2008 University of California Undergraduate Experience Survey

Copyright © 2006-2008 The Regents of the University of California All Rights Reserved.

Note: The core section of UCUES 2007 has slightly different items for upper division students (designated by [UD]) and lower division students (designated by [LD]). The definition of upper division for this survey is Berkeley undergraduates who

1. had officially declared a major, and

2. are either first-time freshmen with 60 or more semester units (exclusive of AP credit) or transfer students with any number of units.

Definitions vary for other UC campuses.

This year's survey has three parts:
I. Time use, academic and personal development, academic engagement, overall satisfaction, and evaluation of the educational experience.

II. Background information

III. A randomly assigned module emphasizing academic experience, civic engagement, personal development, or items of special interest to the campus

Part I: TIME, STUDENT DEVELOPMENT, ACADEMIC ENGAGEMENT, CAMPUS CLIMATE, SATISFACTION, AND EVALUATION OF THE EDUCATIONAL EXPERIENCE
1. Time Allocation
1. How many hours do you spend in a typical week (7 days) on the following activities?
  0 1-5 6-10 11-15 16-20 21-25 26-30 More than 30
Attending classes, discussion sections or labs
Studying and other academic activities outside of class
Paid employment (include paid internships)
Of your total hours spent working for pay, about how many hours did you work on campus?
Of your total hours spent working for pay, about how many hours were related to your academic interests?
Academic and Personal Development
2. Please rate your level of proficiency in the following areas when you started at this campus and now.
  When you started here Current ability level
Analytical and critical thinking skills
Ability to be clear and effective when writing
Ability to read and comprehend academic material
Foreign language skills
Understanding of a specific field of study
  When you started here Current ability level
Quantitative (mathematical and statistical) skills
Ability to speak clearly and effectively in English
Understanding international perspectives (economic political, social, cultural)
Leadership skills
Computer skills
  When you started here Current ability level
Internet skills
Library research skills
Other research skills
Ability to prepare and make a presentation
Interpersonal (social) skills
3. Similarly, please rate your abilities now and when you first began at this university on the following dimensions.
  When you started here Current ability level
Ability to appreciate, tolerate and understand racial and ethnic diversity
Ability to appreciate the fine arts (e.g., painting, music, drama, dance)
Ability to appreciate cultural and global diversity
Understanding the importance of personal social responsibility
Self awareness and understanding
Campus Climate for Diversity
4. Indicate how strongly you agree or disagree with each of the following statements.
 
Strongly disagree Disagree Somewhat disagree Somewhat agree Agree Strongly agree
I feel free to express my political beliefs on campus
I feel free to express my religious beliefs on campus
Students are respected here regardless of their economic or social class
Students are respected here regardless of their gender
Students are respected here regardless of their race or ethnicity
Students are respected here regardless of their religious beliefs
Students are respected here regardless of their political beliefs
Students are respected here regardless of their sexual orientation
Academic Engagement
5. How frequently during this academic year have you done each of the following?
 
Never Rarely Occasionally Somewhat often Often Very often
Turned in a course assignment late
Gone to class without completing assigned reading
Gone to class unprepared
Skipped class
Raised your standard for acceptable effort due to the high standards of a faculty member
Extensively revised a paper at least once before submitting it to be graded
Sought academic help from instructor or tutor when needed
Worked on class projects or studied as a group with other classmates outside of class
Helped a classmate better understand the course material when studying together
6. How frequently have you engaged in these activities so far this academic year?
 
Never Rarely Occasionally Somewhat often Often Very often
Taken a small research-oriented seminar with faculty
Communicated with a faculty member by email or in person
Talked with the instructor outside of class about issues and concepts derived from a course
Interacted with faculty during lecture class sessions
Worked with a faculty member on an activity other than coursework (e.g., student organization, campus committee, cultural activity)
7. During this academic year, how often have you done each of the following?
Never Rarely Occasionally Somewhat often Often Very often
Contributed to a class discussion
Brought up ideas or concepts from different courses during class discussions
Asked an insightful question in class
Found a course so interesting that you did more work than was required
Chosen challenging courses, when possible, even though you might lower your GPA by doing so
Made a class presentation
Had a class in which the professor knew or learned your name

0-10%
11-20%
21-30%
31-40%
41-50%
51-60%
61-70%
71-80%
81-90%
91-100%
Plans and Aspirations
9. What do you plan to do when you graduate?

Artistic, creative professions
Business, finance-related professions
Education
Engineering, computer programming
Law
Medicine, health-related professions
Psychology, helping professions
Researcher, scientist
Other (please specify below)
I have no idea whatsoever

Bachelor's degree (BA, BS, etc.)
Teaching credential
Business master's (MBA)
Other professional master's (MEd, MPP, MPH, MFA, MLIS, MSN, MSW, M.ARCH, etc)
Academic master's (MA, MS, etc.)
Law degree (LLB or JD)
Medical doctorate other than MD (DO, DDS, DVM, etc)
Medical doctor (MD)
Doctorate (PhD, EdD, etc)
Multiple doctoral degrees (MD/PhD)
I don't know yet
12. Indicate the following research and creative activities that you are currently doing or have completed as a UC student.
 
Yes, doing now or have done No
A research project, creative activity, or paper as part of your coursework
At least one student research course (e.g., course 99)
At least one independent study course (e.g., 199)
Assist faculty in research with course credit
Assist faculty in research for pay without course credit
Assist faculty in research as a volunteer without course credit
Work on creative projects under the direction of faculty with course credit
Work on creative projects under the direction of faculty for pay without course credit
Work on creative projects under the direction of faculty as a volunteer without course credit
Overall Satisfaction and Agreement
13. Please rate your level of satisfaction with the following aspects of your University education.
  Very dissatisfied Dissatisfied Somewhat dissatisfied Somewhat satisfied Satisfied Very satisfied
UC grade point average
Overall social experience
Overall academic experience
Value of your education for the price you're paying
14. Please rate your level of agreement with the following statements.
  Strongly disagree Disagree Disagree somewhat Agree somewhat Agree Strongly agree
I feel that I belong at this campus
Knowing what I know now, I would still choose to enroll at this campus
[LD] Evaluation of the Educational Experience
[UD] Evaluation of the Major
[UD] The next section of this questionnaire asks you to evaluate your major based on your experience. Below are listed your major(s) according to University records. Please select the major that you will evaluate. If you have changed majors and would like to evaluate your new major, please write your new major in the space provided and select that major.
[first major appears here]
[second major appears here for double majors]
(write in new major to evaluate, if applicable)
[UD] 15. Were the following factors very important to you in deciding on your major?
  Yes No
Intellectual curiosity
Leads to a high paying job
Prepares me for a fulfilling career
Complements desire to study abroad
Parental desires
Easy requirements
Allows time for other activities
Provides international opportunities
Prestige
Couldn't get into my first choice of major
Interest in subject area
Prepares me for graduate/professional school
[UD] Answer the following questions about courses in your major.
[LD] Answer the following questions about your coursework in general.
16. Thinking back over your coursework this academic year, how often were you REQUIRED to do the following?
  Never Rarely Occasionally Somewhat often Often Very often
Recognize or recall specific facts, terms and concepts
Explain methods, ideas, or concepts and use them to solve problems
Break down material into component parts or arguments into assumptions to see the basis for different outcomes and conclusions
Judge the value of information, ideas, actions, and conclusions based on the soundness of sources, methods and reasoning
Create or generate new ideas, products or ways of understanding
17. Thinking back on this academic year, how often have you done each of the following?
  Never Rarely Occasionally Somewhat often Often Very often
Used facts and examples to support your viewpoint
Incorporated ideas or concepts from different courses when completing assignments
Examined how others gathered and interpreted data and assessed the soundness of their conclusions
Reconsidered your own position on a topic after assessing the arguments of others
[LD] 18. Please answer the following questions about your educational experience overall.
[UD] 18. Please answer the following questions about your major.
  Yes No
Do you understand how the requirements of your major combine to produce a coherent understanding of a field of study?
Are the program requirements well defined?
Are department rules and policies clearly communicated?
Is the description of the major in the catalog accurate?
  Yes No
Are there open channels of communication between faculty and students regarding student needs, concerns, and suggestions?
Are students treated equitably and fairly by the faculty?
Do faculty clearly explain what constitutes plagiarism and its consequences?
Do faculty provide prompt and useful feedback on student work?
[LD] 19. How satisfied are you with each of the following aspects of your educational experience?
[UD] 19. How satisfied are you with each of the following aspects of your educational experience in the major?
  Very dissatisfied Dissatisfied Somewhat dissatisfied Somewhat satisfied Satisfied Very satisfied
Variety of courses available in your major
Quality of lower-division courses in your major
Quality of upper-division courses in your major
  Very dissatisfied Dissatisfied Somewhat dissatisfied Somewhat satisfied Satisfied Very satisfied
Advising by faculty on academic matters
Advising by student peer advisors on academic matters
Advising by school or college staff on academic matters
Advising by departmental staff on academic matters
Quality of faculty instruction
Quality of teaching by graduate student GSI's (TA's)
Availability of courses for general education or breadth requirements
Availability of courses needed for graduation
Access to small classes
Access to faculty outside of class
Ability to get into a major that you want
Opportunities for research experience or to produce creative products
Educational enrichment programs (e.g., study abroad, UCDC, internships)
Accessibility of library staff
Availability of library research materials

Zero
1
2
3
4 or more
21. You told us earlier how much time you spend studying and working in a week. How many hours do you spend on each of these other activities in a typical 7 day week?
  0 1-5 6-10 11-15 16-20 21-25 26-30 More than 30
Attending movies, concerts, sports, or other entertainment events
Performing community service or volunteer activities
Participating in physical exercise, recreational sports, or physically active hobbies
Participating in spiritual or religious activities
Participating in student clubs or organizations
Pursuing a recreational or creative interest (arts/crafts, reading, music, hobbies, etc.)
  0 1-5 6-10 11-15 16-20 21-25 26-30 More than 30
Socializing with friends
Partying
Spending time with family
Using the computer for non-academic purposes (games, shopping, email/instant messaging, etc.)
Watching TV
Commuting to school and to work

0-2
3-4
5-6
7-8
9-10
11+
23. What is the SINGLE, MOST IMPORTANT thing that your campus could realistically do to create a better undergraduate experience for students like you?

PART II: YOUR BACKGROUND AND PERSONAL CHARACTERISTICS

I was born in the U.S.
1991 or earlier
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007 or later

English is my native language
Before I was 5 years old
When I was 6 to 10 years old
When I was 11 to 15 years old
After turning 16 years old
3. To the best of your knowledge, where were these relatives born?
Outside U.S. In U.S.
My mother
My father
My mother's mother
My father's mother
My mother's father
My father's father

None (did not receive any education in a foreign country)
Less than the equivalent of high school in the U.S.
U.S. high school equivalent
Equivalent of a U.S. associate's or postsecondary certificate
Equivalent of a U.S. bachelor's
Post-baccalaureate certificate
Equivalent of a U.S. master's
A professional degree
Equivalent of a U.S. doctorate

None (did not receive any education in U.S.)
Less than high school
GED
High school degree
Associate's degree or postsecondary certificate
Bachelor's degree
Post-baccalaureate certificate (e.g., teaching certificate)
Master's
Professional degree
Doctorate

Less than high school
GED
High school degree
Associate's degree or postsecondary certificate
Bachelor's degree
Post-baccalaureate certificate (e.g., teaching certificate)
Master's
Professional degree
Doctorate

None (did not receive any education in a foreign country)
Less than the equivalent of high school in the U.S.
U.S. high school equivalent
Equivalent of a U.S. associate's or postsecondary certificate
Equivalent of a U.S. bachelor's
Post-baccalaureate certificate
Equivalent of a U.S. master's
A professional degree
Equivalent of a U.S. doctorate


None (did not receive any education in U.S.)
Less than high school
GED
High school degree
Associate's degree or postsecondary certificate
Bachelor's degree
Post-baccalaureate certificate (e.g., teaching certificate)
Master's
Professional degree
Doctorate

Less than high school
GED
High school degree
Associate's degree or postsecondary certificate
Bachelor's degree
Post-baccalaureate certificate (e.g., teaching certificate)
Master's
Professional degree
Doctorate

I don't know
None
One
Two
Three
Four
7. Which of the following best describes your social class when you were growing up?
8. To the best of your knowledge, which category includes the total annual combined income of your parent(s) before taxes in 2007?

Spiritual but not associated with a major religion
Not particularly spiritual
Baptist
Buddhist
Christian Church (Disciples)
Eastern Orthodox
Episcopalian
Hindu
Jewish
Lutheran
Methodist
Mormon
Muslim
Presbyterian
Quaker
Roman Catholic
Seventh Day Adventist
Sikh
Taoist
Unitarian/Universalist
United Church of Christ/Congregational
Other Christian
Other Religion
10. What is your sexual orientation?
11. With which gender do you identify?
12. How would you characterize your political orientation?
PART III: ACADEMIC EXPERIENCE [30% of respondents]
1. We would like to hear more about being an undergraduate at a research university. Please indicate your level of agreement with the following statements.
  Strongly disagree Disagree Somewhat disagree Somewhat agree Agree Strongly agree
My UC campus has a strong commitment to undergraduate education
Attending a university with world-class researchers is important to me
It doesn't really matter where I get my undergraduate education (UC, CSU, community college) since they are all similar in quality
The emphasis on research detracts from the quality of teaching on this campus
2. How important to you are the following aspects of being an undergraduate at a research university like UC?
 
Learning about faculty research
Having courses with faculty members who refer to their own research as part of the class
Learning research methods
Assisting faculty members in their research, for pay or as a volunteer
Pursuing your own research
The prestige of this campus when you apply to grad school
The prestige of this campus when you apply for a job
Having access to a world-class library collection
Being able to attend plays, concerts, lectures, and other cultural events on campus
3. Have you completed or are you now participating in the following activities?
 
Yes, doing now or have done No
Internship under the direction of a faculty member
Other internship
Any UC study abroad, including EAP and summer study abroad
Study abroad program affiliated with another college or university
Study abroad program NOT affiliated with a college or university
4. During this academic year, how often have each of the following been obstacles to your school work or academic success?
 
Competing job responsibilities (i.e., paid employment)
Competing family responsibilities
Other competing responsibilities (e.g., athletics, clubs, internship)
Weak English skills
Weak math skills
Inadequate study skills (e.g., knowing how to start, knowing how to get help, organizing material)
Poor study behaviors (e.g., wait till last minute, easily distracted, too much social time, too much surfing)
Bad study environment (e.g., noisy roommate, poor Internet access, inadequate computer or software)
Feeling depressed, stressed, or upset
Physical illness or condition
5. How important is it to you to graduate in four years or, if you are a transfer student, in two years?
PART III: CIVIC ENGAGEMENT [20% of respondents]
Activities
1. During this academic year, have you been involved in any of the following activities or organizations?
Campus-based activities and organizations
 
Participant or member Officer or leader Neither
Academic (e.g., math club, philosophy club)
Advocacy (e.g., Amnesty International, Living Wage Advocacy, Sierra Club)
Campus sports club (e.g., rugby club, Kendo club)
Campus varsity team (e.g., basketball, softball, soccer)
Governing bodies (e.g., student government, IFC, panhellenic, residence hall association)
Greek fraternity or sorority
Honor society
Media (e.g., campus newspaper, radio station)
Performing group (e.g., school band, dance team)
Political (e.g., Young Republicans, College Democrats)
Recreational (e.g., chess club, bike club, rock climbing club)
Religious (e.g., Korean Campus Ministry, World Peace Buddhist Club)
Service (e.g., Special Olympics volunteers Club, Jewish Social Action Committee)
Other campus-based club or organization
 
Participant or member Officer or leader Neither
Off-campus club or organization
2. Which of these best describes your opinion on the following statements?
  Strongly disagree Disagree Somewhat disagree Somewhat agree Agree Strongly agree
Opportunities for community service while here are important to me
Opportunities to develop my leadership skills while here are important to me
My experience here provides adequate opportunity to explore my cultural identity
I feel I can express my political opinions on campus
Community Service & Leadership
3. DURING THIS ACADEMIC YEAR, have you done community service work either on or off campus?
How did you get involved in this particular community service work? If you have been involved in more than one form of community service, please answer for the one that has been the largest time commitment.
What was the type of organization where you did this community service? If you have been involved in more than one form of community service, please answer for the one that has been the largest time commitment.
What community service activity did you do?
  Doing Not Applicable
Tutoring
Mentoring
Teaching or educating
Outreach
Counseling
Publicity
Fundraising
Computer or technical support
General support
Building or landscaping
Preparing or serving food
Collecting food
Health care
Environmental clean up
Political Engagement
4. Do you consider yourself to be a
Do you consider yourself to be a strong Democrat?
Do you consider yourself to be a strong Republican?
Do you lean more toward the Democratic Party or Republican Party?
5. Are you registered to vote?
Are you registered to vote in the same city as your campus?
What is the primary reason why you are not registered?
6. In the presidential election this November, will you vote?
Why won't you vote?
7. In the current election season, to what extent have you done the following?
  A great deal A significant amount Some Not much None
Worked for a campaign
Contributed money to a campaign
Privately urged others to vote a particular way
Paid attention to candidates and issues
Talked about the campaign with other students
8. How important is voting to you personally?
9. Will you use the following information sources when deciding how to vote?
  Yes No
Internet searches
Newspapers or magazines (hardcopy or Internet)
Candidate debates
Friends and family members
TV news
Paid advertising
Postal mailings
Electronic mailings
Phone calls
Rallies or other public events
10. Please rate how important the following issues are in your decision about which candidate to support. Use a scale from 0 to 10 where zero means that a candidate disagreeing with you on this issue would have no effect on your support and a 10 means that you would definitely not support a candidate because of the candidate's position.
  0 1 2 3 4 5 6 7 8 9 10
Safety from terrorism
Sexual health issues like HIV and AIDS
Teen pregnancy
Gun violence
Discrimination and prejudice
Drug and alcohol use
Job creation
Access to affordable higher education
The environment
Access to affordable health care
Privacy issues (e.g., Internet, junk mail)
Issues of morality
Tolerance for those who are different
Retirement security
Abortion
The growing federal deficit
The war in Iraq
Taxes
Gay and lesbian issues
Transgender issues
11. Do you think this country is moving in the right direction or wrong direction?
PART III: STUDENT LIFE AND DEVELOPMENT [30% of respondents]
Goals & Aspirations
1. Indicate how important each of the following college goals is to you.
 
Very important Somewhat important Not important
Be in a position to give something back to my community after finishing my education
Acquire a well-rounded general education
Discover what kind of person I really want to be
Achieve a high GPA
Form romantic relationships
Establish meaningful friendships
Prepare for graduate or professional school
Obtain the skills I need to pursue my chosen career
Be in a position to make a lot of money after finishing my education
Explore new ideas
Enjoy my college years before assuming adult responsibilities
Develop a personal code of values and ethics
Develop an in-depth understanding of a specific field of study
Integrate spirituality into my life
Establish social networks that will help further my career
Obtain the skills I need to function in the international arena
Perceptions and Campus Climate
2. Based on your experience and observation, rate the general climate for students of your UC campus along the following dimensions:
Campus climate is
  Friendly Hostile
  Caring Impersonal
  Intellectual Not intellectual
  Tolerant of diversity Intolerant of diversity
  Safe Dangerous
  Too easy academically Too hard academically
  Not affordable Affordable
3. How often have you gained a deeper understanding of other perspectives through conversations with fellow students because they differed from you in the following ways?
  Never Rarely Occasionally Somewhat often Often Very often
Their religious beliefs were very different than yours
Their political opinions were very different from yours
They were of a different nationality than your own
They were of a different race or ethnicity than your own
Their sexual orientation was different
They were from a different social class
4. Please indicate the extent to which you agree with the following statements.
  Not applicable Strongly disagree Disagree Somewhat disagree Somewhat agree Agree Strongly agree
Students of my race/ethnicity are respected on this campus
Students of my socio-economic status are respected on this campus
Students of my gender/sexual identity are respected on this campus
Students of my religious beliefs are respected on this campus
Students of my political beliefs are respected on this campus
Students of my sexual orientation are respected on this campus
Students of my immigration background are respected on this campus
Students with a physical, psychological, or learning disability like mine are respected on this campus
5. In this academic year, I have heard teaching faculty or instructors express negative or stereotypical views about:
  Never Rarely Occasionally Somewhat often Often Very often
Race or ethnicity
Gender or sexual identity
Political beliefs or affiliations
Religion
Sexual orientation
Socio-economic status
Immigrant background
Physical, psychological, or learning disabilities
6. In this academic year, I have heard nonteaching staff or administrators express negative or stereotypical views about:
  Never Rarely Occasionally Somewhat often Often Very often
Race or ethnicity
Gender or sexual identity
Political beliefs or affiliations
Religion
Sexual orientation
Socio-economic status
Immigrant background
Physical, psychological, or learning disabilities
7. In this academic year, I have heard students express negative or stereotypical views about:
  Never Rarely Occasionally Somewhat often Often Very often
Race or ethnicity
Gender or sexual identity
Political beliefs or affiliations
Religion
Sexual orientation
Socio-economic status
Immigrant background
Physical, psychological, or learning disabilities
8. Please rate your awareness and understanding of the following issues when you started at this campus and now.
  When you started at this campus As you are now
My own racial and ethnic identity
Very poor
Poor
Fair
Good
Very good
Excellent

Very poor
Poor
Fair
Good
Very good
Excellent
Social class and economic differences/issues
[same options as above]

[same options as above]
Racial and ethnic differences/issues

Gender and sexual orientation differences/issues

Physical disabilities issues

Emotional disabilities issues

9. What is your level of agreement or disagreement with the following:
  Strongly disagree Disagree Disagree somewhat Agree somewhat Agree Strongly agree
I feel valued as an individual on this campus
There is a clear sense of appropriate and inappropriate behavior on this campus
I am proud to be a student at this campus
Most students are proud to attend this school
This institution values students' opinions
Academic cheating is a problem on this campus
Alcohol use is a problem on this campus
Drug use is a problem on this campus
Diversity is important on this campus
Diversity is important to me
Mental Health and Wellness
10. During this academic year, how often has feeling depressed, stressed, or upset been an obstacle to your school work or academic success?
11. In this academic year, what was your experience with University Health Services (Tang Center) counseling and psychological services?
If you might have needed this service but didn't use this service, why not?
  True for me Not true for me
I had never heard of it
I didn't know what it offered
I didn't know if I was eligible
I didn't know how to access it
I didn't think it would help
I had concerns about possible costs
I had concerns about possible lack of confidentiality
I was embarrassed to use it
I didn't have enough time
It has a poor reputation
The hours are inconvenient
The location is inconvenient
The wait for an appointment was too long
I got help from another university service or staff person instead
I got help off campus
Was the treatment that you received effective?
Please rate the quality of service that you received.

SUMMARY OBSERVATIONS
12. 

13. 

Group Identification
14. Think about the type of person you are. With which, if any, of the following types of students at this campus do you personally identify? That is, which of these "college identities" best describes who you are?
14a. 

Artsy students
Athletes/jocks
Conservative students
Feminist students
Fraternity/sorority members
Immigrant students
Lesbian, gay, bisexual, or transgender students
Liberal students
Partiers
Religious or spiritual students
Slackers
Students from very poor backgrounds
Students from very rich backgrounds
Students in my major or field of interest
Students involved in my campus organization
Students of my racial or ethnic background
Students who are serious about getting good grades
Transfer students
None of the above
14b. 

[same options as previous item]
PART III: ITEMS OF SPECIAL INTEREST TO UC BERKELEY [20% of respondents]
Finally, we are asking you to spend a few minutes describing the occasion in which you received either the best or the worst advice about your undergraduate education at Cal and about your experience with advising in general. Your responses may be shared anonymously with faculty, staff, and other current and future students as part of an effort to improve the undergraduate experience at Cal.
1. First, choose to tell us about either the best or the worst advice.

2. Who offered this advice?
3. 

4. Have you ever received advice from two different offices or staff members at Cal that was contradictory or in conflict?

5.