2013-2014 Annual Program Assessment Report
Please submit report to your department chair or program coordinator, the Associate Dean of your College and the assessment
office by Tuesday, September 30, 2014. You may submit a separate report for each program which conducted assessment activities.
College: HHD
Department: FCS
Program: All five of our FCS Graduate Programs (Apparel Design and Merchandising, Consumer Affairs, Family Studies, Interior
Design, and Nutrition and Food Science) were included in the assessment.
Assessment liaison: Angie Giordano
1. Overview of Annual Assessment Project(s). Provide a brief overview of this year’s assessment plan and process.
The focus of our assessment efforts this year were put toward our FCS Graduate Program. The following Student Learning Outcomes
(SLOs) were developed for the graduate program in Family and Consumer Sciences (FCS) during the 2012-2013 academic year.
These SLOs were approved by the FCS Graduate Committee and FCS faculty, as well as the College of HHD Assessment,
Accreditation, and Program Review Committee.
In an effort to support the well-being of individuals, families and communities through their professional area of interest in FCS,
students will be able to:
1. Apply the American Association of Family and Consumer Sciences (AAFCS) Code of Ethics in scholarship as FCS
professionals.
2. Demonstrate ongoing synthesis and application of relevant literature, current trends, and emerging issues within their
professional area of interest within FCS.
3. Design a research study/creative project investigating topics within their professional area of interest including diverse
populations.
4. Apply sound evidence -based practices and applications within their professional area of interest in FCS.
1
Our FCS graduate students complete six units of required core courses, 24 elective/area-required units in their selected areas (Apparel
Design and Merchandising, Consumer Affairs, Family Studies, Interior Design, and Nutrition, Dietetics and Food Science) and a
capstone course designated either for a thesis/project or a comprehensive examination. The core requirements for all graduate
students in the FCS Graduate Program include two research-related courses: FCS 681, Research Methods and FCS 682, Research
Applications. Thus, part of our assessment efforts focused on student work completed in these two core classes.
During the 2012-2013 academic year, student data were collected from two course sections of FCS 681 Research Methods in the Fall
semester taught by the same instructor (n=25 students and n=22 students in the two FCS 681 Fall sections) and then two FCS 682
Research Applications course sections in the Spring semester by two separate instructors (n=23 students and n=22 students in the two
FCS 682 Spring sections). These data were analyzed this 2013-2014 year and will be presented as they align with our Department
SLOs.
In addition, the Graduate Student Exit Survey was developed during the Fall semester of 2013. The initial instrument was drafted by
the Department Assessment Coordinator, feedback was elicited from the full faculty, and edits were made that resulted in the final
instrument (See Appendix 1). The survey is intending to gather student information pertaining to three foci: (1) students’
classification data, (2) the FCS Graduate Program’s four SLOs, and (3) the College of Health and Human Development (HHD) SLOs
that are currently being developed by the HHD College Assessment Committee.
Student classification data were captured in questions asking about students’ major area of study within the Department,
undergraduate degree majors, beginning and ending years/semesters in the graduate program, and current plans after graduation. A set
of questions were also included to assess students’ evaluation of support levels from the following sources: professors, major advisor,
committee members, other students in the program, and family, friends and employers outside of the CSUN community.
Each of the questions on the Graduate Student Exit Survey that pertain to one of the FCS or HHD SLOs is scored on a five-point scale
by the students, with 5 reflecting Strongly Agree, 4 reflecting Agree, 3 reflecting Neither Agree nor Disagree, 2 reflecting Disagree,
and 1 reflecting Strongly Disagree.
The instrument was developed and implemented this 2013-2014 academic year, at the conclusion of both fall and spring semesters,
using the web-based program Survey Monkey. Graduate students enrolled in the FCS 697C class, which is the class students take
during their final semester in the program during which they are taking their comprehensive examination, were used to pilot the
instrument and assess the ease and efficiency of the data collection process in the Fall of 2013 and in the Spring of 2014. The FCS
Graduate Coordinator included a link to the survey in the 697C Moodle class website and sent out several announcements to the
students to notify them to complete the exit survey both semesters.
2
Several questions were included in the exit survey specifically to be aligned with the four FCS Department SLOs and data that was
collected in the Fall 2013 and Spring 2014 will be presented (see Appendix 2).
2. Assessment Buy-In. Describe how your chair and faculty were involved in assessment related activities. Did department
meetings include discussion of student learning assessment in a manner that included the department faculty as a whole?
Our FCS Department was required to complete the Graduate Program Self Study this academic year, so faculty were aware of this
assignment and were willing to help out with responsibilities when asked. In addition, our Department nominates an Assessment
Subcommittee at our first faculty meeting in the fall, so this committee assisted when needed.
3. Student Learning Outcome Assessment Project. Answer items a-f for each SLO assessed this year. If you assessed an additional
SLO, copy and paste items a-f below, BEFORE you answer them here, to provide additional reporting space.
3a1. Which Student Learning Outcome was measured this year?
SLO #1: Apply the American Association of Family and Consumer Sciences (AAFCS) Code of Ethics in scholarship as FCS
professionals.
3b1. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)
None
3c1. What direct and/or indirect instrument(s) were used to measure this SLO?
See above description pertaining to the Graduate Program SLOs assessment and Graduate Program Exit Survey in the “Overview of
Annual Assessment Project(s)” section.
3d1. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
3
See above description pertaining to the Graduate Program SLOs assessment and Graduate Program Exit Survey in the “Overview of
Annual Assessment Project(s)” section.
3e1. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
SLO #1: Apply the American Association of Family and Consumer Sciences (AAFCS) Code of Ethics in scholarship as FCS
professionals.
For one exam question in FCS 681, students were asked to list one of the ethical obligations by which researchers must abide
regarding human subjects and then briefly explain their response. This exam question is a short answer question. Students’ complete
answers received full credit (2), while students’ partially correct answers received half credit (1). An example of the latter would be
listing a correct obligation, such as “do not harm,” without fully explaining it. Of the 47 students who took the exam in Fall 2012 for
FCS 681, 8.5% (n=4) received zero credit, another 8.5% received a half credit, and the remaining 83.0% received a full credit.
In addition, one question was included in the Graduate Student Exit Survey specifically to be aligned with the FCS Department SLO
#1:

The courses I took provided an understanding of the accepted ethical and professional practice standards in my field.
Results of the Graduate Student Exit Survey pertaining to each of the FCS Department SLOs can be reviewed in the appended Tables
for Fall 2013 and Spring 2014.
3f1. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
4
As this is our Department’s first Self Study of our Graduate Program, we have no previous changes or improvements to discuss for
this reporting year. However, we will be addressing issues raised and feedback received in the Self Study of our Graduate Program in
the upcoming academic year.
3a2. Which Student Learning Outcome was measured this year?
SLO #2: Demonstrate ongoing synthesis and application of relevant literature, current trends, and emerging issues within their
professional area of interest within FCS.
3b2. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)



Critical Thinking
Written Communication
Information Literacy
3c2. What direct and/or indirect instrument(s) were used to measure this SLO?
See above description pertaining to the Graduate Program SLOs assessment and Graduate Program Exit Survey in the “Overview of
Annual Assessment Project(s)” section.
3d2. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
See above description pertaining to the Graduate Program SLOs assessment and Graduate Program Exit Survey in the “Overview of
Annual Assessment Project(s)” section.
3e2. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
SLO #2: Demonstrate ongoing synthesis and application of relevant literature, current trends, and emerging issues within their
professional area of interest within FCS.
5
Information provided for SLO #2 pertains to the literature review that students prepared in both FCS 681 and FCS 682 as a part of a
research proposal. FCS 681 and 682 are designed to provide students an opportunity to complete a comprehensive research proposal.
The ability to conduct a quality literature review plays an important role in the project. Course instruction pertaining to the topic and
process of conducting a literature review was specifically covered in FCS 681, but not in FCS 682, as 682 students are expected to
utilize and build from their learning of conducting research literature reviews from 681.
Two sections of FCS 681 were offered in the Fall semester of 2012, taught by the same instructor, with 25 students enrolled in one
section, and 22 students in the second section. Data from these two classes showed that the grade distribution for the literature review
portion of the students’ final research proposals submitted ranged from 0% to 100%, with a mean of 96% and a median of 90%. More
than half of the students earned 90% or 100% on the literature review portion of their final research proposals.
Two different instructors, who shared a very similar grading rubric to evaluate students’ final course papers, taught two sections of
FCS 682 in the Spring semester of 2013. The grade distribution of the literature review portions of the students’ final research
proposals submitted ranged from 44% to 100%, with a mean of 90% and a median of 100%. Specifically, all of the students in one of
the sections of FCS 682 (n=23) scored 100% for their literature review, while the students in the other section (n=22) had an average
grade of 63% and a median grade of 61%. This grading discrepancy between the two class sections might not be solely due to the
assessment method itself but partially due to the differences in the students who were enrolled in two sections offered on different
days and time.
In addition, several questions were included in the Graduate Student Exit Survey specifically to be aligned with the FCS Department
SLO #2:





I am aware of major theories in my discipline.
I am proficient in conducting bibliographic searches on various topics in my discipline.
I can assess the validity of information and information sources in my discipline.
I am able to synthesize information from a variety of sources toward making informed conclusions and decisions.
I am aware of and can discuss existing trends and emerging issues within my field of study.
Results of the Graduate Student Exit Survey pertaining to each of the FCS Department SLOs can be reviewed in the appended Tables
for Fall 2013 and Spring 2014.
6
3f2. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
As this is our Department’s first Self Study of our Graduate Program, we have no previous changes or improvements to discuss for
this reporting year. However, we will be addressing issues raised and feedback received in the Self Study of our Graduate Program in
the upcoming academic year.
3a3. Which Student Learning Outcome was measured this year?
SLO #3: Design a research study/creative project investigating topics within their professional area of interest including diverse
populations.
3b3. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)




Critical Thinking
Written Communication
Quantitative Literacy
Information Literacy
3c3. What direct and/or indirect instrument(s) were used to measure this SLO?
See above description pertaining to the Graduate Program SLOs assessment and Graduate Program Exit Survey in the “Overview of
Annual Assessment Project(s)” section.
3d3. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
7
See above description pertaining to the Graduate Program SLOs assessment and Graduate Program Exit Survey in the “Overview of
Annual Assessment Project(s)” section.
3e3. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
Students in both core research classes, FCS 681 and FCS 682, develop a research project as the final project for the class. However,
only students in FCS 682 are required to include analytical approaches and statistical methods in their proposals, as this information is
not taught until students take FCS 682. Information provided for SLO #3 pertains to the research proposal that students in both FCS
681 and FCS 682 developed as a final project. In other words, less information is expected for FCS 681, as the first research core
class focuses on research methods, whereas FCS 682 builds upon research methods and then largely focuses on research applications.
Again, in FCS 681, students develop a partial research proposal for their final course project. Data from two sections of this course,
taught by the same instructor using the same grading sheet, were collected and analyzed in the Fall semester of 2012. One section
consisted of 25 students, and the other section had 22 students enrolled. Students’ grades for their final assignment ranged between
60% and 98%, with a mean of 97% and a median of 88%.
For the FCS 682, students developed a full research proposal for their final course project. Data from two sections of this course,
taught by two different instructors who use very similar grading rubrics, were collected and analyzed in the Spring semester of 2013.
One section consisted of 23 students, and the other section had 22 students enrolled. Students’ grades for their final assignment
ranged between 66.0% and 97.5%, with a mean of 90.1% and a median of 92.0%.
In addition, one question was included in the Graduate Student Exit Survey specifically to be aligned with the FCS Department SLO
#3:

I understand research methodologies in my discipline.
Results of the Graduate Student Exit Survey pertaining to each of the FCS Department SLOs can be reviewed in the appended Tables
for Fall 2013 and Spring 2014.
8
3f3. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
As this is our Department’s first Self Study of our Graduate Program, we have no previous changes or improvements to discuss for
this reporting year. However, we will be addressing issues raised and feedback received in the Self Study of our Graduate Program in
the upcoming academic year.
3a4. Which Student Learning Outcome was measured this year?
SLO #4: Apply sound evidence -based practices and applications within their professional area of interest in FCS.
3b4. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)


Critical Thinking
Information Literacy
3c4. What direct and/or indirect instrument(s) were used to measure this SLO?
See above description pertaining to the Graduate Program SLOs assessment and Graduate Program Exit Survey in the “Overview of
Annual Assessment Project(s)” section.
3d4. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
See above description pertaining to the Graduate Program SLOs assessment and Graduate Program Exit Survey in the “Overview of
Annual Assessment Project(s)” section.
3e4. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from the
collected evidence.
9
SLO #4: Apply sound evidence -based practices and applications within their professional area of interest in FCS.
Several questions were included in the Graduate Student Exit Survey specifically to be aligned with the FCS Department SLO #4:



The courses in my program provided necessary knowledge in my discipline.
I can apply the major theories in my field of study to real world experiences.
I am aware of cultural differences among families today and I will be able to consider those differences when working in
professional settings.
Results of the Graduate Student Exit Survey pertaining to each of the FCS Department SLOs can be reviewed in the appended Tables
for Fall 2013 and Spring 2014.
3f4. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible changes
include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in program, changes
in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs, new or revised
assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
As this is our Department’s first Self Study of our Graduate Program, we have no previous changes or improvements to discuss for
this reporting year. However, we will be addressing issues raised and feedback received in the Self Study of our Graduate Program in
the upcoming academic year.
4. Assessment of Previous Changes: Present documentation that demonstrates how the previous changes in the program resulted in
improved student learning.
As this is our first program review for our FCS Graduate Program, we cannot outline any previous actions that were taken to improve
graduate students’ learning.
10
5. Changes to SLOs? Please attach an updated course alignment matrix if any changes were made. (Refer to the Curriculum
Alignment Matrix Template, http://www.csun.edu/assessment/forms_guides.html.)
None.
6. Assessment Plan: Evaluate the effectiveness of your 5 year assessment plan. How well did it inform and guide your assessment
work this academic year? What process is used to develop/update the 5 year assessment plan? Please attach an updated 5 year
assessment plan for 2013-2018. (Refer to Five Year Planning Template, plan B or C,
http://www.csun.edu/assessment/forms_guides.html.)
This is our first Program Review for our FCS Graduate Program, so our department did not have any past changes from a previous 5year review to implement and/or evaluate how we have done in accomplishing those proposed changes.
7. Has someone in your program completed, submitted or published a manuscript which uses or describes assessment activities in your
program? Please provide citation or discuss.
No, not that I am aware of.
8. Other information, assessment or reflective activities or processes not captured above.
The Department also included two questions in the Graduate Student Exit Survey that aligned with the HHD SLOs that are currently
being developed by the HHD College Assessment Committee. It should be noted that although these two SLOs have not been
formally and officially adopted by the College, the faculty in the Department believed it to be valuable to include these content areas
in our graduate program assessment instrument. The HHD SLO #1 is the Ethical and Professional Standards code that states: Students
will adhere to the ethical and professional standards deemed essential in their professional practice. The HHD SLO #2 focuses on
Cultural Competencies and states: Students will actively engage in diverse local and global communities, demonstrating knowledge of
multi-cultural differences and disparities of the health and well-being of individuals and families. Two questions in the Graduate
Student Exit Survey align with the two HHD SLOs as such:
HHD College SLO #1:
11

The courses I took provided an understanding of the accepted ethical and professional practice standards in my field.
HHD College SLO #2:

I am aware of cultural differences among families today and I will be able to consider those differences when working in
professional settings.
Results of the Graduate Student Exit Survey pertaining to the two HHD College’s SLOs can be reviewed in the appended Tables for
Fall 2013 and Spring 2014.
12
Appendix 1: Graduate Student Exit Survey
1. Name (Last, First, Middle)
2. Please choose your area within the M.S. program in FCS.
Apparel Design and Merchandising
Consumer Affairs
Family Studies
Interior Design
Nutrition, Dietetics, and Food Science
3. In what major did you receive your undergraduate degree?
4. In which semester and year did you start your Master’s program?
5. In which semester and year are you completing the Master's program?
6. Which of the following best describes your culminating experience in the master's program?
Thesis
Project
Comprehensive Exam
7. If you did a thesis/project, how many semesters did it take from the conception of your topic to your defense?
8. How would you rate the amount of support you had from each of the sources below during your master's program?
Slightly
Not At All
Very Supportive Somewhat
Neutral
Supportive
Supportive
Supportive
Your professors
Your major advisor
Your committee members
Other students in the program
Others outside CSUN (family, friends,
employers, etc.)
13
Please add any comments
9. Indicate your level of agreement with the following statements concerning the classes you took during the Master’s program in
FCS.
Neither
Strongly
Strongly
Agree
Agree Nor Disagree
Agree
Disagree
Disagree
The courses in my program provided necessary knowledge in my
discipline
I understand research methodologies in my discipline
I am aware of major theories in my discipline
I can apply the major theories in my field of study to real world
experiences
The courses I took provided an understanding of the accepted
ethical and professional practice standards in my field
I am proficient in conducting bibliographic searches on various
topics in my discipline
I can assess the validity of information and information sources in
my discipline
I am able to synthesize information from a variety of sources
toward making informed conclusions and decisions
I am aware of and can discuss existing trends and emerging issues
within my field of study
I am aware of cultural differences among families today and I will
be able to consider those differences when working in professional
settings
Academic/professional interactions with other students contributed
significantly to attaining my educational goals
Add any other comments about the course work in your program
10. Please comment on the strengths of the graduate program in FCS.
11. Please comment on any weaknesses of the graduate program in FCS.
14
12. Please identify any changes you believe that can significantly strengthen the graduate program in FCS.
13. What are your current plans after completing the graduate program?
Applying to or accepted to another higher education program
Continuing with current employer in current position
Continuing with current employer in a new position
Returning to a previous employer in a new or previous position
Beginning a new position with a new employer
Looking for a new position
Not looking for employment
15
Appendix 2: Graduate Student Exit Survey Data Fall 2013 and Spring 2014
Table 1. Graduate Student Exit Survey, Fall 2013—FCS Graduate Program SLOs Assessment
Question Items
FCS Department SLO #1
The courses I took provided an understanding of the accepted ethical
and professional practice standards in my field.
FCS Department SLO #2
I am aware of major theories in my discipline.
I am proficient in conducting bibliographic searches on various
topics in my discipline.
I can assess the validity of information and information sources
in my discipline.
I am able to synthesize information from a variety of sources
toward making informed conclusions and decisions.
I am aware of and can discuss existing trends and emerging issues
within my field of study.
FCS Department SLO #3
I understand research methodologies in my discipline.
FCS Department SLO #4
The courses in my program provided necessary knowledge in
my discipline.
I can apply the major theories in my field of study to real world
experiences.
I am aware of cultural differences among families today and I will be
able to consider those differences when working in professional
settings.
16
Mean Score
4.06
4.13
3.94
3.88
4.06
4.13
3.88
3.88
4.13
4.44
In addition to the data presented in Table 1, other results for this pilot study of the Graduate Student Exit Survey during the Fall 2013
semester revealed several findings. First, seven of the 17 students were from the Family Studies area and the other 10 of the 17
students were from the Nutrition, Dietetics and Food Science area. Students reported beginning their graduate programs in the
following years: one student in 2009, two students in 2010, eight students in 2011, and six students in 2012.
When asked what plans students had after completing the graduate program, five reported that they were applying to or accepted to
another higher education program, two were continuing with their current employer in a current position, one was continuing with
his/her current employer in a new position, one was beginning a new position with a new employer, five were looking for a new
position and one student was not looking for employment at this time.
Students were also asked to rate the amount of support they received from several sources on a 5-point scale in which 5 is Very
Supportive and 1 is Not At All Supportive. Findings are shown in the following table:
Table 2. Graduate Student Exit Survey, Fall 2013—Support received from different sources
Question Items
Support from your professors
Support from your major advisor
Support from your committee members
Support from other students in the program
Support from other outside of CSUN (family, friends, employers, etc.)
17
Mean Score
3.82
3.47
4.18
4.12
4.24
Table 3. Graduate Student Exit Survey, Spring 2014—FCS Graduate Program SLOs Assessment
Question Items
FCS Department SLO #1
The courses I took provided an understanding of the accepted ethical
and professional practice standards in my field.
FCS Department SLO #2
I am aware of major theories in my discipline.
I am proficient in conducting bibliographic searches on various
topics in my discipline.
I can assess the validity of information and information sources
in my discipline.
I am able to synthesize information from a variety of sources
toward making informed conclusions and decisions.
I am aware of and can discuss existing trends and emerging issues
within my field of study.
FCS Department SLO #3
I understand research methodologies in my discipline.
FCS Department SLO #4
The courses in my program provided necessary knowledge in
my discipline.
I can apply the major theories in my field of study to real world
experiences.
I am aware of cultural differences among families today and I will be
able to consider those differences when working in professional
settings.
Mean Score
4.45
4.05
4.50
4.40
4.50
4.55
3.65
4.20
4.20
4.60
In addition to the data presented in Table 3, other results for this pilot study of the Graduate Student Exit Survey during the Spring
2014 semester reported the following. Of the total of 25 students this semester, respondents reported being in the following FCS
disciplines: NDFS = 14; Family Studies = 8; Consumer Affairs =- 2; Apparel Design and Merchandising = 1. Students reported
18
beginning their graduate programs in the following years: 3 students in 2008, 1 student in 2009, 2 students in 2010, 3 students in 2011,
and 11 students in 2012.
When asked what plans students had after completing the graduate program, two reported that they were applying to or accepted to
another higher education program, four were continuing with their current employer in a current position, one was continuing with
his/her current employer in a new position, four were beginning a new position with a new employer, and nine were looking for a new
position.
Students were also asked to rate the amount of support they received from several sources on a 5-point scale in which 5 is Very
Supportive and 1 is Not At All Supportive. Findings are shown in the following table:
Table 4. Graduate Student Exit Survey, Spring 2014—Support received from different sources
Question Items
Support from your professors
Support from your major advisor
Support from your committee members
Support from other students in the program
Support from other outside of CSUN (family, friends, employers, etc.)
19
Mean Score
4.10
3.70
4.00
4.00
4.55