In order to fulfill this charge, the task force surveyed all groups on the CSU campus to determine current perceptions of campus culture and values. The focus of interest was on the perceptions held on work ethics and the values listed in the charge. The task forces found that perceptions held by faculty of high expectations for academic excellence were consistent throughout the faculty and student samples. The perception that students showed motivation for academic excellence was expressed by both faculty and students. Others in the university disagreed or expressed a high level of uncertainty. Faculty were the main supporters of the perception that faculty engaged in research. Most of each group did not have the perception that CSU was a community of scholars. Perceptions that students appreciate the opportunity to pursue knowledge at CSU, receive a quality education, and make a worthwhile personal investment in education received substantial support from all groups. A clear majority of students and faculty expressed the belief that it is not acceptable to take credit for another's work. Administrators expressed more disagreement and uncertainty, while civil service staff's responses consisted of almost an equal number of agreement and disagreement.

There were conflicting perceptions between and within groups as to whether concern was shown by faculty, students and staff about how they treated each other. All groups appear to feel somewhat mistreated by other groups on campus. There was some question of whether students were held in high esteem and treated with courtesy. A majority of students reported that they were not, a majority of faculty and civil service staff were unsure and a majority of administrators said that they were held in high esteem. All groups surveyed disagreed that high standards of social behavior were adhered to on campus with a majority of each group except students disagreeing with the statement that public vulgar behavior and profanity occurs infrequently on campus. There was some agreement that interactions on campus reinforced individual personal worth among students and civil service staff, but both faculty and administrators expressed as much disagreement as agreement with the statement. Faculty expressed the greatest agreement that they were valued, respected and appreciated as CSU community members. About 50% of students and civil service staff agreed with the statement and only about 20% of administrators. The task force concluded that many people in the CSU community were discontented with interpersonal interactions at CSU.

Those who worked at and attended CSU had a strong sense of identification with it and were proud to be in the community. Those who work at CSU agreed that it was their first choice and all but administrators would choose it first again. Students did not view CSU as their first choice, and it would not be first if they had to choose again. All groups had problems with recommending CSU to peers, friends and family. Although all thought it important to financially support the university, all, except civil service, did not agree to giving money if needed. Faculty expressed a high level of uncertainty. All groups were unsure that the campus community knows what the university's basic values are.

There was substantial agreement that all groups worked hard and that they felt compelled to do their best. A majority of faculty reported disagreement with the statement that "it is never acceptance to just get by" while students and civil service staff were equally split between disagreement and agreement. Administrators expressed more uncertainty. A clear majority of civil service staff expressed a belief that dedication and hard work were not recognized and rewarded. This perception may cause some employees to perform below standard. While administrators and faculty were more equally divided, students, on the other hand, clearly felt that they are rewarded for hard work and dedication. Finally, the task force discovered that a university creed was adopted for students in 1994 as part of the freshman program. After extensive study and discussion of that creed, the task force made changes in the language used to make it broader and inclusive of the entire CSU community. Task force members then recommended that it be included in the plan as the CSU Code of Excellence. Members included in their discussion with the NMC reference to the considerable literature that is accumulating on the development and adoption of such codes of conduct on major university campuses across the nation.