In November of 1994 the Student Senate of ENMU Student Concerns Committee (SCC) approached Vice-President Mehaffy about surveying the student body regarding their satisfaction with campus services and programs. Dr. Mehaffy endorsed the students interest, and referred the SCC chair, Frank Fort, to the Assessment Resource Office (ARO). The ARO provided the SCC with examples of a number of commercial instruments, and the SCC chose the Student Satisfaction Inventory.

The SSI measures students' satisfaction with a wide range of college experiences. Students rated 73 items on a seven point Likert-type scale by how important it was to them personally, and their level of satisfaction. These items are used to compose 12 different scales (these scales are described below).

Arrangements were made to administer the SSI during the second and third week of the Spring 1995 semester. Sixty-three classes were identified, chosen to ensure a sample that well represented each college at the University, and each of the student levels. One thousand and eighty-five students completed the SSI. Men composed 40.67% (n=423) of the sample, women made up 59.33% (n=617), and 45 students did not indicate their gender. Sixty-four of the students were 18 and younger, 660 between the ages of 19 and 24, 189 between the ages of 25 to 34, 88 were between 35 and 44 years of age, 40 were over 45, and 44 individuals did not indicate their age. Freshmen composed 18.01% of the sample, sophomores 19.73%, juniors 21.36%, seniors 36.59%, and graduates and 'others' made up 4.31%. The majority of students were full-time (89.43%), day-time students (94.68%), and intend to earn at least a bachelors degree (95.63%). For those interested in more descriptive data, it is available at the Assessment Resource Office. Normative and psychometric information is also available.

Results from 11 of the 12 scales can be found in the table. The definition of the scales are:

• Academic Advising Effectiveness assesses the comprehensives of the academic advising program. Academic advisors are evaluated on the basis of their knowledge, competence and personal concern for student success, as well as on their approachability.
• Campus Climate assesses the extent to which the institution provides experiences which promote a sense of campus pride and feelings of belonging. This scale also assesses the effectiveness of the institution's channels of communication for students.
• Campus Life assesses the effectiveness of student life programs offered by the institution, covering issues ranging from athletics to residence life. This scale also assesses campus policies and procedures to determine students' perceptions of their rights and responsibilities.
• Campus Support Services assesses the quality of the support programs and services which students utilize in order to make educational experiences more meaningful and productive. This scale covers areas such as tutoring, the adequacy of the library and computer labs, and the availability of academic and career services.
• Concern for the Individual assesses the institution's commitment to treating each student as an individual. Those groups who frequently deal with students on a personal level (e.g., faculty, advisors, counselors, residence hall staff) are included in this assessment.
• Instructional Effectiveness assesses students' academic experience, the curriculum, and the campus' overriding commitment to academic excellence. This comprehensive scale covers areas such as the variety of courses offered, the effectiveness of faculty in and out of the classroom, and the effectiveness of adjunct faculty and graduate teaching assistants.
• Recruitment and Financial Aid Effectiveness assesses the institution's ability to enroll students in an effective manner. This scale covers issues such as competence and knowledge of admissions counselors, as well as the effectiveness and availability of financial aid programs.
• Registration Effectiveness assesses issues associated with registration and billing. This scale also measures the institution's commitment to making this process as smooth and effective as possible.
• Responsiveness to Diverse Populations assesses the institution's commitment to specific groups of students enrolled at the institution (e.g., underrepresented populations, students with disabilities, commuters, part-time students, and older returning learners).
• Safety and Security assesses the institution's responsiveness to students' personal safety and security on campus. This scale measures the effectiveness of both security personnel and campus facilities.
• Service Excellence assesses the perceived attitude of staff toward students, especially front-line staff. This scale pinpoints the areas of campus where quality service and personal concern for students are rated most favorably and least favorably.
• Student Centeredness assesses the campus' efforts to convey to students that they are important to the institution. This scale measures the extent to which students feel welcome and valued.

  In this preliminary report, individuals will be allowed to make their own understanding of the results reported in the table. Over the summer, the ARO will conduct more in-depth analysis and report these to the campus community through the DATAWave, and specific reports to responsible areas. These results will be used by the Students Concern Committee to pinpoint areas where students concerns are the highest. The SCC will work with campus administrators to build campus improvement. Furthermore, members of the SCC will join a subcommittee of the NCA Self-Study to address areas of concerns. Other administrators of Eastern have copies of the SSI results in order to begin addressing students' needs. Finally, departments and programs that would like more specific information, or results for any number of possible independent variables, should contact Dr. Alec Testa at the Assessment Resource Office.