Phase I/Section 2

The Culture of Evidence Internal Assessment

The University’s policy on program assessment (UPS 410.200, effective December 12, 1992) makes the faculty responsible for evaluation of academic programs. The vitality of the institution is dependent on the commitment of its faculty. One form of commitment is a willingness to evaluate candidly the programs and activities the faculty directs. Program Performance Review is a central component of the evaluation. It is based on a thorough self-study which involves the participation of the faculty. . .

The policy statement lays out the procedure for PPRs, specifying the responsibility of school deans, the option of an outside reviewer, the requirement for a seven-year plan, and the disposition of the report when it is completed. For programs that are accredited by external organizations, that accreditation report may be substituted for a PPR.

Annual reports are required from each academic unit as well. In the past, annual reports were fairly comprehensive, requiring an abbreviated vitae from each faculty member covering the year’s activities, summary statements about curriculum changes, sponsored events, student organizations and other activities including faculty publications, research, and grants. More recently, the Vice President for Academic Affairs has asked school deans to focus annual reports on specific topics, such as programs for cultural diversity and, in 1998, efforts in assessment.

To prepare evidence for the Phase I report, we read each of the PPRs prepared in the last five years (or accreditation reports where they substituted for PPRs) and the annual reviews from each school for 1998 when assessment was one of the "required" topics. We were searching for evidence of learning in our three theme areas and documentation of outcomes assessment for individual programs. What we found was a wide variety in approach to PPRs and such dissimilarity among the documents as to make comparison difficult. Some PPRs had been constructed prior to or right at the adoption of the university’s new Mission statement so a focus on mission was not present in all the PPRs we read. We created speadsheets to facilitate comparison, and included in them the categories we thought constituted the best documentation of program quality. We looked for internal and external indicators, that is, at internal self-assessment and assessment by important constituencies, such as alumni, employers, national agencies (where appropriate), faculty peers, and students. Our spreadsheets attempt to summarize our findings in the areas of overall program assessment and student learning outcomes.

We were guided in our search for evidence by a number of references, some helpful, some skeptical. Our search helped us find gaps in our evidence (to be addressed in Phase II) and areas where data exist but documentation as evidence for our three themes is less clear. Publications from WASC and the American Council on Education, as well as materials from sister campuses were especially useful.

Alexander W. Astin’s Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education, links assessment to measurement and evaluation for the purpose of what he terms "talent development." He maintains the traditional definition of excellence in higher education—what he calls the "resources" and "reputational" conceptions of excellence—are flawed because they do not "directly address the institution’s basic purposes: the education of students and the cultivation of knowledge." Resources he defines as money, high-quality faculty and high-quality students. He defines reputational as the folklore that sustains the "pecking order" of excellence where those institutions like Harvard, Yale and Berkeley are at the top and the rest of higher education somewhere below.

Astin compartmentalizes traditional assessment into the four areas of admissions, guidance and placement, classroom learning, and credentialing or certification, and then evaluates each area to uncover its contribution to "talent development" of students (we would probably call this "learning"). Only guidance and placement procedures meet his criteria for "talent development" because effective guidance and placement allow students to be assigned to classes appropriate for their level and interests. Admissions procedures, credentialing and (an added entry) faculty evaluations are not designed to help students but rather to further the reputation and resources of the institution. Admitting students with outstanding high school records and high test scores, evaluating faculty (primarily) on the basis of research publications, and seeking prestigious credentials all enhance reputation (and garner resources). Classroom teachers will be stunned to learn that Astin regards tests that measure classroom learning as a form of credentialing that does nothing to help students develop their talents. Because examinations are used primarily by instructors to assign grades, and because critical examinations are frequently given at the end of a learning period when appropriate feedback to the student is impossible, Astin finds this most common form of assessment an ineffective tool to promote student learning.

Astin’s observations interested us because most of the PPRs we read did focus strongly on the program’s reputation and resources. Typically, the PPRs stress faculty achievements in terms of research publications, external grants, or community service. Translating these into tools for developing students’ talents, or learning, is emphasized less.

An overview of assessment at the University of California, Santa Cruz written by Randy Nelson, helped define more narrowly what kinds of data are available for measurement and evaluation.

In the current jargon of education, assessment is a broad term related to the evaluation of educational effectiveness. In higher education, assessment includes activities such as studies of potential students and non-matriculants; placement and basic skills testing; surveying the educational goals and needs of new and continuing students; learning why students drop-out or transfer; evaluating the need for and effectiveness of student services; teaching and curriculum evaluation; surveys of the community; and surveys of the alumni. Although the primary focus of assessment has been the undergraduate student, evaluation activities now examine graduate students, faculty, and staff.

Nelson says that assessment may be used to improve a process (formative evaluation) or describe final outcomes (summative evaluation). Like Astin, he finds many university practices (including classroom grading) to be summative rather than formative, doing little to improve or enhance the learning experience. Nelson’s report also covers the political environment in California and the nation with respect to legislative mandates to incorporate assessment into accountability systems. He mentions specifically the report on student outcomes assessment produced by the CSU in 1989.

Student Outcomes Assessment in the California State University is a report to the Chancellor by a special advisory committee on a year-long project to solicit campus views and establish recommendations for assessment in the CSU. The report recommended the establishment of a system-wide assessment policy that should be "campus-based, faculty-centered, and student responsive." The report reflects the concern of the advisory committee that introducing new assessment techniques not add significantly to faculty workload, that they be well funded, and that student outcomes assessment "is just one of several institutional practices that must exist in order to achieve educational excellence" (page 13). The 10 member group included faculty and administrators from five CSU campuses and its suspicion about the uses of outcomes assessment is evident throughout the report. Citing political sources (the National Governor’s Association, our own State Legislature, and particularly then Assemblyman, now Senator Tom Hayden), the report acknowledged that accountability was an issue that was not going to go away.

"Higher education is a black box. You go in, and come out the other side. You don’t know what happened in it."

Tom Hayden’s analysis reflects the Legislature’s frustration with both the CSU and the UC protection of turf. In turn, the Chancellor’s office responds with mandates to do something about assessment (and accountability). Faculty respond that "we have always done assessment" and become suspicious about what the new "educational jargon" really means. The most persuasive portion of the "Final Report" presented to the CSUF Academic Senate by its Ad Hoc Committee on Assessment stresses the financial costs, increased faculty workload and unrealistic expectations that incorporating assessment will bring.

Evidence of Student Learning: Data From 1998 Annual Reports on Assessment

Suspicions aside, each school was required to submit a report on assessment of student learning outcomes as part of its annual report to the Vice President for Academic Affairs this year. What did the deans say about their schools? We can summarize quickly: Programs that rely on external accreditation use the accreditation process as a major assessment tool. Schools that house those programs are those most able to define assessment in terms of student outcomes. Specifically:

Arts: Since all four programs in Arts are nationally accredited, all have defined assessment to meet national standards. In all four programs (art, music, theater and dance), students must audition and perform in some kind of juried setting or otherwise submit their work for public critique. In several programs, external reviewers—including the local press—provide feedback to students (and faculty). "Most" art students are required to develop a portfolio for faculty review.

Business Administration and Economics: Like Arts, BAE is nationally accredited. National guidelines require the school to establish measurable assessment goals. As the school’s next accreditation does not take place until 2002, BAE intends to start developing its goals at its upcoming academic year.

Communications: Several programs in the school are nationally accredited. The Dean reported that assessment would be on the agenda for the school retreat in August, 1998. Both departments in the school indicated that a goal is to do more with assessment. The Dean listed a number of assessment tools currently in use, including student portfolios in several courses (assessed by external professionals), films (also assessed for film festivals), work on the Daily Titan, which provides public exposure and opportunities to be critiqued, internships, awards, and student competitions. The Department of Communication was re-accredited in 1998 for five years. During the process it used focus groups with students and alumni to discuss student learning outcomes and reports that it received positive feedback.

Engineering and Computer Science: Programs were reaccredited recently by their respective national associations but no assessment report was submitted this year.

Human Development and Community Service: The Dean submitted a five page report outlining assessment activities in each of the school’s divisions. Programs in education are accredited by state and national agencies. Individual programs use combinations of portfolios, capstone courses, and surveys of alumni and employers. Two programs, Counseling and Human Services, participated in the Student Learning Initiative this year to develop student learning outcomes for portions of their programs. The nursing program is preparing for its accreditation next year. Kinesiology and Health Promotion reported that assessment for its students are measured by employment rates, scores on national tests, admittance to teacher education credential programs, and high evaluations by internship supervisors (community professionals in the field).

Humanities and Social Sciences: One program in the school (the Masters of Public Administration) is nationally accredited, and was last reviewed in 1996. The Dean cited alumni surveys in five departments and a SWOT analysis in Liberal Studies. He also indicated that defining the "marks" of a Fullerton graduate had assisted in some development of measurable student outcomes. However, the dean reported no specific school or department efforts to assess student learning.

Natural Science and Mathematics: The Dean stated that "informal assessment is built into several" of the school’s programs. He cited public colloquia where students present research results, manuscripts jointly authored by faculty and students accepted for publication in peer reviewed journals, portfolio-like laboratory journals, and some exit interviews.

In summary, in 1998, schools reported some standardization in the methods used to measure student learning outcomes, including, in many places, portfolios (or portfolio-like products), public performances or presentations, alumni and employer surveys, evaluation by external reviews (either through the accreditation process, or more individually, student internships), and focus groups. However, with the exception of HDCS, no dean reported a systematic effort to identify program goals and objectives and to tie learning outcomes to those programmatic concerns. However, several deans did report that effort is on their agenda.

PPRs and evidence of learning in theme areas
We looked at PPRs to find evidence of student learning, faculty and staff learning and measures of the environment for learning. Our spreadsheets summarize our findings, but the evidence offered by individual programs is singled out to demonstrate the different approaches we found.

Student learning:

It may be easier to say what we did not find. We rarely found a focus on assessment, particularly "student outcomes assessment," even as recently as this year, with some exceptions.

The usual tools to measure student learning outcomes include standardized testing, portfolios that are faculty reviewed, comprehensive examinations, theses, capstone courses, performances—again reviewed by faculty and in some cases external reviewers—and of course classroom-based testing and grading. We found no use of standardized testing as an exit requirement, except of course for the Writing Proficiency Test required of all. We found limited use of capstone courses, theses and comprehensive examinations except at the graduate level. Portfolios, critiques and performances are common in the School of the Arts, but infrequent elsewhere. We found wide spread use of internships and other field work where students are assessed by "real world" practitioners, and wide spread evidence of student excellence through competition for awards, entrance into graduate programs, scholarships awarded, and successful employment after graduation. Representative examples, all drawn from PPRs submitted between 1993 and 1998, follow.

School of the Arts: Music

Students receive individualized attention regarding applied music lessons, jury process of assessment, advisement and their course of study
Intensive observation and internship experience in both the Music Education and Piano-Pedagogy programs
Formal advisement required of all undergraduates every semester

School of Business Administration and Economics: Accounting

Student group won a regional meet to qualify for participating in the national round of the Arthur Andersen Tax Challenge – received a Honorable Mention at the national meet
Of the leading accounting firms in Orange County, three of the managing partners are graduates from the CSUF Accounting Department
The CFO at Transamerica is a CSUF accounting alumnus

Members of the marketing team that won the General Motors Marketing Internship National Scholastic Achievement Award competition celebrated during the 1997 $3,000 scholarship award presentation to the School of business Administration and Economics. This represented the third year a CSUF student team won the contest's top prize, which recognizes superior achievement in forming a marketing agency to research, design, present, execute and analyze a promotional event for a local General Motors dealership. Taking part in the presentation were Dr. Katrin Harich, who taught the managing advertising class; then Dean (now Vice President of Academic Affairs) Ephraim Smith, and former Vice President of Academic Affairs Mary Kay Tetreault.

School of Communications: Communications

112 graduates involved in mentoring 165 seniors
One internship for credit is required during students’senior year

School of Human Development and Community Service: Human Services

10% of majors graduated with honors, high honors or highest honors during the review period
Internships are an integral part of the curriculum:

Students must enroll in a three-semester sequence of field placements while concurrently enrolled in a fieldwork seminar

Contracts with learning objectives and assessment measures for the internship are developed for each student

90% of majors indicate plans for graduate work

Kinesiology

Graduates have gone on to become athletic directors, administrators of elder-exercise programs, coaches, etc. at well-known institutions across the nation
Several recent graduates have gone on to Ph.D. programs

Education Division

Extensive commitment to multicultural education found by the National Council for Accreditation of Teacher Education (NCATE)
Advisement/monitoring processes in the initial credential program are fully integrated into the program

Elementary and Bilingual Education

Students are provided with a strong link between initial coursework and field work

Reading Program

Leadership skills of students are evidenced by examples of successful grant writing and consulting activities

Secondary Education

Students experience every aspect of teaching before actually beginning their student teaching experience

School of Engineering and Computer Science: Computer Science

Mandatory yearly advisement for all students

School of Humanities and Social Sciences: Afro-Ethnic Studies

A large number of majors are double majors

American Studies

The American Papers, a journal produced through the joint efforts of its student editorial board and the journal advisor, publishes high quality student work
Three students awarded Graduate Equity Fellowships
Two students awarded California Pre-Doctoral Fellowships
During the review period, a student received the Giles T. Brown Thesis of the Year Award
Over a dozen students have delivered papers at professional conferences
- Examples of awards received by students:
  - The H&SS Life Time Achievement Award
  - The MacNeel-Pierce Oral History Scholarship
  - A University of Hawaii Historic Preservation Scholarship
  - Department recruits graduate students from a national constituency

Anthropology

19 graduates entered doctoral programs during the seven year review period
Five students were recipients of the Chancellor’s Pre-Doctoral Fellowship Award
Students have organized symposia for the Southwestern Anthropological Association (SWAA) meetings
A student won the first prize for the "Best Student Paper" at the SWAA meetings in 1994
Student participation in national and regional meetings of the Anthropological Association
In 1990, one student received the $3,000 National First Prize Award from the Lambda Alpha Anthropology National Honor Society
Three students received the Jenkins Award of Excellence from the Lambda Alpha Society

Chicano Studies

One-third of survey respondents went on to graduate school
30% of these respondents enrolled in a credential program

English and Comparative Literature

Enrollment in graduate program up 60%
Significant number of graduate students invited to present papers at regional, national and international conferences
The South Coast Poetry Journal in operation until 1995 rated by one reviewer as "among the best of the university-based literary magazines"
The Jacaranda Review is a journal produced by student editors in conjunction with English 408 which is a course that provides practical pre-professional experience
21^st in the nation in graduating Hispanic-Americans with B.A.s in English
49^th in the nation in conferring M.A. degrees on Asian-Americans

Geography

Graduate student ranks tripled over the previous five-year review period
M.A.s awarded at 60% over the previous review period
Five graduates delivered papers at national meetings
Three students continued on to Ph.D. programs
Four recent alumni teach geography at area community colleges

Latin American Studies

Dual language proficiency requirement (Spanish/Portuguese), the most rigorous of any university in California

Political Science and Public Administration

Several graduates chosen as Presidential Management Interns
Half of the surveyed alumni have completed or are enrolled in a post-baccalaureate program. Of those students who have completed, enrolled or considering graduate work, 51% have pursued the Master’s degree, 28% the pursuit of a J.D., 5% doctoral work, and 13% a teaching credential
In the public administration MPA program, students must demonstrate skills in at least two major computer applications upon entering the program – those lacking this knowledge must develop a plan for completion
An internship is required of those without administrative experience in a public sector agency in the MPA program

Psychology

794 students participated in independent study and directed research projects between 1987 and 1992
A large percentage of graduates from the master’s programs are currently enrolled in a Ph.D. program or have received a Ph.D.
In the academic year 1992-93 a psychology student received the President’s Associates Award and another student garnered the H&SS Life Achievement Award
Nearly all graduate students intend to continue in Ph.D. programs

School of Natural Science and Mathematics: Biology

275 graduate students involved in research during the five year review period including 25 papers with students as co-authors, 25 published abstracts, 79 papers presented
An average of 32 undergraduates per year participated in faculty-guided research
33 extramural proposals funded which specifically incorporated student research
92% of biology students recommended for admission to health professional schools are accepted
85 graduating students have been the recipients of 14 different awards during the review period
3 students have won a total of five research competitions
Biology student won the Giles T. Brown, CSUF Outstanding Thesis Award
Graduate program increased by about 25% during the review period

Chemistry

Approximately 45% of bachelor’s degree recipients enter graduate and professional programs
Mandatory advising program
24 undergraduates and 21 graduates co-authored publications with the faculty during the five year review period
As noted by the external reviewer, a key strength of the program is the involvement of undergraduate majors in research
154 undergraduates participated with faculty in research projects during 1994-95
53 students as co-authors at professional meetings during 1992-93
79 students as co-authors at professional meetings during 1993-94

Mathematics

Two teams of students have entered the Mathematical Competition in Modeling
In 1992, a mathematics student listed as a "top participant" in the Putnam Competition
In 1992-93, a student was awarded 2^nd place in the Statewide Undergraduate Research Competition
In 1993-94, students won 1^st and 2^nd prize at the Statewide Undergraduate Research Competition
Student presentations at regional meetings and in statewide research competitions
Several Paul Douglas Scholarships ($5,000) obtained for prospective teachers from the department

Faculty and staff learning:

Acting Dean of ECS Richard Rocke and Professor David Cheng (Electrical Engineering) confer with students and representatives from Lockheed Martin about one of the 10 grants awarded for the CSU Partnership Program

Evidence from the PPRs of faculty learning invariably took the form of a compilation of the research publications, conference papers, and internal and external funding of grants by the program’s faculty members. Some programs reported that faculty had upgraded their technology skills, utilizing courses offered on campus. Others reported that faculty attended programs sponsored by the Institute for the Advancement of Teaching and Learning. Many programs reported that their faculty engaged in outside consulting, professionally related service in the community and service on campus in academic governance or as mentors. Programs could cite such evidence as development and revision of course materials and innovative pedogogical applications. But, mostly, it was publications that mattered. Those programs that received outstanding teaching awards did mention them, of course.

Learning by staff in academic departments was almost never mentioned, although many programs did acknowledge that excellent staff support contributed to the success of their programs.

The following examples are all drawn from PPRs submitted between 1993 and 1998.

School of the Arts: Music

The faculty exemplify excellence across a broad spectrum of numerous specialties through performances, external professional reviews and employment in professional activities

Strong recruiting and prospective-student-relations initiatives

Faculty in all areas of music present public recitals on campus

Strong faculty presence in local public schools through clinic, adjudication, and guest-conductor assistance

School of Business Administration and Economics: Accounting (# of faculty = 19)*

8 books and 46 journal articles published during five-year review period

68 presentations during the five-year period
Involved in 54 consulting projects
Presented several educational seminars to the accounting profession

Economics (# of faculty = 19)*

Presented 93 papers at professional conferences and off-campus seminars during the five year review period

24 of 57 papers presented at professional conferences developed into peer-reviewed articles
Faculty members were authors or co-authors of 2 research books during the review period
Initiated by the faculty, the department established a SITE (Success in Teaching of Economics) award for innovations in teaching
The department seminar series is the only continuously running seminar series in economics in the CSU
Faculty members received over $1 million from externally supported research activity during the review period

School of Communications: Speech Communications

Presentations by faculty to practitioners for purposes of "updating" these practitioners

Many of the instructional staff also work in private practice which contributes to the maintenance of their clinical skills
Great success in obtaining grants from the U.S. Department of Education

Four Patricia Roberts Harris fellowships awarded to

Kurt Kitselman for M.A. students from the
Department of Education

$649,290 five-year grant awarded to Mary Huer to

prepare 30 M.A. students in the areas of augmentative communication and multiculturalism

$290,239 three-year awarded to Toya Wyatt for

graduate students to specialize in working with
language-handicapped multicultural children

School of Human Development and Community Service

Human Services (# of faculty = 5)*

Faculty has produced 27 articles, 18 books and over 90 presentations during the five-year period

In 1991, a faculty member, Gerald Corey, was honored as CSUF Outstanding Professor
The development by a faculty member of the multicultural training certificate program for fostering culturally competent skills, currently this training model is being prepared for publication
Faculty member Soraya Coley received a $355,000 Health Services Grant for a project aimed at health education information for newly arrived Vietnamese

Kinesiology (# of faculty = 16)*

Received outside grants totaling over $500,000 during the 1993/1994 academic year

Several faculty attend the programs of the Teaching-Learning Institute designed to enhance and facilitate instructional practices

Education Division

Provides services to school districts such as professional development/collaboration on preparation of grant proposals

Elementary and Bilingual Education

Professional development training attended by faculty which focuses on:

Student portfolios as an assessment tool
The incorporation of language and culture issues into the

professional preparation program

Reading Program

The National Council for Accreditation of Teacher Education (NCATE) review committee praised the faculty for their professionalism and excellence in teaching

Secondary Education

The NCATE review committee found a strong faculty commitment to multicultural education

School of Engineering and Computer Science: Computer Science (# of faculty = 12)*

All faculty members attended at least one professional meeting during the 1995-96 AY

Documented success in promoting interactions with local industry

School of Humanities & Social Sciences: Afro-Ethnic Studies (# of faculty=4)*

Advisement and counseling for students in academic and vocational matters is required of all faculty

J. Owens Smith served as president of the California Black Faculty and Staff Association
Faculty developed a peer-tutoring program in 1992 (made possible by an external research grant)

American Studies (# of faculty = 9)*

Recognized as the strongest B.A./M.A. American Studies department in California and on the West Coast by national association

Five faculty have served as performance review evaluators for six American Studies programs
Two faculty have been President of the California American Studies Association
Two faculty have served on national American Studies Association committees

Anthropology

A $1,000,000 NSF grant initiated by Susan Parman and awarded to the department to renovate existing lab space

Numerous publications and presentations delivered by the faculty

Chicano Studies

Isaac Cardenas is a member of the Advisory Council for "La Universidad de la Familia," a collaboration between CSUF Extended Education and the Anaheim School District

Faculty members participate in the CSUF Mentoring Program

Comparative Religion

Benjamin Hubbard frequently writes for the Los Angeles Times

George St. Laurent has lectured all over the world for the Young Presidents Organization
Ananda Guruge directs the religions program at Hsi Lai University
James Santucci is on the Curriculum committee of Hsi Lai University
Daniel Brown writes regularly for the Italian publication Quaderni di Diritto e Politica Ecclesiastica
Ananda Guruge was a recipient of the major UNESCO award for the furtherance of World Peace

English and Comparative Literature

Extensive publications

Foreign Languages and Literature (# of faculty = 21)*

11 faculty members have published at least one time in a peer-refereed journal or a book

Over the five year review period, the faculty produced/performed: 16 books; 2 workbooks; 6 book-length translations; 11 student texts with teacher’s manual; 28 articles; 83 papers; 35 other publications (creative works, reviews, short translations, instructional guides)

Geography (# of faculty = 10)*

Three faculty members recognized with Meritorious Performance Awards

During the review period, the faculty made 47 presentations at major conferences and published 33 papers
One faculty member was a Haynes Foundation Fellow at the Huntington Library
Another was a Visiting Scholar at the Urban Institute in Washington, D.C.
Faculty members chair theses for Environmental Studies students in addition to Geography students
As noted by the external reviewer, the faculty exhibit a high level of collegiality and a real concern for students

Latin American Studies

The external reviewer lauded the faculty as active scholars with some having well-known reputations nationally and in Latin America

Political Science (# of faculty = 20)*

Staff lauded by students for easing and facilitating the advising process

Staff members proficient in the SIS+ environment
Staff acknowledged by the Professionals for Diversity Awareness group on campus for their sensitivity to student needs
Average of 3.2 scholarly productions completed by each of the 20 faculty during the five year review period
Dramatically increased external funding during review period from $50,000 to over $1 million
Keith Boyum selected as the University’s Outstanding Professor in 1994-95
Raphe Sonenshein received the Ralph Bunche award from the American Political Science Association for the outstanding book of 1994 dealing with race and ethnic issues
Two renewable grants awarded to Sandra Sutphen from the U.S. Department of Education / Patricia Roberts Harris Fellowship program to support public administration students who come from underrepresented groups

Psychology

Ranked 8^th nationally (1^st in the CSU) in research productivity among psychology departments which grant master’s degrees

Ronald Riggio received the WPA Outstanding Teacher Award in 1993
Michael Birnbaum was named CSUF Outstanding Professor in 1992

School of Natural Science and Mathematics: Biology (# of faculty = 25)*

21 out of 25 faculty members published at least one peer-reviewed paper during the review period

$1.4 million for research funding received over five years
12 faculty have served as organizers for 26 professional meetings (13 local, 3 regional, 3 national, 5 international)
26 awards received by faculty for research and professional activities

Chemistry (# of faculty = 23)*

Department generates 30-40% of its budget through grants (in 1993-94 the level was 50%). Considered one of the best in the nation among master’s-degree institutions at generating grant support

105 refereed publications and 6 books published by faculty during the five year review period
57 presentations at professional meetings during AY 1992-93
78 presentations at professional meetings during AY 1993-94
Three of the faculty have become nationally recognized leaders in the application of computers to chemical education

Mathematics

In 1994, David Pagni chosen as one of two Outstanding Professors for the entire CSU system

Two faculty members selected as the recipient of the Distinguished Teaching Award given by the Southern California Section of the Mathematical Association of America

1991 – Harris Schultz

1993 – Mario Martelli

In 1992, Ted Hromadka received the grand award of excellence for use of new technology from the California Council of Civil Engineers and Land Surveyors

David Pagni runs an intensive summer program in mathematics for minority high school girls^*

Environment for Learning:

The new Anthropology offices in McCarthy Hall, refurbished by a $1,000,000 grant from NSF

Evidence relating to the campus environment for learning is the most diverse of the findings we have to report. Programs that used technology all needed upgraded equipment (these were all written before the rollout, of course). That was about the only universally shared opinion. Those programs that encouraged community -based programs and strong student support did mention those features. We don’t know if those programs that omitted such mention did so because they provide a less hospitable environment. Many programs mentioned faculty participating in mentoring. A few programs talked about outreach to community colleges and high schools. Very few mentioned strong relationships with Student Affairs programs or other resources around the campus. Several reported efforts to improve student access by soliciting money for scholarships, or obtaining research grants to support student work. This latter was especially true in the sciences.

Accreditation reports indicated that faculty are generally pleased with their physical surroundings, but PPRs rarely mentioned office space. (Kinesiology is an exception: it complained about the poor quality of its housing and surroundings.) No one talked about other amenities—or the lack of them—around the campus. Only a few even mentioned library resources.

Some sample comments:

School of the Arts: Music

Strong connections and collaboration with the external community as demonstrated by the following:

California Music Academy providing lessons for younger students
Pacific Symphony Institute
Pacific Chorale
CSUF Piano Festival

Strong collaborative relationship with Theatre & Dance Department
Establishment of The Michalsky Center lab to update electronic music and associated computer equipment
Bands and choirs from other schools perform on campus as a way of sharing their achievements and approaches to music with CSUF students

School of Business Administration and Economics

The Business Resource Center is designed to help students successfully complete required coursework by providing tutoring in statistics, writing, accounting, finance, and economics – students also receive advisement, assistance with study skills, assessment services, and campus information. The project was funded by outside donors

Accounting

The Accounting Group, organized primarily for improvement of the curriculum and the opportunity for students and employers to interact

The Pacioli Club, composed of CSUF accounting alumni well-established in their professional careers, contributes substantially to the Department through referrals and mentoring

Economics

The Economics Help Center offers group tutoring, an opportunity to form study groups, and a place to seek more extensive help than might be available during office hours

In the High School Bridge Program, the department collaborates with three local high schools to offer Economics 100 to their advanced honors students
The Institute for Economic and Environmental Studies provides reports and economic forecasts to the Southern California community
The Center for Economic Education is a state-wide activity based at CSUF to improve economic education in California’s high schools and community colleges

School of Communications: Communications

Significant recent infusion of equipment for the television/film sequence

The department has sponsored and organized several programs, workshops and seminars for special audiences such as high school and community college students

Speech Communications

The program collaborates successfully with a large number of hospitals, rehabilitative centers, clinics, and schools

The program sponsors the Communicative Disorders clinic which offers therapeutic programs to the community

School of Human Development and Community Service: Education Programs

Outreach to local high schools and community groups including much positive interaction with area school districts

The Anaheim Union High School Professional Center which brings together division faculty, academic department faculty, CSUF’s Center for Collaboration for Children and others an integrated services model and is referred to as an "exemplary practice" by the National Council for Accreditation of Teacher Education (NCATE) review committee

Elementary and Bilingual Education

The NCATE committee found this department offers a high degree of collaboration and support

Secondary Education

Professional Development Centers give student teachers on-site experience

The START Program (Support and Training to Achieve the Retention of Teachers) exemplifies collaboration between the university and area school districts
The Center for Excellence in Science and Mathematics Education has been rated as an "outstanding" example of collaboration and support for teachers and future teachers
The Intern/Community Advisory Board, acting to improve teacher preparation, is an example of collaboration with the professional community

Reading Program

The reading clinic provides valuable learning experiences for students and community members, particularly young children suffering from reading disorders

Human Services

The department sustains partnerships with over 60 community agencies, which provide internship experience for the majors

Department faculty collaborate with community agencies by providing program development and evaluation, in-service training, technical assistance, and direct services
Periodic meetings with faculty from 5 community colleges as well as presentations about the CSUF program are conducted by the department
Every year, approximately seven graduate school representatives have come to speak to the majors about graduate education
Annual Internship Day where 120 human service agencies from the community are assembled

Kinesiology

The Lifespan Wellness Center, a comprehensive health promotion and exercise facility, provides a variety of programs and research activities geared towards the well-being of older adults in the community, as well as serving as a training ground for majors

The Human Performance Laboratory is a dynamic environment that functions as a student resource center
The Physical Performance Laboratory sponsors the Physical Performance Program providing service and public relations for both the department and the community

School of Engineering and Computer Science: Computer Science

Excellent office space for faculty which is well-equipped and located in close proximity to one another, facilitating collaboration and exchange of information

School of Humanities and Social Sciences: Afro-Ethnic Studies

Sponsors the Black Graduation baccalaureate ceremony for family and friends of graduating seniors

Black History Month is co-sponsored by the department with a number of other campus groups. Programs are open to the community.
Establishment of a departmental peer-tutoring program made possible by an external grant

American Studies

The physical proximity of the department is a centripetal force for students which conveys a "sense of community"

Anthropology

A $1,000,000 NSF grant significantly upgraded department facilities

Department sponsors the Museum of Anthropology with changing exhibitions, open to the community
Respondents to student surveys report a strong "sense of family" and the bond of a close-knit community within the department
In conjunction with the School of Development and Human Services established a community training program called the Certificate Award in Managing Multicultural Work Environments

Chicano Studies

The "Dia de Los Padres" conference on campus held in Spanish to involve parents of Spanish-speaking CSUF students in understanding the university

Establishment of the first Chicano/Latino Graduation recognition Banquet/Dance to honor and recognize CSUF graduates from the Chicano/Latino community
The Distinguished Chicano Lecture series brings outstanding Latino/Chicano celebrities and scholars to the campus

Comparative Religion

Collaboration with Pacific Christian College involving a professor from each campus team-teaching a course open to students from both schools

Good working relationships with the religion departments at the Claremont Graduate School and Chapman University
Department involved in presenting spring semester tours of various religious sites in the region for K-12 teachers
In Spring 1996, a student major visited five area high schools to speak about the relevance of the study of religion as a means towards a better understanding of other nations and cultures as well as multiculturalism in the U.S.

English and Comparative Literature

English Department Writing Center provides extensive tutorial services as well as computer and class instruction to majors and non-majors

Geography

Students have the feeling that the Geography Department provides a "home" because of the social meeting space (Geography Lounge) which also houses the department’s maps, library and reading materials

Students express a "sense of community" because of the friendly supportive help of the staff and graduate assistants
A grant received by William Lloyd allowed for the complete makeover of the computer lab – a large increase in number of computers, up-to-date hardware and software

Political Science and Public Administration

The Center for Governmental Studies sponsors faculty research and travel as well as serving as a community resource

The North Orange County Leadership Institute in partnership with local governments and business provides leadership training to citizens of Orange County
The Education Policy Fellowship Program allowed on and off-campus participants the opportunity to hear distinguished experts in the area of educational policy

Psychology

Nationally recognized Developmental Research Center

Nationally recognized Twins Research Center

School of Natural Science and Mathematics: Chemistry

Cultivation of partnerships with corporations such as Beckman where it has established a student internship program

The recent opening of the Science Laboratory Center provides much improved facilities for conducting research and teaching
Active research collaborations with several institutions including UCLA, UCI, Cal Tech, and UCR

Mathematics

Students report a real sense of community because of the rapport with faculty and staff

A department instituted math education program aimed at minority youth in the Santa Ana Unified School District won a Golden Bell Award
The Language and Mathematics Project (LAMP) developed to support ethnic minority school children and to give their parents the skills to help their children
Funding received from the National Science Foundation for a Simulation Laboratory
The Applied Statistics Laboratory and the Mathematics Education Laboratory create opportunities for collaboration between students and faculty as well as interdisciplinary interaction with students from outside the department

A note about some "exemplary practices":

As we noted earlier, most of the PPRs we examined were written before new guidelines were in place for the 1997-98 period. However, we read the PPRs of two departments, Human Services and Chemistry, that anticipated the direction of the new guidelines. We called them "exemplary practices" because they serve as models for what we hope the new reports will be.

Human Services – 1993

The PPR prepared by the Human Services Department set out in black and white what the department views as learning objectives and what measures will be used to assess achievement of those objectives. Nine broad learning objectives such as developing an understanding of the diversity within client populations and acquiring knowledge and practice skills for intervention are spelled out with specific strategies included on how to achieve these goals. Assessment measures include research and theory-based position papers, group projects which entail community/field activities, journal writing in which students gauge the impact of the course’s content on their attitudes and values, and student discussion of specific cases and field work experiences. It is worth noting that this PPR was written in 1993 before the University’s Mission and Goal statement was in effect.

Chemistry – 1995

The format of the Chemistry Department’s PPR is patterned after the University’s Mission and Goals statement. Detailed and specific narratives of how the Chemistry Department achieves each of these goals are provided. Intertwined with the narratives are the Department’s philosophies and definitions of these goals.

One means of assessing student learning is to follow the paths of students after graduation, and this department does a remarkable job of tracking graduates and alumni after leaving CSUF. As stated in the introduction, the data truly have been compiled in such a way as to be useful to the Department, School, and University in preparing proposals; involving and tracking alumni; summarizing grant, contract, and publication activity; and providing a perspective on past and future activities.