Published by Educational Testing Services, this instrument is designed to measure students' abilities to use digital technology and communication tools. The instrument includes tasks used to assess students' understanding of ethical/legal issues of access and use of information. Beginning in 2006, the test will be administered to a sample of undergraduate and graduate students.

Reports:
2008/09 (To be administered)

In this test, students are given an hour and a half to write one essay to demonstrate their writing ability and competence for enrolling in a junior-level writing proficiency course (Writing Across the Curriculum). Test is taken by all students before their junior year.

Reports:
2003/04 - 2006/07 Graduation Writing Assessment Requirment (GWAR) Trend Analysis.pdf

Administered by the Indiana University Center for Postsecondary Research, this survey is designed to measure faculty expectations for student engagement in educational practices as well as provide comparative data to be used with the National Survey of Student Engagement (NSSE). Questions address the importance faculty place on various areas of learning and development, the nature and frequency of faculty-student interactions and faculty organization of class time. Starting in 2007, the FSSE will be administered every three years.

Reports:
2006/07 Undergraduate Faculty Survey of Student Engagement Executive Summary.pdf
2006/07 Campus Faculty Survey - FSSE addendum.pdf
Comparison of 2006/07 Undergraduate FSSE and 2005/06 Undergraduate NSSE Executive Summary.pdf

The First-Year Initiative Survey is published by Educational Benchmarking, Inc. and is used to provide insight into first-year students' perceptions. This instrument includes questions concerning student-faculty engagement as well as questions on course effectiveness. Additionally, campus questions were added to measure students' perceptions of their achievement of general education goals. This survey is administered annually to freshmen enrolled in the first-year experience program.

Reports:
2006/07 First Year Experience Assessment Report
2005/06 First Year Experience Assessment Report.pdf
2004/05 First Year Experience Assessment Report.pdf

Published by LibQUAL, this instrument is designed to improve and market library services and includes question on general satisfaction; library use; demographics and includes a section for general comments. The survey is administered periodically to a sample of students, faculty and staff.

Reports:
2006/07 LibQual Survey Executive Summary.pdf
2004/05 LibQual Survey Executive Summary.pdf

Since 1993, CSU Stanislaus has used a course evaluation system called the Individual Development and Education Assessment Student Evaluation of Courses (IDEA) developed by Kansas State University. Teaching effectiveness is determined by student ratings of their progress from among 12 learning objectives chosen by the instructor. Items on the IDEA instrument are based on research and results are interpreted using a national database.

In fall 2007, CSU Stanislaus began using the IDEA diagnostic tool to provide aggregate, institutional, longitudinal information to the faculty about overall teaching and course quality.

Overall Reports:
2006/07 Aggregate IDEA Summary of Findings
2005/06 Aggregate IDEA Summary of Findings.pdf
Overall Findings for Aggregate IDEA Student Evaluations: Comparison of 2004/05 and 2005/06.pdf
2004/05 Aggregate IDEA Summary of Findings.pdf

Extracted General Education Data
2006/07 General Education Data extracted from IDEA Aggregate
2005/06 General Education Data extracted from IDEA Aggregate.pdf
2004/05 General Education Data extracted from IDEA Aggregate.pdf

Administered by the Indiana University Center for Postsecondary Research, this survey is designed to measure the degree of student engagement in college activities that correlate to student learning and personal development. This survey includes questions on class participation, academic rigor, amount of effort put into classwork and overall experience. Beginning in 2006, the survey will be administered every three years to undergraduate freshmen and seniors.

Reports:
2005/06 Undergraduate National Survey of Student Engagement Summary.pdf
2003/04 Undergraduate National Survey of Student Engagement Summary.pdf
2002/03 Undergraduate National Survey of Student Engagement Summary.pdf

2003-2006 National Survey of Student Engagement Benchmark Reports.pdf

Extracted General Education Data
2005/06 General Education Data extracted from NSSE.pdf
2003/04 General Education Data extracted from NSSE.pdf
2002/03 General Education Data extracted from NSSE.pdf

Published by the California State University System, this survey is designed to measure student satisfaction. Questions include rating satisfaction level with instruction and learning environment, campus services, advising, reasons for enrolling, obstacles to attaining educational goals, transition to the university and issues of diversity. Our campus added questions to the survey concerning achievement of general education goals.

Reports:
1998/99 Student Needs and Priorities Survey (SNAPS).pdf

Published by Noel-Levitz, this instrument is designed to collect information (“early warning”) to support the university's efforts to increase student success and improve the retention of students. Questions related to campus climate and life, academic advising, support services, instruction, financial aid, and safety are included.

Reports:
2008/09 Student Satisfaction Inventory (Noel-Levitz)
1996/97 Student Satisfaction Inventory (Noel-Levitz) Executive Summary.pdf

The Undergraduate Alumni Survey is designed to assist the university in assessing alumni's perceptions of the quality of its student learning and institutional effectiveness. The survey includes questions about students' satisfaction and experiences in 4 categories; Education Experience at CSU Stanislaus, Employment Status, Advanced Education, and Overall Satisfaction. Students' overall perceptions of areas of strength and improvement are measured using a progressive scale, multiple-choice and open-ended questions. The survey is administered annually, tracking students at the 3rd, 10th, and 25th year after graduation.

Reports:
2002/03 and 2003/04 Undergraduate Alumni Survey Executive Summary.pdf

The Graduating Senior Survey is designed to assist the university in assessing students' perceptions of the quality of its student learning and instructional effectiveness. The survey includes questions on students' satisfaction and experiences in 10 categories, using 5-point and progressive scales as well as an opportunity to respond to several open-ended questions of overall satisfaction and areas of strength and improvement. The Graduating Senior Survey is administered annually to students who have graduated during the previous academic year. The survey was administered in print copy in 2002,2003 & 2004. Beginning in 2005, the survey was made available electronically through the university website.

Overall Reports:
2007/08 Graduating Senior Survey Executive Summary
2006/07 Graduating Senior Survey Executive Summary.pdf
2005/06 Graduating Senior Survey Executive Summary.pdf
2004/05 Graduating Senior Survey Executive Summary.pdf
2003/04 Graduating Senior Survey Executive Summary.pdf
2002/03 Graduating Senior Survey Executive Summary.pdf

Extracted General Education Data
2007/08 General Education Data extracted from Graduating Senior Survey
2006/07 General Education Data extracted from Graduating Senior Survey.pdf
2005/06 General Education Data extracted from Graduating Senior Survey.pdf
2004/05 General Education Data extracted from Graduating Senior Survey.pdf
2003/04 General Education Data extracted from Graduating Senior Survey

The Graduate School Alumni Survey is designed to assist the university in assessing alumni's perceptions of the quality of student learning and institutional effectiveness. The survey includes questions on students' satisfaction and experiences in 5 categories: Educational Experience at CSU Stanislaus, Graduate Student Learning Goals, Overall Program Effectiveness, Employment, and Advanced Education. This survey is administered annually and tracks students at the 3rd, 10th and 25th year after graduation. In 2005, this survey was revised and will be administered electronically through the university website.

Reports:
2007/08 Graduate Alumni Survey (Class of 2004/05) Executive Summary
2006/07 Graduate Alumni Survey (Class of 2002/03 and 2003/04) Executive Summary.pdf

This survey is designed to measure faculty expectations for graduate student engagement in educational practices as well as provide comparative data to be used with the Graduate National Survey of Student Engagement (NSSE). Questions address the importance faculty place on various areas of learning and development, the nature and frequency of faculty-student interactions and faculty organization of class time.

Reports:
2007/08 Graduate Faculty Survey of Student Engagement Summary.pdf
2006/07 Campus Faculty Survey - FSSE addendum.pdf

This survey is designed to measure the degree of graduate student engagement in college activities that correlate to student learning and personal development. This survey includes questions on class participation, academic rigor, amount of effort put into classwork and overall experience

Reports:
2007/08 Graduate National Survey of Student Engagment Summary.pdf

The Graduate School Exit Survey is designed to assist the university in assessing students' perceptions of the quality of its graduate student learning and program effectiveness. The survey includes questions on students' satisfaction in 5 categories: Your Achievement, Your Experience, Classroom and Campus Social Climate, Your Educational Plans and Your Career. This survey is administered annually to graduate students who have earned their master's degree during the previous academic year. This survey was administered in print from 1995-2004. Beginning in 2005, the survey was revised and administered electronically through the university website.

Reports:
2005/06 and 2006/07 Graduate School Exit Survey Summary.pdf

In 2005, staff and administration members at California State University, Stanislaus were asked to review the WASC standards and criteria for review as a means to undertake a preliminary, systematic institutional self analysis. The self-review findings by staff revealed two priority areas: supporting staff operations and improving information technology for administrative computing. This 2007 survey provides for increased understanding of these two areas, as well as information about the ways in which staff/administration personally and their administrative units contribute to student learning and student success at CSU Stanislaus.

Reports:
2007/08 Staff and Administrator Survey.pdf

This survey was designed to evaluate need for support services for Stockton students as well as preferences for class scheduling options. The survey includes questions related to subjects such as the need for writing tutors, convenience of library and bookstore hours, scheduling of classes, and need for additional support services. The survey will be administered every five years to a sample of undergraduate and graduate students attending classes at the Stockton campus.

Reports:
1999/00 Stockton Student Needs Survey.pdf

CSU Stanislaus routinely asks external reviewers to evaluate our assessment program. The elements for review of the assessment program include the following: collective values for the importance, purpose, and benefits of assessment; committment to continuous quality improvement; shared responsibility for assessment and respectives roles of faculty, administration, staff, students, and external community; faculty and senior administration leadership in student learning assessment; progress in direct measures of student learning; progress in methods for evaluating institutional quality; progress in documenting uses of assessment information for quality improvement; institutional structures/organization in support of assessment; institutional resources in support of assessment; and how assessment affects faculty.

Reports:
2007/08 Dr. Mary Allen Report.pdf
History of Assessing Assessment at CSU Stanislaus

A form of external review, specialized/disciplinary program accreditation is a review process conducted within the context, requirements, and standards of a discipline-based accrediting body.

For a list of specialized accreditation programs at CSU Stanislaus, see the Office of Academic Programs web site