have found that students are very concerned with
preparation for their careers. This survey found that acquiring the knowledge needed for
employment to be one of the most important goals of UCSC students, however students rated
their progress toward this goal as low. Students were also disappointed with their opportunities
for gaining experience through internships and work. These results were very similar to those
from the 1996 Undergraduate Experience Survey and are typical of the results found on other
UC campuses. Attention to these expectations and needs could assist students by (1) helping
them to explore potential careers, (2) providing experience in their field of study, and (3)
assisting with financial support.
Problems Experienced by Students
While the majority of students reported feeling stressed and having difficulty with management
of time and finances, certain subgroups reported experiencing greater degrees of difficulty than
others. Specifically African American students reported the greatest difficulty with managing
their college experience. In addition, they were the least likely of all ethnic/racial groups to
recommend UCSC to their friends. These findings indicate that perhaps African American
students have needs that are not currently being met by services offered at UCSC or that the
students are unaware of campus resources that may help them manage their stressors. In
addition, transfer students also reported feeing socially isolated. Further examination of the
experiences of subgroups will help determine what (if any) types of support can be provided to
ensure that all students can make the most out of their experiences at UCSC.
Administering Surveys on the World Wide Web
With the proliferation of tools to support applications on the WWW, it will become relatively
easy for a unit or committee to administer a survey via the Internet. Although there are some
important benefits (no copying or mailing costs, automated data entry), researchers should be
aware of the idiosyncrasies and problems associated with the methodologies used in this survey.
E-mail Students were notified of this survey using e-mail addresses provided by the Registrar's
Office. As a prerequisite for receiving the addresses, the Vice Chancellor for Student Affairs
reviewed the survey's content and intended uses as well as the relevant Federal regulations
regarding student privacy. Staff in Communication and Telecommunication Services were also
consulted about the best way to send e-mail to 9,000 students. A special e-mail account was
used and messages were sent in batches of 500. The messages were sent in a way that prevented
students from seeing the e-mail addresses of the other recipients. A handful of students reacted
very negatively to the notice (they considered it a violation of their privacy). Others sent e-mail
asking about the purposes and legitimacy of the survey. Due to the personal nature of e-mail (as
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
21
compared to traditional mail), efforts were made to answer their questions immediately. As
some students do not use their e-mail accounts, this method undoubtedly caused sample bias.
Weighting Nearly 900 students answered the survey, but this represented only 10% of
undergraduate students. If the 900 respondents were representative of all undergraduates, this
methodology would be considered useful. As anticipated, the characteristics of the respondents
were quite different from the undergraduate population (see Table 1). Males, natural science
majors, and Crown College students were over-represented in the sample. After experimenting
with several schemes, assigning weights by division and sex produced demographic
characteristics that were fairly similar to the overall population. As results appear to be very
similar the findings from the 1996 survey, it appears as if the overall results are representative.
Protecting the Data To prevent people from answering the survey more than once, students
were required to enter their student ID. The ID was matched to a database of all enrolled
students and each ID could be used only once.
Student Reactions The last question of the survey asked students' reaction to the survey on the
WWW. The comments were overwhelmingly positive (many preferred answering surveys in
this format). There were, unfortunately, other students who experienced problems with the
technology. Several students reported problems with their machine hanging up or the WWW
server not being responsive. These problems were not experienced during testing and could not
be replicated. Students who reported these problems were usually irate; for their efforts, they
were entered into the prize drawing.
Proliferation of Surveys Survey professionals have noted a pronounced decline in response
rates. Due to the proliferation and commercialization of surveys on the phone and through the
mail, the public is becoming increasingly reluctant to respond. Researchers in higher education
have also noted this phenomenon among college students. The WWW may make it easier to
administer surveys to students, but the content and frequency of campus surveys should be
carefully considered.
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
Appendix A: 1997 Undergraduate Experience Survey
University of California, Santa Cruz
22
The 1997 Undergraduate Experience Survey
23
The UCSC Undergraduate Experience Survey
Welcome to the 1997 Undergraduate Experience Survey!
By answering the questions below, you will help UCSC to improve its services and opportunities
for all UCSC students.
The survey contains eight sections and will take approximately 15 minutes of your time to
complete.
When you have completed all the questions in the survey, please click on the "Submit Completed
Survey" button at the end of the survey.
If you complete this survey before May 16, you will be entered in a drawing for a gift certificate
at the UCSC Bookstore. Questionnaires with less than 80% of the items answered will not be
included in the drawing. The Grand Prize will be $500.00 (1 prize), the Second Prize will be
$100.00 (5 prizes), and the Third Prize will be $50.00 (10 prizes). Winners will be notified by
phone or e-mail.
Thanks again for participating in the 1997 Undergraduate Experience Survey.
Contact Information
If you complete the following questionnaire, you will be entered into the drawing for the prizes. This will
be the only use that will be made of your name. None of the information you provide will be used for
purposes other than this survey and no individual will be identified in the report.
Please enter a phone number or e-mail address where you can be contacted:
Section I: Student Goals and Progress
Below is a list of some of the goals of a high quality undergraduate education.
For each goal:
1. How important is it to you to achieve that goal?
Select one number to the LEFT of each item.
2. How much progress have you made at UCSC toward attainment of that goal?
Select one number to the RIGHT of each item.
Use this scale for both:
N = None
L = Little
M = Moderate
G = Great
VG = Very Great
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
Importance to You
24
Goals of Undergraduate Education
Progress You Have Made
1 2 3 4 5
1. Developing interpersonal skills
1 2 3 4 5
1 2 3 4 5
2. Developing writing skills
1 2 3 4 5
1 2 3 4 5
3. Developing quantitative reasoning skills
1 2 3 4 5
1 2 3 4 5
4. Developing computer skills
1 2 3 4 5
1 2 3 4 5
5. Developing research skills
1 2 3 4 5
1 2 3 4 5
6. Developing speaking skills
1 2 3 4 5
1 2 3 4 5
7. Developing problem-solving skills
1 2 3 4 5
1 2 3 4 5
8. Becoming competent in a particular field of study
1 2 3 4 5
1 2 3 4 5
9. Developing an appreciation of art, music, and literature
1 2 3 4 5
1 2 3 4 5
10. Developing an understanding of science and technology
1 2 3 4 5
1 2 3 4 5
11. Acquiring knowledge and skills needed for employment
1 2 3 4 5
1 2 3 4 5
12. Acquiring knowledge and skills for graduate school
1 2 3 4 5
1 2 3 4 5
13. Gaining practical experience through internships
1 2 3 4 5
Section II: Satisfaction with Programs, Services, and the Campus
How satisfied are you with each program or service?
Use this scale to indicate your degree of satisfaction:
VD = Very Dissatisfied
SD = Somewhat Dissatisfied
N = Neutral
SS = Somewhat Satisfied
VS = Very Satisfied
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Faculty instruction in your major
TA/graduate student instruction in your major
Course content in your major
Practical work experiences in you field of study
Academic advising by faculty
Academic advising by staff
Classroom facilities
Laboratory facilities
Computer facilities
Computer services
Library facilities
Library services
College orientation sessions
Overall academic quality
University of California, Santa Cruz
VD
VD
VD
VD
VD
VD
VD
VD
VD
VD
VD
VD
VD
VD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
SD
N
N
N
N
N
N
N
N
N
N
N
N
N
N
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
VS
VS
VS
VS
VS
VS
VS
VS
VS
VS
VS
VS
VS
VS
The 1997 Undergraduate Experience Survey
25
Section III: The University Environment
How satisfied are you with each of the following?
Use this scale to indicate your degree of satisfaction:
VD = Very Dissatisfied
SD = Somewhat Dissatisfied
N = Neutral
SS = Somewhat Satisfied
VS = Very Satisfied
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Availability of faculty outside of class
Faculty attitude toward students
Variety of courses offered
Class size
Availability of courses required to graduate
Flexibility of degree requirements
Opportunities for independent research and study
Atmosphere of ethnic, political, and religious understanding
on campus
Overall academic experience
Overall quality of student life
UCSC overall
University of California, Santa Cruz
VD
VD
VD
VD
VD
VD
VD
VD
SD
SD
SD
SD
SD
SD
SD
SD
N
N
N
N
N
N
N
N
SS
SS
SS
SS
SS
SS
SS
SS
VS
VS
VS
VS
VS
VS
VS
VS
VD
VD
VD
SD
SD
SD
N
N
N
SS
SS
SS
VS
VS
VS
The 1997 Undergraduate Experience Survey
26
Section IV: General Education Requirements
The purposes of general education courses are threefold:
1.
2.
3.
develop the essential skills required of leaders in any field,
inform students of the broad historical, cultural, and ethical contexts of our world, and
have students examine the nature of knowledge and the modes of inquiry used in the social
sciences, the natural sciences, the humanities, and the arts.
Undergraduate students must satisfy general education course requirements to graduate. UCSC's
requirements are currently being reviewed, although any changes in the requirements would not apply to
currently enrolled students.
How would you rate the importance of the following skills or topics as general education requirements
for a person with your major or educational goals?
Use this scale to indicate the degree of importance:
Less Im = Less Important
Im = Important
Very Im = Very Important
Writing skills
Speaking and presentation skills
Knowledge of classic texts of the Western and Eastern traditions
Critical thinking and problems solving skills
Interpersonal/team competence/leadership skills
Computer literacy (e.g., word processing, e-mail, World Wide Web)
Quantitative reasoning and mathematical skills
General research skills (e.g., library, Internet resources)
Study and college skills (including preparation for your major and career)
Competence in a foreign language
Values and ethics/moral reasoning
Involvement with community/awareness of issues and their historical contexts
Ethnic/cultural awareness within the U.S.
Ethnic/cultural awareness worldwide
Personal wellness/fitness/health
Understanding the economic, social and biological interdependence of global life
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Less Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
The college core course is an important part of the current general education program. Using the same
scale as above [Less Important (Less Im), Important (Im), Very Important (Very Im)], please rate the
importance of the following characteristics of the core courses.
Writing skills
Speaking and presentation skills
Knowledge of classic texts of the Western and Eastern traditions
Critical thinking and problems solving skills
Interpersonal/team competence/leadership skills
What were the greatest benefits of your core course?
What were the weaknesses of your core course?
University of California, Santa Cruz
Less Im
Less Im
Less Im
Less Im
Less Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
Im Very Im
The 1997 Undergraduate Experience Survey
27
Section V: Academic Plans at UC Santa Cruz
The following questions address UCSC's role in your long-range academic plans.
What choice was UCSC when you chose a college?
1st
Did you attend your college orientation?
Do you intend to transfer to another university?
Do you intend to leave UCSC temporarily?
Do you expect to drop out of college?
Do you plan to complete a bachelors degree at UCSC?
Do you plan to pursue a post baccalaureate degree?
Would you recommend UCSC to a friend?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
2nd
3rd or other
Some of it
Maybe/Unsure
Maybe/Unsure
Maybe/Unsure
Maybe/Unsure
Maybe/Unsure
Maybe/Unsure
No
No
No
No
No
No
No
Why would you recommend or not recommend UCSC to a friend?
If you do not plan to graduate from UCSC, please explain your reasons
Section VI: Interaction With Faculty
This year, how often have you discussed the following with faculty outside of classes?
Academic matters
Career plans
Personal issues
Never Once
Never Once
Never Once
Occasionally Often
Occasionally Often
Occasionally Often
Section VII: The Academic Experience at UCSC
Please describe your level of satisfaction with the academic experience at UCSC. How satisfied are you
with each program or service?
Use this scale to indicate your level of agreement:
SA = Strongly Agree
A = Agree Somewhat
N = Neutral
D = Disagree Somewhat
SD = Strongly Disagree
NA
NA
NA
NA
NA
NA
NA
NA
UCSC is stimulating and academically challenging
My preferred major is not available at UCSC
I am satisfied with the individual attention from instructors
I find the academic workload to be too difficult
I can't find tutoring or get enough help with classes
I have had no difficulty finding study partners or groups
I have had difficulty enrolling in courses in my major
I have had difficulty enrolling in courses needed to
satisfy the general education requirements
University of California, Santa Cruz
SA
SA
SA
SA
SA
SA
SA
SA
A
A
A
A
A
A
A
A
N
N
N
N
N
N
N
N
D
D
D
D
D
D
D
D
SD
SD
SD
SD
SD
SD
SD
SD
The 1997 Undergraduate Experience Survey
28
Section VIII: The Social Experience at UCSC
The questions in this section address your satisfaction with your social experience at UCSC.
Where are you currently living?
On campus
Off campus
For the following questions, please use the scale to indicate your level of agreement:
SA = Strongly Agree
A = Agree Somewhat
N = Neutral
D = Disagree Somewhat
SD = Strongly Disagree
NA
NA
NA
NA
NA
NA
NA
I have many close friends at UCSC
I am uncomfortable with the amount of drug or alcohol use on campus
People with different beliefs and values are treated with respect at UCSC
I often attend plays, musical events, sporting events, recreational
activities or student clubs at UCSC
I often attend social events at my college
I often attend social events on campus outside my college
I often attend social events off campus
SA
SA
SA
SA
A
A
A
A
N
N
N
N
D
D
D
D
SD
SD
SD
SD
SA A N D SD
SA A N D SD
SA A N D SD
For the current academic year, please rate the extent of problems you experienced due to the following
factors.
Family crisis or family responsibilities
Balancing school with work
Not enough financial support
Living away from home
Academic warning, probation or disqualification
Not eligible for financial aid
Finding work on or off campus
Deciding which courses to take
Deciding upon a major
My academic performance
Managing my time
Stress
Managing my finances
My living situation (including housemates)
Personal relationships (friends, boyfriend/girlfriend)
Balancing school with social and personal life
Health
Finding a social niche at UC Santa Cruz
None
None
None
None
None
None
None
None
None
None
None
None
None
None
None
None
None
None
Small
Small
Small
Small
Small
Small
Small
Small
Small
Small
Small
Small
Small
Small
Small
Small
Small
Small
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Large
Large
Large
Large
Large
Large
Large
Large
Large
Large
Large
Large
Large
Large
Large
Large
Large
Large
One last question:
This is the first time this survey has been administered on the World Wide Web (WWW). Did you have
any problems with obtaining access to the WWW or with the format of the questionnaire?
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
Appendix B: Responses by Division, Ethnic Group, Transfer Status, Sex, Level, and
College
University of California, Santa Cruz
29
The 1997 Undergraduate Experience Survey
30
Responses by Student Subgroups
RESPONSES BY DIVISION
IMPORTANCE OF ACADEMIC GOALS BY DIVISION ....................................................................... 32
PROGRESS TOWARD ACADEMIC GOALS BY DIVISION ................................................................. 32
SATISFACTION WITH TEACHING, ADVISING AND FACILITIES BY DIVISION ................................. 33
SATISFACTION WITH THE UNIVERSITY ENVIRONMENT BY DIVISION .......................................... 33
IMPORTANCE OF GENERAL EDUCATION REQUIREMENTS BY DIVISION ....................................... 34
ACADEMIC PLANS BY DIVISION .................................................................................................. 34
INTERACTION WITH FACULTY BY DIVISION ............................................................................... 35
THE ACADEMIC EXPERIENCE AT UCSC BY DIVISION ................................................................. 35
THE SOCIAL EXPERIENCE AT UCSC BY DIVISION ...................................................................... 35
PERSONAL PROBLEMS WHILE ATTENDING UCSC BY DIVISION ................................................. 36
Responses by Ethnic Group
IMPORTANCE OF ACADEMIC GOALS BY ETHNIC GROUP ............................................................. 37
PROGRESS TOWARD ACADEMIC GOALS BY ETHNIC GROUP ....................................................... 37
SATISFACTION WITH TEACHING, ADVISING AND FACILITIES BY ETHNIC GROUP ....................... 38
SATISFACTION WITH THE UNIVERSITY ENVIRONMENT BY ETHNIC GROUP ................................. 38
THE IMPORTANCE OF GENERAL EDUCATION REQUIREMENTS BY ETHNIC GROUP ...................... 39
ACADEMIC PLANS BY ETHNIC GROUP ........................................................................................ 39
INTERACTION WITH FACULTY BY ETHNIC GROUP ...................................................................... 40
THE ACADEMIC EXPERIENCE AT UCSC BY ETHNIC GROUP ....................................................... 40
THE SOCIAL EXPERIENCE AT UCSC BY ETHNIC GROUP ............................................................. 40
PERSONAL PROBLEMS WHILE ATTENDING UCSC BY ETHNIC GROUP........................................ 41
RESPONSES BY TRANSFER STATUS AND SEX
IMPORTANCE OF ACADEMIC GOALS BY TRANSFER STATUS AND SEX......................................... 42
PROGRESS TOWARD ACADEMIC GOALS BY TRANSFER STATUS AND SEX................................... 42
SATISFACTION WITH TEACHING, ADVISING AND FACILITIES BY TRANSFER STATUS AND SEX ... 43
SATISFACTION WITH THE UNIVERSITY ENVIRONMENT BY TRANSFER STATUS AND SEX ............ 43
IMPORTANCE OF GENERAL EDUCATION REQUIREMENTS BY TRANSFER STATUS AND SEX ......... 44
ACADEMIC PLANS BY TRANSFER STATUS AND SEX .................................................................... 44
INTERACTION WITH FACULTY BY TRANSFER STATUS AND SEX ................................................. 45
THE ACADEMIC EXPERIENCE AT UCSC BY TRANSFER STATUS AND SEX ................................... 45
THE SOCIAL EXPERIENCE AT UCSC BY TRANSFER STATUS AND SEX ........................................ 45
PERSONAL PROBLEMS WHILE ATTENDING UCSC BY TRANSFER STATUS AND SEX ................... 46
RESPONSES BY STUDENT LEVEL
IMPORTANCE OF ACADEMIC GOALS BY STUDENT LEVEL ........................................................... 47
PROGRESS TOWARD ACADEMIC GOALS BY STUDENT LEVEL ..................................................... 47
SATISFACTION WITH TEACHING, ADVISING AND FACILITIES BY STUDENT LEVEL ..................... 48
SATISFACTION WITH THE UNIVERSITY ENVIRONMENT BY STUDENT LEVEL .............................. 48
THE IMPORTANCE OF GENERAL EDUCATION REQUIREMENTS BY LEVEL .................................... 49
ACADEMIC PLANS BY STUDENT LEVEL ...................................................................................... 49
INTERACTION WITH FACULTY BY STUDENT LEVEL .................................................................... 50
THE ACADEMIC EXPERIENCE AT UCSC BY STUDENT LEVEL ..................................................... 50
THE SOCIAL EXPERIENCE AT UCSC BY STUDENT LEVEL ........................................................... 50
PERSONAL PROBLEMS WHILE ATTENDING UCSC BY STUDENT LEVEL...................................... 51
RESPONSES BY RESIDENTIAL COLLEGE
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
31
IMPORTANCE OF ACADEMIC GOALS BY RESIDENTIAL COLLEGE ................................................ 52
PROGRESS TOWARD ACADEMIC GOALS BY RESIDENTIAL COLLEGE .......................................... 52
SATISFACTION WITH TEACHING, ADVISING AND FACILITIES BY COLLEGE ................................ 53
SATISFACTION WITH THE UNIVERSITY ENVIRONMENT BY RESIDENTIAL COLLEGE .................... 53
IMPORTANCE OF GENERAL EDUCATION REQUIREMENTS BY RESIDENTIAL COLLEGE ................. 54
ACADEMIC PLANS BY RESIDENTIAL COLLEGE............................................................................ 54
INTERACTION WITH FACULTY BY RESIDENTIAL COLLEGE ......................................................... 55
THE ACADEMIC EXPERIENCE AT UCSC BY STUDENT LEVEL ..................................................... 55
THE SOCIAL EXPERIENCE AT UCSC BY COLLEGE ...................................................................... 55
PERSONAL PROBLEMS WHILE ATTENDING UCSC BY RESIDENTIAL COLLEGE ........................... 56
University of California, Santa Cruz
The 1997 Undergraduate Experience Survey
32
Responses by Division
Importance of Academic Goals by Division
UCSC
Academic Goal
Competence in a field of study
Knowledge for employment
Developing writing skills
Developing problem-solving skills
Knowledge for graduate school
Developing interpersonal skills
Developing research skills
Experience through internships
Developing speaking skills
Appreciation of the arts
Developing computer skills
Developing quantitative skills
Developing scientific skills
4.6
4.5
4.3
4.2
4.1
4.1
4.0
3.9
3.9
3.9
3.9
3.9
3.8
Arts
Hum
4.6
4.3
4.2
3.9
3.8
4.0
3.5
3.7
4.0
4.5
3.9
3.4
3.5
4.5
4.2
4.5
4.0
4.0
3.9
3.9
3.5
3.9
4.2
3.6
3.6
3.1
Nat Sci Soc Sci Undecl
4.7
4.6
3.9
4.4
4.2
3.9
4.1
4.0
3.7
3.4
4.0
4.3
4.6
4.7
4.7
4.5
4.2
4.4
4.3
4.1
4.2
4.1
3.9
3.9
3.9
3.7
4.5
4.5
4.4
4.0
3.9
4.1
3.8
4.0
3.9
3.9
3.9
3.8
3.7
Progress Toward Academic Goals by Division
Academic Goal
UCSC
Competence in a field of study
Developing interpersonal skills
Developing writing skills
Developing problem-solving skills
Appreciation of the arts
Developing quantitative skills
Developing computer skills
Developing research skills
Knowledge for employment
Developing scientific skills
Knowledge for graduate school
Developing speaking skills
Experience through internships
University of California, Santa Cruz
3.6
3.6
3.6
3.4
3.4
3.3
3.3
3.2
3.2
3.2
3.1
3.0
2.1
Arts
Hum
3.5
3.5
3.4
3.2
3.9
2.9
3.3
2.7
3.0
2.8
2.9
2.9
1.8
3.7
3.7
3.7
3.3
3.7
3.1
3.2
3.3
3.1
2.7
3.2
3.1
2.1
Nat Sci Soc Sci Undecl
3.7
3.5
3.4
3.7
2.9
3.7
3.4
3.3
3.4
3.9
3.2
2.9
2.1
3.8
3.7
3.7
3.5
3.3
3.4
3.3
3.5
3.3
3.0
3.4
3.2
2.5
3.2
3.5
3.5
3.2
3.3
3.1
3.1
2.9
2.9
3.0
2.8
2.9
1.7
The 1997 Undergraduate Experience Survey
33
Satisfaction With Teaching, Advising and Facilities by Division
Overall academic quality
Library facilities
Faculty instruction in major
Library services
Computer facilities
Classroom facilities
Course content in major
Computer services
TA instruction in major
Academic advising by faculty
Academic advising by staff
College orientation sessions
Laboratory facilities
Practical work experience
UCSC
Arts
Hum
4.0
4.0
3.9
3.9
3.7
3.7
3.7
3.5
3.4
3.1
3.1
2.8
2.2
2.2
3.8
3.8
3.6
3.6
3.6
3.4
3.1
3.4
3.1
3.0
3.0
2.8
1.8
1.8
4.1
3.9
4.2
4.0
3.6
3.7
3.9
3.3
3.6
3.4
3.1
2.9
1.5
1.9
Nat Sci Soc Sci Undecl
4.0
4.2
3.9
3.9
3.8
3.7
3.9
3.5
3.7
2.9
2.9
2.7
3.3
2.6
4.1
4.0
4.1
3.9
3.7
3.7
3.9
3.5
3.7
3.3
3.3
2.8
2.0
2.6
4.0
4.0
3.7
4.0
3.7
3.8
2.6
3.5
2.3
2.8
2.9
2.9
2.1
1.4
Satisfaction With the University Environment by Division
UCSC overall
Overall academic experience
Faculty attitude toward students
Availability of faculty
Overall social experience
Variety of courses offered
Opportunities for indep study
Flexibility of requirements
Availability of required courses
Class size
Atmosphere for diversity
University of California, Santa Cruz
UCSC
Arts
Hum
4.1
4.0
3.9
3.9
3.8
3.5
3.5
3.4
3.4
3.3
3.3
3.9
3.9
3.8
3.6
3.7
2.9
3.3
2.8
2.7
3.4
3.4
4.1
4.1
4.0
4.0
3.8
3.5
3.6
3.7
3.6
3.4
3.3
Nat Sci Soc Sci Undecl
4.0
3.9
3.7
3.8
3.8
3.5
3.3
3.3
3.4
3.3
3.3
4.2
4.2
4.0
3.9
3.8
3.6
3.7
3.7
3.7
3.2
3.3
4.1
4.0
4.0
4.0
3.9
3.5
3.4
3.3
3.3
3.5
3.2
The 1997 Undergraduate Experience Survey
34
Importance of General Education Requirements by Division
GE Requirements
Writing Skills
Critical Thinking
Speaking and Presentation Skills
Study Skills
Interpersonal Skills
Computer Literacy
General Research Skills
Interdependence of Global Syst.
World Ethnic/Cultural Awareness
Values and Ethics
US Ethnic/Cultural Awareness
Wellness or Fitness
Involvement With Community
Quantitative Reasoning
Foreign Language Skills
Knowledge of Classic Texts
UCSC
Arts
Hum
2.8
2.8
2.6
2.6
2.5
2.5
2.5
2.3
2.3
2.3
2.3
2.2
2.2
2.1
1.9
1.8
2.7
2.5
1.9
1.8
2.4
1.7
2.4
2.1
2.2
2.1
2.2
2.0
2.2
2.3
2.1
2.6
2.9
2.8
2.5
2.5
2.2
2.4
2.5
2.4
2.5
2.3
2.5
2.1
2.3
1.9
2.2
2.2
Nat Sci Soc Sci Undecl
2.6
2.8
2.5
2.7
2.5
2.6
2.5
2.3
2.0
2.1
1.9
2.2
1.9
2.6
1.7
1.5
2.9
2.8
2.8
2.6
2.7
2.5
2.6
2.5
2.5
2.4
2.5
2.3
2.4
2.1
2.1
1.9
2.8
2.7
2.5
2.5
2.6
2.5
2.3
2.2
2.2
2.3
2.2
2.2
2.1
2.1
1.9
1.9
Academic Plans by Division
UCSC
What choice was UCSC?
First
58%
Second or lower
42%
Did you attend college orientation?
Yes
63%
Some
37%
Do you intend to transfer?
Yes
7%
Unsure or No
93%
Do you intend to leave temporarily?
Yes
8%
Unsure or No
92%
Plan to complete bachelor's at UCSC?
Yes
85%
Unsure or No
15%
Plan to pursue a post baccalaureate degree?
Yes
54%
Unsure or No
46%
Recommend UCSC to a friend?
Yes
70%
Unsure or No
30%
University of California, Santa Cruz
Arts
Hum
Nat Sci Soc Sci Undecl
52%
48%
55%
45%
63%
37%
58%
42%
56%
44%
61%
39%
63%
37%
63%
37%
64%
36%
60%
40%
9%
91%
6%
94%
8%
92%
7%
93%
8%
92%
8%
92%
8%
92%
6%
94%
8%
92%
11%
89%
78%
22%
89%
11%
86%
14%
92%
8%
66%
34%
43%
57%
54%
46%
55%
45%
62%
38%
37%
63%
63%
37%
67%
33%
74%
26%
74%
26%
68%
32%
The 1997 Undergraduate Experience Survey
35
Interaction With Faculty by Division
Topics
Academic matters
Never
Once
Occasionally
Often
Career plans
Never
Once
Occasionally
Often
Personal issues
Never
Once
Occasionally
Often
UCSC
Arts
Hum
Nat Sci Soc Sci Undecl
6%
13%
52%
30%
8%
13%
52%
27%
4%
9%
47%
40%
6%
13%
52%
29%
3%
8%
47%
43%
12%
15%
55%
19%
30%
19%
36%
15%
34%
14%
43%
9%
29%
18%
35%
18%
27%
21%
40%
12%
26%
20%
33%
21%
44%
22%
26%
8%
51%
17%
26%
6%
54%
21%
21%
4%
40%
24%
29%
7%
56%
14%
25%
5%
48%
16%
30%
6%
60%
12%
21%
7%
The Academic Experience at UCSC by Division
UCSC
Academically challenging
No difficulty finding study groups
Satisfied with individual attention
Preferred major is not available
Difficult enrolling in GE courses
Can't find tutoring
Difficult enrolling in major courses
Academic work too difficult
2.0
2.4
2.5
3.1
3.1
3.2
3.2
3.6
Arts
Hum
2.2
2.3
2.5
3.0
2.8
2.9
2.2
3.5
2.0
2.4
2.3
3.2
3.3
3.2
3.8
3.7
Nat Sci Soc Sci Undecl
1.9
2.4
2.6
3.3
3.1
3.2
3.3
3.4
1.9
2.5
2.5
3.1
3.2
3.3
3.4
3.6
2.2
2.6
2.6
2.7
3.0
3.1
2.5
3.6
The Social Experience at UCSC by Division
UCSC
I have many close friends
Diverse views respected
Attend off campus cultural events
Attend UCSC cultural events
Attend college cultural events
Uncomfortable with drug/alc use
Attend non-college cultural events
University of California, Santa Cruz
2.5
2.6
2.8
3.0
3.3
3.3
3.4
Arts
Hum
2.5
2.7
2.9
2.9
3.1
3.5
3.4
2.5
2.7
2.6
2.9
3.4
3.5
3.3
Nat Sci Soc Sci Undecl
2.5
2.5
2.9
3.2
3.4
3.1
3.6
2.4
2.6
2.7
3.0
3.3
3.3
3.4
2.5
2.5
2.9
2.9
2.8
3.5
3.3
The 1997 Undergraduate Experience Survey
36
Personal Problems While Attending UCSC by Division
Academic warning, probation
Living away from home
Finding work off-campus
Not eligible for financial aid
Deciding on a major
Deciding on courses
Finding a social niche
Health
My academic performance
Family crisis or responsibilities
Balancing school with work
My living situation
Personal relationships
Inadequate financial support
Balancing school and social life
Managing my finances
Managing my time
Stress
University of California, Santa Cruz
UCSC
Arts
Hum
1.4
1.7
1.8
1.8
1.8
2.1
2.1
2.2
2.2
2.3
2.3
2.4
2.4
2.6
2.6
2.7
2.8
3.1
1.2
1.8
1.8
1.8
2.1
2.3
2.4
2.2
2.1
2.3
2.2
2.5
2.8
2.7
2.6
2.7
2.7
3.2
1.2
1.5
1.7
1.8
1.7
1.9
2.0
2.2
2.1
2.2
2.4
2.4
2.2
2.5
2.5
2.6
2.8
3.0
Nat Sci Soc Sci Undecl
1.5
1.6
1.8
1.8
1.6
2.0
2.1
2.1
2.3
2.2
2.3
2.3
2.3
2.6
2.5
2.7
2.9
3.1
1.4
1.6
1.8
1.8
1.6
2.0
2.1
2.3
2.2
2.4
2.5
2.5
2.5
2.6
2.7
2.8
2.9
3.2
1.3
1.9
1.9
1.7
2.7
2.4
2.2
2.3
2.3
2.2
2.0
2.5
2.4
2.5
2.6
2.6
2.7
2.9
The 1997 Undergraduate Experience Survey
37
Responses by Ethnic Group
Importance of Academic Goals by Ethnic Group
UCSC Afr Am
Academic Goal
Competence in a field of study
Knowledge for employment
Developing writing skills
Developing problem-solving skills
Knowledge for graduate school
Developing interpersonal skills
Appreciation of the arts
Developing quantitative skills
Developing research skills
Developing scientific skills
Developing computer skills
Developing speaking skills
Experience through internships
4.6
4.5
4.3
4.2
4.1
4.1
4.0
3.9
3.9
3.9
3.9
3.9
3.8
4.7
4.4
4.8
4.1
4.2
4.4
3.4
4.2
3.9
3.7
4.1
4.3
4.2
Asian Nat Am Ch Lat
4.5
4.5
4.3
4.3
4.2
4.2
3.8
4.1
4.0
4.0
4.1
4.1
4.1
4.7
5.0
4.4
3.4
5.0
4.2
4.3
3.0
4.2
3.2
3.1
4.4
3.7
4.7
4.6
4.5
4.0
4.3
4.1
3.9
4.1
4.2
3.6
4.1
4.1
4.1
White
4.6
4.5
4.3
4.1
4.1
4.0
4.0
3.8
3.9
3.8
3.8
3.8
3.8
Progress Toward Academic Goals by Ethnic Group
Academic Goal
UCSC Afr Am
Competence in a field of study
Developing interpersonal skills
Developing writing skills
Developing problem-solving skills
Appreciation of the arts
Developing quantitative skills
Developing computer skills
Developing research skills
Knowledge for employment
Developing scientific skills
Knowledge for graduate school
Developing speaking skills
Experience through internships
University of California, Santa Cruz
3.6
3.6
3.6
3.4
3.4
3.3
3.3
3.2
3.2
3.2
3.1
3.0
2.1
3.3
3.8
3.6
3.4
2.9
3.2
3.3
3.2
3.4
2.9
3.0
3.2
2.6
Asian Nat Am Ch Lat
3.6
3.6
3.6
3.5
3.2
3.3
3.6
3.2
3.3
3.2
2.9
3.3
2.1
3.7
4.7
3.9
3.2
4.3
3.0
3.3
2.9
3.2
2.9
3.2
3.4
2.1
3.7
3.6
3.7
3.4
3.4
3.4
3.5
3.4
3.3
3.2
3.2
3.2
2.1
White
3.7
3.5
3.6
3.4
3.4
3.3
3.2
3.3
3.2
3.2
3.2
2.9
2.1
The 1997 Undergraduate Experience Survey
38
Satisfaction With Teaching, Advising and Facilities by Ethnic Group
UCSC Afr Am
Overall academic quality
Library facilities
Faculty instruction in major
Library services
Computer facilities
Classroom facilities
Course content in major
Computer services
TA instruction in major
Academic advising by faculty
Academic advising by staff
College orientation sessions
Laboratory facilities
Practical work experience
4.0
4.0
3.9
3.9
3.7
3.7
3.7
3.5
3.4
3.1
3.1
2.8
2.2
2.2
4.0
3.9
3.9
4.1
3.5
3.2
3.9
3.6
3.4
2.6
3.0
3.1
1.9
2.2
Asian Nat Am Ch Lat
3.8
3.9
3.7
3.8
3.6
3.5
3.7
3.3
3.5
3.0
2.9
3.0
2.4
2.2
4.6
4.8
3.9
4.4
4.3
4.0
4.2
2.9
4.5
2.5
2.2
3.0
2.1
1.9
4.1
4.1
3.9
4.1
3.7
3.8
3.8
3.7
3.5
3.4
3.4
2.9
1.9
2.3
White
4.1
4.0
4.0
3.9
3.7
3.7
3.6
3.5
3.4
3.0
3.1
2.7
2.3
2.2
Satisfaction with the University Environment by Ethnic Group
UCSC Afr Am
UCSC overall
Overall academic experience
Faculty attitude toward students
Availability of faculty
Overall social experience
Variety of courses offered
Opportunities for indep study
Flexibility of requirements
Availability of required courses
Class size
Atmosphere for diversity
University of California, Santa Cruz
4.1
4.0
3.9
3.9
3.8
3.5
3.5
3.4
3.4
3.3
3.3
3.6
3.4
3.6
3.7
2.9
2.8
3.6
3.1
3.0
3.2
2.5
Asian Nat Am Ch Lat
3.7
3.8
3.8
3.7
3.6
3.3
3.3
3.3
3.2
3.2
3.0
4.7
4.6
4.6
4.0
5.0
3.8
3.3
4.4
4.1
3.6
3.6
4.1
4.1
3.8
3.7
3.8
3.5
3.5
3.5
3.4
3.3
3.4
White
4.2
4.1
3.9
3.9
3.9
3.6
3.5
3.4
3.5
3.3
3.4
The 1997 Undergraduate Experience Survey
39
The Importance of General Education Requirements by Ethnic Group
General Education Requirement UCSC Afr Am
Writing Skills
Critical Thinking
Speaking and Presentation Skills
Study Skills
Interpersonal Skills
Computer Literacy
General Research Skills
Interdependence of Global Syst.
World Ethnic/Cultural Awareness
Values and Ethics
US Ethnic/Cultural Awareness
Wellness or Fitness
Involvement With Community
Quantitative Reasoning
Foreign Language Skills
Knowledge of Classic Texts
2.8
2.8
2.6
2.6
2.5
2.5
2.5
2.3
2.3
2.3
2.3
2.2
2.2
2.1
1.9
1.8
2.8
2.7
2.7
2.7
2.6
2.5
2.5
2.3
2.5
2.1
2.5
2.3
2.3
2.2
2.0
1.6
Asian Nat Am Ch Lat
2.8
2.7
2.7
2.7
2.6
2.5
2.5
2.3
2.4
2.3
2.3
2.3
2.2
2.3
2.0
1.8
3.0
1.9
2.5
2.7
2.2
2.2
2.5
2.4
2.7
2.2
2.7
2.2
2.4
1.6
2.8
1.9
2.8
2.8
2.7
2.7
2.6
2.5
2.6
2.5
2.5
2.4
2.5
2.3
2.4
2.1
2.0
1.8
White
2.7
2.8
2.6
2.5
2.5
2.4
2.4
2.3
2.2
2.2
2.2
2.2
2.1
2.1
1.9
1.9
Academic Plans by Ethnic Group
UCSC Afr-Am Asian Nat Am Ch Lat
What choice was UCSC?
First
58%
Second or lower
42%
Did you attend college orientation?
Yes
63%
Some
37%
Do you intend to transfer?
Yes
7%
Unsure or No
93%
Do you intend to leave temporarily?
Yes
8%
Unsure or No
92%
Plan to complete bachelor's at UCSC?
Yes
85%
Unsure or No
15%
Plan to pursue a post baccalaureate degree?
Yes
54%
Unsure or No
46%
Recommend UCSC to a friend?
Yes
70%
Unsure or No
30%
University of California, Santa Cruz
White
47%
53%
29%
71%
83%
17%
61%
39%
66%
34%
83%
17%
52%
48%
100%
0%
69%
31%
62%
38%
7%
93%
8%
92%
0%
100%
9%
91%
8%
92%
5%
95%
1%
99%
0%
100%
9%
91%
8%
92%
78%
22%
77%
23%
00%
100%
85%
15%
87%
13%
54%
46%
46%
54%
71%
39%
58%
42%
54%
46%
28%
72%
55%
45%
100%
0%
79%
21%
73%
27%
The 1997 Undergraduate Experience Survey
40
Interaction With Faculty by Ethnic Group
Topics
UCSC Afr-Am Asian Nat Am Ch Lat
Academic matters
Never
Once
Occasionally
Often
Career plans
Never
Once
Occasionally
Often
Personal issues
Never
Once
Occasionally
Often
White
6%
13%
52%
30%
5%
5%
60%
30%
9%
12%
60%
20%
0%
17%
55%
29%
6%
15%
53%
26%
6%
11%
50%
33%
30%
19%
36%
15%
30%
11%
37%
22%
28%
26%
36%
10%
71%
0%
29%
0%
32%
16%
32%
20%
32%
19%
36%
14%
51%
17%
26%
6%
38%
17%
22%
23%
52%
18%
25%
6%
83%
17%
0%
0%
46%
19%
28%
7%
52%
16%
27%
5%
The Academic Experience at UCSC by Ethnic Group
UCSC Afr-Am Asian Nat Am Ch Lat
Academically challenging
No difficulty finding study groups
Satisfied with individual attention
Preferred major is not available
Difficult enrolling in GE courses
Can't find tutoring
Difficult enrolling in major courses
Academic work too difficult
2.0
2.4
2.5
3.1
3.1
3.2
3.2
3.6
1.9
2.9
2.5
2.8
3.2
3.5
3.3
3.4
2.2
2.7
2.5
2.8
3.0
3.1
3.2
3.3
1.7
2.8
1.7
4.3
3.7
3.6
4.8
3.6
1.8
2.5
2.5
3.0
3.2
3.3
3.3
3.3
White
2.0
2.4
2.6
3.2
3.1
3.2
3.2
3.7
The Social Experience at UCSC by Ethnic Group
UCSC Afr-Am Asian Nat Am Ch Lat
I have many close friends
Diverse views respected
Attend off campus cultural events
Attend UCSC cultural events
Attend college cultural events
Uncomfortable with drug/alc use
Attend non-college cultural events
University of California, Santa Cruz
2.5
2.6
2.8
3.0
3.3
3.3
3.4
2.9
3.2
2.8
2.9
2.9
3.1
3.3
2.5
2.6
2.8
3.1
3.2
3.0
3.2
2.1
2.0
2.6
2.2
2.8
3.0
3.9
2.5
2.5
3.0
2.8
3.0
3.3
3.1
White
2.5
2.5
2.7
3.1
3.4
3.4
3.5
The 1997 Undergraduate Experience Survey
41
Personal Problems While Attending UCSC by Ethnic Group
UCSC Afr-Am Asian Nat Am Ch Lat
Academic warning, probation
Living away from home
Finding work off-campus
Not eligible for financial aid
Deciding on a major
Deciding on courses
Finding a social niche
Health
My academic performance
Family crisis or responsibilities
Balancing school with work
My living situation
Personal relationships
Inadequate financial support
Balancing school and social life
Managing my finances
Managing my time
Stress
University of California, Santa Cruz
1.4
1.7
1.8
1.8
1.8
2.1
2.1
2.2
2.2
2.3
2.3
2.4
2.4
2.6
2.6
2.7
2.8
3.1
2.1
2.1
2.0
1.1
2.1
2.2
2.1
2.6
2.7
2.7
2.5
2.8
2.5
3.2
2.8
3.3
3.4
3.3
1.7
1.7
1.8
2.0
1.7
2.2
2.2
2.2
2.5
2.2
2.4
2.6
2.5
2.7
2.7
2.8
2.9
3.2
1.0
1.3
1.0
1.3
1.5
1.7
1.9
1.2
1.7
1.3
1.8
1.6
2.3
1.9
2.6
2.2
3.0
2.7
1.6
1.7
1.7
1.6
1.7
2.1
2.0
2.3
2.4
2.6
2.6
2.5
2.6
2.7
2.6
2.9
3.1
3.2
White
1.3
1.6
1.8
1.9
1.8
2.0
2.1
2.2
2.1
2.2
2.3
2.4
2.4
2.5
2.6
2.7
2.7
3.0
The 1997 Undergraduate Experience Survey
42
Responses by Transfer Status and Sex
Importance of Academic Goals by Transfer Status and Sex
Academic Goal
Competence in a field of study
Knowledge for employment
Developing writing skills
Developing problem-solving skills
Knowledge for graduate school
Developing interpersonal skills
Developing research skills
Experience through internships
Developing speaking skills
Appreciation of the arts
Developing computer skills
Developing quantitative skills
Developing scientific skills
UCSC
4.6
4.5
4.3
4.2
4.1
4.1
4.0
3.9
3.9
3.9
3.9
3.9
3.8
Transfer Status
Native Transfer
4.6
4.5
4.4
4.1
4.1
4.1
4.0
3.9
4.0
4.0
4.0
4.0
3.9
4.7
4.5
4.3
4.4
4.2
3.9
4.1
3.9
3.9
3.8
4.0
4.0
3.8
Male
4.6
4.4
4.2
4.2
4.0
4.0
3.9
3.7
3.9
3.8
3.9
4.0
3.9
Sex
Female
4.7
4.6
4.4
4.1
4.2
4.1
4.0
4.1
4.0
4.0
3.9
3.8
3.7
Progress Toward Academic Goals by Transfer Status and Sex
Academic Goal
Competence in a field of study
Developing interpersonal skills
Developing writing skills
Developing problem-solving skills
Appreciation of the arts
Developing quantitative skills
Developing computer skills
Developing research skills
Knowledge for employment
Developing scientific skills
Knowledge for graduate school
Developing speaking skills
Experience through internships
University of California, Santa Cruz
UCSC
3.6
3.6
3.6
3.4
3.4
3.3
3.3
3.2
3.2
3.2
3.1
3.0
2.1
Transfer
Native Transfer
3.9
3.7
3.7
3.6
3.4
3.5
3.6
3.6
3.4
3.4
3.4
3.1
2.4
3.8
3.4
3.5
3.6
3.2
3.5
3.4
3.4
3.2
3.2
3.4
3.1
2.4
Male
3.7
3.6
3.6
3.6
3.3
3.5
3.4
3.2
3.2
3.3
3.2
3.0
2.1
Sex
Female
3.6
3.6
3.6
3.4
3.4
3.2
3.2
3.3
3.2
3.1
3.1
3.0
2.1
The 1997 Undergraduate Experience Survey
43
Satisfaction With Teaching, Advising and Facilities by Transfer Status and Sex
UCSC
Overall academic quality
Library facilities
Faculty instruction in major
Library services
Computer facilities
Classroom facilities
Course content in major
Computer services
TA instruction in major
Academic advising by faculty
Academic advising by staff
College orientation sessions
Laboratory facilities
Practical work experience
4.0
4.0
3.9
3.9
3.7
3.7
3.7
3.5
3.4
3.1
3.1
2.8
2.2
2.2
Transfer Status
Native Transfer
4.1
4.0
4.2
4.0
3.8
3.6
4.0
3.5
3.8
3.2
3.0
2.5
2.3
2.7
4.1
4.0
4.0
4.0
3.7
3.8
4.0
3.5
3.7
3.3
3.3
2.9
2.3
2.4
Sex
Male Female
4.0
4.0
3.9
3.9
3.7
3.7
3.6
3.4
3.3
3.0
3.0
2.6
2.5
2.4
4.1
4.0
4.0
3.9
3.7
3.7
3.7
3.5
3.5
3.2
3.1
2.9
2.1
2.1
Satisfaction With the University Environment by Transfer Status and Sex
UCSC
UCSC overall
Overall academic experience
Faculty attitude toward students
Availability of faculty
Overall social experience
Variety of courses offered
Opportunities for indep study
Flexibility of requirements
Availability of required courses
Class size
Atmosphere for diversity
University of California, Santa Cruz
4.1
4.0
3.9
3.9
3.8
3.5
3.5
3.4
3.4
3.3
3.3
Transfer Status
Native Transfer
4.1
4.1
3.7
3.9
3.8
3.4
3.6
3.6
3.5
3.2
3.2
4.1
4.1
3.9
3.8
3.8
3.5
3.6
3.6
3.5
3.4
3.6
Sex
Male Female
4.0
3.9
3.9
3.8
3.8
3.4
3.4
3.4
3.4
3.3
3.2
4.1
4.1
3.9
3.9
3.8
3.5
3.5
3.4
3.4
3.3
3.4
The 1997 Undergraduate Experience Survey
44
Importance of General Education Requirements by Transfer Status and Sex
General Education Requirement
UCSC
Writing Skills
Critical Thinking
Speaking and Presentation Skills
Study Skills
Interpersonal Skills
Computer Literacy
General Research Skills
Interdependence of Global Syst.
World Ethnic/Cultural Awareness
Values and Ethics
US Ethnic/Cultural Awareness
Wellness or Fitness
Involvement With Community
Quantitative Reasoning
Foreign Language Skills
Knowledge of Classic Texts
2.8
2.8
2.6
2.6
2.5
2.5
2.5
2.3
2.3
2.3
2.3
2.2
2.2
2.1
1.9
1.8
Transfer Status
Native Transfer
2.8
2.8
2.7
2.5
2.6
2.5
2.5
2.2
2.3
2.2
2.3
2.2
2.2
2.1
2.0
1.8
2.8
2.8
2.6
2.7
2.4
2.5
2.6
2.5
2.4
2.3
2.3
2.2
2.2
2.2
2.0
1.9
Sex
Male Female
2.7
2.8
2.5
2.5
2.5
2.5
2.5
2.3
2.1
2.2
2.4
2.1
2.1
2.2
1.8
1.8
2.8
2.7
2.7
2.6
2.5
2.5
2.4
2.3
2.4
2.3
2.4
2.2
2.3
2.1
2.0
1.9
Academic Plans by Transfer Status and Sex
UCSC
What choice was UCSC?
First
58%
Second or lower
42%
Did you attend college orientation?
Yes
63%
Some
37%
Do you intend to transfer?
Yes
7%
Unsure or No
93%
Do you intend to leave temporarily?
Yes
8%
Unsure or No
92%
Plan to complete bachelor's at UCSC?
Yes
85%
Unsure or No
15%
Plan to pursue a post baccalaureate degree?
Yes
54%
Unsure or No
46%
Recommend UCSC to a friend?
Yes
70%
Unsure or No
30%
University of California, Santa Cruz
Transfer Status
Native Transfer
Sex
Female
Male
57%
43%
67%
33%
60%
40%
57%
43%
59%
41%
66%
34%
58%
42%
65%
35%
2%
98%
9%
91%
8%
92%
7%
93%
8%
92%
3%
97%
6%
94%
10%
90%
96%
4%
95%
5%
83%
17%
86%
14%
54%
46%
61%
39%
51%
49%
55%
45%
66%
34%
75%
25%
69%
31%
72%
28%
The 1997 Undergraduate Experience Survey
45
Interaction With Faculty by Transfer Status and Sex
Topics
Academic matters
Never
Once
Occasionally
Often
Career plans
Never
Once
Occasionally
Often
Personal issues
Never
Once
Occasionally
Often
UCSC
Transfer Status
Native Transfer
Sex
Male Female
6%
13%
52%
30%
4%
10%
54%
32%
4%
10%
46%
40%
5%
13%
58%
24%
7%
13%
47%
34%
30%
19%
36%
15%
20%
21%
39%
21%
26%
16%
38%
20%
30%
19%
36%
15%
30%
20%
35%
15%
51%
17%
26%
6%
49%
16%
30%
5%
47%
18%
30%
6%
56%
14%
24%
6%
48%
19%
28%
6%
The Academic Experience at UCSC by Transfer Status and Sex
UCSC
Academically challenging
No difficulty finding study groups
Satisfied with individual attention
Preferred major is not available
Difficult enrolling in GE courses
Can't find tutoring
Difficult enrolling in major courses
Academic work too difficult
2.0
2.4
2.5
3.1
3.1
3.2
3.2
3.6
Transfer Status
Native Transfer
2.0
2.3
2.5
3.2
3.5
3.1
3.5
3.7
1.8
2.5
2.4
3.1
2.8
3.1
3.5
3.5
Sex
Male Female
2.1
2.5
2.5
3.1
3.2
3.0
3.1
3.6
1.9
2.4
2.5
3.1
3.1
3.3
3.2
3.6
The Social Experience at UCSC by Transfer Status and Sex
UCSC
I have many close friends
Diverse views respected
Attend off campus cultural events
Attend UCSC cultural events
Attend college cultural events
Uncomfortable with drug/alc use
Attend non-college cultural events
University of California, Santa Cruz
2.5
2.6
2.8
3.0
3.3
3.3
3.4
Transfer Status
Native Transfer
2.2
2.8
2.6
2.9
3.4
3.3
3.5
3.0
2.3
2.8
3.3
3.7
3.4
3.6
Male
2.4
2.6
2.8
3.0
3.3
3.4
3.5
Sex
Female
2.5
2.5
2.8
3.0
3.3
3.3
3.3
The 1997 Undergraduate Experience Survey
46
Personal Problems While Attending UCSC by Transfer Status and Sex
UCSC
Academic warning, probation
Living away from home
Finding work off-campus
Not eligible for financial aid
Deciding on a major
Deciding on courses
Finding a social niche
Health
My academic performance
Family crisis or responsibilities
Balancing school with work
My living situation
Personal relationships
Inadequate financial support
Balancing school and social life
Managing my finances
Managing my time
Stress
University of California, Santa Cruz
1.4
1.7
1.8
1.8
1.8
2.1
2.1
2.2
2.2
2.3
2.3
2.4
2.4
2.6
2.6
2.7
2.8
3.1
Transfer Status
Native Transfer
1.4
1.4
1.7
1.8
1.5
1.9
1.9
2.2
2.2
2.2
2.6
2.4
2.4
2.5
2.5
2.7
2.9
3.2
1.4
1.5
1.7
1.8
1.6
1.9
2.2
2.2
2.2
2.4
2.4
2.3
2.4
2.8
2.6
2.7
2.9
3.1
Sex
Male Female
1.4
1.5
1.8
1.8
1.9
2.1
2.1
2.0
2.3
2.1
2.2
2.4
2.4
2.5
2.6
2.6
2.9
2.8
1.3
1.8
1.8
1.8
1.8
2.1
2.1
2.3
2.2
2.4
2.4
2.5
2.5
2.7
2.6
2.8
2.8
3.2
The 1997 Undergraduate Experience Survey
47
Responses by Student Level
Importance of Academic Goals by Student Level
Academic Goal
Competence in a field of study
Knowledge for employment
Developing writing skills
Developing problem-solving skills
Knowledge for graduate school
Developing interpersonal skills
Developing research skills
Experience through internships
Developing speaking skills
Appreciation of the arts
Developing computer skills
Developing quantitative skills
Developing scientific skills
UCSC
Frosh
Soph
Junior
Senior
4.6
4.5
4.3
4.2
4.1
4.1
4.0
3.9
3.9
3.9
3.9
3.9
3.8
4.6
4.6
4.3
4.0
4.0
4.1
3.8
4.0
3.9
3.9
3.8
3.7
3.8
4.7
4.5
4.2
4.1
4.2
4.2
4.0
4.0
4.0
4.0
3.8
3.7
3.7
4.6
4.5
4.4
4.2
4.2
4.0
4.0
4.0
3.9
3.9
3.9
3.9
3.7
4.6
4.5
4.3
4.3
4.0
4.0
4.1
3.8
3.9
3.8
4.0
4.0
3.9
Progress Toward Academic Goals by Student Level
Academic Goal
Competence in a field of study
Developing interpersonal skills
Developing writing skills
Developing problem-solving skills
Appreciation of the arts
Developing quantitative skills
Developing computer skills
Developing research skills
Knowledge for employment
Developing scientific skills
Knowledge for graduate school
Developing speaking skills
Experience through internships
University of California, Santa Cruz
UCSC
Frosh
Soph
Junior
Senior
3.6
3.6
3.6
3.4
3.4
3.3
3.3
3.2
3.2
3.2
3.1
3.0
2.1
3.2
3.5
3.5
3.2
3.4
3.0
3.1
2.9
2.9
3.0
2.7
2.9
1.6
3.6
3.6
3.5
3.3
3.5
3.2
3.1
3.1
3.3
3.1
3.1
3.0
1.9
3.7
3.5
3.5
3.5
3.4
3.4
3.4
3.3
3.2
3.2
3.2
3.0
2.3
4.0
3.7
3.7
3.7
3.2
3.6
3.5
3.6
3.4
3.4
3.5
3.1
2.5
The 1997 Undergraduate Experience Survey
48
Satisfaction With Teaching, Advising and Facilities by Student Level
Overall academic quality
Library facilities
Faculty instruction in major
Library services
Computer facilities
Classroom facilities
Course content in major
Computer services
TA instruction in major
Academic advising by faculty
Academic advising by staff
College orientation sessions
Laboratory facilities
Practical work experience
UCSC
Frosh
Soph
Junior
Senior
4.0
4.0
3.9
3.9
3.7
3.7
3.7
3.5
3.4
3.1
3.1
2.8
2.2
2.2
4.0
4.0
3.6
3.9
3.7
3.7
2.9
3.5
2.6
2.7
2.9
3.0
2.2
1.5
3.9
3.9
3.9
3.8
3.5
3.6
3.6
3.4
3.5
3.2
3.1
2.8
2.2
2.1
4.0
4.1
4.0
3.9
3.8
3.8
3.9
3.4
3.7
3.2
3.2
2.7
2.1
2.4
4.2
3.9
4.1
4.0
3.7
3.6
4.0
3.5
3.8
3.3
3.1
2.7
2.4
2.7
Satisfaction With the University Environment by Student Level
UCSC overall
Overall academic experience
Faculty attitude toward students
Availability of faculty
Overall social experience
Variety of courses offered
Opportunities for indep study
Flexibility of requirements
Availability of required courses
Class size
Atmosphere for diversity
University of California, Santa Cruz
UCSC
Frosh
Soph
Junior
Senior
4.1
4.0
3.9
3.9
3.8
3.5
3.5
3.4
3.4
3.3
3.3
4.0
4.0
4.0
3.8
3.8
3.5
3.3
3.2
3.2
3.5
3.3
4.1
4.0
4.0
3.9
3.8
3.5
3.4
3.3
3.3
3.3
3.2
4.1
4.0
3.7
3.7
3.8
3.5
3.5
3.5
3.4
3.2
3.4
4.1
4.2
3.9
4.0
3.8
3.4
3.7
3.7
3.6
3.4
3.4
The 1997 Undergraduate Experience Survey
49
The Importance of General Education Requirements by Level
GE Requirements
UCSC
Writing Skills
2.8
Critical Thinking
2.8
Speaking and Presentation Skills
2.6
Study Skills
2.6
Interpersonal Skills
2.5
Computer Literacy
2.5
General Research Skills
2.5
Interdependence of Global Syst.
2.3
World Ethnic/Cultural Awareness
2.3
Values and Ethics
2.3
US Ethnic/Cultural Awareness
2.3
Wellness or Fitness
2.2
Involvement With Community
2.2
Quantitative Reasoning
2.1
Foreign Language Skills
1.9
Knowledge of Classic Texts
1.8
Fresh
2.6
2.7
2.6
2.6
2.5
2.5
2.3
2.2
2.2
2.2
2.1
2.3
2.0
2.0
1.9
1.8
Soph
2.7
2.7
2.6
2.5
2.5
2.4
2.4
2.3
2.3
2.3
2.3
2.2
2.2
2.0
2.0
1.9
Junior
2.8
2.8
2.7
2.6
2.5
2.5
2.5
2.4
2.4
2.4
2.4
2.2
2.3
2.1
2.0
1.9
Senior
2.8
2.9
2.6
2.6
2.5
2.6
2.6
2.3
2.3
2.2
2.2
2.2
2.1
2.3
1.9
1.8
Academic Plans by Student Level
UCSC
What choice was UCSC?
First
58%
Second or lower
42%
Did you attend college orientation?
Yes
63%
Some
37%
Do you intend to transfer?
Yes
7%
Unsure or No
93%
Do you intend to leave temporarily?
Yes
8%
Unsure or No
92%
Plan to complete bachelor's at UCSC?
Yes
85%
Unsure or No
15%
Plan to pursue a post baccalaureate degree?
Yes
54%
Unsure or No
46%
Recommend UCSC to a friend?
Yes
70%
Unsure or No
30%
University of California, Santa Cruz
Frosh
Soph
Junior
Senior
49%
51%
56%
44%
62%
38%
62%
38%
66%
34%
56%
44%
61%
39%
64%
36%
12%
88%
7%
93%
6%
94%
5%
95%
11%
89%
11%
89%
6%
94%
5%
95%
66%
34%
78%
22%
93%
7%
98%
2%
46%
54%
53%
47%
58%
42%
57%
43%
71%
29%
70%
30%
70%
30%
72%
28%
The 1997 Undergraduate Experience Survey
50
Interaction With Faculty by Student Level
Topics
Academic matters
Never
Once
Occasionally
Often
Career plans
Never
Once
Occasionally
Often
Personal issues
Never
Once
Occasionally
Often
UCSC
Frosh
Soph
Junior
Senior
6%
13%
52%
30%
8%
18%
54%
21%
9%
14%
55%
22%
5%
13%
53%
28%
3%
8%
47%
43%
30%
19%
36%
15%
40%
22%
32%
7%
40%
19%
32%
9%
28%
20%
38%
13%
19%
17%
38%
26%
51%
17%
26%
6%
52%
18%
24%
7%
60%
15%
19%
7%
57%
20%
20%
4%
41%
15%
37%
7%
The Academic Experience at UCSC by Student Level
Academically challenging
No difficulty finding study groups
Satisfied with individual attention
Preferred major is not available
Difficult enrolling in GE courses
Can't find tutoring
Difficult enrolling in major courses
Academic work too difficult
UCSC
Frosh
Soph
Junior
Senior
2.0
2.4
2.5
3.1
3.1
3.2
3.2
3.6
2.0
2.5
2.7
2.9
2.9
3.2
2.5
3.5
2.2
2.4
2.6
3.1
3.3
3.3
3.1
3.7
2.0
2.6
2.5
3.2
3.0
3.0
3.5
3.5
1.9
2.2
2.4
3.2
3.3
3.2
3.5
3.7
The Social Experience at UCSC by Student Level
I have many close friends
Diverse views respected
Attend off campus cultural events
Attend UCSC cultural events
Attend college cultural events
Uncomfortable with drug/alc use
Attend non-college cultural events
University of California, Santa Cruz
UCSC
Frosh
Soph
Junior
Senior
2.5
2.6
2.8
3.0
3.3
3.3
3.4
2.4
2.5
2.9
2.8
2.8
3.2
3.2
2.3
2.7
2.8
2.8
3.0
3.4
3.2
2.6
2.4
2.7
3.3
2.8
3.2
3.4
2.6
2.6
2.6
3.2
3.7
3.4
3.7
The 1997 Undergraduate Experience Survey
51
Personal Problems While Attending UCSC by Student Level
Academic warning, probation
Living away from home
Finding work off-campus
Not eligible for financial aid
Deciding on a major
Deciding on courses
Finding a social niche
Health
My academic performance
Family crisis or responsibilities
Balancing school with work
My living situation
Personal relationships
Inadequate financial support
Balancing school and social life
Managing my finances
Managing my time
Stress
University of California, Santa Cruz
UCSC
Frosh
Soph
Junior
Senior
1.4
1.7
1.8
1.8
1.8
2.1
2.1
2.2
2.2
2.3
2.3
2.4
2.4
2.6
2.6
2.7
2.8
3.1
1.4
2.0
1.9
1.7
2.3
2.4
2.3
2.3
2.3
2.2
2.0
2.6
2.6
2.5
2.7
2.8
2.8
3.0
1.4
1.7
1.9
2.0
2.0
2.1
2.0
2.1
2.2
2.2
2.3
2.5
2.4
2.6
2.6
2.6
2.7
3.0
1.4
1.7
1.8
1.9
1.8
2.0
2.1
2.2
2.4
2.4
2.4
2.5
2.5
2.6
2.6
2.7
2.9
3.1
1.3
1.3
1.6
1.7
1.3
1.8
2.0
2.2
2.1
2.3
2.5
2.3
2.3
2.6
2.5
2.8
2.9
3.2
The 1997 Undergraduate Experience Survey
52
Responses by Residential College
Freshmen and Sophomores Only
Importance of Academic Goals by Residential College
Academic Goal
UCSC CWL STV
Competence in a field of study
Knowledge for employment
Developing writing skills
Knowledge for graduate school
Effective interpersonal skills
Developing problem-solving skills
Developing research skills
Experience through internships
Developing speaking skills
Appreciation of the arts
Developing computer skills
Developing scientific skills
Developing quantitative skills
4.6
4.5
4.3
4.1
4.1
4.0
3.9
3.9
3.9
3.9
3.8
3.8
3.7
4.4
4.1
4.3
3.9
4.2
3.9
3.8
3.6
4.0
4.1
3.6
3.7
3.3
4.5
4.4
4.6
4.1
4.2
4.0
3.9
3.8
3.8
3.9
3.4
3.6
3.8
CRN MER PTR
4.8
4.8
4.1
4.2
4.1
4.2
3.9
4.2
3.9
3.9
4.0
4.3
4.0
4.7
4.6
4.4
4.3
4.4
4.2
4.1
4.3
4.2
4.1
3.9
4.0
3.9
4.6
4.4
4.1
3.8
3.9
3.8
3.6
3.6
3.7
4.3
3.7
3.3
3.4
KSG OAK
4.8
4.9
4.3
4.3
4.1
4.1
4.2
4.1
4.2
4.0
3.7
3.4
3.7
4.6
4.4
4.2
3.7
4.1
4.1
3.8
3.9
4.0
3.6
4.0
3.8
3.7
CL8
4.6
4.8
4.3
4.4
4.1
3.9
4.0
4.3
3.9
3.6
3.8
3.8
3.9
Progress Toward Academic Goals by Residential College
Academic Goal
UCSC CWL STV
Effective interpersonal skills
Developing writing skills
Appreciation of the arts
Competence in a field of study
Developing problem-solving skills
Knowledge for employment
Developing quantitative skills
Developing computer skills
Developing scientific skills
Developing research skills
Developing speaking skills
Knowledge for graduate school
Experience through internships
University of California, Santa Cruz
3.5
3.5
3.5
3.3
3.3
3.1
3.1
3.1
3.1
3.0
2.9
2.9
1.7
3.6
3.4
3.7
3.4
3.3
3.1
3.1
2.8
3.1
2.7
3.0
3.1
1.6
3.7
3.7
3.7
3.4
3.1
3.0
3.1
2.8
3.0
2.7
2.9
2.8
1.5
CRN MER PTR
3.5
3.6
3.2
3.4
3.4
3.1
3.4
3.1
3.4
3.2
3.0
3.0
1.8
3.8
3.4
3.6
3.5
3.5
3.4
3.1
3.0
3.2
3.1
3.2
2.9
2.2
3.4
3.4
3.7
3.3
3.1
2.9
2.9
3.0
2.8
2.7
2.7
2.8
1.6
KSG OAK
3.4
3.4
3.5
3.4
3.3
3.1
2.9
3.0
2.9
3.3
2.8
2.6
1.7
3.4
3.3
3.2
3.1
3.1
2.9
2.9
3.2
2.9
2.7
3.0
2.4
1.4
CL8
3.5
3.6
2.9
3.3
3.2
3.2
3.2
3.4
3.1
3.1
2.9
3.0
1.8
The 1997 Undergraduate Experience Survey
53
Satisfaction With Teaching, Advising and Facilities by College
Freshmen and Sophomores Only
UCSC CWL STV
Library facilities
Overall academic quality
Library services
Faculty instruction in major
Classroom facilities
Computer facilities
Computer services
Course content in major
TA instruction in major
Academic advising by staff
College orientation sessions
Academic advising by faculty
Laboratory facilities
Practical work experience
4.0
4.0
3.8
3.7
3.7
3.6
3.5
3.2
3.0
3.0
2.9
2.9
2.2
1.8
4.0
4.3
3.8
3.8
3.7
3.3
3.2
3.4
3.1
3.5
2.9
3.4
1.8
1.6
4.0
4.1
3.6
3.9
3.5
3.1
3.5
3.2
2.6
3.2
2.9
3.0
2.1
1.6
CRN MER PTR
4.2
3.9
4.0
3.7
3.7
4.2
3.8
3.6
3.4
2.6
3.2
2.5
2.8
2.1
3.8
3.8
3.7
3.8
3.6
3.6
3.3
3.2
3.2
2.9
2.9
2.9
2.0
2.3
4.0
3.9
3.9
3.6
3.7
3.7
3.4
2.9
2.9
3.0
2.8
2.9
1.8
1.7
KSG OAK
3.9
3.9
4.0
3.7
3.7
3.6
3.3
3.1
2.6
2.8
2.8
2.9
2.8
2.0
3.8
3.9
3.8
3.5
3.8
3.5
3.5
3.1
2.8
3.0
3.4
3.0
2.7
1.6
CL8
4.1
4.0
4.0
3.7
3.6
3.6
3.5
3.3
3.0
2.8
2.7
2.9
2.0
1.4
Satisfaction With the University Environment by Residential College
UCSC CWL STV
UCSC overall
Overall academic experience
Faculty attitude toward students
Availability of faculty
Overall social experience
Variety of courses offered
Opportunities for indep study
Flexibility of requirements
Availability of required courses
Class size
Atmosphere for diversity
University of California, Santa Cruz
4.1
4.0
3.9
3.9
3.8
3.5
3.5
3.4
3.4
3.3
3.3
4.1
4.2
4.1
4.1
3.7
3.5
3.1
3.0
3.4
3.2
2.9
4.4
4.3
4.1
4.0
4.1
4.0
3.5
3.6
3.7
3.3
3.1
CRN MER PTR
4.1
3.8
3.8
3.7
3.7
3.5
3.2
3.1
3.2
3.4
3.5
3.9
3.8
4.0
3.7
3.7
3.5
3.3
3.4
3.4
3.2
3.1
4.1
4.0
4.0
3.8
4.0
3.4
3.6
2.9
3.1
3.4
3.5
KSG OAK
4.0
4.0
4.0
4.0
3.4
3.2
3.4
3.2
3.2
3.5
3.1
3.9
4.0
3.9
3.8
3.7
3.7
3.2
3.2
3.2
3.6
3.0
CL8
4.0
3.9
4.0
3.8
3.6
3.4
3.2
3.3
3.2
3.5
3.1
The 1997 Undergraduate Experience Survey
54
Importance of General Education Requirements by Residential College
General Education Requirement UCSC CWL STV
Writing Skills
Critical Thinking
Speaking Skills
Study Skills
Interpersonal Skills
Computer Literacy
General Research Skills
Values and Ethics
Interdependence of Global Syst.
World Ethnic Awareness
Wellness or Fitness
US Ethnic/Cultural Awareness
Involvement With Community
Quantitative Reasoning
Foreign Language Skills
Knowledge of Classic Texts
2.7
2.7
2.6
2.5
2.5
2.4
2.4
2.3
2.2
2.2
2.2
2.2
2.1
2.1
1.9
1.8
2.6
2.7
2.6
2.4
2.5
2.2
2.1
2.2
2.1
2.1
2.1
1.9
2.0
2.2
1.9
2.0
2.9
2.6
2.7
2.4
2.5
2.3
2.3
2.3
2.4
2.4
2.1
2.4
2.3
1.9
2.1
2.0
CRN MER PTR
2.6
2.8
2.5
2.6
2.5
2.6
2.4
2.4
2.2
2.0
2.0
2.0
2.0
2.4
1.8
1.6
2.8
2.7
2.7
2.7
2.7
2.5
2.5
2.4
2.5
2.5
2.4
2.5
2.4
2.1
2.1
1.8
2.6
2.6
2.5
2.3
2.4
2.3
2.3
2.1
2.0
2.2
2.2
2.2
2.0
1.9
1.8
2.0
KSG OAK
2.7
2.6
2.6
2.6
2.0
2.2
2.4
2.2
2.4
2.4
2.1
2.4
2.2
2.0
2.1
2.0
2.6
2.7
2.6
2.6
2.4
2.5
2.4
2.2
2.3
2.2
2.4
2.2
2.0
2.2
1.8
1.5
CL8
2.7
2.7
2.6
2.7
2.6
2.5
2.4
2.3
2.1
2.2
2.3
2.2
2.1
2.1
1.8
1.8
Academic Plans by Residential College
UCSC
What choice was UCSC?
First
52%
Second or lower
48%
Did you attend orientation?
Yes
62%
Some
38%
Do you intend to transfer?
Yes
10%
Unsure or No
90%
Intend to leave temporarily?
Yes
11%
Unsure or No
89%
Complete bachelor's at UCSC?
Yes
71%
Unsure or No
29%
Pursue a post baccalaureate degree?
Yes
49%
Unsure or No
46%
Recommend UCSC to a friend?
Yes
71%
Unsure or No
29%
University of California, Santa Cruz
CWL STV
CRN MER PTR
KSG OAK
CL8
59%
41%
59%
41%
49%
51%
34%
66%
45%
55%
49%
51%
45%
55%
55%
45%
69%
31%
51%
49%
69%
31%
49%
51%
61%
39%
56%
44%
78%
22%
66%
34%
12%
88%
12%
88%
7%
93%
12%
88%
12%
88%
3%
97%
3%
97%
11%
89%
11%
89%
9%
91%
4%
96%
14%
86%
13%
87%
15%
85%
7%
93%
16%
84%
64%
36%
83%
17%
76%
24%
73%
27%
65%
35%
77%
23%
65%
35%
66%
34%
48%
52%
52%
48%
47%
53%
50%
50%
46%
54%
54%
46%
43%
57%
52%
48%
54%
46%
93%
7%
77%
23%
68%
32%
74%
36%
46%
54%
71%
39%
68%
32%
The 1997 Undergraduate Experience Survey
55
Interaction With Faculty by Residential College
Topic
UCSC CWL STV
CRN MER PTR
KSG OAK
CL8
8%
16%
54%
21%
0%
9%
56%
34%
9%
12%
54%
25%
10%
22%
54%
14%
13%
19%
58%
10%
8%
14%
49%
29%
8%
13%
65%
14%
10%
13%
52%
25%
5%
24%
53%
18%
40%
21%
32%
8%
33%
25%
34%
8%
53%
12%
26%
9%
43%
26%
24%
7%
47%
47%
30%
6%
35%
26%
32%
7%
43%
19%
31%
7%
33%
14%
44%
9%
33%
21%
38%
9%
55%
17%
22%
7%
63%
15%
19%
3%
52%
9%
29%
10%
64%
8%
20%
8%
56%
13%
20%
11%
54%
24%
19%
3%
57%
17%
22%
4%
40%
26%
25%
9%
51%
22%
22%
6%
KSG OAK
CL8
Academic matters
Never
Once
Occasionally
Often
Career plans
Never
Once
Occasionally
Often
Personal issues
Never
Once
Occasionally
Often
The Academic Experience at UCSC by Student Level
UCSC CWL STV
Academically challenging
Satisfied with individual attention
No difficulty finding study groups
Preferred major is not available
Difficult enrolling in GE courses
Difficult enrolling in major courses
Academic work too difficult
Can't find tutoring
2.0
2.5
2.5
3.1
3.1
3.2
3.6
3.2
2.0
2.8
2.8
3.3
3.0
3.1
3.6
2.9
1.9
2.8
2.6
3.2
3.5
2.9
3.6
3.4
CRN MER PTR
2.0
2.7
2.3
3.3
3.0
2.9
3.5
3.5
2.4
2.9
2.5
3.0
3.2
3.1
3.7
3.3
2.2
2.3
2.2
2.9
2.9
2.4
3.6
3.1
2.6
2.6
2.9
3.1
2.9
3.0
3.6
2.2
2.0
2.8
2.7
2.7
3.1
2.4
3.6
3.8
2.1
2.5
2.4
2.6
3.2
2.8
3.4
3.4
The Social Experience at UCSC by College
UCSC CWL STV
I have many close friends
Diverse views respected
Attend UCSC cultural events
Attend college cultural events
Attend off campus cultural events
Attend non-college cultural events
Uncomfortable with drug/alc use
University of California, Santa Cruz
2.4
2.6
2.8
2.9
2.9
3.2
3.3
2.7
2.7
2.8
2.9
2.7
3.2
3.4
1.9
2.5
2.9
2.7
3.1
3.4
3.7
CRN MER PTR
2.4
2.2
3.2
3.1
3.0
3.3
3.1
2.2
2.6
2.7
2.5
3.0
3.0
3.3
2.5
2.5
2.5
2.7
3.2
3.2
3.5
KSG OAK
2.6
3.1
3.3
3.5
2.3
3.3
3.3
2.3
2.7
2.4
2.5
2.9
3.0
3.2
CL8
2.4
2.5
3.0
2.7
2.7
3.1
2.9
The 1997 Undergraduate Experience Survey
56
Personal Problems While Attending UCSC by Residential College
UCSC CWL STV
Academic warning, probation
Living away from home
Finding work off-campus
Not eligible for financial aid
Deciding on a major
Deciding on courses
Finding a social niche
Health
My academic performance
Family crisis or responsibilities
Balancing school with work
My living situation
Personal relationships
Inadequate financial support
Balancing school and social life
Managing my finances
Managing my time
Stress
University of California, Santa Cruz
1.4
1.7
1.8
1.8
1.8
2.1
2.1
2.2
2.2
2.3
2.3
2.4
2.4
2.6
2.6
2.7
2.8
3.1
1.2
2.0
1.6
1.8
2.1
2.1
2.4
2.2
2.0
2.0
2.2
2.5
2.5
2.3
2.8
2.3
2.5
2.8
1.1
1.8
1.8
1.7
2.1
2.3
1.9
2.2
2.0
2.2
1.7
2.3
2.4
2.1
2.8
2.4
2.8
3.1
CRN MER PTR
1.5
1.8
1.6
1.7
2.0
2.2
1.9
2.1
2.5
2.1
1.9
2.4
2.4
2.4
2.5
2.7
2.7
3.0
1.5
1.9
2.2
1.8
2.2
2.3
2.1
2.6
2.4
2.5
2.6
2.7
2.7
2.7
2.9
2.9
2.9
3.0
1.1
2.0
2.0
1.9
2.3
2.4
2.3
2.1
2.0
2.2
2.2
2.6
2.6
2.6
2.6
2.7
2.8
3.1
KSG OAK
1.4
1.8
2.1
2.1
2.3
2.3
2.6
2.1
2.2
2.1
2.6
2.8
2.1
2.9
2.3
3.0
2.7
3.0
2.0
2.1
2.2
1.8
2.6
2.5
2.1
2.5
2.7
2.3
2.2
2.7
2.7
2.8
2.7
3.0
2.9
3.2
CL8
1.3
2.0
2.0
2.0
2.2
2.4
2.2
2.1
2.2
2.1
1.9
2.6
2.4
2.5
2.6
2.7
2.7
2.8