California State University, Dominguez Hills WASC Reaffirmation of Accreditation

Academic Quality

Core Issue 1: Academic Quality - Improving and Enhancing Student OutcomesCore Issue One - Academic Quality: Improving and Enhancing Student Outcomes
(WASC Standards 1, 2, 4; University Goals 1, 2, 5)

Executive Summary

 

Question One: How do we, as a campus community, work with students to enhance their critical skills for increased educational success?

Programs that demonstrate campus work in this area are: (a) the fall 2008 implementation of the Writing Intensive Graduation Requirement; (b) raising of the minimum passing score on the Graduate Writing Assessment Requirement (GWAR); (c) the Title V Enhancing Critical Literacy Project (ECLP); and (d) the Collaborative Title V project, Opening Academic Gateways to Science and Technical Professions for Hispanic Students Project (Gateways). Other campus programs designed to assist students in enhancing their critical skills are the Toro Freshmen Experience, workshops and enhanced writing tutoring in the Center for Learning & Academic Support Services (CLASS), the Educational Opportunity Program (EOP), Student Support Services (SSS), Students Preparing for Academic Rigor and Knowledge (SPARK!), and the Adopt-a-Freshman Program (Office of Student Development and Associated Students). Studies of the effects of the enhancements include embedded assessment of student writing skills and the Nelson Denny reading study.

Question Two: How do we, as a campus community, promote student progress toward degree completion?

Examples cited are as follows: (a) the University 101 (First-Year Experience) was revised to serve as a General Education Area E requirement; (b) the Minor was eliminated as a graduation requirement; and (c) learning outcomes were developed at the undergraduate and graduate levels to clarify expectations for degree candidates.

Question Three: What is the impact of faculty development activities on faculty attitudes, perceptions and teaching strategies, and how do such activities relate to student success?

To study these issues, a number of faculty surveys were developed and administered locally (e.g., ECLP Faculty Survey, Center for Teaching and Learning {CTL} Faculty Seminar Surveys). These data were analyzed and, where possible, compared to data obtained through nationally-administered surveys in which the campus regularly participates (e.g., National Survey of Student Engagement {NSSE}, Faculty Survey of Student Engagement {FSSE}).

Question Four: How is student achievement affected by opportunities for involvement in research, presentations and publications?

The EER summarizes a range of activities, including the CSUDH Student Research Day competition and CSU System-wide Student Research Competition held at CSUDH in May 2007; efforts undertaken by the University Library; and the Outstanding Project/Thesis Awards. Additionally, programs providing undergraduate research experiences for students were highlighted, including the Ronald E. McNair Post-baccalaureate Achievement program and the Minority Biomedical Research Support Research for Scientific Enhancement (RISE). Student testimonials are also included.