REQUIRED DISPLAYS

School Year and Survey Name

Purpose

Survey Type

and Size

2002-2003

National College Health Assessment

Biannual examination of student health and its impact on academic performance

Sample  587

Residence Hall Survey (Fall 2002)

Formative evaluation by current residents

Census  791

ACUHO Resident Survey  (May 2003)

Summative evaluation by residents at end of school year

Census  492

General Education (Integration) Student Survey

Compare student responses with curricular objectives

     Area IB - Physical Universe & Life Forms

Census  678

     Area IC - Arts and Humanities

Census  1148

General Education (Integration) Faculty Survey

Compare faculty responses with curricular objectives & student perceptions

     Area IB - Physical Universe & Life Forms

Census 

     Area IC - Arts and Humanities

Census  25

School Year and Survey Name

Purpose

Survey Type

and Size

2001-2002

HERI Freshman Survey

Determine entering freshman demographics, personal finances, secondary school academic and out-of-school activities & experiences, college plans & expectations personal goals, attitudes, values, projected college activities & involvement, & self-concept.  Includes 21 campus-specific questions.

Sample  1344

Student Satisfaction Inventory (SSI)

Instrument purposes for 2002 included: (1 ) measure how valued and respected students feel on campus; and (2) measure how effectively campus delivers what students expect, need, and want; (3) note changes in student needs & priorities since 1998 administration; (4) compare results with faculty/staff 2002 IPS results

Sample  936

Institutional Priorities Survey (IPS)

Survey faculty, staff, and administration to test congruency of student responses on SSI with IPS respondent perceptions

Sample  856

National Survey of Student Engagement (NSSE)

Ascertain campus benchmarks for five areas of educational practice shown important to learning: level of academic challenge active & collaborative learning, student-faculty interactions, enriching educational experiences, and supportive campus
environments

Sample  364

Residence Hall Survey (Fall 2001)

Formative evaluation by current residents

Census  393

ACUHO Resident Survey  (May 2002)

Summative evaluation by residents at end of school year

Census  527

School Year and Survey Name

Purpose

Survey Type

and Size

2000-2001

HERI Freshman Survey

Determine entering freshman demographics, personal finances,
secondary school academic and out-of-school activities &
experiences, college plans & expectations personal goals,
attitudes, values, projected college activities & involvement, &
self-concept.  Includes 21 campus-specific questions.

Sample  848

National Survey of Student Engagement (NSSE)

Ascertain campus benchmarks for five areas of educational
practice shown important to learning: level of academic challenge'
active & collaborative learning, student-faculty interactions,
enriching educational experiences, and supportive campus
environments

Sample  304

National College Health Assessment

Biannual examination of student health and its impact on academic performance

Sample  741

Residence Hall Survey (Fall 2000)

Formative evaluation by current residents

Census  513

School Year and Survey Name

Purpose

Survey Type

and Size

1999-2000

Residence Hall Survey (May 2000)

Summative evaluation by residents at end of school year

Census  542

Residence Hall Survey (Fall 1999)

Formative evaluation by current residents

Census  522

1998-1999

Student Satisfaction Inventory (SSI) - (Fall 1998)

Survey purposes included: (1) Discover which characteristics of the university have
high saliency for students; (2) Ascertain which aspects of Fresno State students find
most and least satisfying; (3) Establish a baseline of student perceptions for future
SSI administrations

Sample  897

Student Needs and Priorities Survey (Spring 1999)

Designed to add student perceptions, quality judgments, & opinion to existing student
data such as demographics and achievement.  SNAPS process viewed as one way
students could become more involved in their own education

Sample  1115