Fall 2006
Assessment Plans
Student Affairs
Compiled by Lori E. Varlotta,
Vice President for Student Affairs
Last Updated on: 12/11/07
-1-
Updated by: Cyndi Rose
In October 2005, the Vice President of Student Affairs launched a new assessment initiative within the
Division. From Fall 2005 forward, she expected all departments to augment their current program
improvement plans with student learning outcomes. Presently, each Student Affairs Director is
charged with identifying and measuring at least one outcome related to student learning.
The following pages detail each department’s emerging assessment plan.
If you have general comments about the document, please send them to studentaffairs@csus.edu. If
you have specific questions about the programs associated with a certain area, please contact the
Director identified as point person for that particular department.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Academic Advising Center
As of July 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: The Academic Advising Center offers new student orientation, mandatory freshman advising, and
advising on general education and graduation requirements for all students. The Center engages students in a
developmental process that helps clarify and implement individual educational plans consistent with their skills,
interests, and values. Through individual appointments, group advising sessions, and presentations help
students understand the university’s academic requirements as well as its policies and procedures. As a result,
students are better prepared to take responsibility for their education and persist towards a timely graduation.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Help students take responsibility for their education and persist towards a timely graduation.
Goal 2: Contribute to increasing freshman to sophomore retention rates of Sacramento State students.
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Student Learning Outcome: After participating in a comprehensive freshman or transfer orientation program,
eighty-five percent of incoming students will understand General Education requirements and University
resources.
Rationale: The newly implemented mandatory orientation policy will enable more students to gain a sense of
belonging to the University and derive benefits from the information provided. A variety of modalities will be
implemented to ensure that students have access to the University orientation program.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.
Develop an Orientation Survey of new students (pre/post test or post test only) to immediately assess the
impact of orientation (through both online and traditional sessions) on students’ knowledge and understanding of
academic requirements and resources.
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
The data were collected at summer orientation (11 freshman sessions in June and July) to measure learning
outcomes. Transfer data were collected in June via scantrons to measure satisfaction with orientation.
Data were collected via an online survey at the end of orientation before the students registered for classes. A
random sample pre-test was conducted via pencil/paper. Transfer satisfaction data were collected via scantron
forms.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
Data collected right after the point-of-contact showed that students learned, for the most part, the information we
had presented. See Attachment D1 for the pre-test and post-test survey results.
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
The data were analyzed last fall and minor changes were made to the survey. The post-test will be given online
via StudentVoice.
The data showed that some areas need to be emphasized more during the orientation sessions. For instance,
less than sixty percent of orientation attendees could identify correctly the three academic areas that constitute
the bachelorette degree. Because of this low correct response rate, future Orientation Leaders will participate in
a two-day freshman program instead of the one day training currently in place.
After the data was collected in Summer 2006, we noticed a very high correct response rate on pre-test
questions. Though we saw an increase in knowledge on the post-test, it wasn’t as dramatic as we thought it
would be. Later the Orientation Coordinator discovered that some of the Orientation Leaders had coached
orientation attendees on the pre-test, because they thought low response rates would reflect poorly on their
performance as a leader. Understanding the leaders’ misguided fear helped us better inform them about pre and
post test methodology we are duplicating the data collection this year (2007) to see if we get different pre-test
results.
Program Objective: All freshmen will participate in a three-phase comprehensive, proactive advising and
major/career exploration program by spring 2007.
Rationale: This program will increase student confidence in their academic plan and enable them to make
informed course selections and major/career decisions.
Possible Measures
All 2006-2007 advising appointments and sessions will be tracked through a database. Baseline data will be
collected to measure the level of participation.
Actual Measures
The data were collected via the Academic Advising sign-in database. Also the Freshman Advisor tracked
appointments in Microsoft Outlook and double-checked it with the sign-in system.
Results
Of the 2006 freshmen who were to participate in the phase 2 Freshman Advising Program, during Fall ’06 992
students were seen by peer mentors. The remaining 1014 students were scheduled for appointments in
Academic Advising. Of the 1014 students scheduled, 856 were seen in the office. Of the 158 not seen, 33
withdrew from the university, 13 were disenrolled, and 41 had no holds placed because they received major
advising through their academic departments. At the end of fall semester (minus the withdrawals, disenrolled,
and major advising) the Freshman Advising Program saw 96.3% of participating freshmen.
For Spring 2007 (Phase III), of the 1888 freshmen scheduled for appointments, the Freshman Advising Program
saw 1715. Of the 173 not seen, 30 withdrew, 2 were disenrolled, and 36 had no holds placed because they
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
received major advising through their academic departments. At the end of spring semester (minus the
withdrawals, disenrolled, and major advising) the Freshman Advising Program saw 94.2% of participating
freshmen. See Attachment D2 for complete details.
Conclusions
To keep the newly implemented freshmen advising program afloat we need at least two permanent academic
advisors. Throughout the 2006-07 academic year we were able to secure- on a temporary basis- two EOP
advisors who worked with the academic advising center on a one year appointment. To meet the basic
expectations of the program these positions must be retained on a permanent basis.
Program Objective: By December 2006, develop an instrument that measures the impact of proactive advising
on freshmen continuation rates.
Rationale: This freshmen advising program should increase first to second year continuation rates. Ultimately, it
should also increase graduation rates, specifically impacting students’ time to degree.
Possible Measures
Have 70 percent of students participate in a survey that measures the impact of the advising program and how it
affected their confidence in selecting a major and making informed decisions.
Actual Measures
Data was collected via StudentVoice and through a comprehensive online survey sent to all students via
SacNotes.
Results
Two forms of data were collected for the Freshman Advising Program. Immediate (point-of-contact) responses
were collected via PDAs and a web-based follow-up survey was emailed to the freshmen. We received 77%
response rate from the point-of-contact surveys. We had only 82 responses to the web-based survey.
The advisors each had a PDA with the Freshman Advising Program survey loaded on it. After each advising
session the freshmen completed the survey. There were 1327 responses collected throughout the Phase III
advising sessions. The survey included questions to evaluate Phase II as well. The data indicate that the
freshmen overwhelmingly found the advising sessions helpful and useful, particularly with major advising and
course selection (98% very to somewhat helpful). Although most of the advisors were not career counselors,
students still felt that the advising they received on possible careers was helpful (88% very to somewhat
helpful). A complete summary of the survey results are in Attachment D3 and D4.
Conclusions
We discussed preliminary survey results at length in staff meetings (including faculty/staff meetings,
professional staff meetings, and joint meetings with the Career Center) starting the first part of May 2007. From
the data, the program was a huge success. Everyone is anxious to see retention numbers to see if this may
have contributed to students returning for a second year. Basically, the data collected was to justify how useful
and helpful the program was to the students. We are already developing new surveys for next fall to measure
areas that were not examined this year. Also, starting in Phase II, students will be surveyed at the point-ofcontact after each advising session.
There are going to be some changes made to the program in Phases II and III not necessarily pointed out from
the data. We are in the process of creating a home-grown career/advising assessment instrument targeted for
Sac State freshmen. We found the Choices instrument not that useful for this venue. We are also going to
switch the career component to Phase III. Students were not ready to discuss career options six weeks into
their first semester. Basic career exploration will be discussed with students who are ready, and will be included
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
in the talking points for the advisors to cover if relevant in Phase II. A more complete year-end report will be
written in detail by the end of summer evaluating all aspects of the Freshman Advising Program.
Program Objective: Increase the retention of students who have been reinstated as Undeclared majors by five
percent. Eighty-five percent of these students indicate via survey that they received comprehensive advising
and have achieved good academic standing by the following semester after reinstatement, and that the advising
they received assisted them in staying at the University.
Rationale: Students reinstated as Undeclared majors to the University will receive more mandatory proactive
advising starting Fall 2006.
Possible Measures
Measure: Track through database and advising sessions. Grades will be analyzed by the end of the following
semester after reinstatement.
Measure: Have students participate in focus groups to discuss the impact of the advising sessions.
Measure: Administer exit survey to students who do not return.
Actual Measures
Grade lists will be run to see academic progress of students reinstated as Undeclared students at the end of fall
and spring semesters.
Results
The Academic Advising Center compared Fall 2005 reinstatements to Fall 2006 reinstatements to measure an
increase in retention. The only data collected was retention rates.
In Fall 2005 Academic Advising reinstated 68 Undeclared students. As of Summer 2006, 29 students were still
enrolled and in good standing, academic probation, continued probation, or subject to academic review. In total,
42 percent of the Fall 2005 reinstatements were enrolled after one year. In Fall 2006 Academic Advising
reinstated 94 Undeclared students. As of Summer 2007, 50 students were still enrolled and in good standing,
academic probation, continued probation, or subject to academic review. In total, 53 percent of the Fall 2006
reinstated students are still registered and in better academic standing than before. This is an 11 percent
increase in retention.
Conclusions
This objective received the least amount of attention because of the implementation of the Freshman Advising
Program. The academic advisor responsible for this population met with reinstated students regularly but there
was not an effective tracking system in place. Academic Advising is implementing a new scheduling/tracking
system for Fall 2007 that will address this dilemma. No surveys were given and no focus groups were planned
for 2006-07. This objective is being carried over to the 2007-08 academic year.
Questions regarding the programs and outcomes delineated in this section should be addressed to Beth Merritt
Miller, Academic Advising. (916) 278-6231. merrittmillerb@csus.edu.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Attachment D1
1. What are the three areas of classes that make up an undergraduate degree at Sac State?
A.
B.
C.
D.
Total
Major, Minor, GE
Elective, GE & Major
Upper Division, Lower Division, Elective
None of the above
Pre-test
Count
Percent
131
39.34%
121
36.34%
55
16.52%
26
7.81%
333
100.00%
Post-test
Count
Percent
445
22.72%
1091
55.69%
353
18.02%
70
3.57%
1959
100.00%
%
Change
-16.62%
19.36%
1.50%
-4.23%
0.00%
2. What is the minimum number of required units to graduate?
A.
B.
C.
D.
Total
135
120
60
51
Pre-test
Count
Percent
42
12.54%
252
75.22%
33
9.85%
8
2.39%
335
100.00%
Post-test
Count
Percent
19
0.97%
1917
97.86%
7
0.36%
16
0.82%
1959
100.00%
%
Change
-11.57%
22.63%
-9.49%
-1.57%
0.00%
3. How many classes would you have to take each semester to graduate in 4 years, if each course is 3 units?
%
Pre-test
Post-test
Change
Count
Percent
Count
Percent
A. 3
14
4.18%
28
1.43%
-2.75%
B. 4
120
35.82%
348
17.82%
-18.00%
C. 5
144
42.99%
1405
71.94%
28.96%
D. 6
57
17.01%
172
8.81%
-8.21%
Total
335
100.00%
1953
100.00%
0.00%
4. Where do students go on campus to get information about student clubs and organizations?
A.
B.
C.
D.
Total
Career Center
Student Activities
Library
WPE Office
Last Updated on: 12/11/07
Pre-test
Count
Percent
17
5.06%
298
88.69%
3
0.89%
18
5.36%
336
100.00%
-7-
Post-test
Count
Percent
78
4.00%
1823
93.39%
11
0.56%
40
2.05%
1952
100.00%
%
Change
-1.06%
4.70%
-0.33%
-3.31%
0.00%
Updated by: Cyndi Rose
5. Which of the following examples fulfill the foreign language requirement to graduate at Sac State?
A.
B.
C.
D.
Total
Fluent in a language
Passed the AP exam with a score of 3
Took three years of one language in high
school
All of the above
Pre-test
Count
Percent
12
3.57%
42
12.50%
81
201
336
24.11%
59.82%
100.00%
%
Change
Post-test
Count
Percent
9
0.46%
33
1.69%
-3.11%
-10.81%
370
1544
1956
-5.19%
19.12%
0.00%
18.92%
78.94%
100.00%
6. When can a student begin taking Upper Division courses, which are
numbered 100-199?
A.
B.
C.
D.
Total
Freshman year
After they pass a test
Senior year
Sophomore year
Pre-test
Count
Percent
28
8.36%
100
29.85%
33
9.85%
174
51.94%
335
100.00%
Post-test
Count
Percent
36
1.84%
280
14.34%
135
6.91%
1502
76.91%
1953
100.00%
%
Change
-6.51%
-15.51%
-2.94%
24.97%
0.00%
7. Aside from special programs (athletes, EOP, CAMP, MEP), where can students get academic advising
help?
%
Pre-test
Post-test
Change
Count
Percent
Count
Percent
A. Academic Advising, Major Department,
Minor Department
208
63.03%
1519
77.98%
14.95%
B. Career Center
39
11.82%
190
9.75%
-2.06%
C. Associated Students
14
4.24%
34
1.75%
-2.50%
D. Tutoring office, major department
69
20.91%
205
10.52%
-10.39%
Total
330
100.00%
1948
100.00%
0.00%
8. What is the minimum GPA a student needs to be considered in good academic standing and graduate?
%
Pre-test
Post-test
Change
Count
Percent
Count
Percent
A. 1.75 (D+)
1
0.30%
5
0.26%
-0.05%
B. 4.0 (A)
123
36.94%
176
8.98%
-27.95%
C. 2.0 (C)
195
58.56%
1752
89.43%
30.87%
D. 3.0 (B)
13
3.90%
26
1.33%
-2.58%
Total
333
100.00%
1959
100.00%
0.00%
Last Updated on: 12/11/07
-8-
Updated by: Cyndi Rose
9. Which of the following factors should you take into consideration when making your class schedule?
%
Pre-test
Post-test
Change
Count
Percent
Count
Percent
A. Work Load
6
1.81%
41
2.10%
0.29%
B. Number of Classes
5
1.51%
22
1.13%
-0.38%
C. Family Commitments
3
0.90%
5
0.26%
-0.65%
D. Commute Time
2
0.60%
16
0.82%
0.22%
E. All of the above
316
95.18%
1870
95.70%
0.52%
Total
332
100.00%
1954
100.00%
0.00%
10. What is the registration system called at Sac State?
A.
B.
C.
D.
Total
CASPER Web
SAILOR Web
REGISTER Web
HORNET Web
Pre-test
Count
Percent
301
90.39%
1
0.30%
10
3.00%
21
6.31%
333
100.00%
Post-test
Count
Percent
1944
99.69%
2
0.10%
3
0.15%
1
0.05%
1950
100.00%
%
Change
9.30%
-0.20%
-2.85%
-6.26%
0.00%
11. What is the minimum number of units an undergraduate student has to take to be considered as a fulltime student?
%
Pre-test
Post-test
Change
Count
Percent
Count
Percent
A. 15 units
43
12.95%
257
13.17%
0.22%
B. 12 units
237
71.39%
1557
79.81%
8.42%
C. 10 units
14
4.22%
39
2.00%
-2.22%
D. 9 units
38
11.45%
98
5.02%
-6.42%
Total
332
100.00%
1951
100.00%
0.00%
12. During the first week of classes you notice a class on your schedule that you don't remember registering
for and don't want to take, you should:
%
Pre-test
Post-test
Change
Count
Percent Count Percent
A. Not worry about it because it wasn't your fault
5
1.52%
9
0.46%
-1.05%
B. Not attend the class because you think the
instructor
will just drop you
3
0.91%
7
0.36%
-0.55%
C. Go to a computer lab and drop it online
215
65.15%
1749
89.46%
24.31%
D. All of the above
107
32.42%
190
9.72%
-22.71%
100.00
100.00
Total
330
%
1955
%
0.00%
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Attachment D2
Students-Actual Numbers
Phase II - Fall 2006
Beginning of Semester
Phase III - Spring 2007
2006
1888
992
NA
1014
1715
Withdrew
33
30
Disenrolled
13
2
No Hold - Major Advising
41
36
Not Seen - Hold Remains
71
105
Seen by Peer Mentor
Seen in Academic Advising
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Attachment D3
Q1. Are you a first-time freshman?
Count
Percent
1372
97.72%
Yes
32
2.28%
No
1404
Respondents
Q2. In which of the following classes are you currently/have you been enrolled? (Check all that apply;
please scroll down)
Respondent
Response
Count
%
%
625
45.99%
31.41%
ENGL 1
129
9.49%
6.48%
ENGL 1X
162
11.92%
8.14%
LS 7A
197
14.50%
9.90%
LS 7B
262
19.28%
13.17%
LS 10A
0
0.00%
0.00%
LS 10I
24
1.77%
1.21%
LS 10X
65
4.78%
3.27%
LS 15
32
2.35%
1.61%
LS 86
80
5.89%
4.02%
LS 87
44
3.24%
2.21%
MATH 9
15
1.10%
0.75%
MATH 11
355
26.12%
17.84%
None of the above
1359
Respondents
1990
Responses
Q3. How did you learn about your Fall 2006 semester advising session? (Check all that apply)
Respondent
Response
Count
%
%
961
70.77%
56.83%
Email & SacNote invitation
321
23.64%
18.98%
Peer mentor
156
11.49%
9.23%
Friend told me
253
18.63%
14.96%
Registration hold
1358
Respondents
1691
Responses
Q4. During Fall 2006 was your advising session at the Academic Advising Center?
Count
Percent
827
60.90%
Yes
531
39.10%
No
1358
Respondents
Q5. Which type of session did you have?
Count
Percent
745
90.08%
I had an individual advising session.
82
9.92%
I attended a group advising session.
827
Respondents
Q6. Were you advised by your peer mentor as part of your freshman seminar or learning community?
Count
Percent
467
87.95%
Yes
64
12.05%
No
531
Respondents
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Q7. This semester (spring 2007), how did you learn about your advising session? (Check all that apply)
Respondent
Response
Count
%
%
1068
78.65%
65.56%
Email & SacNote invitation
89
6.55%
5.46%
Peer mentor
203
14.95%
12.46%
Friend told me
269
19.81%
16.51%
Registration hold
1358
Respondents
1629
Responses
Q8. This semester (spring 2007), what type of advising session did you have at the Academic Advising
Center?
Count
Percent
1310
96.47%
An individual advising session
48
3.53%
A group advising session
1358
Respondents
Q9. How helpful was the advising you received about majors available at Sac State?
Count
Percent
1060
78.11%
Very
267
19.68%
Somewhat
24
1.77%
Not very
6
0.44%
Not at all
1357
Respondents
Q10. How helpful was the advising you received about possible careers?
Count
Percent
590
43.48%
Very
608
44.80%
Somewhat
104
7.66%
Not very
55
4.05%
Not at all
1357
Respondents
Q11. How helpful was the advising you received about course selection?
Count
Percent
1076
79.29%
Very
257
18.94%
Somewhat
18
1.33%
Not very
6
0.44%
Not at all
1357
Respondents
Q12. How helpful was the advising you received about GE requirements?
Count
Percent
1137
83.79%
Very
209
15.40%
Somewhat
8
0.59%
Not very
3
0.22%
Not at all
1357
Respondents
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Q13. How helpful was the advising you received about how best to complete my degree (long-term
planning)?
Count
Percent
653
48.12%
Very
594
43.77%
Somewhat
87
6.41%
Not very
23
1.69%
Not at all
1357
Respondents
Q14. Please complete the sentence: As a result of my advising sessions, I know more about... (Check all
that apply)
Respondent
Response
Count
%
%
379
27.93%
10.63%
Career options
555
40.90%
15.56%
Major choices
1135
83.64%
31.82%
General education requirements
990
72.96%
27.75%
Choosing courses
508
37.44%
14.24%
Graduation requirements
1357
Respondents
3567
Responses
Q15. Do you have a major?
Count
Percent
1015
74.80%
Yes
342
25.20%
No
1357
Respondents
Q16. When did you choose your major? (Check all that apply)
Respondent
Response
Count
%
%
865
85.22%
74.70%
Before enrolling in Sac State
131
12.91%
11.31%
After taking classes that interest me
23
2.27%
1.99%
After talking with professors in the department
54
5.32%
4.66%
As a result of freshman advising sessions
71
7.00%
6.13%
After talking with friends
14
1.38%
1.21%
After going to the Career Center
1015
Respondents
1158
Responses
Q17. How confident are you regarding your choice of major?
Count
Percent
617
60.79%
Very
309
30.44%
Somewhat
63
6.21%
Not very
26
2.56%
Not at all
1015
Respondents
Q18. Are you close to choosing a major?
Count
Percent
127
37.13%
Yes - I'm seriously considering a couple majors
134
39.18%
Somewhat - I'm taking some classes that will help me choose a major
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Q18. Are you close to choosing a major?
Count
Percent
72
21.05%
Not really - I'm still uncertain about choosing a major
9
2.63%
No - I'm completely lost
342
Respondents
Q19. Did freshman advising introduce you to new major possibilities?
Count
Percent
202
59.06%
Yes
140
40.94%
No
342
Respondents
Q20. Are you going to take classes at Sac State next semester?
Count
Percent
1331
98.08%
Yes
26
1.92%
No
1357
Respondents
Q21. Why are you not continuing at Sac State next semester? (Check all that apply; please scroll down)
Respondent
Response
Count
%
%
1
3.85%
2.70%
Academic difficulty
11
42.31%
29.73%
Family or personal issues
1
3.85%
2.70%
Work responsibilities
5
19.23%
13.51%
Money concerns
1
3.85%
2.70%
Military service
11
42.31%
29.73%
Moving
5
19.23%
13.51%
Campus environment
2
7.69%
5.41%
Major I want is not offered here
0
0.00%
0.00%
Could not enroll in the classes I need
26
Respondents
37
Responses
Q22. What are your plans for next semester? (Check all that apply)
Respondent
Response
Count
%
%
9
34.62%
27.27%
Classes at community college
15
57.69%
45.45%
Transferring to another 4-year college
1
3.85%
3.03%
Trade or technical school
5
19.23%
15.15%
Taking time off from school
1
3.85%
3.03%
Enlisting in the military
2
7.69%
6.06%
Working full-time
26
Respondents
33
Responses
Q23. When do you plan on returning to Sac State?
Count
Percent
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Updated by: Cyndi Rose
Q23. When do you plan on returning to Sac State?
Count
Percent
8
30.77%
After 1-2 semesters
5
19.23%
At some point in the future
13
50.00%
Never
26
Respondents
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Updated by: Cyndi Rose
Attachment D4
Q1. Are you a first-time freshman?
Q2. In which of the following classes are you currently/have you been enrolled? (Check all that apply;
please scroll down)
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Updated by: Cyndi Rose
Q3. How did you learn about your Fall 2006 semester advising session? (Check all that apply)
Q4. During Fall 2006 was your advising session at the Academic Advising Center?
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Updated by: Cyndi Rose
Q5. Which type of session did you have?
Q6. Were you advised by your peer mentor as part of your freshman seminar or learning community?
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Updated by: Cyndi Rose
Q7. This semester (spring 2007), how did you learn about your advising session? (Check all that apply)
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Updated by: Cyndi Rose
Q8. This semester (spring 2007), what type of advising session did you have at the Academic Advising
Center?
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Updated by: Cyndi Rose
Q9. How helpful was the advising you received about majors available at Sac State?
Q10. How helpful was the advising you received about possible careers?
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Q11. How helpful was the advising you received about course selection?
Q12. How helpful was the advising you received about GE requirements?
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Updated by: Cyndi Rose
Q13. How helpful was the advising you received about how best to complete my degree (long-term
planning)?
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Updated by: Cyndi Rose
Q14. Please complete the sentence: As a result of my advising sessions, I know more about... (Check all
that apply)
Q15. Do you have a major?
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Updated by: Cyndi Rose
Q16. When did you choose your major? (Check all that apply)
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Updated by: Cyndi Rose
Q17. How confident are you regarding your choice of major?
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Updated by: Cyndi Rose
Q18. Are you close to choosing a major?
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Updated by: Cyndi Rose
Q19. Did freshman advising introduce you to new major possibilities?
Q20. Are you going to take classes at Sac State next semester?
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Updated by: Cyndi Rose
Q21. Why are you not continuing at Sac State next semester? (Check all that apply; please scroll down)
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Updated by: Cyndi Rose
Q22. What are your plans for next semester? (Check all that apply)
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Updated by: Cyndi Rose
Q23. When do you plan on returning to Sac State?
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Updated by: Cyndi Rose
Alcohol Education Program (AEP)
As of July 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: The Alcohol Education Program strives to reduce the harm associated with high risk drinking through
education, collaboration, student leadership development, and allocation of resources to support and encourage
healthy choices among Sacramento State students.
Rationale: Research has demonstrated that alcohol and other drug misuse can negatively impact student
academic achievement, personal relationships, career aspirations, and emotional and physical well-being
(Hingson, et al., 2005). The Alcohol Education Program utilizes a multifaceted research-based prevention model
to address the use and abuse of alcohol, illicit, and prescription drugs. Program activities include: assessment,
policy development, enforcement, outreach, peer education, media production and distribution, correction of
behavioral misperceptions, and one-on-one interventions.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Decrease high risk drinking behaviors among students and the potential harm associated with these
behaviors.
Goal 2: Educate the campus community about alcohol, tobacco and other drugs.
Goal 3: Collaborate with Student Affairs to further facilitate and enhance AEP programs.
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Student Learning Outcome: All students who participate in Alcohol Education Program activities, such as:
“Don’t Cancel that Class” and CHOICES/E-Chug will demonstrate knowledge of:
 Laws and policies associated with alcohol and drug use
 Protective behaviors
 Potential consequences of high risk and underage drinking
 Resources available to address alcohol and other drug issues
Rationale: The program provides many educational activities in support of this goal, including; 21 st birthday
cards, the Social Norms campaign, peer health educators, educational presentations, outreach events, “Don’t
Cancel that Class,” Choices program, and other collaborative projects.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.
 Participating students will be surveyed with a pre-and post test to assess increased understanding of laws
and policies associated with alcohol and drug use, protective healthy behaviors, the potential
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Updated by: Cyndi Rose
consequences of high risk and underage drinking, and resources available to address alcohol and other
drug issues.
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
Collection Date(s):
Method:
Spring Semester 2007
Pre/Post Test web based as part of educational class. Please refer to Appendix A for
surveys
Students referred to the Level I education class
Populations:
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
The learning outcomes assessment of our Choices/E-CHUG education program indicates students’ confusion
regarding alcohol equivalencies by discussing both 80 and 100 proof hard liquors.
Choices/E-Chug Pre & Post Test Results
Fall 2006
Percent Correct
100.00%
80.00%
60.00%
Pre Test
40.00%
Post Test
20.00%
0.00%
Question #1 Question #2 Question #3 Question #4 Question #5
Pre Test
56.40%
74.35%
74.35%
69.23%
61.53%
Post Test
57.89%
50.00%
86.84%
92.10%
76.31%
Question
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
The learning outcomes assessment of our Choices/E-CHUG education program indicates students’ confusion
regarding alcohol equivalencies by discussing both 80 and 100 proof hard liquors. We will be modifying the
educational curriculum to remedy this problem. (December 2006) Spring 2007assessment will indicate if
revisions to the curriculum were successful in improving the intended learning outcome.
As a result of the changes made to the curriculum, the percentage of students responding correctly to question
#2 did not increase. Further modifications to the curriculum will be made and as part of the student facilitator
training important content will be reviewed.
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Updated by: Cyndi Rose
Questions regarding the programs and outcomes delineated in this section should be addressed to Heather
Dunn Carlton, Alcohol Education Program. (916) 278-6060. heather@csus.edu.
Associated Students, Inc.
As of July 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: Associated Students, Inc. serves as the official governing body of Sacramento State students and
through operation and sponsorship of programs and services meets the varied needs of students. ASI provides
experiential education, leadership opportunities, student representation, various business and recreational
services, campus life programs and activities that support the campus and greater Sacramento community.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Serve as the representative entity for Sac State Students.
Goal 2: Provide students with experiential education.
Goal 3: Provide students with leadership opportunities.
Goal 4: Provide business and recreational services.
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Program Objective: Increase the number of faculty who use ASI programs as a mechanism for prompting
students to apply theory to practice.
A. Increase by 10% the number of individual faculty and students who complete applied assignments in
ASI program as of January 2008.
B. Increase by 10% the number of academic departments who complete “applied” assignments in ASI
programs as of January 2008.
C. Achieve and maintain an 80% or greater frequency of “satisfied” or “very satisfied” responses by faculty
and student participants by January 2008.
D. With faculty, formulate, by June 2007, specific student learning outcomes that connect the theory and
principles presented in CD32 and CD132 with the hands on experience gained in a ASI Children’s
Center internship.
E. Apply the student learning outcome model in (D) model to at least 10 more courses by June 2008.
Rationale: ASI sees itself as a “learning lab” for Sacramento State students, where students apply, in a
deliberate and structured way, the theory and principles covered in specific courses to particular ASI
programs and services. ASI’s goal is for faculty from diverse disciplines to encourage their students to use
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Updated by: Cyndi Rose
ASI programs as a venue for completing “applied” assignments such as observations, interviews, projects or
exercises.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.





Distribute and collect “ASI Survey of Current Student and Faculty Participants” during the Fall 2006
session.
Use compiled data to establish “baselines” for number of faculty and students participants by February
2007.
Use compiled data to establish “baselines” for number of different departments participating by February
2007.
Use compiled data to determine level of faculty and student satisfaction with ASI participation, stated in
percentages, by February 2007.
Distribute and collect “Survey of Prospective Faculty” by August 2007.
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
Collection Date(s):
Method:
Fall Semester 2006
ASI Survey of Current Student and Faculty Participants available in hard copy and web
based survey formats
Available for faculty and students who utilized ASI Programs to fulfill “applied”
assignments directly connected to an academic course
Population:
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
ASI Survey of Current Student and Faculty Participants
Fall Semester 2006 Results
Associated Students (ASI) at Sacramento State strongly believes that students increase their understanding of
theory and principles covered in the classroom setting when given the opportunity to apply and experience them
outside the classroom. ASI sees itself as a “learning lab” for Sac State Students. We thank you for choosing
ASI to fulfill your classroom assignment. We would like to know how we are doing in providing applied learning
experiences for Sac State students and where we may improve our services and activities. Please complete the
following survey to provide Associated Students with information that will help us to improve how we “make the
connection” between the classroom and students’ experiences in ASI.
1. (Check one)
[ ] Faculty = 14
[ ] Student = 257
2. Course: ___________________________
Section:
______________________________________________
Freshman Seminar
AFROTC
Communications Studies: 5, 21, 158
Education
History 100
Journalism: 30, 130
RLS: 21, 100, 122, 136
MIS: 160, 161
MBA: 260
BIO 279
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Updated by: Cyndi Rose
KINS: 09, 12, (Sailing – beg. & intermediate)
3. Semester: FALL____, Year: _2006_____
ASI Program: Peak Adventures – 149
Aquatic Center – 110
Children’s Center – 4
Leadership – 3
Green Sting – 1
4. Please rate your satisfaction with the following aspects of your ASI experience (e.g., program, workshop,
presentation, etc.)
Importance
Satisfaction
1 – Very Unimportant
2 – Unimportant
3 – Neutral
4 – Important
5 – Very
Important
%
3.4
2.7
3.4
3.8
2.7
3.8
2.3
2.3
8.4
8.0
6.8
5.3
23.6
30.0
20.2
24.7
58.9
53.2
64.3
60.1
3.0
2.3
3.0
3.8
4.9
4.6
14.8
24.7
47.9
3.0
2.7
3.4
2.7
2.7
4.2
3.4
3.0
3.0
3.8
3.0
3.0
2.7
4.2
2.3
15.2
16.7
9.5
6.8
15.2
13.3
8.4
29.3
29.3
25.9
26.2
24.3
27.8
19.8
46.4
43.4
55.9
58.6
51.0
47.5
64.3
3.4
3.4
3.0
2.7
2.7
3.8
2.3
%
%
Please answer both sides
1–
Very
dissat
isfied
X–
N/A
%
%
%
x – N/A
5 – Very satisfied
4 – Satisfied
3 – Neutral
2–
Dissatisfied
Quality of instruction
Availability of staff
Staff knowledge of the subject matter
Staff preparation
Relevance of experience to classroom
subject matter
Convenience of scheduling
Program size
Program facilities
Program equipment
Knowledge acquired
Skills acquired
Quality of your overall experience
%
%
%
%
.7
.8
1.5
1.1
2.7
3.0
2.3
2.3
9.1
9.5
8.0
8.0
25.4
23.1
19.7
24.6
58.7
61.4
65.9
60.2
3.4
2.3
2.7
3.4
1.5
3.4
17.8
23.9
49.6
3.4
2.3
1.1
.8
.8
.8
.8
.8
6.1
4.2
2.7
1.9
1.5
1.1
.8
18.9
14.4
9.9
11.7
8.0
7.6
3.8
25.0
23.5
22.7
22.7
14.8
16.3
10.6
43.9
53.4
61.7
60.6
29.9
27.7
39.0
3.8
3.4
2.3
2.3
45.1
46.6
45.1
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
The data allowed us to establish “baselines” for:
 The number of faculty and students participating in the survey
 The number of different departments represented in the survey participation
 The level of faculty and student satisfaction with aspects of their participation in ASI program(s)
The percentage of respondents who selected “NA – not applicable” as their choice when rating their
“satisfaction” with “knowledge acquired,” “skills acquired,” and “quality of your overall experience” was
approximately 45%. This suggests that almost half of the respondents did not make explicit connections
between their classroom leaning and the hands on experience they gained in an ASI program. For students to
see this important connection ASI most work with faculty to help students translate theory to practice in ASI
settings.
Since the goal was to establish “baseline” data; no significant changes will be made to the survey.
Staff will work to:
 Increase the number of faculty and student participants who complete “applied” assignments in ASI
programs by 10% as of January 2008
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%
Updated by: Cyndi Rose


Increase the number of departments with faculty and students who complete “applied” assignments in
ASI programs by 10% as of January 2008
Achieve and maintain an 80% or greater frequency of “satisfied” or “very satisfied” responses by faculty
and student participants by January 2008
Student Learning Outcome: Survey, by July 2007, the alumni, employees, board members, and volunteers to
determine how ASI prepared them for a leadership position beyond Sacramento State.
Rationale: Involvement in ASI allows students to develop meaningful relationships with community members
and organizations. The emerging network may provide ASI leaders, board members, and volunteers with a
competitive edge when applying for community leadership positions, jobs, etc.
Possible Measures
Survey ASI alumni to:
a) identify particular ASI experiences that gave them a competitive edge or opportunity in their
post-graduate employment or community leadership pursuits, and
b) identify leadership skills they developed specific to ASI experiences.
Student Learning Outcome: Implement an ASI student employee mentoring program that includes one-onone meeting and structured programs geared at honing leadership skills.
A. Identify and define specific “leadership competencies” by July 2007.
B. Create a structured training program that will develop those competencies by June 2008.
C. Develop assessment tools to evaluate pre and post-training skill levels by June 2008.
Rationale: Each ASI staff supervisor should mentor the students under his or her direction so that they can
develop their potential leadership skills. ASI must formalize this mentoring role so that all of its student
employees have a more uniform and rewarding experience in being a mentee.
Possible Measures

The assessment tool developed by June 2008 will assess achievement of the objective.
Program Objective: Improve the customer service skills of ASI student and professional staff.
A. Identify and define specific “customer service competencies” by July 2007.
B. Create a training program and develop those competencies by June 2008.
C. Review “customer satisfaction” survey to discern level of achievement the customers’ expectations.
Rationale: ASI prides itself on exceptional customer service. Therefore the organization must accurately
measure the satisfaction end-users have with our programs and services. excellent delivery of services and
programming and provides a means to target particular skills for our students to develop, giving them
exceptional job experience and enhancing their employment and leadership opportunities beyond graduation.
Possible Measures


Establish assessment tools to evaluate pre and post-training skill levels by June 2008.
Develop a “customer satisfaction” survey by January 2008.
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Updated by: Cyndi Rose
Conclusions
Appendix A
ASI Survey of Current Student and Faculty Participants
Associated Students (ASI) at Sacramento State strongly believes that students increase their understanding of
theory and principles covered in the classroom setting when given the opportunity to apply and experience them
outside the classroom. ASI sees itself as a “learning lab” for Sac State Students. We thank you for choosing
ASI to fulfill your classroom assignment. We would like to know how we are doing in providing applied learning
experiences for Sac State students and where we may improve our services and activities. Please complete the
following survey to provide Associated Students with information that will help us to improve how we “make the
connection” between the classroom and students’ experiences in ASI.
1. (Check one)
[ ] Faculty
[ ] Student
2. Course: ___________________________
Section:
______________________________________________
3. Semester: _________, Year: __________
ASI Program:
_________________________________________
4. Please rate your satisfaction with the following aspects of your ASI experience (e.g., program, workshop,
presentation, etc.)
Importance
1 – Very Unimportant
2 – Unimportant
3 – Neutral
4 – Important
5 – Very Important
Satisfaction
Please answer both sides
X – N/A
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
x
x
x
x
1
2
3
4
5
x
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
x
x
x
x
x
x
x
1
2
3
4
5
x
Quality of instruction
Availability of staff
Staff knowledge of the subject matter
Staff preparation
Relevance of experience to classroom
subject matter
Convenience of scheduling
Program size
Program facilities
Program equipment
Knowledge acquired
Skills acquired
Quality of your overall experience
Other: specified: ____________________
__________________________________
__________________________________
__________________________________
__________________________________
x – N/A
5 – Very satisfied
4 – Satisfied
3 – Neutral
2 – Dissatisfied
1 – Very
dissatisfied
1
2
3 4 5
x
1
2
3 4 5
x
1
2
3 4 5
x
1
2
3 4 5
x
1
2
3
4
5
x
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
x
x
x
x
1
2
3
4
5
x
Please continue on the back.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
5. If you responded “Dissatisfied” or “Very dissatisfied” to any item, please explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. If you responded “Unimportant” or “Very Unimportant” to any item, please explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
7. What was the most positive aspect of your ASI experience?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
8. What additional experiential learning programs and services could ASI provide to help meet your needs?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
9. Additional comments.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
10. Contact information (optional).
Name: ________________________________
Email: ____________________
Thank you for your participation!
Questions regarding the programs and outcomes delineated in this section should be addressed to Pat Worley,
Associated Students, Inc. (916) 278-6784. pcworley@csus.edu.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Career Center
As of July 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: The Career Center provides proactive and comprehensive career services to students through: career
development, experiential learning, on-campus recruitment and employer relations. The professional staff
creates a supportive and educational environment where students can actively participate in their own career
development within the global work world.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Provide proactive and comprehensive career services.
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Student Learning Outcome: All first-time freshmen participating in the New Student Interactive Tours will
understand and be able to utilize career and occupational services.
Rationale: Career Center tours are arranged by the instructors of the Freshman Seminar, EOP (Educational
Opportunity Program) and Learning Communities. Students from these courses come to the Career Center for
an interactive, four-part tour. Each part of the tour teaches the student specific skills and information necessary
to understand the services available through the Career Center. Each Interactive Tour includes the following:



Introduction to the services the Career Center offers students during each of their four years at the
university
Exposure to the interactive stations that explain:
o How to schedule a career counseling appointment
o How to look up a part-time, internship, co-op job
o How to look up salary information for jobs in California
Information on choosing a major and/or what jobs are related to specific majors
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.
 Students will take a pre-test measuring knowledge of career resources and how to choose a major.
 Students will take an immediate post-test using the StudentVoice PDAs at each of the stations to
measure knowledge gained in the tours.
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
The paper/pencil survey was given at the end of each interactive tour. See the attached assessment for
question details.
Results
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Updated by: Cyndi Rose
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
Of the 660 first time freshmen who participated in the interactive tours, 495 of them completed the survey.
Almost 79% of the respondents were 18 years old. Overall, the students acquired the information and
demonstrated the skills indentified as the onset of the program.
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
A review of the data results has prompted us to refocus attention in a few areas. For instance only, 78% of
participants could identify what was on the Career Connection main page after their tour. This should be higher
than this, so this fall we will spend more time reviewing this with the participants. Also, only 78% of the students
could identify all the services that are available to them for walk-in counseling. We want the identification rate to
be higher (90%), so we will spend more time reviewing the career connection main page during the tour.
Program Objective: Increase by 10% student contact in the Career Center and determine what majors
the CC serves most frequently.
Rationale: Determine which majors are underserved by the Career Center.
Possible Measures
Enter all students who utilize the Career Center into a database to track traffic flow. Revise and update current
database to process more accurate information. Establish baseline data Fall 2006.
Actual Measures
Data have been entered into a database to collect baseline information.
Results
The Career Center increased walk-ins and individual appointments by 11.6% from Fall 2006 to Spring 2007.
However, the database does not show the majors of the students counseled. In addition, the attendance at
workshops was down by 4.6% in the same time period .
Conclusions
The Career Center does not know if it actually had an impact on underserved majors. Although our walk-ins and
appointments met the target (largely due to the Freshman Advising Program), we realized we need to do more
creative advertising for workshops and events. At the end of May 2007 we began working on a marketing plan
for fall that involved a greater presence in the Library Quad and the North Quad. We will be doing more tabling,
and have also piggy-backed on Welcome Week activities to begin advertising for the September career fair and
other Career Center events.
Questions regarding the programs and outcomes delineated in this section should be addressed to Beth Merritt
Miller, Director, Career Center. 916-278-6231. merrittmillerb@csus.edu.
Financial Aid
As of July 2007
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Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: The Financial Aid Office assists students who need financial support to meet the costs of obtaining a
college education. Financial aid programs are funded and regulated by the federal government, the state, the
University, and private donors. A financial aid package may include one or more of the following: scholarship(s),
grant(s), loan(s), and/or work-study.
Rationale: Although the primary responsibility for financing an education rests with the student and the student’s
immediate family, the Financial Aid Office helps students who require financial assistance in meeting the cost of
attending the University. Students who think they may need help in financing their educational costs are
encouraged to apply for financial aid. Financial aid may be comprised of grants that are awarded on the basis of
financial need (grants need not be repaid); loans, awarded on the basis of financial need and/or cost of
attendance, made available from both the University and outside lending institutions (loans must be repaid);
and/or federal work-study, awarded on the basis of financial need and earned through employment.
Scholarships from the University and private donors (which need not be repaid) are available to eligible
students. Financial Aid staff assist students with understanding eligibility criteria and the required procedures
and completing necessary forms.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Help students meet the cost of obtaining a college education.
Goal 2: Help students learn how to apply for financial aid and complete the process in a timely manner so that
funds can be disbursed in a timely manner.
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Student Learning Outcome: Students will be able to 1) demonstrate understanding of the new Satisfactory
Academic Progress (SAP) policy, 2) monitor their own academic progress as it relates to financial aid and 3) use
their acquired knowledge to reduce the likelihood of financial aid disqualification.
Rationale: Most financial aid programs require students to make Satisfactory Academic Progress (SAP) towards
their educational objective as a condition for receiving financial aid. Students who fail to meet SAP will be
disqualified from receiving aid; however, they may appeal to be reinstated if they have extenuating
circumstances approved by the Appeals Board. Many comments regarding SAP policy indicate that neither
faculty, staff nor students at Sacramento State fully understood the SAP policy in effect during that time.
Therefore, the financial aid staff recommended simplifying the policy. The proposed changes were accepted by
the university administration in Fall 2006. The Financial Aid Office rewrote the SAP policy to reflect the updates
and the revised policy took effect in Fall 2007. To discern if students understand the revised SAP policy,
Financial Aid will administer a “SAP Quiz” to financial aid applicants. When 80% of respondents answer 80% of
the quiz questions correctly, the Financial Aid Office will be satisfied that the policy is fairly well understood.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.
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Randomly select 5,000 potential financial aid candidates and send them the quiz by the end of August 2007 to
establish a baseline marker. The Financial Aid Office will send a second quiz along with a copy of the SAP
contract to the same 5,000 students by the end of September 2007 to measure their understanding of the policy.
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
Same as possible measures.
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
We have not finished collecting the data. We expect to have the results at the end of the Fall 2007 semester.
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
We expect to reach our conclusions at the end of Fall 2007.
Student Learning Outcome: Financial aid loan applicants will be able to demonstrate a clear understanding of
how to choose their Stafford Loan lender by the end of the fall 2007 semester.
Rationale: From the academic year of 1997-1998 through 2005-2006 Sacramento State participated in Direct
Loan program and students borrowed money directly from the US Dept. of Education. Though the Direct Loan
program was fairly easy to understand, financial aid staff believed that it might be more beneficial to students if
we switched to the Federal Family Educational Loan program (FFEL).
Both programs are regulated by the federal government and operated under the same rules, however, there are
more borrower benefits such as principal balance reduction, interest rate reduction, origination reduction and
better customer service associated with FFEL program. In Fall 2006, Sacramento State switched to the FFEL
program. This switch confused many students as they were required to choose a lender by themselves. To help
students select the most suitable lender for their need, the Financial Aid Office is developing “How to select
lender” flyer. The Financial Aid Office will know students understand the borrower benefits when 80% of
students who took test answer 80% of the lender associated post test
correctly.
Possible Measures
During the Fall 2007 semester, Financial Aid Office will administer a pre-test to students who see a Financial Aid
counselor and conduct a post test after counseling is completed.
Actual Measures
Same as above.
Results
We have not finished collecting the data. We expect to have the results at the end of the Fall 2007 semester.
Conclusions
We expect to reach our conclusions at the end of Fall 2007.
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Questions regarding the programs and outcomes delineated in this section should be addressed to Craig
Yamamoto, Financial Aid. (916) 278-6980.
craigy@csus.edu.
Gender Relations and Sexual Identity Center
As of July 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience
Mission: The mission of the Gender Relations and Sexual Identity Center is to confront sexism and
homophobia and advocate for the respect and safety of all members of the campus community. The center
offers educational programs and advocacy services that increase the awareness of women’s and LGBTI issues,
sexual assault, and intimate partner dynamics. It also offers a men’s program that encourages male students to
be strong allies in creating and maintaining a healthy and violence-free environment.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Develop students’ understanding of the contributions, opportunities and barriers facing women in
contemporary society through participation in the WRC activities.
Goal 2: Increase students’ awareness of issues and dynamics involved in violence towards women through
participation in the WRC activities.
Goal 3: Increase respect for and acceptance of the LGBTIAQQ community on campus as a result of
participation in the PRIDE Programs.
Goal 4: Build a welcoming campus by developing and implementing a Safe Zone Program that will foster
respect for human differences and inclusiveness in a richly diverse community.
Program Objective or Student Learning Outcome
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Student Learning Outcome: 70% of students who participate in WRC activities will indicate an increased
understanding of the contributions, opportunities and barriers facing women in contemporary society.
Rationale: In support of this goal, the Center plans the following:
In order to increase the understanding of the contributions, opportunities, and barriers facing women in
contemporary society the Women’s Resource Center (WRC) will provide the campus community with programs
and advocacy that will focus on issues important to women. The WRC will host and schedule lectures from
preeminent women who are experts in issues facing women today. In addition, the WRC will sponsor a monthly
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series of films by and/or about women and contemporary women’s issues. The WRC will also engage in social
activism providing advocacy on women’s issues on campus and in the community.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.




General survey of participants (students, faculty, and staff) to measure satisfaction with the activity
Focused survey of participants in one or two major activities to measure the impact of the activity on
understanding the contributions, opportunities and barriers facing women in contemporary society
Survey of participating faculty to measure their perception of the impact of the activity on students that
attended one or two major activities
Analysis of reflective essays prepared as extra credit to measure the impact of the “noon movies” program
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
Data Collection:
Data was collected during Fall 2006 and Spring 07.
Methods:
The “one minute paper” technique was employed. This technique asks the participants
attending the program to write everything they know about the program topic on one
side of a blank sheet of paper before the program begins. They are given 60 seconds (1
minute) to complete the task. After the program, they are given 1 minute to write
everything they know about the topic on the other side of the same paper (Fall 2006 &
Spring 2007).
A rubric was developed for each movie identifying the learning outcomes specific to
each. The papers were rated according to the rubric, and the difference in scores
between the pre and post viewing papers was recorded.
A brief survey focused on learning outcomes for an event, Images of African Americans
in Film, was employed as a post test only (Spring 07).
Population:
Students attending the special events or noontime movies.
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
In Fall 2006 the percentage of students reporting new learning as a result of viewing the movies was 63%. In the
Spring 2007, the percentage increased to 73%.
For the event, Images of African Americans in Film, we used the brief survey to collect data. Results indicated
that 80% of the respondents identified the main points of learning outcomes. The scores on the individual points
ranged from 87.9% to 75%.
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
There are several issues that could have impacted results. We used different raters for the different movies, who
also were different from the person who developed the rubrics. It is a very subjective evaluation as to whether or
not the students actually “hit” the points in their post papers. Some attention to “rater training” might be helpful in
the future.
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We did not complete the data analysis from Fall 2006 in time to make any changes for the Spring 2007
semester. We are discussing different strategies for next year.
In terms of the special event, Images of African Americans in Film, the survey data was deemed reliable. These
are not events that are repeated so changes are not really feasible. I think that in general, moving to using
Student Voice to collect data at special events may impact our response rate and outcomes.
Student Learning Outcome: 70% of students who participate in WRC activities will demonstrate an increased
understanding of the issues and dynamics involved in violence towards women.
Rationale: In support of this goal the Center plans the following:In order to increase the understanding of the
issues and dynamics involved in violence towards women The WRC will provide training to the campus
community and will continually strive to remain in the forefront on the ongoing research surrounding the issues
of violence against women. The WRC will offer multimedia classroom presentations on sexual assault and
intimate partner violence throughout the academic year. Additionally, the WRC will examine issues involved in
sexual assault cycle of violence and the impact on the campus community by surveying the campus community
and keeping up to date with current research.
Possible Measures


Survey of participating students to measure student awareness of issues and dynamics involved in violence
toward women (either pre/post or only post test).
Percentage of correct responses to test items (from classroom exams) that relate to information provided in
the presentation. Survey of participating faculty to measure their perception of the impact of the presentation
on student awareness of the issues and dynamics involved in violence toward women.
Actual Measures
Data Collection:
Data was collected during Summer and Fall 2006, and Spring 2007.
Methods:
A short survey was used to collect the data. The survey has 3 versions, one focused on
presentations made to new students attending summer orientation, another version
focused on classroom presentations, and the third was developed for presentations to
student clubs and organizations. All surveys included 3 forced choice questions and 2
open ended questions.
Data collected in Spring 07 was from classroom presentations only. There are no new
student orientation presentations in Spring and data from new Greek member
orientations is not available.
Population:
New students attending summer 2006 orientation session; students in class where
presentations were made; and members of student clubs and organizations.
Results
The data indicated the students found the presentations useful (80.9%); there was no significant difference in
the ratings of the peer health educators or staff, both were seen as knowledgeable (94- 92); and 90% indicated
that they understood the material that was presented. The most noteworthy finding was that 80% of the
respondents thought that the victim was never at fault for her/his assault. This means that 20% of the students
believed that the victim is responsible for their assault!
Conclusions
Reviewing the data during semester break, we looked at redesigning the presentation to focus more specifically
on the culpability of the perpetrator. (1/07)
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After the presentation was modified, the percentage of students believing that the victim is never at fault for their
assault increased to 90%, according to data collected during Spring 2007. Those presentations were only
classroom presentations, and the “real test” will be after the orientation sessions during Summer 2007.
Along the other dimensions: usefulness of the information; presenter knowledge; and staff vs. peer health
educators, the ratings remained the same as recorded in Summer/Fall 2006.
Student Learning Outcome: 70% of students who participate in PRIDE Programs will demonstrate an
increased understanding of the issues and dynamics that affect the LGBTIAQQ community on campus.
Rationale: In support of this goal, the program plans the following:
The Pride Center will increase the understanding of the issues and dynamics that affect eh LGBTIAQQ
community by providing training to the campus community and continually examining and evaluating the issues
faced on campus and the impact these issue have on campus. The Pride Center will provide to the campus
community classroom presentations by panels of students from the Queer Community. Additionally, the Pride
Center will examine and explore issues affecting the LGBTIAQQ community and culture intra-group diversity in
order to provide appropriate training and education for the campus community.
Possible Measures



Survey of participating students to measure student awareness of issues and dynamics that affect the
LGTIAQQ community (either pre/post or only post test).
Percentage of correct responses to test items (from classroom exams) that relate to information provided in
the presentation.
Survey of participating faculty to measure their perception of the impact of the presentation on student
awareness of the issues and dynamics that affect the LGTIAQQ community.
Actual Measures
Data Collection:
Data was collected during Spring / Fall 2006 and Spring 07.
Methods:
A short survey was used to collect the data. The survey includes 5 forced
choice questions and one open ended question (post-test only).
Population:
Students attending classroom panel presentations.
Results
The data from both time periods was very consistent. 88 to 89% of the respondents indicated that they had a
better understanding of the social issues affecting the Queer community. 94% of the students felt it was a
valuable classroom experience to have the panel discussions.
Conclusions
The panel presentations seem to be effective in meeting the objective. The panels can vary in membership from
presentation to presentation, based on the volunteer’s availability. Training/preparation of potential volunteer
panelists is being discussed as a way to increase ratings scores. Also, doing a pre test is being considered, as a
way to assess impact of the presentations. Another issue under consideration is increasing the variety of the
departments/classes that request presentations. Typically the same requests come in each semester.
Program Objective: Offer “Safe Zone” training sessions for 25 people on campus by Spring 2006.
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Rationale: In support of this goal, the Center plans the following:
The Pride Center will offer Safe Zone trainings for 25 people in order to create twenty five safe zones throughout
the campus community. The training will develop a paradigm for competence of issues related to coming out,
bisexual people, trans people, and inter-sex people. These trainings will promote understanding of
heterosexism and phobias within the campus community, will provide the knowledge of available resources, will
enable students and staff the understanding of individual responsibility in everyday actions.
Possible Measures






Tally of the number of sessions offered and attendance at each session.
Tally of the number of Safe Zones created with the objective to develop 25 Safe Zones by Spring 2006.
Tally of the demographics of allies to measure diversity of the Safe Zone program.
Survey of participants to measure the allies’ understanding/competence regarding issues covered in the
program (either pre/post or only post test).
Post training survey to measure the allies’ satisfaction with the training program.
Follow-up survey (1 semester after training) to measure the allies’ perception of the effectiveness of the
program and problems/issues encountered.
Actual Measures
Data Collection:
Data was collected during Spring, 2006
Methods:
Tally of the number of participants completing the Safe Zone Training.
Population:
Students, faculty and staff attending the training sessions.
Results
A total of 26 people completed the training by the end of the 2005-06 academic year, and the target was
met.
Conclusions
No specific target was set for academic year 2006-07, due to staff changes. However, four Safe Zone trainings
were held during Spring 07, and 25 people completed the training.
Questions regarding the programs and outcomes delineated in this section should be addressed to Pat Grady.
General Relations and Sexual Identity Center. (916) 278-7388. pkgrady@csus.edu.
Housing and Residential Life
Submitted July 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: The Sacramento State Housing and Residential Life department provides on-campus residents a safe,
well-maintained, attractive, and affordable living learning environment. In addition to the facilities, the
department offers a myriad of academic support programs, recreational and social activities, and responsible
decision making workshops that promote student success and retention.
Rationale: Mission statement should embrace not only the institution’s mission and goals but also standards
and guidelines contained within the ACUHO-I (Association of College and University Housing Officers
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International) Standards for College and University Student Housing as well as CAS Standards(Council for the
Advancement of Standards for Student Services Development Programs) and professional organizations such
as American College Personnel Association (ACPA) and National Association of Student Affairs Professionals
(NASPA).
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Continue to offer safe, affordable residence facilities that foster a sense of community and promote
academic success.
Goal 2: Develop implement, and evaluate a multi-faceted residential education program that promotes personal
development, academic achievement, and community responsibility.
Goal 3: Use the rich diversity of the residential population as a spring board for planning and implementing
programs that foster cross cultural competences.
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Student Learning Outcome: Resident Advisors will be able to describe 1) the types of knowledge they acquire
through both formal and on the job training programs and 2) the values and or attributes they develop while
serving in this role.
Rationale: The Resident Advisor role should help students develop their intellectual and leadership potential,
communications skills, and self-esteem. It should also help students engage in deliberate decision making in
areas related to values clarification, career development, and health and wellness.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.

A pre-test in November and a post-test in April will be used to assess achievement of this goal.
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.

A focus group of thirty Resident Advisors was convened in October 2006 during a regularly scheduled
RA class. Feedback was gathered regarding both their formal training and their on the job experience
(Appendix A). Initial responses were then used to formulate questions for an exit questionnaire.

The exit questionnaire (Appendix B) was administered electronically in April 2007. Here, the RAs were
asked to compare their current “comfort” levels with various aspects of the job with the comfort level
they had when they were first hired.
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
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
RAs reported the most growth in areas related to “esteem” and “leadership.” Comparing responses from
when they first started the job to when they ended the job, there was generally an increase from “not so
comfortable” to “comfortable.”
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
Areas yielding a “first hired” score of “not so comfortable” or less will be an area of focus for 2007/08 RA
training. We will provide more targeted training in each of the aforementioned areas.
Program Objective: Ensure, by Spring 2007, that the plans for the new student housing facility (scheduled to
open in Fall 2009) will:
 Explicitly target those student groups that have been identified as likely residents for the new facilities.
 Meet student needs
 Project good value both in cost and program
Rationale: One of the primary purposes of the Housing and Residential Life program is student learning and
development. It is important that the program is purposeful in the organization and management of resources
and programs
Possible Measures



A Spring 2007 student demographic report will initially assess our progress in meeting this goal.
Both an occupancy report and a student satisfaction survey will be used (Fall 2009) to assess actual
achievement of this goal.
A market comparison between on and off campus rental properties will be used (Spring 2007) to
analyze cost/value issues.
Actual Measures

2006-07 enrollment data will provide base- line on enrollment trends. This data will then be compared to
a similar set of data for 2007-08, 2008-09, and opening year 2009-10. .

The Customer Satisfaction Survey from the CSU Quality Improvement Program was administered in
April 2007, and results were received in June 2007. The online survey was administered to 1,033
Sacramento State students. The response rate was 322 or 31.2%. Specific responses are included in
the instrument.
Results

Campus results are considered preliminary since the CSU system still needs to tabulate the mean
values for an inter-University comparison. After our initial review, however, scores are higher than we
anticipated: for example, very few students expressed dissatisfaction with the programs and facilities
offered in Residential Life.
Conclusions

When the mean values are published, the Sacramento State Housing staff will identify our strength and
weakness’s in relation to other CSUs.

We will then identify the areas where we hope to improve in 2008. Primary areas of focus may include
substance use abuse and health and wellness education. Improved customer service practices are
likely to be targeted as well.
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Program Objective: Develop, by Fall 2007, and implement, no later than Fall 2008, an online licensing
program for students who wish to live on campus.
Rationale: As stated in CAS standards, Housing and Residential Life must “maintain well-structured
management functions, purchasing, contract administration, financial control and information systems.” The new
housing facility which opens in Fall 2009 will double our current operations. To prepare for this expansion we
are adding electronic technologies to help us process contracts in a timely fashion.
Possible Measures

Development and implementation of on-line licensing.
Actual Measures
“Development and implementation of on-line licensing” is a departmental goal and part of on-going operations.
Results
Specifications were developed for an RFP during the 2006/07 academic year. Several software products were
reviewed, and a decision is expected to be made in August 2007.
Conclusions
Implementation of on-line licensing is an operational goal in progress. Collection of data concerning customer
satisfaction will be incorporated elsewhere in other Housing assessments.
Questions regarding the programs and outcomes delineated in this section should be addressed to Cynthia
Cockrill. Housing and Residential Life. (916) 278-6655. cockrill@csus.edu.
Multicultural Center
As of October 20, 2006
Mission Statement
Note: Mission represents an expanded statement of purpose. Your unit’s mission statement must be consistent with the University's mission
statement. You should be able to see how the mission statement of your unit complements the identified mission of the University.
Mission: The Mission of the Multicultural Center is to create a campus free of all form of oppression including,
but not limited to: racism, sexism, classism, heterosexism, ableism, religious/spiritual oppression. Through
education and advocacy, the MCC promotes an environment of cultural learning and exchange that fosters
understanding and mutual respect for the uniqueness of each member of the campus community. By
sponsoring various speakers and events, the MCC brings diverse perspectives and experiences to the students,
faculty and staff as well as the Sacramento area community.
Planning Goals
Note: Goals are broad statements that describe the overarching long-range intended outcomes of an administrative unit. These goals are
usually not measurable and need to be further developed as separate distinguishable outcomes, that when measured appropriately, provide
evidence of how well you are accomplishing your goals. They are primarily used for general planning and are used as the starting point to
the development and refinement of outcomes.
(“Administrative Assessment Handbook” University of Central Florida)
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
Create a campus free of racism, sexism, classism, heterosexism, ableism, religious/spiritual
oppression and any other forms of oppression.

Promote an environment of cultural learning and exchange

Foster understanding and mutual respect for the uniqueness of each member of the campus
community
Planning Objectives
Note: Objectives are specific statements that describe desired outcomes identified by an administrative unit. They are derived from the goal
statements of the unit. Objectives may relate to the operations and processes of the unit and may also relate to intended behaviors that a
student having used the services provided by the unit should demonstrate. (“Administrative Assessment Handbook” University of Central
Florida)
Objective 1: 70% of students who participate in MCC activities will indicate an increased understanding
of the value and enrichment that diversity brings to the community.
Rationale: In support of this goal the MCC plans the following:
 Schedule lectures and programs dealing with various issues of diversity.
 Engage in social activism around diversity issues.
Possible Measures:
 General survey of participants (students, faculty, and staff) to measure satisfaction with the activity
 Focused survey of participants in one or two major activities to measure the impact of the activity on
understanding the value of diversity.
 Survey of participating faculty to measure their perception of the impact of the activity on students that
attended one or two major activities.
Note: To Promote collaboration between Academic Affairs and Student Affairs.
Objective 2: Collaborate with at least four faculty members to develop a co curricular activity for one of
their classes that explores multiculturalism. Specific student learning outcomes will be developed for
each of the classes.
Rational: In support of this goal the MCC will:



Recruit faculty members for various departments to participate in this initiative.
Assist the class in developing and implementing their ideas for a new co curricular multicultural activity,
Involve the class members in activities, projects or programs that have already been planned by the
MCC.
Possible measures:
 General survey of participants (students, faculty, and staff) to measure satisfaction with the co curricular
activity.
 Focused survey of participants re the identified learning outcome.
 Survey of participating faculty to measure their perception of the impact of the activity on students that
attended one or two major activities.
 Count the number of faculty who agree to participate in this initiative.
Questions regarding the programs and outcomes delineated in this section should be addressed to Pat Grady,
Multi-Cultural Center. (916) 278-7388. pkgrady@csus.edu.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Outreach, Admissions and Records
As of July, 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: Our mission is to attain optimal enrollment through the management of student admissions and
registration, to maintain and safeguard the student record, and to ensure the integrity of progress toward
degree. From inquiry to admission and enrollment to graduation, we are committed to providing students
excellent customer service.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Develop and implement timely and efficient admission and registration processes.
Goal 2: Maintain and safeguard student information.
Goal 3: Ensure the integrity of the degree.
Goal 4: Provide excellent customer services to students.
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Student Learning Outcome: All prospective and continuing students will demonstrate a thorough
understanding of the enrollment requirements of Sacramento State.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.



Enrollment reports will be utilized to analyze progress in achieving this goal.
Continuing transfer students will be surveyed in Spring 2007 to assess their understanding of
registration processes, transfer credits, and graduation requirements.
Freshmen will be surveyed in Fall 2007 to assess their understanding of registration processes, EPT
and ELM requirements and student orientation (i.e., when/where/how).
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
Data was collected from November 2006 - May 2007.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Participants in the “Graduation Workshop” completed either a written or electronic survey at the conclusion of
the workshop. The surveys measured both direct student learning outcomes (e.g. the extent to which they
understood graduation requirements) and student satisfaction levels (willingness to recommend session to a
friend).
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
Three pilot workshops were held monthly October - December, 2006. Attendance at the first two workshops
averaged 50+ students and 15 students attended the December workshop. From the paper surveys collected
during those months, 100% agreed that the workshops were beneficial to them and that they would recommend
the workshops to other students who were planning to graduate within the year. The paper evaluations also
asked “What did you learn from this workshop that was most valuable to you? The written responses varied, but
for the most part, students left with a better understanding of the Graduation application process: knowing where
to access graduation information on the web and what to expect once they submit an application to graduate.
A total of eight workshops were held Spring 2007. Over 95% of the students surveyed indicated that the
workshops were beneficial and that they would recommend the workshop to students who were planning to
graduate within the year. The survey measured four “take aways” (results are attached).




The Application to Graduate initiates the Graduation Evaluation.
The minimum number of units required to graduate is 120.
Degrees are posted 8 to 10 weeks from the last day of the semester.
If the student enrolls in a course not listed on their application to graduate he/she should first check the
catalog to see if the course he enrolled in is an approved alternate (if not he should submit a
Substitution Petition).
Questions 1, 3 and 4 indicated that 88-100% of the students surveyed left with the desired take away. Question
2 indicated that 61% of the students left with the desired “take away.” (The remaining 39% left with an
acceptable alternative take away.)
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
The pilot workshops held Fall 2006 were extremely well attended. Beginning Spring 2007 the workshops were
held bimonthly. Workshops were available Mondays and Thursdays with a morning or afternoon option. There
was also one evening workshop offered. The use of PDAs in assessing workshop effectiveness was also
implemented Spring 2007. PDA assessment enabled us to obtain data with respect to specific “take aways” we
wanted students to obtain concerning graduation requirements.
The outcomes were overwhelmingly positive, an indication that the Graduation Workshops provided students
with essential information with regard to graduation from Sac State.
Objective #3 - Graduation Workshop Evaluation Results
Q1. The Application to Graduate generates my Graduation Evaluation.
Count
Percent
84
92.31%
True
7
7.69%
False
91
Respondents
Q2. What is the first thing I should do if I enroll in a course that I did not list on my graduation application?
Count
Percent
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Q2. What is the first thing I should do if I enroll in a course that I did not list on my graduation application?
Count
Percent
54
60.67%
Check the catalog for major course requirements
35
39.33%
Submit a Substitution Petition
0
0.00%
Change my graduation date
89
Respondents
Q3. What is the minimum number of units required to graduate?
Count
Percent
0
0.00%
51
89
100.00%
120
0
0.00%
160
89
Respondents
Q4. My degree will be posted:
Count
Percent
4
4.49%
Prior to commencement ceremony
79
88.76%
8 to 10 weeks from the last day of the semester
6
6.74%
6 months after the commencement ceremony
89
Respondents
Q5. Please rate your level of agreement with the following: This graduation workshop was beneficial to me.
Count
Percent
43
48.31%
Strongly agree
42
47.19%
Agree
4
4.49%
Neutral
0
0.00%
Disagree
0
0.00%
Strongly disagree
89
Respondents
Q6. I would recommend this workshop to other students.
Count
Percent
55
61.80%
Strongly agree
28
31.46%
Agree
6
6.74%
Neutral
0
0.00%
Disagree
0
0.00%
Strongly disagree
89
Respondents
Q7. All students who plan to graduate within a year should attend this workshop.
Count
Percent
58
65.17%
Strongly agree
28
31.46%
Agree
3
3.37%
Neutral
0
0.00%
Disagree
0
0.00%
Strongly disagree
89
Respondents
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Program Objective: Increase our recruitment at high schools and community colleges in the Southern
California region for Fall 2007 as compared to Fall 2006.
Possible Measures

Review of the Southern California Transfer Day College Night schedule. The number of confirmed 2007
attendees will be compared to the number in prior years
Actual Measures
The data was collected in December 2006 via the Southern California “Transfer Day College” night calendar.
Data on school visits is collected through the intersegmental coordinating council’s calendar of Transfer Day
College night programs. OA&R confirms attendance and sends a representative to make the visit.
Results
Confirmation of Fall 2007 attendance at Southern California transfer day college night programs showed a
100% increase over Fall 2006 activities.
Southern CA Transfer Day College Night Participation Fall 2007 vs Fall 2006
Date
Time
Host
Fall
07
Fall
06
Yes
No
18-Sep
Tuesday
10 a.m. to 1 p.m.
LOS ANGELES CITY
X
19-Sep
Wednesday
10 a.m. to 1 p.m.
EAST LOS ANGELES
X
20-Sep
Thursday
10 a.m. to 1 p.m.
WEST LOST ANGELES
X
20-Sep
Thursday
7 p.m. to 9 p.m.
Fullerton USD - North @ @ Sonora High School
X
24-Sep
Monday
7 p.m. to 9 p.m.
Fullerton USD - South @ Troy High School
X
1-Oct
Monday
5 p.m. to 7:00 p.m.
COASTLINE (Le-Jao Ctr.)
X
2-Oct
Tuesday
10 a.m. to 1 p.m.
SANTA MONICA
X
3-Oct
Wednesday
10 a.m. to 1 p.m.
CERRITOS
X
4-Oct
Thursday
10 a.m. to 1 p.m.
ORANGE COAST
X
4-Oct
Thursday
7 p.m. to 9 p.m.
Santa Margarita @ Santa Margarita High School
X
8-Oct
Monday
7 p.m. to 9 p.m.
Laguna Beach USD @ Laguna Beach High School
X
9-Oct
Tuesday
10 a.m. to 1 p.m.
EL CAMINO
X
10-Oct
Wednesday
10 a.m. to 1 p.m.
LOS ANGELES HARBOR
X
11-Oct
Thursday
10 a.m. to 1 p.m.
RIO HONDO
X
15-Oct
Monday
6:30 p.m. to 8:30 p.m.
Garden Grove USD @ Bolsa Grande High School
X
16-Oct
Tuesday
10 a.m. to 1 p.m.
MOUNT SAN ANTONIO
X
18-Oct
Thursday
10 a.m. to 1 p.m.
GOLDEN WEST
X
18-Oct
Thursday
6 p.m. to 8 p.m.
Whittier UHSD @ Santa Fe High School
X
22-Oct
Monday
10 a.m. to 1 p.m.
COMPTON
X
22-Oct
Monday
4:30 p.m. to 7 p.m.
El Monte UHSD @ Arroyo High School
X
23-Oct
Tuesday
10 a.m. to 1 p.m.
FULLERTON
X
24-Oct
Wednesday
10 a.m. to 1 p.m.
SADDLEBACK
X
25-Oct
Thursday
10 a.m. to 1 p.m.
CYPRESS
X
25-Oct
Thursday
7 p.m. to 9 p.m.
Huntington Beach UHSD @ Marina High School
X
29-Oct
Monday
9:30 a.m. to 12:30 p.m.
LOS ANGLES TRADE TECH
X
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
29-Oct
Monday
7 p.m. to 9 p.m.
Bishop Amat High School
X
30-Oct
Tuesday
10 a.m. to 1 p.m.
LOS ANGELES SOUTHWEST
X
1-Nov
Thursday
6:30 p.m. to 8:30 p.m.
Hacienda/LaPuente USD @ Los Altos High School
X
5-Nov
Monday
10 a.m. to 1 p.m.
IRVINE VALLEY
X
6-Nov
Tuesday
10 a.m. to 1 p.m.
SANTIAGO CANYON
X
7-Nov
Wednesday
10 a.m. to 1 p.m.
LONG BEACH CITY
X
8-Nov
Thursday
10 a.m. to 1 p.m.
SANTA ANA
X
Coordinator's Name
Barbara Sloan
Conclusions
Our visible presence in Southern California gives Sac State greater opportunity to interact and influence a larger
pool of prospective students. High School and Community College counselors are given a designated contact
in the Southern California area to call and ask questions or have a follow-up presentation. In Spring 2008,
OA&R will implement an orientation program in the L.A/Orange county region for Southern California applicants.
These changes will allow Sac State to gain greater visibility throughout the state.
Program Objective: Increase New/Returning undergraduate student enrollment for Fall 2007, as compared to
Fall 2006 New/Returning student enrollment.
Possible Measures

Census date enrollment focus reports will be utilized to assess the success of this objective. Daily
application/admissions reports coupled with bi-monthly enrollment funnel reports will be utilized to
monitor progress.
Actual Measures
Collection of data began in November of 2006. Daily application and admissions reports have been utilized and
compared with previous year enrollment funnel reports. Early in the Fall 2007 term, data was not available
because of the CMS conversion. Currently (June 2007), reports are available, and data can be compared to
previous terms.
Results
The data shows an 8.8% increase in first-time freshman admits to the university and a 13% increase in transfer
admits compared to the previous fall 2006 term.
Fall 2007
Admissions
Update
27-Jun-07
date to date admit numbers comparisons
Last Updated on: 12/11/07
Admits Fall 06
Change
from Fall
06
% Change
from Fall 06
11,217
10,308
909
8.8%
513
531
-18
-3.4%
Admits
Fall 07
FTF
Lower Division
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Updated by: Cyndi Rose
Transfer
Upper Division
Transfer
5,225
4,529
696
15.4%
Total Transfer
5,738
5,060
678
13.4%
Undergraduate totals
16,955
15,368
1,587
10.3%
Conclusions
In April 2007 OA&R implemented an admissions blitz with the goal to admit as many eligible applicants as
possible before summer orientation began. Over 3,000 students were admitted in a three week time frame.
Efforts to streamline and accelerate admission processing clearly helped increase the Fall 2007 admit numbers
(even during the CMS implementation year). This approach will be utilized in the Fall 2007 to accelerate
admissions decisions for Fall 2008 first time freshman applicants.
It is too early to make a full assessment regarding the admission blitz as many factors may have had an
influence on the intended outcome of this objective. The final measure of this objective will take place in Fall
2007, on the last day of instruction during the fourth week of classes.
Program Objective: All first-time transfers (who have confirmed their intent to enroll by May 1st) will have a
completed Transfer Credit Evaluation (TCE) prior to the end of their first semester at Sacramento State.
Possible Measures

The Transfer Credit Production Report will be used to demonstrate that this objective has been met.
Actual Measures

CMS query reports were used to obtain data that was then put into an excel sheet for reporting of
transfer credit production.
Results
This objective was achieved in Spring of 2006. The data for Fall 2006 and Spring 2007 shows that 6,228
students entered during these terms though 5,132 transfer credit evaluations were completed by the end of the
Spring 2007 term,1,096 transfer credit evaluations still need to be processed as of May 2007.
TCE/ Workload as of 5/24/07
Transfer Credit Evaluation
# To be Processed
# Completed to date
# Remaining
Time Frame to completion
**Tentative TCE files
Fall 2006
Spring 2007
Fall 2006 /Spr 2007 Data Entry
#Student Contact
On-Going
4200
2028
2850*
On-Going
570
4,104
1028
2,800
1034
0
96
1000
117
On-Going
August 31, 2007^
August 31, 2007^
On-Going
On-Going
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Conclusions
The new CMS system required evaluators to review several more data screens per student than the former
program. Additional screens meant additional steps, and this increase slowed the evaluation process.
Additionally, time on the new system took them “off task” for significant periods of time. The system itself also
needed to be tweaked and adjusted during this initial start up phase. A Transfer Credit team has been identified
and will focus 100% of their time to address the backlog and achieve this objective for the spring term of 2008.
Program Objective: All applicants (with complete information) applying for admission within the priority filing
period (Oct/Nov) will receive a decision on their status of admission to Sacramento State by the national
standard of April 1st.
Possible Measures

The Priority Filing Period Admissions Report will be assessed for trends to demonstrate that this
objective has been met.
Actual Measures
Focus reports from the OA&R office were utilized to establish applicant numbers. Query reports were created to
confirm the actual number of students admitted by the established deadline of April 1 st.
Results
This objective was not completely achieved. The data shows that 15,000 first time freshman applied to Sac
State during the months of October and November. Of these applicants 5,000 where admitted by April 1 st.
Conclusions
Owing to the transition to CMS this objective was significantly influenced and affected by the transition to the
new system. The data reveals that only 33% of this goal was achieved. This objective will be restated for the
07-08 planning objectives.
Questions regarding the programs and outcomes delineated in this section should be addressed to Emiliano
Diaz, Outreach, Admissions & Records. (916) 278-2674. ediaz@csus.edu.
Psychological Counseling Services
Submitted July 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: The mission of Psychological Counseling Services (PCS) is to facilitate Sacramento State students’
learning by helping reduce psychological symptoms and developmental stressors, cope with difficult life events,
and balance academic and social life. PCS accomplishes these functions by providing high-quality, timeeffective, and culturally-sensitive counseling, consultation, outreach, testing, training, and psychiatric services.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Rationale: Psychological counseling has been shown to improve retention (Illovsky, 1997; Wilson, et al., 1997;
Turner & Berry, 2000.) In addition, counseling can lead to improved student satisfaction, adjustment, and wellbeing. Overall, counseling removes the impediments to student success.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Help remove students’ psychological/emotional barriers that threaten academic excellence and
personal well-being
Goal 2: Teach students how to manage strong feelings, resolve conflicts and develop healthy relationships
Goal 3: Achieve the above by providing the highest quality, time-effective and culturally sensitive:
 Individual, couples, and group therapy
 Crisis intervention and emergency services
 Outreach
 Consultation
 Referral resources
 Training and Supervision
 Program evaluation
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Program Objective: Conduct a Needs Assessment with all members of the PCS staff by Fall 2006.
Rationale: After several years of interim leadership, it was helpful to determine the direction of the agency as
expressed in the interests of each staff member.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.
The new director completed initial one-on-one meetings with staff members in August 2006 and September
2006. The meetings assessed, through individual interview questions, staff beliefs about strengths and areas for
growth for PCS.
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
Collection Date(s): August and September, 2006
Method: Individual Interview by Director
Populations: Staff members of PCS
Results
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
1. What are PCS’ Strengths?
 Strong clinical skills/talent/experience
 Dedicated to training/The training program
 Multidisciplinary and multicultural staff & not in a hierarchy
 Work well together, like a family, with good staff relationships
2. PCS’ Areas for Growth:
 More staff
 Increased service utilization/efficiency (i.e. session limits, other scheduling improvements, reduced wait
list)
 Expanded Group Program/Outreach Program/Workshops
 Larger and better physical facility
 Expanded Training Program/APA Accreditation
3. What do you really like about PCS in general? What do you personally like about working here?
 Colleagues/The staff/Interaction/Relationships/Vibrancy/The environment
 Seeing client progress/The clientele
 The cycle of the academic year
4. What would you not want to change?
 Having us all be in the same location
 Keep session limits (maybe at 8)
5. What do you not like about PCS? What would you like changed?
 Too few staff for number of students
 The physical facility
 Better community referral options
 For psychiatrists, not having reliable speech recognition software
6. General goals for PCS
 Improve training program/APA accreditation
7. What do you think our goals should be in the following areas [These should be measurable, attainable in the
coming year, and significantly challenging]:
A. Program/Service Improvement…
 Revamp intake/disposition process
o Lower session limits & more groups to decrease wait list
 Implement Outcome Measurement system
B. Student Learning Outcomes (Changes in students’ attitudes/behaviors in response to using our services)
 Measure therapy outcome with revised client survey
 Reduce stigma with more workshops and mental health awareness promotion
C. Collaborative goal:
 Student Health Center
 More training of RAs and Res Life staff
 Women’s Resource Center
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
The director compiled this information and presented it in aggregate form to the entire staff at the end of October
2006. The information was used as a springboard to begin a series of discussions regarding areas for
improvement of services. The director worked with administration on staffing issues, and staff worked together
to consider internal efficiency issues. We expanded our group program to include three consistent groups, a
33% increase in number of groups over the previous year. We worked with the health center and administration
to design a part of the new Recreation & Wellness Center for PCS. We created the position of Case Manager
(who will research and assist with community referral options) and hired a person who will start in October 2007.
We purchased voice recognition software for our psychiatrists.
Student Learning Outcome: To adopt and utilize a comprehensive therapy outcome/client questionnaire to
track changes in overall client functioning, symptom reduction and impact on academic performance. Such that:



At least 60% of respondents who have received services on at least three occasions will indicate
counseling services have been effective in the above-mentioned areas.
More specifically, at least 60% of respondents who have received services on at least three occasions
will indicate counseling services have led to a positive (behavioral) change in their life.
Our revised questionnaire will be used by Fall 2006, and a new national, more comprehensive
questionnaire, the CCAPS, will be used in 2007 or 2008.
Rationale: Assessing our client’s report of improvements provides us the opportunity to determine areas for
improvement as well as demonstrate areas of strength.
Possible Measures
PCS vastly redesigned their Outcome & Satisfaction Survey in Fall 2006 in order to measure client functioning,
symptom reduction and impact on academic performance. This instrument provides a self-report from students,
as measured several times during the academic year. PCS is also now administering this survey on PDAs using
Student Voice technology.
Actual Measures
Collection Date(s): Four two week periods, at the beginning and end of Fall and Spring terms 2006-2007.
Method: Students are administered the 40 question survey a PDA prior to their session.
Population: Students who have been seen at PCS as clients at least twice.
Results
As to effectiveness, 76% of students indicated either “good” or “excellent” effectiveness of services.
As to positive changes, 94% of students indicated that what they learned in therapy will have a positive change
in their life.
We also obtained data on a number of other specific questions. Please see Appendix A for complete survey
results.
Conclusions
The final administration of the survey occurred at the end of the Spring term. Full staff will not return until August, at
which time we will discuss these results. However, from the very positive results, it appears initially that no
significant changes are needed in terms of students’ perceived effectiveness of services and amount of positive
change that resulted.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
In regard to the instrument used, PCS plans to participate in a national counseling center project that uses a
standardized instrument, the CCAPS, along with the Titanium scheduling system, for data collection (which ties into
Goal 3 below.) This national outcome measure will be useful for PCS because we can compare our aggregate
results against those of other institutions, and we can choose to participate in national research projects. Currently,
the national project group is working to refine the standardized instrument.
Program Objective: To implement a new scheduling system (and possibly, an electronic record-keeping
system, as well) to track utilization and improve communication with providers. Scheduled system will be used
by Fall 2006; electronic record-keeping will be used by Fall 2007 or Fall 2008, depending on the technological
safeguards that are required.
Rationale: Keeping more detailed data on our service provision will help us identify areas in which to improve.
The scheduling system also allows for enhanced communication amongst providers and our front desk
personnel, allowing for more efficient scheduling. Keeping records in saved electronic fashion allows for easier
access to client records and a more streamlined system. It is a step towards moving to an all-electronic medical
records (EMR) system.
Possible Measures
Reports as provided by the Titanium Scheduling Software.
Actual Measures
Collection Date: Titanium was installed in summer 2006. After a semester of use, we reviewed its generating
capacity.
Method: The software program keeps a variety of statistics on appointments. It has a “reports” function that is
accessed to measure data over discrete periods of time.
Population: Students/Counselors
Results
We determined that clients are in counseling for an average of 5 sessions, precisely the national average. We
also determined that our no-show rate is 10% and our cancellation rate is 10%. Our cancellation rate is 5%
higher than the national average.
Effective July 1, 2007 all notes will be done electronically. For 2007-2008 we will continue to keep backup paper records. We then will
consider eliminating paper records by Fall 2008, after consultation with the IT Department in regards to security and backup capabilities.
Conclusions
Given that our cancellation rate is high we proposed to the Student Fee Committee that students who no-show
or cancel with less than 24 hours notice be charged $10. The Fee Committee approved our proposition, and we
expect to implement this fee in the fall.
Program Objective: Examine and modify existing policies and procedures to improve time utilization of
providers and improve student access to services. This is a continual process; however, we hope to make
significant inroads by Fall 2007.
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Rationale: Increased efficiency our service provision will allow us to see more students with the same funding.
Possible Measures
Staff discussion regarding alternate forms of scheduling and different methods of calling clients who are on wait
list.
Actual Measures
Collection Date(s): Throughout 2006-2007 academic year at regular and permanent staff meetings.
Method: Discussion of various proposals.
Population: Clinical and Reception PCS staff.
Results
Staff determined that our current methods of scheduling may not be the most efficient, and several staff
members agreed to pilot alternate methods. In addition, we determined that calls to clients on our wait list could
be made more quickly. Lastly, in the Spring term we determined a need for additional permanent staff meetings
as well as additional discussion amongst the director and a few permanent staff members.
Conclusions
Staff decided we would experiment with alternate forms of scheduling beginning in the summer in order to
maximize efficiency. We are piloting the reduction of time periods for students to return calls regarding
scheduling. We also implemented a new permanent staff member meeting at least once a month, as well as a
Resource Team composed of several key staff members meeting with the director weekly.
Program Objective: Improve data analysis of student demographic and presenting issues.
Rationale: Additional information in this area will allow for greater allocation of resources as well as
programmatic decisions.
Possible Measures
In the past we collected a minimal amount of data from students when they presented to our center. We decided
in Spring 2007 to expand our intake form and reviewed similar forms used by other counseling centers. In
addition, as part of our participation in the Center for Study of Counseling Services in Mental Health’s national
outcome project (referenced above) we incorporated the core elements of their new national intake form, the
Standardized Data Set (SDS.)
Actual Measures
Collection Date(s): Intake form modified Spring 2007; Will be used in Fall 2007
Method: Reviewed forms of other counseling centers and used core items from SDS to develop new intake
paperwork. Will administer to student beginning Fall 2007.
Population: PCS clients.
Results
Last Updated on: 12/11/07
- 64 -
Updated by: Cyndi Rose
The result of our research into intake paperwork is our revised PCS Intake Questionnaire. See copy in Appendix
B. (Note due to margin formatting, the actual document is more compressed than the one reproduced here.)
Conclusions
Staff will meet at the beginning of the Fall 2007 semester to finalize the Intake Questionnaire format. We will
then begin using it with students. We will enter the data into our Titanium Program and begin analysis in the 0708 academic year.
Appendix A
PCS Outcome & Satisfaction Survey 2006-2007
Q1. Today's provider: (scroll down to see all answer choices)
Count
Percent
17
7.94%
Adam
10
4.67%
Ann
7
3.27%
Bert
10
4.67%
Brian
13
6.07%
Cheri
18
8.41%
David
10
4.67%
Esther
18
8.41%
Janice
12
5.61%
Lori
11
5.14%
Mary
4
1.87%
Ona
11
5.14%
Paul
3
1.40%
Sandra
9
4.21%
Starla
15
7.01%
Tani
25
11.68%
Dr. Berg
21
9.81%
Dr. Boyle
214
Respondents
Q2. Age:
Count
Percent
2
0.95%
41
19.43%
18-21
113
53.55%
22-29
36
17.06%
30-39
19
9.00%
211
Under 18
40+
Respondents
Q3. Ethnicity:
Count
Respondent
%
Response
%
1
0.48%
0.47%
American Indian or Alaska Native
20
9.52%
9.30%
Asian American or Pacific Islander
14
6.67%
6.51%
African American/Black
27
12.86%
12.56%
Latino(a)/Chicano(a)/Hispanic
122
58.10%
56.74%
European-American/ Caucasian/White
16
7.62%
7.44%
Biracial/Multiracial
2
0.95%
0.93%
International
13
6.19%
6.05%
Other (please specify)
Last Updated on: 12/11/07
- 65 -
Updated by: Cyndi Rose
Q3. Ethnicity:
Count
Respondent
%
210
Respondents
215
Responses
Response
%
Q4. Gender:
Count
Percent
55
26.19%
Male
154
73.33%
Female
1
0.48%
210
Transgender
Respondents
Q5. Your School/College:
Respondent
%
Response
%
46
22.22%
21.90%
Arts and Letters
12
5.80%
5.71%
Business Administration
2
0.97%
0.95%
Continuing Education
26
12.56%
12.38%
Education
12
5.80%
5.71%
Engineering and Computer Science
38
18.36%
18.10%
Health and Human Services
19
9.18%
9.05%
Natural Sciences and Mathematics
40
19.32%
19.05%
Social Sciences and Interdisciplinary Studies
15
7.25%
7.14%
Undecided
Count
207
Respondents
210
Responses
Q6. Class Standing:
Count
Percent
8
3.86%
First-Year (Freshman)
13
6.28%
Sophomore
43
20.77%
Junior
83
40.10%
Senior
56
27.05%
Graduate student
4
1.93%
207
Other:
Respondents
Q7. Type of services you received this semester:
Count
167
Respondent
%
Response
%
81.07%
62.08%
On-going individual counseling
9
4.37%
3.35%
Group therapy
66
32.04%
24.54%
Psychiatric (medication management) services
22
10.68%
8.18%
Testing/LD assessment
5
2.43%
1.86%
Biofeedback
206
Respondents
269
Responses
Q8. Approximate number of on-going individual sessions:
Count
Percent
12
9.23%
47
36.15%
2-3
19
14.62%
4-5
12
9.23%
6-7
18
13.85%
8-9
22
16.92%
10 +
130
1
Respondents
Q9. The courtesy and helpfulness of the front desk staff.
Count
Percent
155
76.73%
Excellent
40
19.80%
Good
5
2.48%
Fair
1
0.50%
Poor
1
0.50%
N/A
202
Respondents
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Q10. Your comfort waiting in the reception area.
Count
Percent
101
50.25%
Excellent
78
38.81%
Good
18
8.96%
Fair
2
1.00%
Poor
2
1.00%
N/A
201
Respondents
Q11. The availability of same day drop-in appointments.
Count
Percent
55
27.36%
Excellent
45
22.39%
Good
22
10.95%
Fair
10
4.98%
Poor
69
34.33%
N/A
201
Respondents
Q12. The ability to get an appointment after the initial drop-in session in an acceptable amount of time.
Count
Percent
53
26.37%
Excellent
64
31.84%
Good
31
15.42%
Fair
23
11.44%
Poor
30
14.93%
N/A
201
Respondents
Q13. Comfort with staff handling of confidentiality.
Count
Percent
142
70.65%
Excellent
48
23.88%
Good
4
1.99%
Fair
2
1.00%
Poor
5
2.49%
N/A
201
Respondents
Q14. Satisfaction with the clinician you saw today.
Count
Percent
127
63.18%
Excellent
48
23.88%
Good
5
2.49%
Fair
1
0.50%
Poor
20
9.95%
N/A
201
Respondents
Q15. Satisfaction with the PCS brief therapy model.
Count
Percent
57
28.36%
Excellent
48
23.88%
Good
21
10.45%
Fair
3
1.49%
Poor
72
35.82%
N/A
201
Respondents
Q16. Effectiveness of your counseling/psychiatric/testing services.
Count
Percent
86
42.79%
Excellent
66
32.84%
Good
11
5.47%
Fair
3
1.49%
Poor
35
17.41%
N/A
201
Respondents
Q17. Clinician’s sensitivity to cultural and individual differences.
Count
Percent
99
49.50%
Excellent
Last Updated on: 12/11/07
- 67 -
Updated by: Cyndi Rose
Q17. Clinician’s sensitivity to cultural and individual differences.
Count
Percent
61
30.50%
5
2.50%
Fair
1
0.50%
Poor
34
17.00%
N/A
200
Good
Respondents
Q18. The overall service you are receiving.
Count
Percent
114
57.00%
Excellent
78
39.00%
Good
5
2.50%
Fair
1
0.50%
Poor
2
1.00%
N/A
200
Respondents
Q19. I would recommend PCS services to a friend.
Count
Percent
139
69.50%
Strongly Agree
54
27.00%
Agree
0
0.00%
Disagree
1
0.50%
Strongly Disagree
6
3.00%
N/A
200
Respondents
Q20. I would return to PCS if I needed help again.
Count
Percent
145
72.50%
Strongly Agree
50
25.00%
Agree
1
0.50%
Disagree
1
0.50%
Strongly Disagree
3
1.50%
N/A
200
Respondents
Q21. I regard PCS as a necessary part of the University.
Count
Percent
171
85.50%
Strongly Agree
27
13.50%
Agree
0
0.00%
Disagree
1
0.50%
Strongly Disagree
1
0.50%
N/A
200
Respondents
Q22. Increase concentration
Count
Percent
40
20.00%
Strongly Agree
95
47.50%
Agree
11
5.50%
Disagree
2
1.00%
Strongly Disagree
52
26.00%
200
N/A
Respondents
Q23. Attend classes regularly
Count
Percent
68
34.00%
Strongly Agree
68
34.00%
Agree
13
6.50%
Disagree
2
1.00%
Strongly Disagree
49
24.50%
200
N/A
Respondents
Q24. Reduce procrastination
Count
Percent
30
15.00%
Strongly Agree
80
40.00%
Agree
Last Updated on: 12/11/07
- 68 -
Updated by: Cyndi Rose
Q24. Reduce procrastination
Count
Percent
33
16.50%
3
1.50%
54
27.00%
200
Disagree
Strongly Disagree
N/A
Respondents
Q25. Manage test anxiety
Count
Percent
34
17.09%
Strongly Agree
68
34.17%
Agree
16
8.04%
Disagree
2
1.01%
Strongly Disagree
79
39.70%
199
N/A
Respondents
Q26. Improve my study skills
Count
Percent
23
11.56%
Strongly Agree
75
37.69%
Agree
21
10.55%
Disagree
3
1.51%
77
38.69%
199
Strongly Disagree
N/A
Respondents
Q27. Improve time management
Count
Percent
24
12.12%
Strongly Agree
73
36.87%
Agree
27
13.64%
Disagree
1
0.51%
73
36.87%
198
Strongly Disagree
N/A
Respondents
Q28. Find useful campus resources
Count
Percent
37
18.69%
Strongly Agree
67
33.84%
Agree
9
4.55%
Disagree
0
0.00%
Strongly Disagree
85
42.93%
198
N/A
Respondents
Q29. Prior to counseling, I was thinking of leaving the University before completing my degree.
Count
Percent
14
7.07%
26
13.13%
Agree
37
18.69%
Disagree
68
34.34%
Strongly Disagree
53
26.77%
N/A
198
Strongly Agree
Respondents
Q30. Counseling helped me to stay at Sacramento State.
Count
Percent
13
32.50%
Strongly Agree
17
42.50%
Agree
2
5.00%
Disagree
2
5.00%
Strongly Disagree
6
15.00%
40
N/A
Respondents
Q31. PCS services helped me improve my relationships.
Count
Percent
50
25.25%
Strongly Agree
92
46.46%
Agree
12
6.06%
Disagree
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Q31. PCS services helped me improve my relationships.
Count
Percent
1
0.51%
43
21.72%
198
Strongly Disagree
N/A
Respondents
Q32. PCS services helped me feel less stressed/anxious.
Count
Percent
53
26.77%
Strongly Agree
106
53.54%
Agree
10
5.05%
Disagree
1
0.51%
Strongly Disagree
28
14.14%
198
N/A
Respondents
Q33. PCS services helped me feel less sad/depressed.
Count
Percent
53
26.77%
Strongly Agree
100
50.51%
Agree
11
5.56%
Disagree
4
2.02%
Strongly Disagree
30
15.15%
198
N/A
Respondents
Q34. PCS services helped me make important decisions.
Count
Percent
43
21.72%
Strongly Agree
89
44.95%
Agree
11
5.56%
Disagree
1
0.51%
Strongly Disagree
54
27.27%
198
N/A
Respondents
Q35. PCS services helped me feel more connected at Sacramento State.
Count
Percent
26
13.13%
Strongly Agree
76
38.38%
Agree
32
16.16%
Disagree
6
3.03%
58
29.29%
198
Strongly Disagree
N/A
Respondents
Q36. PCS services helped me make healthier lifestyle choices.
Count
Percent
45
22.73%
Strongly Agree
82
41.41%
Agree
15
7.58%
Disagree
4
2.02%
Strongly Disagree
52
26.26%
198
N/A
Respondents
Q37. PCS services helped me cope better with the challenges of life.
Count
Percent
67
34.01%
Strongly Agree
88
44.67%
Agree
8
4.06%
Disagree
3
1.52%
Strongly Disagree
31
15.74%
197
N/A
Respondents
Q38. PCS services helped me be more assertive.
Count
Percent
38
19.29%
Strongly Agree
80
40.61%
Agree
16
8.12%
Disagree
1
0.51%
Strongly Disagree
Last Updated on: 12/11/07
- 70 -
Updated by: Cyndi Rose
Q38. PCS services helped me be more assertive.
Count
Percent
62
31.47%
197
N/A
Respondents
Q39. PCS services helped me develop skills that will be useful in a variety of other settings.
Count
Percent
53
26.90%
Strongly Agree
88
44.67%
Agree
6
3.05%
Disagree
1
0.51%
Strongly Disagree
49
24.87%
197
N/A
Respondents
Q40. What I have learned from coming to PCS has led to positive changes in my life.
Count
Percent
186
94.42%
Yes
11
5.58%
No
197
Respondents
Appendix B
Psychological Counseling Services (PCS)
Drop-In Counseling, Intake Questionnaire
Date
Name
Social Security Number
__
Name you would like us to call you (if different from above)
________________________________________________
Who referred you to us? __________________ D.O.B.
Age
__ Marital Status
_____________
Phone (home)
____
____
(cell)
___________
Where may we call and leave a message?: home______
Address
(work)
______
cell ______ work ______
City
Zip
________________
NOTE: EMAIL IS NOT CONSIDERED A SECURE FORM OF COMMUNICATION
Email ___________________________________
May we contact you by email for scheduling? Y N
In case of emergency contact
______________________________________________________________________
Relationship _____________________________ Phone _____________
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
Racial/Ethnic Group:
___ African-American/Black/African ___ American Indian/Alaskan Native ___ Arab
American/Arab/Persian
___ Asian American/Asian
___ East Indian
___ European
American/White/Caucasian ___ Native Hawaiian/Pacific Islander ___ Hispanic/Latino/Latina
___ Multi-racial
___ Prefer Not to Answer
___ Other (please specify) ________________________
If not U.S., what is your country of origin?___________________________
Is English your first language? Y N
If no, what is your native language?
_____________________________
Do you have medical insurance? Y NName of Insurance Company
__________________________________
Have you had previous counseling here at PCS? Y N
When?
____________________________________
Somewhere else? Y
N
Where? ________________________
When?
______________________________
What kind of housing do you currently have?
___ On-campus
___ Fraternity/sorority house
___ Live w/in 5 miles of campus
___ Live over 5
miles from campus
Do you work? __ Y __ N If so, where: ____________________ Average number of hours worked per
week: ______
------------------------------------------- Please complete information on reverse side ----------------------------------------------------To be completed by Drop-In Therapist
DROP-IN PROVIDER _________________________
PRIORITY? 1
2
3
4
1:1/Cpls/Bio _________ Testing __________ Med Eval 1 2 3 4 5
Group
_____________
CLINICIAN PREFERENCES: Anyone _______ Other (specify):
Have you ever been enlisted in any branch of the US Military (active duty, veteran, guard, reserves)? Y*
N
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
5
* Did your military experiences include highly traumatic/stressful experiences that continue to bother
you? Y N
PLEASE CHECK ALL THAT APPLY:
__ Freshman/First-Year
__Full Time Student (7 units or more)
Major
__ Sophomore
__Part Time Student (6 units or less)
______________
__ Junior
__International Student
__ Senior
__Veteran
GPA
__ Graduate Student
__ Disabled/Challenged
________
__ Male
__ Female
__ Transgender
__ Other
__ Prefer Not 2 Answer
Do you have a diagnosed and documented disability?
__ Attention Deficit/Hyperactivity Disorders
__ Deaf or Hard of Hearing
__ Learning Disorders
__ Mobility Impairments
__ Neurological Disorders
__ Physical/health related
__ Visual Impairments
__ Other
Disorders
__ Psychological Disorder/Condition
If you checked “Other” above, please describe:
_________________________________________________________
Do you have any other significant medical conditions?
If yes, please describe:
Yes
No
_____________________________________________________________________________
What medications (if any) are you taking specifically for a mental health condition?
__________________________________________________________________________________________
______
Are you currently taking any other medications?
Yes
No
Name of medication(s): ______________________________________________________
Please indicate if and when you have had the following experiences:
1.
2.
3.
4.
5.
6.
7.
Attended counseling for mental health concerns
_____ Never _____ Prior to college _____ After starting college _____ Both
Taken a prescribed medication for mental health concerns
_____ Never _____ Prior to college _____ After starting college _____ Both
Been hospitalized for mental health concerns
_____ Never _____ Prior to college _____ After starting college _____ Both
Received treatment for alcohol or drug use
_____ Never _____ Prior to college _____ After starting college _____ Both
Purposely injured yourself without suicidal intent (e.g., cutting, hitting, burning, hair pulling, etc.)
_____ Never _____ Prior to college _____ After starting college _____ Both
Seriously considered attempting suicide
_____ Never _____ Prior to college _____ After starting college _____ Both
Made a suicide attempt
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
_____ Never _____ Prior to college _____ After starting college _____ Both
Seriously considered injuring another person
_____ Never _____ Prior to college _____ After starting college _____ Both
Intentionally injured another person
_____ Never _____ Prior to college _____ After starting college _____ Both
Had unwanted sexual contact(s) or experience(s)
_____ Never _____ Prior to college _____ After starting college _____ Both
Experienced harassing, controlling, and/or abusive behavior from another person? (e.g., friend, family
member, partner, or authority figure)
_____ Never _____ Prior to college _____ After starting college _____ Both
8.
9.
10.
11.
12.
Major reasons for seeking help?
13.
Since when have these things bothered you?
14.
Below is a list of concerns commonly experienced by college students. Using the following scale, please
circle the number indicating the degree to which each item is presently a concern for you.
Not at All
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
2
A little bit
3
Moderately
4
Quite a bit
5
Very Much
5
1. Dealing with stress or pressure
5
2. Absent from classes too often
5 3. Thinking of dropping out of school
5
4. Adjusting to the university, campus or living environment
5
5. Feeling depressed, sad, or down
5
6. Choosing a major or establishing a career direction
5
7. Death or illness of a significant person
5
8. Academic progress, courses, test or performance anxiety, time management
5
9. Difficulties related to sexual identity or sexual orientation
5
10. Relationships with family members (parents, siblings, children, relatives)
5
11. Feeling anxious, fearful, worried or panicky
5
12. Feeling unmotivated, procrastination, or difficulty concentrating
5
13. Feeling irritable, tense, angry, or hostile
5
14. Money, finances
5
15. Feeling lonely, isolated, or uncomfortable with others
5
16. Values, beliefs, religion, or spirituality
5
17. Sexual trauma (sexual abuse/assault, incest, rape)
5
18. Low self-esteem or self-confidence
5
19. Legal matters
5
20. Someone else’s habits or behaviors
5
21. Unwanted/out-of-control behaviors, habits, or thoughts
5
22. Problems with assertiveness or shyness
5
23. Sleep problems
5
24. Pregnancy
5
25. Eating problems (bingeing, restricting, low appetite, vomiting, laxative use, etc.)
5
26. Relationships with romantic partner/spouse
5
27. Physical health problems (headache pain, fainting, injury, fatigue, etc.)
5
28. Sexual matters (sexually transmitted disease, sexual functioning, etc.)
5
29. Relationships with instructors or other university personnel
5
30. Discrimination
5
31. Feelings of guilt or self-criticism
5
32. Weight or body image problems
5
33. Difficulties trusting others
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
34. Addiction or Substance Use
35. Suicidal/Homicidal Thoughts or Intentions
36. Other: ______________________________________________________________
Questions regarding the programs and outcomes delineated in this section should be addressed to Bert Epstein,
Psychological Counseling Services. (916) 278-3905. epsteinb@csus.edu
Student Activities
As of July 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: Student Activities promotes co-curricular learning by providing students with opportunities to join
organizations, participate in recreational activities, and engage in training programs. The aforementioned
programs and services hone students’ leadership, lifelong learning, and healthy/ethical decision-making skills.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Increase student involvement in co-curricular activities
Goal 2: Enhance experiential learning, healthy decision-making, and life skill development
Goal 3: Maximize leadership opportunities, both on and off campus, through interaction and collaboration
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Program Objective: By December 2006 design a multi-faceted Leadership Education program that
Enhances the leadership competencies of current student leaders.
Rationale: Student Activities will invite various student affairs offices, academic departments, and students to
critique proposed program elements and recommend changes. The comprehensive program will include
opportunities to develop leadership competencies in areas such as communication, decision making, and group
dynamics.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.
During the Fall 2006 semester, the director will summarize and analyze current literature and existing leadership
education programs at other higher education institutions. This report will include a compilation of leadership
Last Updated on: 12/11/07
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Updated by: Cyndi Rose
courses listed in the California State University, Sacramento 2006-2008 Catalog. Based upon findings, he will
purpose the type of multi-faceted program he feels is best suited for Sacramento State.
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
“Premise for a Comprehensive Leadership Education Program” was presented to the Vice President of Student
Affairs for her consideration, review, and support. [Report attached: Appendix #1]
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
From the information and ideas gleaned while researching the report, a number of initiatives and activities have
been undertaken:
The Social Change Model of leadership was identified as the program most closely aligned with
Sacramento State’s mission statement. This model will frame the emerging leadership education
program being developed by the Student Activities office. Two Program Advisors attended a Social
Change summer workshop to hone their understanding of this particular model.
Dr. Mike Lee spoke about infusing the curriculum with social justice issues, which serves as the basis of
the Social Change Model. Additional efforts will be made to provide resources to the Center for
Teaching and Learning.
Copies of “A Social Change Model of Leadership Development Guidebook” were purchased for
departments that are expected to partner with Student Activities to operationalize the model.
Departments that received copies of the social change model include: ASI, Residential Life, Gender
Equity and Sexual Identity Programs, the Office of Community Engagement, and UNIQUE Programs.
To avoid over programming and duplication of efforts, and to maximize promotional opportunities, a 4month planning calendar is being developed within Student Activities.
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
In addition to the aforementioned initiatives the following activities are planned for the upcoming semester:
This years annual Student Activities leadership retreat will include an abbreviated Challenge Course
activity as a means of building community among student leaders.
Working with Alumni Affairs, the Student Activities office will feature - on a poster series- six to ten
successful alumni who used their co-curricular leadership experience as a stepping stone to
professional positions. Additionally, Alumni Affairs will sponsor a U.S. mailing to all Greek Alumni prior
to Homecoming.
In co-operation with Communication Studies, Student Activities will assign a student intern to develop a
public relations campaign to promote our activities. The need for such an intern was identified through
the focus groups conducted as part of Goal #2.
Student Activities is supporting a current student leader who is bringing together campus constituents
via an Online Student Leadership Forum. The student has sought and received support from ASI
leaders, Alumni Affairs, and the President.
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Program Objective: Conduct focus groups and/or Student Voice surveys to determine the needs of
emerging and established leaders.
Rationale: While the Student Activities Office provides a variety of services and programs, unmet student needs
have not been identified. The Student Activities Office will explore what students know about Student Activities,
what students say they need from Student Activities, and what barriers prevent them from participating more
fully in Student Activities programs and services.
Possible Measures
Identify and invite students selected at ‘random’ from three different populations:



Students who were believed to have had more than one contact with Student Activities;
Students who were believed to have had one contact with Student Activities; and
Students chosen at random from a list provided by the Registrar’s Office.
Actual Measures
Focus groups of both active participants and the broader student population were conducted to determine what
types of student needs are unmet and how Student Activities can better communicate with students.
Focus Groups were conducted by Dr. Elaine Gale, Communication Studies, in February and March 2007. The
Focus Groups were designed specifically for students who were believed to have had more than one contact
with Student Activities; students who were believed to have had one contact with Student Activities; and a
random list from the Registrar’s Office of students who may or may not had any contact with Student Activities.
Participants were told the session would last no more than an hour, that they would be paid $20 for participating,
and that food/beverages would be provided.
Dr. Gale reported participants in each group were very active. It should be noted that no activities staff member
participated in any of the focus groups. Important perceptions and misperceptions were identified during the
course of these focus groups.
Students were also asked to complete a paper survey to determine some basic demographic information and
levels of involvement, on and off campus.
Results
See Appendix #2: Focus Group Responses; #2B: Paper Questionnaire Results from Focus Groups; #2C: What
we want to know
Conclusions
Students are confused about and often interchange ASI, UNIQUE, and Student Activities. On the one hand, the
Student Affairs Office is blamed for things they do not like about ASI, on the other hand, we get credit for some
of the excellent programming produced by UNIQUE.
Students are very active on campus and in the community. Over 95% of the students expect to hold leadership
roles in the future.
Word of mouth is the most effective way to get information out to students. Most students spend over two hours
a day chatting online with friends.
Program Objective: By December 2006, begin to implement some of the issues and activities identified
in Goal 1 and 2; increase overall student participation in Student Activities programs by 30%.
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Rationale: To take full advantage of Student Activities, students must be cognizant of what we offer. A
comprehensive marketing program will be developed and implemented to ensure that students are fully aware
of the services and support provided by Student Activities.
Possible Measures
Track students who participate in programs during the Spring 2007 semester. Use this data as a baseline for
future comparisons.
Actual Measures
Students were able to register for workshops and learning opportunities online through our website. This
process enabled us to track student registration. In addition, we continue to request program evaluations from
those who completed the workshops.
Results
In an effort to avoid conflicts with final exams, the dates for the Focus Groups were moved from
November/December 2006 to February 2007.
We gathered information from focus group participation regarding their preferred communication. The bottom
line is students use electronic media more than other forms. For example, 65% of the students surveyed have a
myspace account. Over 50% of the respondents use internet chat rooms 1 – 2 hours per day. Given this,
Student Activities has started a myspace page at www.myspace.com/csusstudentactivities to provide them with
information. In addition, the theme for involvement this year will be “SacStateTube.com” based upon the very
popular “YouTube.com” website. This will be interactive and we have ‘purchased’ the domain name. Starting in
the Fall 2007, we will allow student organizations to indirectly upload video content.
Attendance at the Nuts and Bolts workshop increased during 2006 – 2007 over 2005 – 2006 by only 6%.
Student Activities will supervision and direction for a student intern through Communication Studies specializing
in public relations. It is my hope to continue this program beyond the initial semester.
Conclusions
A review of the leadership research and comparable programs at other institutions has indicated that
Sacramento State is at the beginning of this comprehensive program development. To move forward the
Student Activities staff must continue to participate in professional activities, familiarize themselves with
additional research, and continue to collect baseline data. Progress on each of those activities will be reported
at the end of the Fall 2007 semester.
Questions regarding the programs and outcomes delineated in this section should be addressed to Lou
Camera, Student Activities. (916) 278-6595.
cameral@csus.edu
Student-Athlete Resource Center
As of July 2007
Mission Statement
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Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: The Student-Athlete Resource Center (SARC) provides Division I student-athletes with the support to
develop as independent and successful young adults and the skills to achieve their academic goals, to persist
towards graduation, and to meet all NCAA eligibility requirements. SARC offers academic advising, tutoring and
mentoring, NCAA rules compliance and eligibility education, financial services support, and life skills
programming to these athletes. SARC’s services and programming are provided in an assortment of ways,
including: individual advising, orientations, group and team meetings, coaches’ compliance and rules education
sessions, freshmen seminar classes, and various student development and academic workshops.
Rationale: SARC staff helps student-athletes navigate through many of the campuses’ academic procedures
and policies, understand NCAA rules compliance and eligibility requirements, and provide services that place
student welfare and the development of the whole student as a top priority. In addition, the SARC assists
athletic coaches, staff, faculty, and administration in achieving overall integrity and success within our Division I
athletics program.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Provide student-athletes with the support to develop as independent and successful young adults
Goal 2: Plan, implement, and assess student athlete retention programs
Goal 3: Assist student-athletes in developing the skills necessary for achieving their academic goals
Goal 4: Continuously inform student athletes about NCAA eligibility requirements
Goal 5: Provide rules education and compliance monitoring on NCAA and affiliated conference rules and
requirements
Goal 6: Augment the internal and external communities’ understanding of NCAA-related academic data and its
impact on student-athletes, the Athletic Department and the overall campus.
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Program Objective: Increase student-athletes’ comprehension of GE requirements, campus academic policies,
NCAA academic requirements and their awareness of other campus support services, such that 75% of studentathletes surveyed/tested will demonstrate a “good” understanding of these services, support systems, and
policies. (80% score or higher on post-programming tests/surveys).
Rationale: A primary role of SARC is to provide students with information required for their continued academic
success. The Center will measure students’ understanding in order to gauge its effectiveness in information
dissemination.
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested. .
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Test a large cross-section of the Sacramento State student-athlete population during the Spring 2007 semester
to determine the extent to which they understand campus academic requirements and NCAA eligibility rules.
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
After their Spring 2007 mandatory advising meeting with SARC staff, student athletes were required to take a
Student Voice “quiz” via the web or PDA. The survey included four questions that identified their status as an
athlete: sport, year in school, scholarship or non-scholarship and whether they started at Sacramento State as a
freshman or transfer. The final six questions assessed a student-athlete’s knowledge of basic athletic eligibility
and campus academic policies. 139 student-athletes (75 women and 64 men) were surveyed from 14 sports.
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
On the six direct-survey questions the correct response was selected accurately by the following
percentage of student-athletes surveyed:
(see survey in appendix A for specific questions)
Question 5 – 81.34% of respondents answered correctly
Question 6 – 77.61% of respondents answered correctly
Question 7 – 81.34% of respondents answered correctly
Question 8 – 97.01% of respondents answered correctly
Question 9 – 78.36% of respondents answered correctly
Question 10 – 87.31% of respondents answered correctly
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
The survey results confirmed that student-athletes are fairly knowledgeable regarding the eligibility and
academic requirements. Our goal that 75% of our student-athletes are knowledgeable of NCAA and academic
requirements was reached, as correct responses ranged from 77.6% to 97.0% on the six “knowledge”
questions. The SARC staff believes that the mandatory advising sessions help student-athletes gain and retain
this knowledge, therefore, we will continue this service. We also will continue to monitor knowledge gained via
this service. Further comparisons of individual sports will determine whether additional rules education is
necessary for specific sports.
Questions regarding the programs and outcomes delineated in this section should be addressed to Paul
Edwards, Student-Athlete Resource Center. (916) 278-7796. edwardsp@csus.edu.
Student Health Center
July, 2007
Mission Statement
Note: Departmental mission must be directly aligned with those of the University and the Division. This
statement should include approximately 3-5 sentences that identifies the name of the department, its primary
functions, modes of delivery and target audience.
Mission: The Student Health Center’s mission is to promote the health and wellness of Sacramento State
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students by providing quality medical services, prospective health programs, and educational activities in a
highly competent, cost-effective, and compassionate manner.
Rationale: The Sacramento State Student Health Center (SHC) develops and implements programs designed to
create a healthy campus environment and to improve student health and wellness. Students' health has a great
impact on their academic performance; therefore the SHC will strive to enhance the academic performance of
students through accessible and high quality medical care, health prevention, and educational programs.
Planning Goals
Note: Planning Goals are broad statements that describe the overarching, long-range intentions of an
administrative unit. Goals are used primarily for general planning, as the starting point for the development and
refinement of program objectives or student learning outcomes. (UCF Administrative Handbook, University of
Central Florida).
Goal 1: Address some of the reproductive health needs of Sacramento State students.
Program Objective or Student Learning Outcomes
Note: The Objectives or Outcomes can be one of two types: program objectives or student learning outcomes.
The former are related to program improvement around issues like timeliness, efficiency and participant
satisfaction. The latter addresses what a student learns or how a student changes by participating in the
program or utilizing the service. Both program objectives and student learning outcomes are measurable
statements that provide evidence as to how well you are reaching your goals.
Student Learning Outcome: Provide low income students at Sacramento State access to health education,
counseling, and family planning services in an effort to: increase students’ knowledge regarding reproductive
health; and possibly change their behavior regarding unprotected sexual activities (e.g. reduce STIs.)
Possible Measures
Note: Measures describe the methodology and timeframe for data collection. Measures also should identify the
population being surveyed and/or tested.


During the 2006-2007 academic year, the SHC will review its current data collection methods and revise
them as needed relative to unintended pregnancies.
Complete Quality Assurance study in Spring 2007 to determine the number of unintended pregnancies
has been reduced from Fall 2006 to Spring 2007. ***This was not undertaken – due to our existing
systems – we would not be able to definitely ascertain the number of unintended pregnancies due to
SHC services or intervention. .
Actual Measures
Note: (If different from possible measures): Specify the data collection timeframe, population and methodology.
Provide materials such as survey instruments, check lists, focus group protocols, etc. in an appendix.
Quantitative – Gathered from daily patient encounter forms
Qualitative – Data is collected from the following patient surveys:


Health Education Sexual Health Program – fall 2006. Students voluntarily complete ten-item survey at
the end of their Family PACT education visit.
Point of Service – February 2007. Student voluntarily complete survey at the end of their health center
visit during the first week of February.
Results
Note: Results include a brief narrative of findings, and/or essential tables or graphs. The results should indicate
the extent to which the program objective or student learning outcome was met.
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Four surveys were conducted:
(1) February 2006, (2) April 2006, (3) November 2006, and (4) February 2007.
The four surveys yielded 352 responses to two questions regarding Family PACT which addressed
learning behavior:
A. Based upon the educational information you received during Family PACT, have you
considered making any changes to improve your reproductive health? And
B. Based upon the educational information you received during Family PACT, have you
actually made any changes to improve your reproductive health?
Results of these two questions indicated that:
A. 30% of students responded with a “yes” to considering making changes, and
B. 21% of students responded with a “yes” to having made changes to improving their
reproductive health.
As a follow up, students were asked to identify their intended changes or actual changes the most
common answers were “having more health exams” and “using safer sex methods, e.g. condoms.”
See APPENDIX A for additional information
Conclusions
Note: The conclusion should summarize briefly the collection and analyses of data. It also should “close the
loop” by identifying what decisions and/or program modifications were made on the basis of these analyses.
The outcome measures that were initially identified for the evaluation of the Family PACT program require more
extensive research in order to yield the desired information (reduction of unintended pregnancies). Therefore,
we will re-examine our choice of outcome measures to evaluate the program’s impact on student behavior and
learning outcomes.
Program Objective: By 2010 develop a multi-dimensional wellness program that assists students in making
healthy lifestyle choices.
This multi-dimensional wellness program requires planning and development with contributions from various
campus constituents. To begin this work the SHC will develop, by May 2008, a formal document that delineates
the program’s structure, implementation, processes and evaluation.
Possible Measures



Interim progress reports will be completed. The first interim progress report was submitted in June 2006.
Complete the multi-dimensional wellness model by June 2008.
Wellness Program implemented by Fall 2010.
Actual Measures
Create and implement an assessment plan for Fit HELP (formerly the Eating and Healthy Weight Program) as
part of the first phase of the Wellness Program development.
Results
Please see Appendix B.
Conclusions
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The initial phase of program development has been very successful, but the objective may need to be more
focused - it’s far too broad in its current form. The Student Health Center will develop a more concise objective
and corollary measures for the 2007-08 academic year.
Program Objective: At the conclusion of the spring 2007 semester, 90% of Student Health Center medical
providers will follow the Centers for Disease Control guidelines for evaluating and treating acute respiratory
disease.
Viruses are responsible for most cases of acute pharyngitis, and in 2001 the CDC developed evidence-based
guidelines for treating adults with acute respiratory disease. According to SHC utilization data, upper respiratory
infection is the number one reason students seek campus medical care services, and as such is a condition that
may significantly impact a student’s health status.
Possible Measures
Conduct a chart review of 100 student medical records coded for pharyngitis/tonsillitis. Each record will be
evaluated to determine if the Centers for Disease Control guidelines are being followed relative to the use of
appropriate diagnostic criteria and antibiotic therapy at the SHC.
A written quality assurance study will be completed in spring 2007 by one of the SHC staff physicians
documenting the chart review and its subsequent findings. The study will include comparison of findings from
the 2006-2007 chart review with previous review of 2005-2006.
Actual Measures
Review of 100 student medical records coded for pharyngitis/tonsillitis
Results
Forty-seven of the 100 patients evaluated for acute pharyngitis were prescribed antibiotics. Of the 31 patients
seen by the providers hired in the last 2 years, 29 (93.5%) were treated, whereas, only 18 of 69 patients (26%)
were treated by providers who were hired more than 3 years ago.
During the chart review, another trend was discovered for one of the new providers – the vast majority (94%) of
all pharyngitis patients evaluated by this provider was noted to have three Center criteria, and as such were
treated with antibiotics. Though most of these patients had normal temperatures in the clinic, each of them
stated they had a history of fever. This self-reported undocumented fever apparently was used as one of the
criteria for treatment.
This follow-up study had interesting and important findings.



The medical providers who have worked at the Student Health Center for more than 3 years have
shown a major improvement in adherence to pharyngitis treatment guidelines. This has resulted in a
large decline in inappropriate use of antibiotic therapy.
The recently hired providers, who have not had as much exposure to the previous pharyngitis studies
and subsequent education, show an extremely high rate of unnecessary antibiotic prescribing. Perhaps
one reason is that new providers utilized streptococcal testing far less frequently to confirm the
presence of bacterial infection, leading to inappropriate antimicrobial prescriptions for the majority of
patients they evaluated for pharyngitis. Another reason is that the criteria associated with risk of
streptococcal infection were not used consistently for clinical screening and decision making.
It also appeared that an adequate history may not have been obtained for some patients or may have
been too loosely interpreted. It is not likely that a fever was present in more than 94 per cent of those
seen for sore throat. If a patient did not measure their temperature with a thermometer, a self-reported
“fever” may not be correct and thus not a true criterion.
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Conclusions
In this era of antibiotic resistance, with subsequent emphasis on appropriate use of antimicrobials, it is important
that all medical providers are educated about this practice soon after hiring. Continued monitoring and education
regarding adherence to clinical standards is important to ensure quality of care. Also, in the future, more effort
should be made to encourage testing for ambiguous cases. It appears that utilizing the second option discussed
in CDC guidelines would be helpful, i.e. testing patients with two or three Center criteria and limiting treatment to
those with a positive test or patients with four criteria. It is anticipated that these measures will increase and
maintain a rational approach to therapy of this common medical condition.
The results of the study were shared at a medical provider meeting in Fall 2006. The newly hired medical
providers were individually counseled regarding the CDC guidelines and the study’s findings, and they felt that
the study findings were due to their coding interpretation, i.e. they only coded treated patients as
pharyngitis/tonsillitis. These medical providers plan to modify their coding process to match that of the rest of
the SHC medical provider group in the future.
Questions regarding the programs and outcomes delineated in this section should be addressed to Laurie
Bisset Grady, Student Health Center, (916) 278-5422, lbgrady@csus.edu.
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APPENDIX A.
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APPENDIX B.
Fit HELP
(Fitness, Healthy Eating and Lifestyle Program)
As of May 2007
Mission Statement
Note: Mission represents an expanded statement of purpose. Your unit’s mission statement must be consistent with the University's mission
statement. You should be able to see how the mission statement of your unit complements the identified mission of the University.
Fit HELP advances student wellness through promotion of healthy lifestyles and the removal of health
impediments to academic success.
Planning Goals
Note: Goals should represent a desired accomplishment that deals with intended outcomes, or objectives. If achieved, the goal will advance
the unit toward an outcome. The outcome should be challenging, attainable, measurable numerically and accomplished within a given
period of time. Outcomes may state what students will accomplish, and/or what the unit will accomplish.
Goal 1: Increase students’ knowledge of wellness and preventative health concepts.
Goal 2: Increase students’ proactive health behaviors and reduce risk factors for disease.
Goal 3: Provide appropriate treatment related to nutrition, fitness, and associated mental health issues.
Objectives
Note: Objectives are statements that describe the desired quality of key services within the administrative unit. It defines what the service
should promote. Objectives can also be stated in terms of student learning outcomes. This is most appropriate in services that aim to
increase students’ knowledge or understanding of specific concepts. (UCF Administrative Handbook, University of Central Florida).
Objective 1: By Fall 2007, initiate analysis of client profiles and utilization patterns to assist with
program development, marketing and resource allocation.
Rationale:
As a new initiative under the auspices of the Student Health Center, Fit HELP must assess client
profiles and utilization patterns in order to continuously improve service to current users, as well as
identify underserved populations. This first year of assessment will help to establish baseline data
to guide the program.
Possible Measures:

Assessment of client intake data form

User/Non-user focus groups

Feedback survey of past users
Objective 2: By Fall 2007, develop a comprehensive marketing plan for Fit HELP to increase campus
community awareness; referrals to the program by staff; and utilization by students.
Rationale:
During the inaugural year of the Eating and Healthy Weight Program there were positive efforts
made to raise awareness of the program and its services through the use of both paid and earned
media. With the establishment of a new, more descriptive name, the program must again pursue
cost-effective strategies to raise awareness and market itself to faculty, staff and a new student
cohort.
Possible Measures:

Number of students receiving information as a part of New Student Orientation

Intake reporting in response to “How did you hear about the program?”

Number of faculty teaching Freshman Seminar and Learning Community courses requesting
classroom presentations

Number of referrals made by Student Health Center staff
Objective 3: By Spring 2008, develop a tool to assess students’ utilization of Fit HELP tool (“the book”)
and level of follow-through with lifestyle plan.
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Rationale:
Fit HELP has developed a new, comprehensive tool (“the book”) for use with students seeking
positive lifestyle change. During the next year, staff will develop a tool to gather user feedback
regarding the usefulness of “the book” and their level of utilization. This information will then be
used to revise the document to ensure maximum value and use.
Possible Measures:

Successful development of a tool to measure utilization and usefulness of “the book”

Initial implementation of the assessment tool
Objective 4: At the end of spring semester 2008, when asked for follow-up feedback, 70% of students
will report positive satisfaction related to treatment services received.
Rationale:
Satisfaction is how well an experience meets expectations. Student satisfaction with their
experience with Fit HELP will be based on both qualitative (did they find the information or
treatment received helpful or appropriate) and quantitative measures (did they achieve their weight
management or fitness goals).
Possible Measures:

Development of a patient satisfaction assessment tool

Initial implementation of the patient satisfaction assessment tool
Questions regarding the programs and outcomes delineated in this section should be addressed to Joyce
Harris, Student Health Center. (916) 278-6461. harrisj@csus.edu.
Testing Center
As of October 12, 2006
Mission Statement
Mission: The Testing Center provides direction and support for meaningful student assessment and
promotes awareness of ethics in testing through the administration of CSU system-wide tests and
national standardized tests, as well as providing testing accommodations for students with special
needs. Assessment is the primary measurement for student learning, thereby making the Testing
Center an integral part of the University and an essential element to the academic success of our
students.
Planning Goals
To provide direction and support for meaningful student assessment.
To promote awareness of ethics in testing.
Planning Objectives
Objective 1: All students who take the EPT/ELM Test Taker Survey will rate “test dates offered” and
“access to the on-line EPT/ELM Information Bulletin” “Good” or “Excellent”.
Rationale:
 Many factors related to testing are managed by testing companies and are beyond the control of the
Center. However, the testing environment, convenience of testing, and knowledgeable support to
students are elements that are within the scope of the Center’s influence. It is important to the Center to
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ensure that we serve students in the most effective and efficient manner possible and develop and
maintain services that meet the needs of our students and community.
Possible Measures:
 The EPT/ELM Test Taker Survey will be used to measure accomplishment of this objective during
the 2007 spring semester.
Objective 2: Through improved signage there will be a reduction of students arriving late for the
Saturday Testing Programs.
Rationale:
 Many students arrive late to the Saturday Testing Program because of problems such as signage,
direction, and parking. Improved procedures will enable more students to arrive at the appropriate time.
Possible Measures:
 The test administrator will record the number of late arrivals, and conduct a point of service interview to
determine their reasons so that pre and post-signage comparisons can be made between the Fall 2006
semester without signs and the Spring 2007semester with signs.
Objective 3: Develop computer-based training program for proctors, readers, and scribes.
Rationale:
 A computer-based training program would substantially enhance the quality of test administration and
streamline the training process. Currently it is impossible to train proctors as a group because of their
conflicting class schedules and the short time between hiring and beginning employment. It is not only
time consuming to train each of the 10 to 20 proctors individually, the quality of individual training is not
standardized. A computer-based training program would solve this problem and improve the quality of
test administration by fall 2007.
Possible Measures:
 Developing test questions about testing protocol with proctors achieving 80% or higher.
 Monitoring proctors throughout the year to determine if the quality of work improved compared to those
past proctors who did not go through the computer training.
 Documenting time saved by the new process will also measure the accomplishment of this objective.
Questions regarding the programs and outcomes delineated in this section should be addressed to Sheila
Deaner, Testing Center. (916) 278-6296. deaner@csus.edu.
University Union
As of August 29, 2006
Mission Statement
Note: Mission represents an expanded statement of purpose. Your unit’s mission statement must be consistent with the University's mission
statement. You should be able to see how the mission statement of your unit complements the identified mission of the University.
Mission: The University Union exists for the benefit of students, offering a welcoming environment
where students, faculty, staff, alumni and the greater community participate in campus life. The
programs, services and facilities of the Union foster personal growth, encourage social interaction, and
develop leadership skills. This involvement leads to memorable experiences and builds a community
that cultivates enduring commitment, pride and loyalty to the University.
Planning Goals
Note: Goals are broad statements that describe the overarching long-range intended outcomes of an administrative unit. These goals are
usually not measurable and need to be further developed as separate distinguishable outcomes, that when measured appropriately, provide
evidence of how well you are accomplishing your goals. They are primarily used for general planning and are used as the starting point to
the development and refinement of outcomes.
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
Train, develop and encourage a highly committed and conscientious student staff to provide
exceptional, professional, customer-oriented service which is sensitive and responsive to the
needs of our multicultural community.

Enhance students’ (volunteers, interns, and student assistants) interpersonal, leadership and
critical thinking skills; develop nurturing and supportive networks; help prepare them for active
citizenship beyond the collegiate experience.

Increase the use of the University Union’s programs, services and facilities to enhance continual
growth through superior programs, activities and creative marketing in order to advance the
mission of the Union, Student Affairs, and the University.
Planning Objectives
Note: Objectives are specific statements that describe desired outcomes identified by an administrative unit. They are
derived from the goal statements of the unit. Objectives may relate to the operations and processes of the unit and may also
relate to intended behaviors that a student having used the services provided by the unit should demonstrate.
Objective 1: Offer a welcoming environment to students
Note: Specific assessment tools and targets for each area are given in the Measures section below
Rationale:
 The University Union is the centerpiece and the campus home for students, faculty, staff and alumni of
California State University, Sacramento. Additionally, the University Union is often the only contact
someone from off campus has with the University, through attendance at an event, meeting or
conference. We believe the performance of the people of the Union are at the core of service to the
campus, and we MUST provide customer focused service and be a leader in responding to the ever
changing needs of our diverse campus.
Possible Measures:

Continue the use of customer satisfaction surveys to indicate the level of satisfaction with the Union and
our efforts to exceed expectations in the following areas:
A. Food Services
B. Event Services
Continue the use of customer satisfaction surveys to indicate the level of satisfaction with the Union and
our efforts to exceed expectations in the following areas:
A. 80% of respondents to Food Services Feedback Cards rate the University Union and University
enterprises Inc as good quality, Value, good customer service, clean facility.
i. Tools:
a. Food Service Feedback Cards
b. EBI Benchmarking Survey Questions 28 through 36. (Variety, food prices,
quality)
B. 85% of the respondents to Event Services Feedback cards will rate the University Union as
i. Clean:
a. Event Services Feedback Cards
b. EBI Benchmarking Survey :Questions #46-#48
C. On the EBI benchmarking study, the Union is rated as 5.0 or better on a seven point scale on
the following areas:
i. Factor 3: the Union is Student oriented: Questions #11-14
ii. Factor 2: college union has a positive environment: Questions #7 through #10
D. EBI Benchmarking survey: Overall analysis
Objective 2: Foster student personal growth and develop student leadership skills.
Note: Specific assessment tools and targets for each area are given in the Measures section below.
Rationale:
 Students’ utilization of the Union as a community member, an event attendee, a customer, a program
volunteer or as an employee are critical opportunities for students to learn about themselves, their
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campus community, the surrounding community, and the world they will be entering when they leave
Sac State. We want to identify how employment and volunteering at the Union impacts a student
personal development and prepares them for life beyond the University.
Possible Measures:

Establish and implement a program of measuring student learning at the University Union:
Use pre and post tests, and/or exit interviews, to measure customer service, leadership, and
professionalism skills development in the following areas:
A. Student Assistants at the University Union :
1. Measures:
a. Student assistants will score 100% on all skill check sheets prior to being
assigned a work shift.
b. 85% of student assistants will demonstrate personal growth during their
experiences at the university Union (as measured by pre and post tests
administered at fall staff orientation and either at Exit interview or end
of spring Semester.)
2. Student Areas:
a. Event Services Set Up:
1. Skill Check sheet
2. Pre Test and Post Test
b. Maintenance Services:
1. Skill Check sheet
2. Pre Test and Post Test
c. Program Services:
1. Skill Check sheet
2. Pre Test and Post Test
d. Graphics interns:
1. Skill Check sheet
2. Pre Test and Post Test
B. Student Volunteers:
1. 85% of Student Volunteers will demonstrate personal growth during their
experiences at the University Union.
2. Measure: Pre and Post Test
3. Student Areas:
a. Student volunteers: Board Members
b. Student volunteers: UNIQUE
Objective 3: Increase opportunities for social interaction among students through increased utilization
of the University Union facilities and services. Note: Specific assessment tools and targets for each area are given
in the Measures section below.
Rationale:
 The University Union is supported primarily through student fee dollars; consequently we are obligated
to reach out to the campus community and encourage use of the facilities, programs and services. The
Union intends to validate our effectiveness in reaching the community by measuring the success of our
programs and services through attendance, growth and observation of trends.
Possible Measures:

Create new measures for customer satisfaction regarding programs offered by the Union.
A.
B.
C.
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Track attendance at Union sponsored events.
Track door counts.
Track Web site utilization:
 OPUS
 Union
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D.

 Campus Events Calendar
Satisfaction with Union services will be assessed
Utilize the data from the Spring 2006 benchmarking study to address areas that could be improved.
Questions regarding the programs and outcomes delineated in this section should be addressed to Leslie Davis,
University Union, (916) 278-6744, leslied@csus.edu.
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