Book of Trends: The Sum of Our Success 2019-2020 by Stanislaus State

Book of Trends THE SUM OF OUR SUCCESS

2019-2020

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ONE UNIVERSITY CIRCLE TURLOCK, CALIFORNIA 95382 Division of Strategic Planning, Enrollment Management and Innovation

Gitanjali Kaul, Ed.D. Vice President for Strategic Planning, Enrollment Management and Innovation Lisa Medina, M.B.A. Administrative Analyst Office of Institutional Effectiveness and Analytics

Lisa Fields, M.P.A. Research Analyst Veronica Parra, M.S.W. Research Analyst Stephanie Gamboa Samantha Tonarelli Stan State Student Graphic Designers

SPEMI Contact Information: Mary Stuart Rogers Educational Services Gateway Building Office: MSR 250 Phone: (209) 667-3997 Website: https://www.csustan.edu/spemi

A LETTER FROM THE VICE PRESIDENT

Division of Strategic Planning, Enrollment Management and Innovation This third edition of the Book of Trends 2019-2020 is notable for several reasons. It is being published by Institutional Effectiveness and Analytics (IEA) during a pandemic and it also marks the 60th anniversary of the University. At the time of writing this letter on November 15, 2020, the University’s main webpage (https://www.csustan.edu/) begins with a standing coronavirus notice to the public. The first message at the top of the campus landing page reads: Virtual/remote instruction for all classes & exams. University critical services continue. This headline captures the enormous disruption and the unprecedented challenges faced on campus since March. In publishing this third edition of the Book of Trends, IEA staff like those in so many other offices on campus, learned to work remotely and managed to overcome the limitations of time and space. Even though the world has accepted life in a virtual mode, it still seems remarkable that the IEA staff who have not met in person since March, were able to complete this complex publication with no face-to-face interactions. Given the circumstances, they did so at warp-speed, a term now associated with the creation of a new vaccine. I am particularly proud to present this third edition of the book, a labor of love from IEA staff and other contributors from various campus divisions. An important theme in this edition of the Book of Trends is the celebration of Stan State’s 60th anniversary and its accomplishments since the day the University opened its doors to students. This celebration is promoted by the new 60th anniversary logo found on the cover page. Historical pictures of the campus since its inception are included throughout the book. These pictures chart Stan State’s journey of growth in providing higher levels of educational attainment for the Central Valley’s diverse, first-generation students. They also show a demonstrable impact over time in raising the quality of life in the University’s service area. This third edition of the Book of Trends celebrates 60 years of traditions that go with awarding degrees and providing social mobility for students, the scholarship and creative activities of our faculty and staff, and the impact of our alumni in California. While the entire IEA staff collectively works to produce the Book of Trends, this year there are two individuals whose contributions have been extraordinary. These two individuals are Ms. Lisa Fields and Ms. Veronica Parra. They have spent numerous hours in collecting the data, overseeing its integrity, editing multiple drafts, and providing the creative ingenuity needed to present the information in visually compelling ways. Both of them provided leadership for completing the book in a manner that has resulted in its high-quality format. This year, due to the pandemic there will be no print editions. However, as in the past, it will be available in its entirety on the SPEMI website. I hope readers will continue to find the information helpful in formulating policies and practices that lead to program enhancement on campus.

Sincerely, Gitanjali Kaul, Ed.D. Vice President for Strategic Planning, Enrollment Management and Innovation

BOOK OF TRENDS • 2019-2020

TABLE OF CONTENTS 1 INTRODUC TION AND OVERVIE W OF STANISL AUS STATE University Leadership California State University Board of Trustees University Governance Accreditation Accolades Faculty Awards & Honors Student Awards & Honors University History, Selected Highlights Stanislaus State’s CSU Comparison Group Table 1.1: Selected Indicators for Stanislaus State with CSU Peer Institutions Comparisons Map of Stanislaus State’s CSU Comparison Campuses

11 11 12 13 13 14-15 16-18 19 20 20 21

C AMPUS-WIDE ENROLLMENT CHAR AC TERISTICS & TRENDS Total Enrollment Table 2.1: Stanislaus State Headcount and Full-Time Equivalent Student (FTES) Enrollment Compared to CSU Campus Total, 5-Year Trend 25 Table 2.2: Stanislaus State Stockton Campus Headcount and Full-Time Equivalent Student (FTES) Enrollment Compared to Stanislaus State Total, 5-Year Trend 26 Table 2.3: Enrollment by Degree Level and Academic Level, 5-Year Trend 27 Fig. 2.3: Enrollment by Academic Level, 5-Year Trend 27 Table 2.4: Enrollment by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2019 28 Fig. 2.4: Undergraduate to Graduate Ratio with CSU Peer Institutions Comparisons, Fall 2019 28 Table 2.5: Enrollment by Gender and Race/Ethnicity, 5-Year Trend 29 Fig. 2.5A: Enrollment by Gender, Fall 2019 30 Fig. 2.5B: Enrollment by Race/Ethnicity, Fall 2019 30 Table 2.6: Enrollment by Degree Level and Race/Ethnicity with CSU Campus Total and 6-County Service Region Population Comparisons, Fall 2019 31 Table 2.7: Enrollment by Race/Ethnicity with CSU Peer Institutions Comparisons, Fall 2019 32 Fig. 2.7: Percentage of Hispanic/Latino and URM Enrollment with CSU Peer Institutions Comparisons, Fall 2019 32 Table 2.8: Enrollment by Geographic Origin, 5-Year Trend 33 Table 2.9: Enrollment by Enrollment Status, 5-Year Trend 34 Fig. 2.9: Enrollment by Enrollment Status, Fall 2019 34 Table 2.10: Enrollment by College, 5-Year Trend 35 Fig. 2.10: Enrollment by College, Fall 2019 35 Table 2.11: Undergraduate Students by Units Attempted, 5-Year Trend 36 Table 2.12: Undergraduate Students Enrolled in a Full Load by Enrollment Status, 5-Year Trend 37 Fig. 2.13: Percentage of Full-Time and Full Load Undergraduates, 5-Year Trend 37 New Student Enrollment Table 2.14: New Fall Undergraduate Student Enrollment, 5-Year Trend 38 Table 2.14A: New Fall Undergraduate Mean Unit Load (MUL), 5-Year Trend 38 Table 2.15: New Undergraduate Student Enrollment with CSU Peer Institutions Comparisons, Fall 2019 39 Fig. 2.15: Ratio of First-Time Freshman to First-Time Transfer Enrollment with CSU Peer Institutions Comparisons, Fall 2019 39 Enrollment Details Table 2.16: Fall Student Credit Units by College, 5-Year Trend 40 Table 2.17: Spring Student Credit Units by College, 5-Year Trend 40 Table 2.18: Annualized Student Credit Units by College, 5-Year Trend 40 Table 2.19: MUL by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2019 41 Table 2.20: Undergraduate Enrollment, Student Credit Units, and MUL by College, 5-Year Trend 42 Table 2.21: Average Age by College, Degree Level, and Gender, Fall 2019 43 Table 2.22: Average Age by Student Level with CSU Peer Institutions Comparisons, Fall 2019 44 Table 2.23: Percentage of Undergraduate Students who are First in Family to Pursue Earning a Bachelor’s Degree with CSU Peer Institutions Comparisons, Fall 2019 44 Table 2.24: State and Self-Supported Headcount Enrollment by College and Degree Program, Fall 2015 and Fall 2019 45-46

STANISLAUS STATE • CSUSTAN.EDU

Stockton Campus Enrollment Table 2.25: Stockton Campus Headcount Enrollment by Degree Level and Academic Level, 5-Year Trend Table 2.26: Stockton Campus FTES Enrollment by Degree Level and Academic Level, 5-Year Trend On-Campus Resident and Student-Athlete Enrollment Table 2.27: On-Campus Housing Residents, 5-Year Trend Table 2.28: Full-Time Undergraduate Degree-Seeking Student-Athletes by Race/Ethnicity, 5-Year Trend Table 2.29: Full-Time Undergraduate Degree-Seeking Student-Athletes by Gender, 5-Year Trend University Extended Education (UEE) Table 2.30: UEE Enrollment Summary by Program, 5-Year Trend Table 2.31: UEE Enrollment Summary by Program and Student/Course Type, Academic Year by Term 5-Year Trend

47 48 49 50 51 52 53-54

3 GR ADUATE STUDIES AND RESEARCH Graduate Studies Graduate Degree Programs and Concentrations, AY 2019-20 Table 3.1: Graduate/Postbac Enrollment by Source of Funding and Program Level, 5-Year Trend Table 3.2: Graduate Enrollment by Source of Funding, 5-Year Trend Fig. 3.2: Graduate Enrollment by Source of Funding, 5-Year Trend Table 3.3: State-Supported Graduate Enrollment by Discipline Division with CSU Peer Institutions Comparisons, Fall 2019 Table 3.4: CAHSS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Table 3.5: CBA Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Table 3.6: COEKSW Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Table 3.7: COS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend

57-58 59 60 61 62 63 63 64 64 65

Table 3.8: Interdisciplinary Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Table 3.9: Campus Undergraduate to Graduate Pipeline: Graduate Students Who Completed a Stan State Bachelor’s Degree Program, 5-Year Trend Table 3.10: Percentage of Female Graduate/Postbac Enrollment with CSU Peer Institutions and Systemwide Comparisons, Fall 2019 Table 3.11: Graduate Degrees Awarded by Degree Level, 5-Year Trend Table 3.12: Graduate Degrees Awarded by Degree Level with CSU Peer Institutions Comparisons, CY 2019-20 Table 3.13: Graduate Degrees Awarded by Degree Level and Degree Program, 5-Year Trend Table 3.14: Graduate Degrees Awarded by Degree Level and Discipline Division with CSU Peer Institutions Comparisons, CY 2019-20 Research Table 3.15: Grant Submissions by Department/Division, 5-Year Trend Table 3.16: Awarded Grants by Department/Division, 5-Year Trend Table 3.17: Proposal Submissions and Grant Awards, 5-Year Trend Fig. 3.18: Proposal Submissions and Grant Awards, 5-Year Trend. Table 3.18A: Grant Expenditures by Award Type/Source, 5-Year Trend Table 3.18B: Grant Expenditures by Account Category, 5-Year Trend Table 3.18C: Grant Expenditures by Department, 5-Year Trend Table 3.19: Grant Indirect Cost (IDC) Recovery by Source of the Grant Funding, 5-Year Trend Office of Research & Sponsored Programs Grant and Contract Awards, 2019-20 Stanislaus State’s Centers & Institutes

This marker systemwide.

65 66 67 67 68 69 70 71 72 72 72 73 74 75 76-82 83

identifies tables that contain comparison data, a comparison of Stanislaus State and its CSU comparison group (see page 21 for details) and/or CSU

BOOK OF TRENDS • 2019-2020

STUDENT SUCCESS INITIATIVES AND PROGR AMS

86 87-88 89 90-92 93-94 95 96-97 98-99 100 101 102-103 104-105 106-107 108-109

UNIVERSIT Y ADVANCEMENT Philanthropic/Advancement Activity Table 5.1: Philanthropic/Advancement Performance Metrics, 5-Year Trend Fig. 5.1A: Gift Commitments, 5-Year Trend Fig. 5.1B: Number of Alumni Donors, 5-Year Trend Fig. 5.1C: Number of Individual Donors, 5-Year Trend California State University, Stanislaus Foundation Board Alumni Advisory Council Alumni Engagement Map of Stanislaus State Alumni in California by County, 1960 to 2019 Communicating with Purpose Highlights of Communications and Public Affairs

113 113 114 114 114 115-116 117 117 118 119 120

ENROLLMENT MANAGEMENT Admissions Table 6.1: Resident FTES Enrollment Targets and Reported Actuals, 5-Year Trend 123 Fig. 6.1: Resident FTES Enrollment Targets and Reported Actuals, 5-Year Trend 123 Fig. 6.2: Ratio of Resident Full-Time Equivalent Students (FTES) to Resident Fall Headcount, 5-Year Trend 124 Fig. 6.3: New Undergraduate Academic Year Enrollment, 5-Year Trend 124 Fig. 6.4: Redirected First-Time Student Enrollment, 5-Year Trend 125 Table 6.5: First-Time Freshman Applications, Admissions and Enrollment, 5-Year Trend 125 Fig. 6.5: First-Time Freshman Admission Yield Rates, 5-Year Trend 125 Table 6.6: First-Time Transfer Applications, Admissions and Enrollment, 5-Year Trend 126 Fig. 6.6: First-Time Transfer Admission Yield Rates, 5-Year Trend 126 Table 6.7: First-Time Freshman Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2019 127 Table 6.8: First-Time Transfer Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2019 127 Table 6.9: Percentage of First-Time Freshman Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2019 128 Table 6.10: Percentage of First-Time Transfer Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2019 128 Financial Aid Table 6.11: Undergraduate Cost of Attendance, 5-Year Trend 129 Table 6.12A: Financial Aid Disbursed by Type of Aid, 5-Year Trend 130 Fig. 6.12A: Financial Aid Disbursed by Type of Aid, 2018-19 130 Table 6.12B: Financial Aid Disbursed by Program, 5-Year Trend 131 Table 6.13: Percentage of Full-Time Degree-Seeking Undergraduates Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2018-19 132 Table 6.14: Percentage of First-Time, Full-Time Freshmen Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2018-19 132 Enrollment Management Table 6.15: Regular High School Diploma Graduated and A-G Completers in Stanislaus State’s Six-County Service Region by County, 3-Year Trend 133

STANISLAUS STATE • CSUSTAN.EDU

134

134 135 136 136 137 138 138 138 139 139 140 140 141 141 141 142 142 142 143 143 143 145

DEGREES AWARDED AND RETENTION & GR ADUATION R ATES Degrees Awarded Table 7.1: Degrees Awarded by Degree Level and Gender, 5-Year Trend Fig. 7.1A: Ratio of Undergraduate to Graduate Degrees Awarded, 5-Year Trend Fig. 7.1B: Degrees Awarded by Gender, 2019-20 Table 7.2: Degrees Awarded by Degree Level and Underrepresented Minority (URM) Status, 5-Year Trend Fig. 7.2: Degrees Awarded by URM Status, 2019-20 Fig. 7.3: Ratio of Bachelor’s Degrees Awarded to First Generation and Non-First Generation Students, 5-Year Trend Table 7.4: Degrees Awarded by College and Degree Level, 5-Year Trend Fig. 7.4: Degrees Awarded by College, 2019-20 Table 7.5A-7.5C: Degrees Awarded by College, First and Second Majors, 5-Year Trend Table 7.6A-7.6B: CAHSS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend Table 7.7A-7.7B: CBA Degrees Awarded by Degree Level and Degree Program, 5-Year Trend Table 7.8A-7.8B: COEKSW Degrees Awarded by Degree Level and Degree Program, 5-Year Trend Table 7.8C: Teaching Credentials Awarded, 5-Year Trend Table 7.9A-7.9B: COS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend Table 7.10: Self-Support Degrees Awarded by Degree Level, 5-Year Trend Retention and Graduation Rates Table 7.11: First-Time Full-Time Freshman Retention and Graduation Rates Summary, Fall Cohort Trends, 2009-2019 Cohorts Table 7.12: Community College First-Time Transfer Retention and Graduation Rates Summary, Fall Cohort Trends, 2009-2019 Cohorts Table 7.13: Graduation Initiative (GI) 2025 Metrics and Progress with CSU Peer Institutions Comparisons, Through Summer 2020 Fig. 7.14: GI 2025 Metrics: Graduation Rates, Equity Gaps, and Goals, 5-Year Trend Table 7.15: NCAA Reported Student-Athlete Graduation Rates, 5-Year Trend Table 7.16: On-Campus Housing Resident Graduation Rates Compared to Non-Housing Residents, 5-Year Trend

This marker systemwide.

149 149 149 150 150 150 151 151 152 153-154 155 156 157 158-159 160 161 162 163 164 165 166

identifies tables that contain comparison data, a comparison of Stanislaus State and its CSU comparison group (see page 20 for details) and/or CSU

BOOK OF TRENDS • 2019-2020

FACULT Y AND STAFF Table 8.1: Faculty and Staff Headcount, 5-Year Trend Table 8.2A-8.2B: Faculty and Staff Headcount with CSU Peer Institutions Comparisons, Fall 2019 Table 8.3: Faculty Headcount by Academic Rank, 5-Year Trend Table 8.4: Full-Time Equivalent Students and Faculty, 5-Year Trend Fig. 8.4A: Student to Faculty Ratio, 5-Year Trend Fig. 8.4B: Tenure Density, 5-Year Trend Table 8.5: Tenure Density with CSU Peer Institutions Comparisons, 5-Year Trend Table 8.6: Student to All Faculty Ratio (SFR) with CSU Peer Institutions Comparisons, 5-Year Trend Table 8.7: Faculty Headcount by Race/Ethnicity, 5-Year Trend Table 8.8: Faculty Headcount by Gender, 5-Year Trend Table 8.9: Staff Headcount by Race/Ethnicity, 5-Year Trend Table 8.10: Staff Headcount by Gender, 5-Year Trend Table 8.11: Stockton Campus Faculty Headcount, 5-Year Trend Table 8.12: Stockton Campus Staff Headcount, 5-Year Trend Table 8.13: New Full-Time Hires by Race/Ethnicity, 11/1/2018 - 10/31/2019 Table 8.14: New Full-Time Hires by Gender, 11/1/2018 - 10/31/2019

169 170 171 172 172 172 173 174 175 175 176 176 177 177 178 178

9 STR ATEGIC PL ANNING Top Achievements by Administrative Division, 2019-20 Division of Academic Affairs Division of Business & Finance Division of Student Affairs Division of Strategic Planning, Enrollment Management & Innovation Division of University Advancement Selected Strategic Planning Objectives, Strategies, Actions and Outcomes by Division: Tracking Year-3 (2019-20) Goal 1: Be a student-ready University. Goal 2: Provide transformational learning experiences driven by faculty success. Goal 3: Boldly pursue innovation and creativity. Goal 4: Hone administrative efficacy through thoughtful stewardship of resources. Goal 5: Forge and strengthen bonds with our communities rooted in a shared future.

181 182 183-184 185 186 187-218 219-233 234-245 246-258 259-270

NOTES AND GLOSSARY

STANISLAUS STATE • CSUSTAN.EDU

271 272 273 274-279 280-281 282-283

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BOOK OF TRENDS • 2019-2020

STANISLAUS STATE • CSUSTAN.EDU

SE CTIO N

1 INTRODUCTION AND OVERVIEW OF STANISLAUS STATE California State University, Stanislaus: A Sense of Place, Inclusion, Transformation, and Future (Excerpts from Strategic Plan 2017-2025) The Stanislaus State community clearly knows who

of responsibility for strengthening the Central

they are and shares a strong bond of Warrior pride

Valley by advancing the competitiveness of the

in the work of the University. Students, faculty,

region. The sense of place includes the University’s

staff and administrators know that University

success in building sustainable and vibrant

programs change students’ lives and shape the

communities. Values and culture define this sense

Central Valley in fundamental ways. Together,

of place and expand the campus identity beyond

Stanislaus State overcomes continual challenges

the Central Valley and the state. Campus programs

to provide educational access to a geographically

are simultaneously global in scope and vision as

large six-county region of students who are often

well as rooted in the Valley. Collectively, these

underserved and at-risk in numerous ways. The

sentiments contribute to Warrior pride. There is a

community has seen the institution mature in

special feeling and an exceptional spirit essential

stature, grow its enrollment, raise the quality of its

to being a Warrior. Warrior pride links the campus

programs, sustain high faculty density, and yield

community to its past traditions and provides a

student graduation rates higher than nearly half

launching pad to a future where the University is a

of the institutions in the 23-campus CSU system.

place of unbounded opportunity and innovation.

Interwoven with this identity is the knowledge that the campus stands out as a physical space, known as one of the region’s picturesque treasures, with campus buildings set among lakes, a reflection pond and waterfowl in a truly park-like setting. Part of the campus identity comes from its location in the Central Valley, with its rural setting, diverse population and cultural traditions. There is a symbiotic relationship between the campus and the community it serves, along with a deep sense

BOOK OF TRENDS • 2019-2020

UNIVERSITY LEADERSHIP, AY 2019-20 PRESIDENT ’S C ABINET

Ellen Junn, Ph.D. President Kimberly Greer, Ph.D.

Provost/Vice President for Academic Affairs

Christene James, M.B.A.

Vice President for Business & Finance

Christine Erickson, Ed.D.

Vice President for Student Affairs

Michele Lahti, Ed.D.

Vice President for University Advancement

Gitanjali Kaul, Ed.D.

Vice President for Strategic Planning, Enrollment Management & Innovation

Julie Johnson, J.D.

Senior Associate Vice President for Human Resources, Equal Opportunity & Compliance

Rosalee Rush, Ph.D.

Senior Associate Vice President for Communications, Marketing & Media Relations

Neisha Rhodes, B.A.

Director for Presidential Initiatives

Nina Palomino, M.A.

Special Assistant to the President

Kristina Strottman, J.D.

General Counsel

For a current list of Cabinet members, visit https://www.csustan.edu/president/presidents-cabinet.

AC ADEMIC AFFAIRS LEADERSHIP Kimberley Greer, Ph.D.

Provost/Vice President for Academic Affairs

Katie Olivant, Ed.D.

Interim Associate Vice President for Academic Affairs

Jason Myers, Ph.D.

Associate Vice President for Faculty Affairs

James Tuedio, Ph.D.

Dean, College of the Arts, Humanities and Social Sciences

Tomás Gómez-Arias, Ph.D.

Dean, College of Business Administration

Oddmund Myhre, Ph.D.

Dean, College of Education, Kinesiology and Social Work

David Evans, Ph.D.

Dean, College of Science

Faimous Harrison, Ph.D.

Dean, Stockton Campus

Helene Caudill, Ph.D.

Dean, University Extended & International Education

Ronald Rodriguez, M.L.S., M.P.A.

Dean, University Library

Amanda Theis, M.P.A.

Chief of Staff

Lisa Butler, B.S.

Senior Budget Analyst

C ALIFORNIA STATE UNIVERSIT Y BOARD OF TRUSTEES For a current list of the CSU’s Board of Trustees, visit calstate.edu/BOT.

STANISLAUS STATE • CSUSTAN.EDU

INTRODUCTION • SECTION 1 •

UNIVERSITY GOVERNANCE, AY 2019-20 SENATE EXECUTIVE COMMIT TEE Steven Filling, Ph.D.

Speaker

Keith Nainby, Ph.D.

Speaker-Elect

Lisa Mariona, M.P.A.

Clerk

Andrew Dorsey, Ph.D.

Chair of Faculty Affairs Committee

Robert Werling, Ph.D.

Chair of University Education Policies Committee

David Colnic, Ph.D.

Chair of Faculty Budget Advisory Committee

Umar Ghuman, Ph.D.

Chair of Graduate Council

Steven Filling, Ph.D.

State-Wide Academic Senator

Ann Strahm, Ph.D.

State-Wide Academic Senator

STAFF COUNCIL Ilene Ruesga, A.S.

Staff Council Chair

Cheryl Sweeten

Staff Council Secretary

Angie Raposo

Staff Council Treasurer

Cindy Browning, B.S. Evelyn Calvillo, M.A. Carmen Garcia, B.S. Denise Harteau, B.S. Susan Jordan Lourdes Lopez, M.S.E. Neesha Oliver, M.A. Veronica Parra, M.S.W. Monica Teicheira, B.S. Katherine Wood, B.A.

STUDENT GOVERNMENT, ASSOCIATED STUDENTS, INC. (ASI) BOARD OF DIREC TORS Cynella Aghasi

President

Nicolette Padron

Director for College of Business Administration

Karlos Marquez

Vice President

Rosa Martinez

Zoe Martinez

Vice President of Finance

Director for College of Education, Kinesiology & Social Work

Fausto Garcia

Director at Large

Francesca Rasmus

Director for College of Science

Anisa Saechao

Director for Athletics

Joshua Costello

Destiny Suarez

Director for Sustainability

Director for College of the Arts, Humanities and Social Sciences

Samantha Johnson

Director for Diversity

Andy Klingelhoefer

Interim Associate Vice President, Dean of Students

Michael Rodriguez

Director for Student Organizations

Vacant

Faculty Representative

Santo Ayala

Director for Housing and Residential Life

Vacant

Director for Graduate Students

BOOK OF TRENDS • 2019-2020

ACCREDITATION INSTITUTIONAL ACCREDITATION Stanislaus State received its first full accreditation in 1965, full re-accreditations in 1999 and 2010, and an eight-year re-accreditation in 2019 from the:

WASC Senior College and University Commission (WSCUC) 985 Atlantic Avenue, Suite 100, Alameda, CA 94501 www.wascsenior.org

SPECIALIZED ACCREDITATION The following programs are accredited by their specialty organizations:

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES

COLLEGE OF EDUCATION, KINESIOLOGY & SOCIAL WORK

Art: National Association of Schools of Art and Design Music: National Association of Schools of Music Public Administration: National Association of Schools of Public Affairs and Administration Theatre: National Association of Schools of Theatre

Education: California Commission on Teacher Credentialing Social Work: Council on Social Work Education

COLLEGE OF BUSINESS ADMINISTRATION

COLLEGE OF SCIENCE Genetic Counseling: American Board of Genetic Counseling Nursing: Board of Registered Nursing; Commission on Collegiate Nursing Education

Business Administration: The Association to Advance Collegiate Schools of Business (AACSB), Intl.

ACCOLADES Stanislaus State is often recognized for its accomplishments at the regional, state, and national level. The following are selected acknowledgments the University is especially proud of. Visit https://www.csustan.edu/about/points-pride/accolades for more information. Princeton Review's “Best Colleges” list for 14th straight year Included on list of “America’s Best Value Colleges” by Forbes 24th consecutive year on U.S. News & World Report’s “Best Colleges in the West” rankings Listed as one of the Top Public Universities in the West in U.S. News & World Report’s Best Colleges rankings Among the top schools in Washington Monthly’s “Best Bang for the Buck – Western Rankings” for 5th straight year Named a Social Mobility Innovator for sixth straight year by CollegeNET Accelerated Nursing Program ranked No. 1 in California, No. 2 in the western region, and No. 23 in the nation by TopRNtoBSN.com Ranked No. 13 in the nation for its master’s programs by Washington Monthly Included in the national President’s Higher Education Community Service Honor Roll by the Corporation for National & Community Service for 10 consecutive years Among 13 public institutions nationwide praised by Department of Education for admitting and graduating Pell Grant recipients Earned Carnegie Foundation Recognition for Community Engagement

STANISLAUS STATE • CSUSTAN.EDU

2019 2019 2019 2015-2019 2019 2019 2019 2019 2016 2016 2015

INTRODUCTION • SECTION 1 •

FACULTY AWARDS & HONORS OUTSTANDING PROFESSOR 1969 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1998 1999 2000

Alfred Bowers Narendra Maria Paula Leveck Fred Hilpert John Rasmussen Frederick Kottke Kenneth Entin Gary Novak Robert Anderson R.J. Moriconi Steve Grillosl Viji Sundar James Byrd Ronald Lodewyck Cecil Rhodes Sara Garfield April Hejka-Ekins Albert Lee Hobart Hamilton

2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Pamela Roe Rao Cherukuri David Lindsay Armin Schulz Fred Hilpert Jamie McCreary Kelvin Jasek-Rysdahl Dawn Strongin Jerome O’Donnell Stephen Routh Mary Borba Stephanie Paterson Andy Young Nancy Burroughs Heather Coughlin Molly Crumpton Winter Elmano Costa Anthony Perrello Kurt Baker Edward Erickson, Economics

DR. ERICKSON’S 50 years of dedication to our students and his desire to assist them with developing practical financial skills is admirable. He has also made tremendous impacts in the economics community by writing more than 50 book reviews to help further the industry.

ELIZ ABETH ANNE B. PAPAGEORGE FACULT Y DE VELOPMENT AWARD 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2010-2011 2011-2012

Marjorie Sanchez-Walker Shuo Wang Betsy Eudey Molly Crumpton-Winter Eric Houk Ellen Bell Jung-Ha An Richard Wallace Marina Gerson Anne Weisenberg

2012-2013 2013-2014 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Peggy Hauselt Choong-Min Kang Donna Andrews Jennifer (Jey) Strangfeld Daniel Soodjinda Christopher Claus Alison McNally Renato Alvim Sebastian Sclofsky, Criminal Justice

DR. SCLOFSKY, in his short time on our campus, has taken substantial steps in building the criminal justice program at the Stockton Campus. He has started a Criminal Justice Club at the Stockton Campus, and has built solid relationships with the Stockton community along with criminal justice-related organizations in San Joaquin County that will help the program thrive as it moves forward.

OUTSTANDING FACULT Y GOVERNANCE 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Mark Thompson Steven Filling Renae Floyd Paul O’Brien No Applicants Betsy Eudey

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Lynn Johnson Cathlin Davis Stuart Sims David Lindsay Chris Nagel Steven Filling, Accounting and Finance

DR. FILLING has served three elected terms as the Stanislaus State Speaker of the Faculty, member and Chair of the Academic Senate of the CSU and is the current President-Elect of the California Conference of the American Association of University Professors. His passion for shared governance is admirable and our entire campus community will long remember his commitment and service.

SOURCE: Stanislaus State Office of the Academic Senate

BOOK OF TRENDS • 2019-2020

FACULTY AWARDS & HONORS OUTSTANDING COMMUNIT Y SERVICE 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Viji Sundar Sara Garfield Jane Howard Horacio Ferriz Shane Phillips Charles Floyd Steven Filling Not Awarded Jennifer Helzer Dave Colnic Jessica Gomula

2013-2014 2014-2015 2014-2015 2015-2016 2016-2017 2017-2018 2017-2018 2018-2019 2019-2020

Donna Andrews Janice Herring Susan Neufeld Tim Helfer No Applicants Eric Broadwater Stefani Overman-Tsai Xamuel Bañales Mark Grobner, Biological Sciences

DR. GROBNER has contributed to the community in multiple ways including leading the annual Science Day as well as other Science in Our Community programs, such as Science Saturdays, Junior Scientist and solar suitcase programs. Dr. Grobner also has supervised more than 225 students that intern with various community partners along with incorporating service learning into a number of his classes. His passion for community and service learning is unmistakable and inspirational. OUTSTANDING RESEARCH, SCHOL ARLY AND CREATIVE AC TIVIT Y 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

Robert Cunningham Stephen Schoenthaler Not Awarded Hope Werness Richard Weikart Nancy Taniguchi Joan Wink Zbigniew Gackowski Harold Stanislaw Viji Sundar

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Samuel Regalado Bret Carroll Arnold Schmidt Jesse Wolfe Sari Miller-Antonio David Olivant Elvin Aleman Choong-Min Kang Panos Petratos Aletha Harven, Psychology

DR. HARVEN’S work focuses on social justice issues and how they relate to teacher pedagogy and student adjustment. Dr. Harven’s passion for research is readily apparent, especially her work as a co-PI for the $1.46 million NSF HSI grant. She has also helped advance the psychology community by writing peer-reviewed articles, book chapters and RSCA grants along with participating in invited talks and organizing campus events.

STANISLAUS STATE • CSUSTAN.EDU

INTRODUCTION • SECTION 1 •

STUDENT AWARDS & HONORS STUDENT LEADERSHIP AWARDS The Student Leadership Awards ceremony is held in May annually. This is an event in which President Junn, the Vice President for Student Affairs and the Associate Vice President for Student Affairs/Dean of Students acknowledge and present 12 awards to students or organizations that go beyond the call of duty to help their community, peers, club/organization, and school. Clubs and organizations are also awarded at this event for their school spirit, achievements and contribution to the community. The 2019-20 awards ceremony was canceled due to the COVID-19 pandemic.

GEIGER-METZGER AWARDEES The Metzger-Geiger Award, established by Mr. Lee Metzger in 1970 and joined by the Geiger family of Geiger's Jewelry in 1999, is awarded to the graduating student with the highest undergraduate grade point average based solely on the coursework completed at California State University, Stanislaus. 2006 2007 2008 2009 2010 2011 2012

Ryan Souza Ross Daniel Avilla Jake Shippen Wheeler Christine Stonecypher Mark Lazari Heather Lynn Strong Verena Preikschas

2013 2014 2015 2016 2017 2018 2019 2020

Kenneth Maa Sin Chee Dora Dominguez Corey Owen Smith Heidi Rocha Brittany Silveira Katherine Temnyk Scott Contreras Evan Moffitt, Baylee Chance, and Carina Garcia

BOOK OF TRENDS • 2019-2020

J. BURTON VASCHÉ AWARDEES The J. Burton Vasché Award is given annually to a student who displays the highest standards of leadership, cooperation, participation, service and scholarship. It is named in honor of the university’s founding president, J. Burton Vasché. 1961 1962 1963 1964

Sharon Nuebaum

1966

Walter T. Archer John Russel and

Ramond Desagun

1969

David A. Alvernaz

1973 1974 1975

1984 1985 1986 1987

L. Mark Matthew

1968

1972

1983

Coy Roberts

1971

1982

Linda Sanders James Shuman and

1970

1981

Richard A. Brown

1965

1967

1980

Kenneth Williams

1988 1989

1990

1991

Michael A. Pimental

1992

Megan Metcalf

1993

Arnold Webb Jr.

1994

Richard Parnell

1995

Corey G. Cate

1996

Robert S. Doody

Kevin John Shand Kerry Sue Kilburn Jill D. Curtis Patrick MacDonald Vicki Inlow Terri Cipponeri Suzette Santos Adnan Issa Steven Roy Davis Lara Harrell Josseph Orlando Ninder Chima-Jordan Sonja Has-Ellison Daniel Westbrook Steven J. Engfer Morin I. Jacob

1976

Jerry A. McNown and

Catherine Jane Fitzpatrick

1977

Ronald J. Noble

1999

June Robertson

Arounsac

Michael Arlen Rein

2000

1978 1979

1997

Laurie E. Sylvester

1998

Lewis Kurt Wilhelm

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

2012 2013 2014 2015 2016 2017 2018

Cheryl Lynn Gorton Seng Alex Veng Catherine Austin Angelina Cunha Daniel Westerman Crystal Jack Xuejiao "Jaqi" Jiang Sean Newland Rocio Garcia Isaac Farhadian Tamara Mena Danielle Fletcher Jessica De Silva Jared Tumazi Michael Khoshaba Josephine Hazelton Tatiana Olivera Angela Pimentel

Cynthia Schwerdtfeger

2019

Jenna Pablo and

Soulinhakhath Steve

Maria Marquez

Tyler Summersett

OUTSTANDING STUDENT AWARDS, 2019-20 Top-performing student in each major are honored each May at the annual A Salute to Student Achievers ceremony with the Dean’s Medal of Excellence.

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES Agriculture (BS) Anthropology (BA) Art (BA) Art (BFA) Communication Studies (BA) Criminal Justice (BA) Criminal Justice (MA) Economics (BA) English (BA) English (MA) Ethnic Studies (BA) Gender Studies (BA)

Daniel Johnson Sarah Williams Bryce Neuner Saul Acevedo Allan Perez Sarah Pedro Emily Valenzuela Alexander Nebiolini Matthew Notary Monica Gudino Vivian Bui Megan Gisin

Geography (BA) History (BA) History (MA) Music (BM) Philosophy (BA) Political Science (BA) Public Administration (MPA) Social Sciences (BA) Sociology (BA) Spanish (BA) Theatre Arts (BA) Special Major (BA)

STANISLAUS STATE • CSUSTAN.EDU

Trevor McManis Dylan Corbino Konrad Ehresman Haley Adape Rocci Vizzusi Daniel Franco Lorena Magana Alexandra Queen Anna Alvarez Thelma Palomera-Gomez Joy Lawler Hitesh Kumar

INTRODUCTION • SECTION 1 • COLLEGE OF BUSINESS ADMINISTRATION Business Administration (BS)-Accounting Business Administration (BS)-Computer Information Systems Business Administration (BS)-Finance Business Administration (BS)-General Business Business Administration (BS)-Management: Human Resources Business Administration (BS)-Management: Strategy and Entrepreneurship Business Administration (BS)-Management: International Business Business Administration (BS)-Marketing Business Administration (BS)-Operations Management Business Administration (MBA) Executive Master of Business Administration (EMBA) Online Master of Business Administration (OMBA)

Adriana Pelayo Clarke Monroe Cambria Howland Marcela Saldana Anna Smolinski Elias Pepito Chiranjit Kundu Brooke Garza Daniel Bautista Gurneet Kaur Ripon Bhatia Peter Rice

COLLEGE OF EDUCATION, KINESIOLOGY & SOCIAL WORK Administrative Services Credential-Preliminary and Intern Education (MA)-Counselor Education Education (MA)-Counselor Education Concentration and Pupil Personnel Services Credential Education (MA)-Counselor Education Concentration with Professional Clinical Counselor Option Education (MA)-Curriculum and Instruction-Reading Education (MA)-Curriculum and Instruction-Special Education Education (MA)-School Administration Education Specialist: Mild-Moderate Disabilities Education Specialist: Moderate-Severe Disabilities Educational Leadership (Ed.D.) Exercise Science (BS) Kinesiology (BA) Liberal Studies (BA) Multiple Subjects Credential Multiple Subjects Bilingual Credential Reading/Language Arts Specialist Credential and Reading Certificate Single Subject Credential Single Subject Bilingual Credential Social Work (MSW)

Gwendolyn Williams Arturo Espinoza Ana Hernandez Queena Martinez Maria Vigil Vanessa Chapman Ryan Trimble Whitney Harrison Diego Carrera Amanda Nelson Kyle Alexander Viridiana Van Den Hengel Kayli Clark Eleanor Snyder Yessica Rios-Romero Dominique Dunne Alexander Fojtik Barbara Rivera Polet Hernandez

COLLEGE OF SCIENCE Biological Sciences (BS) Chemistry (BA) Child Development (BA) Cognitive Studies (BA) Computer Science (BS) Geology (BS) Health Science (BS) Mathematics (BA)Mathematics (BS) Nursing (BS)-Prelicensure Nursing (MSN) Nursing (BS)-RN to BSN Nursing (BS)-ASBSN Physics (BS) Physics (BA) Physical Sciences (BA) Psychology (BA) Psychology (MS) Psychology (MA) General Psychology (MA) Behavioral Sciences

Angel Avalos Meghan Williams Michaella Pisciotta Abraham Farias John Solo Stella Oliveira Maile Nak Arelna GavinoJames Kohl Emily Garbarino Tyler Riddick Leilani Flores Alexandra Falk Ryan De Los Santos Marco Lopez Morgan Hicks Danielle Simpson Galen Martin Saxon Amborn Kayla Mendoza

INTERDISCIPLINARY STUDIES Interdisciplinary Studies (MA)

Jessica Curtis

SOURCE: Office of the Provost, https://www.csustan.edu/provost/awards

BOOK OF TRENDS • 2019-2020

UNIVERSITY HISTORY, SELECTED HIGHLIGHTS Stanislaus State College was established by the California State Legislature as the fifteenth campus of the California State University (CSU) system in 1957. The first classes were held in fall 1960 at the Stanislaus County Fairgrounds until the campus moved to its permanent location in 1965.

The college was renamed to California State University, Stanislaus by the State Legislature and the CSU Board of Trustees in 1985. The following timeline details some of the University’s pivotal firsts and other historical events.

1957

Stanislaus State College established in Stanislaus County on July 5.

1960

Instruction began September 19 at the Stanislaus County Fairgrounds.

1961

First commencement ceremony awarding 25 degrees on January 28.

1963

First accreditation visit conducted by WASC; two-year accreditation granted.

1965

College moved to permanent 228-acre site after construction of major facilities and open house held for six-county service area.

1966

First four-year degree and graduate program offered.

1973

Cal State Associates established to provide a vehicle for research by faculty and students to benefit business and industry in the six-county service area.

1974

First classes held in Stockton.

1976

Men’s baseball and golf teams both win first NCAA Division III national titles.

1979

National charter for Theta Chi received, first fraternity on campus.

1981

First television courses transmitted to Tracy and Stockton.

1985

College earned university status and officially renamed California State University, Stanislaus.

1989

University’s athletic program moved up from NCAA Division III to Division II.

1991

University received a maximum 10-year re-accreditation from WASC.

1992

CSU Stanislaus-Stockton Center opened on San Joaquin Delta College campus.

1997

University athletic program accepted into the California Collegiate Athletic Conference, opening the way for athletic scholarships.

1998

CSU Stanislaus-Stockton Center opened at the Stockton Development Center.

1998

University received highest evaluation and a 10-year renewal from WASC.

2003

College of Business Administration received full accreditation for the first time from AACSB International.

2006

University’s proposal for reaccreditation cited as exemplary by WASC.

2009

State budget cuts force enrollment reductions, employee furloughs, a hiring freeze, and class section cutbacks.

2010

Academic calendar changed from a 4-1-4 to a semester calendar.

2016

President Ellen Junn became the 11th president of Stanislaus State in July, with an inauguration ceremony held the following spring semester.

2019

The WSCUC (WASC Senior College and University Commission) reaffirmed the University’s accreditation for a period of eight years on July 12.

2020

All CSU campuses transitioned to remote learning in March 2020 due to the COVID-19 pandemic.

NOTE: The campus history through 2016 was previously obtained from csustan.edu/50th/timeline; this webpage is no longer available.

STANISLAUS STATE • CSUSTAN.EDU

INTRODUCTION • SECTION 1 •

STANISLAUS STATE’S CSU COMPARISON GROUP The President's cabinet at Stanislaus State selected a group of peer and aspirational institutions among the CSU system for purposes of comparison in this book. A typical exercise in selecting peers often involves identifying a comparison group that is similar in enrollment, mix of programs, location, graduation rates and other variables in the country as a whole. However, for this publication it was decided that there were several advantages to limiting the selection of a comparison group to institutions within the CSU system. The regional audience for this publication has a deeper understanding of how Stanislaus State stacks up against other system schools. Selecting perfectly matched peers from the East Coast, the Midwest or other regions may have left the audience uncertain about why an unfamiliar school was selected for comparison. The large CSU system with its 23 unique campuses provided meaningful and reasonable choices in its own right. The CSUs represent a tightly-knit system, share a similar history, and in many ways experience an interdependent future and growth potential. Finally, faculty, staff, students and their families are often associated with multiple CSUs over their careers, thus making it easy for them to relate to sister campuses in the system. It is for these reasons that it made sense to pick a comparison group from within the system. The CSU institutions chosen to be part of the Stanislaus State comparison group are Bakersfield, East Bay, Fresno, Monterey Bay, San Bernardino, and San Francisco.

In selecting the comparison group the President’s cabinet paid attention to institutional characteristics that are especially meaningful for an unimpacted campus community. These include high percentages of undergraduates who are first-generation college students, Pell Grant recipients, and Traditionally Underrepresented Minorities (URM). Additionally, some share the same Carnegie Classification (Master’s), all are Hispanic-Serving Institutions (HSIs), and half meet Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) criteria. The table below contains various college and student characteristics along with the year associated with the statistic, generally the fall term, and the following map displays the geographic locations of the campuses. All tables and figures throughout the Book of Trends that contain comparison data for Stan State’s CSU peer institutions are denoted with the “Peer Comps” marker as displayed in Table 1.1 below.

TABLE 1.1 | Selected Indicators for Stanislaus State with CSU Peer Institutions Comparisons

CA REG I ON 2

CS U CA MPUS 1

% 1ST I N FA M I LY TO P URS UE EA RN I N G A BAC H ELOR’ S D EG REE FA L L 2 018

% PE LL FALL 2018

% URM FALL 2019

TOTAL STUDE NTS FALL 2019

TOTAL FACULTY FALL 2019

SFR 3 FALL 2019

HSI 4 2019-20

AA NAPISI 4 20 18 - 19

IMPAC TED 2019 - 20

STA NI S LAUS

San Joaquin Valley/ Central CA

N/A

10,614

694

19.2

San Bernardino

Inland Empire/ Southern CA

N/A

20,311

1,010

24.8

Bakersfield

San Joaquin Valley/ Central CA

N/A

11,199

647

22.1

Fresno

San Joaquin Valley/ Central CA

N/A

24,139

1,421

20.5

East Bay

East Bay/Northern CA

N/A

14,705

852

21.7

Monterey Bay

Central Coast/Central CA

N/A

7,123

468

19.3

San Francisco

San Francisco/ Northern CA

N/A

28,880

1,773

19.9

N/A

481,929

27,682

21.5

N/A

CS U TOTA L

Table 1.1 Sources: CSU Enrollment Dashboard, Fall Term State-Supported Student Enrollment (% 1st in family to pursue earning a bachelor’s degree (undergrads), % Pell Grant recipient (undergrads), % URM/Traditionally Underrepresented undergrads), Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html; CSU Systemwide Human Resources, 2019 CSU Employee Profile (Faculty headcounts), Retrieved from https://www2.calstate.edu/csu-system/faculty-staff/employee-profile/ Pages/default.aspx; CSU Office of the Chancellor, Academic Human Resources, November 2019 (Student to All Faculty Ratio (SFR)), Retrieved from https://www2. calstate.edu/csu-system/administration/systemwide-human-resources/faculty-support/Documents/Tenure_Density_and_SFR_Trends_2010-19.pdf; CSU External Relations (HSI and AANAPISI indicator), Retrieved from https://www2.calstate.edu/csu-system/media-center/Documents/HSI%20Map%2022%20CSUs.pdf and https:// www2.calstate.edu/csu-system/news/Documents/AANAPISI%20fact%20sheet%202020.pdf Table 1.1 Notes: Data displayed is most recent available in the sources listed above. 1. Sorted by % 1st in family to pursue earning a bachelor’s degree in descending order; this percentage includes the combined percentages of students who are 1st generation to attend college and students whose parent(s) attended some college, as reported by the CSU Office of the Chancellor. 2. Northern CA, Central CA, and Southern CA regions according to the CSU Peers Report of the CSU’s Graduation Rates Dashboard. 3. Student to (All) Faculty Ratio (SFR) is student FTE divided by faculty FTE, as of October 31. See the Glossary for additional details about the SFR. 4. Meet Hispanic Serving Institution (HSI) and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) Criteria.

BOOK OF TRENDS • 2019-2020

MAP OF CSU COMPARISON C AMPUSES

STOCKTON CAMPUS 737 Students

STANISLAUS STATE 10,614 Students 694 Faculty 1st in family to pursue earning a bachelor’s degree: 70% 6-County Service Region Stanislaus County San Joaquin County Merced County

Sacramento

Mariposa County Calaveras County Tuolumne County

San Francisco 28,880 Students 1,773 Faculty 1st in family to pursue earning a bachelor’s degree: 50%

Fresno

Stockton

24,139 Students 1,421 Faculty 1st in family to pursue earning a bachelor’s degree: 61%

Turlock

East Bay Bakersfield

14,705 Students 852 Faculty 1st in family to pursue earning a bachelor’s degree: 57%

11,199 Students 647 Faculty 1st in family to pursue earning a bachelor’s degree: 64%

Monterey Bay 7,123 Students 468 Faculty 1st in family to pursue earning a bachelor’s degree: 57%

San Bernardino 20,311 Students 1,010 Faculty 1st in family to pursue earning a bachelor’s degree: 69% Los Angeles

San Diego

STANISLAUS STATE • CSUSTAN.EDU

INTRODUCTION • SECTION 1 •

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BOOK OF TRENDS • 2019-2020

S EC T I O N

2 CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS The campus enrollment characteristics are best understood through the lens of planning assumptions and values embraced by the campus community.

simply for the sake of being innovative. We want to support proven practices in teaching, learning, research, scholarship, and service as well as focus on the processes of innovation. •

—we want to recruit, retain, and graduate a

In spring 2017, the University Strategic

larger percentage of this underrepresented

Planning Council comprehensively

population.

discussed and reaffirmed the assumptions listed below that today serve as the

Male students of color are underrepresented

•

Stan State values the authentic relationships

foundation for the campus

that deepen student learning. We want to

planning process:

grow enrollments, but also preserve this

•

feature related to personal interactions

Stanislaus State plans to remain a non-

between faculty and students.

impacted campus, i.e., admit all who meet CSU admissions criteria. •

•

higher education for the region with a small

First-generation students define our success,

campus ethos.

outcomes, and accomplishments. •

Diversity and inclusion are key pillars of this

•

and innovative ways to conduct the

This new plan must provide continuing support for graduate programs.

We exist in a time when state resources are not guaranteed. Stan State must find creative

strategic plan. •

Stanislaus State wants to be a beacon of

important work of the institution. •

Stan State will reinvigorate the sciences—

The campus community believes in dialogue, discussion, and shared governance.

increase the percentage of degrees through enrollment, enhancement of programs, labs, and scholarships. •

Stanislaus State desires to be distinctive—we will become the first -choice institution in our region—a university that provides high quality, accessibility, and inclusion for all.

•

We want more innovation, interdisciplinary programs, and wish to bring a humanistic tradition to the sciences; however, we want to be clear that we do not seek innovation

Photo: Students registering for classes in the Library Building. Year: 1966

STANISLAUS STATE • CSUSTAN.EDU

BOOK OF TRENDS • 2019-2020

TABLE 2.1 | Stanislaus State Headcount (HC) and Full-Time Equivalent Student (FTES) Enrollment Compared to CSU Campus Total, 5-Year Trend C SU CA M P U S TOTA L 2

STAN I S L AU S STAT E FAL L T ER M

Headcount

FTES1

FTES/HC

Headcount

FTES1

% OF C SU TOTAL FTES/HC

Headcount

FTES

2015

9,282

7,776

0.84

473,239

404,747

0.86

2.0

1.9

2016

9,762

8,241

0.84

477,148

409,367

0.86

2.0

2017

10,003

8,521

0.85

482,755

419,518

0.87

2.1

2.0

2018

10,214

8,760

0.86

479,808

418,062

0.87

2.1

2019

10,614

9,217

0.87

480,541

422,220

0.88

2.2

HIGHLIGHTS •

Both headcount and FTES enrollment have increased over the past five years for Stanislaus State and the CSU campus overall, however Stan State’s headcount increased by 14.4% compared to 1.5% systemwide, and Stan State’s FTES enrollment increased by 18.5% compared to 4.3% systemwide.

•

The increasing FTES to headcount ratio indicates that students are taking higher unit loads at the Stanislaus campus and systemwide.

•

Stanislaus State continues to comprise about two percent of the CSU total headcount and FTES enrollment, and in the most recent fall term increased by 0.1%.

1. FTES is a measurement of enrollment derived by dividing the total student credit hours for a term by 12 for graduate students (master’s and doctoral) and by 15 for all other students. 2. CSU Campus Total includes all 23 CSU campuses, including Stanislaus. Summer Arts, International Programs, and CalStateTEACH enrollments are not included in CSU totals.

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • TABLE 2.2 | Stanislaus State Stockton Campus Headcount (HC) and Full-Time Equivalent Student (FTES) Enrollment Compared to Stanislaus State Total, 5-Year Trend STO C KTO N CAM P U S FALL TER M

Headcount

FTES1

STA NISL AU S STAT E TOTA L FTES/HC

Headcount

FTES1

% OF STA N STATE TOTAL

FTES/HC

Headcount

FTES

2015

585

208

0.36

9,282

7,776

0.84

6.3

2.7

2016

548

194

0.35

9,762

8,241

0.84

5.6

2.3

2017

647

233

0.36

10,003

8,521

0.85

6.5

2.7

2018

670

274

0.41

10,214

8,760

0.86

6.6

3.1

2019

737

301

0.41

10,614

9,217

0.87

6.9

3.3

HIGHLIGHTS •

The Stockton Campus headcount represents the unduplicated number of Stanislaus State students enrolled in at least one Stockton course in each fall semester displayed. Headcount and FTES enrollment at the Stockton Campus has increased significantly more than Stan State overall in the past five years.

•

As of fall 2019, the Stockton Campus headcount was nearly 7% of the overall headcount, and the Stockton Campus FTES enrollment was 3.3% of the overall FTES enrollment.

•

It is important to note that enrollments in the above table represent state-supported students and therefore would be higher if selfsupported degree-seeking students were included, particularly the Stockton Campus total with the addition of the Stockton Executive MBA cohorts and ASBSN program offered exclusively at the Stockton Campus.

Table 2.2 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Off-Campus Center (ERSO) data files Table 2.2 Notes: The Stockton Campus enrollment counts are included in the Stanislaus State enrollment counts. 1. FTES is a measurement of enrollment derived by dividing the total student credit hours for a term by 12 for graduate students (master’s and doctoral) and by 15 for all other students.

BOOK OF TRENDS •

2019-2020

TABLE 2.3 | Enrollment by Degree Level and Academic Level, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA N GE

Fall 2019

1 Year

U N DE R G R A D UAT E

5 Year

First-Year

1,940

2,118

2,131

2,258

2,280

1.0

17.5

Sophomore

1,152

1,144

1,222

1,243

1,340

7.8

16.3

Junior

2,184

2,394

2,487

2,457

2,784

13.3

27.5

Senior

2,815

2,958

3,048

3,121

3,107

-0.4

10.4

-25.0

Undergraduate Total

8,099

8,620

8,891

9,087

9,517

4.7

17.5

Graduate/Postbac Total

1,183

1,142

1,112

1,127

1,097

-2.7

-7.3

9,282

9,762

10,003

10,214

10,614

3.9

14.4

Postbac/2nd Bachelor’s

TOTAL

HIGHLIGHTS

Fall enrollment increased by about 4% overall and 4.7% at the undergraduate level in the past year. Minor declines were among senior level students and graduate/postbac students, 0.4% and 2.7%, respectively.

•

Over the past five years, overall enrollment increased by 14.4%, undergraduate enrollment increased by 17.5%, and graduate/postbac enrollment decreased by 7.3%.

•

Senior level students have consistently been the largest group among the undergraduate population. As of fall 2019, the majority of undergraduates were seniors (32.6%), followed by juniors (29.3%), freshmen or firstyear (24.0%), and sophomores (14.1%).

•

Juniors continue to grow at the highest rate, 27.5% since fall 2015, this is largely attributed to spring transfers continuing in the fall and incoming fall transfers.

FIG. 2.3 |

Enrollment by Academic Level, 5-Year Trend

3,500

3,000

2,500

HEADCOUNT

•

2,000

1,500

1,000

500

0 2015

2016

2017

2018

2019

FALL TERM

KEY:

Table 2.3 Source: CSU Enrollment Reporting System-Student (ERSS) data files

STANISLAUS STATE • CSUSTAN.EDU

FIRST-YEAR SENIOR

SOPHOMORE GRADUATE/POSTBAC

JUNIOR

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • TABLE 2.4 | Enrollment by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2019 U N D E R G R AD UAT E ( U G) First-Year

CS U CA MPUS 1 Monterey Bay

San Bernardino

Fresno

Bakersfield

East Bay

Junior

Senior

Graduate

GR Total

1,416

869

1,891

2,362

6,538

160

412

585

19.9

12.2

26.5

33.2

91.8

2.2

0.2

5.8

8.2

2,280

1,340

2,784

3,107

9,511

377

667

1,103

21.5

12.6

26.2

29.3

89.6

3.6

0.6

6.3

10.4

5,863

3,810

7,912

8,254

25,839

141

152

2,748

3,041

20.3

13.2

27.4

28.6

89.5

0.5

9.5

10.5

4,241

2,693

5,341

5,839

18,114

311

1,832

2,197

20.9

13.3

26.3

28.7

89.2

1.5

0.3

9.0

10.8

4,585

3,418

5,534

7,880

21,417

562

2,067

2,722

19.0

14.2

22.9

32.6

88.7

2.3

0.4

8.6

11.3

2,308

1,401

2,952

3,135

9,796

504

115

784

1,403

20.6

12.5

26.4

28.0

87.5

4.5

1.0

7.0

12.5

2,205

1,124

3,774

5,504

12,607

242

106

1,750

2,098

15.0

7.6

25.7

37.4

85.7

1.6

0.7

11.9

14.3

84,232

62,726

122,640

160,568

430,166

8,183

3,460

40,120

51,763

17.5

13.0

25.4

33.3

89.3

1.7

0.7

8.3

10.7

CS U TOTA L

HIGHLIGHTS

FIG. 2.4 |

Stanislaus State’s undergraduate to graduate/postbac ratio is within the range of the CSU overall and most of its CSU peers, with the exception of East Bay with a higher proportion of graduate/postbac students and Monterey Bay with a higher proportion of undergraduate students.

•

Both the Stanislaus and Bakersfield campuses have the largest percentages of teacher credential seeking students compared to the other campuses displayed.

•

Like Stanislaus, at the CSU peer institution campuses, upperdivision students outnumber lower-division students, with seniors comprising the highest percentage of undergraduates, followed by juniors, first-year, and sophomores.

UG to GR Ratio

7,123

10,614

28,880

20,311

24,139

11,199

14,705

481,929

92:8

90:10

89:11

88:12

86:14

89:11

Undergraduate to Graduate Ratio with CSU Peer Institutions Comparisons, Fall 2019

MONTEREY BAY

STAN I S L AUS SAN FRANCISCO

CSU CAMPUSES

•

Total

All Other Postbacs

Teacher Credential2

UG Total

STA NI S LAUS

San Francisco

Soph.

GRA D UAT E ( GR) / P OST B AC

SAN BERNARDINO FRESNO BAKERSFIELD EAST BAY

C S U TOTA L 0

100

RATIO

KEY:

UNDERGRADUATE

GRADUATE

Table 2.4 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, Student Enrollment by Degree Programs, 2010-2019, Retrieved from https://www2.calstate.edu/data-center/institutional-research-analyses/Pages/reports-and-analytics.aspx Table 2.4 Notes: Percentages may not sum to total due to rounding. 1. Sorted by undergraduate percent in descending order 2. Credential student enrollment reported at the CSU system level includes teacher credential seeking students only.

BOOK OF TRENDS •

2019-2020

TABLE 2.5 | Enrollment by Gender and Race/Ethnicity, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

FE MALE American Indian or Alaskan Native Asian

5 Year

-5.9

-23.8

595

599

572

576

562

-2.4

-5.5

146

138

150

143

151

5.6

3.4

Hispanic/Latino

2,994

3,300

3,556

3,777

4,031

6.7

34.6

White

1,528

1,526

1,521

1,486

1,414

-4.8

-7.5

-3.4

-15.2

Two or More Races

234

258

230

225

223

-0.9

-4.7

Non-Resident Alien

147

196

233

237

280

18.1

90.5

Black or African American

Native Hawaiian or Other Pacific Islander

Unknown

Female Total

340

357

328

339

333

-1.8

-2.1

6,038

6,422

6,646

6,829

7,038

3.1

16.6

-8.3

-15.4

356

374

357

376

5.3

5.6

MAL E American Indian or Alaskan Native Asian Black or African American Hispanic/Latino White Native Hawaiian or Other Pacific Islander

-11.9

1.4

1,444

1,540

1,584

1,681

1,854

10.3

28.4

880

871

834

818

787

-3.8

-10.6

-5.0

11.8

Two or More Races

111

126

131

117

126

7.7

13.5

Non-Resident Alien

141

124

132

121

129

6.6

-8.5

Unknown

Male Total

209

192

189

175

200

14.3

-4.3

3,244

3,340

3,357

3,385

3,576

5.6

10.2

-6.9

-20.6

951

973

946

933

938

0.5

-1.4

TOTAL American Indian or Alaskan Native Asian

219

218

230

227

225

-0.9

2.7

Hispanic/Latino

4,438

4,840

5,140

5,458

5,885

7.8

32.6

White

2,408

2,397

2,355

2,304

2,201

-4.5

-8.6

-4.1

-6.0

Two or More Races

345

384

361

342

349

2.0

1.2

Non-Resident Alien

288

320

365

358

409

14.2

42.0

Unknown

549

517

514

533

3.7

-2.9

9,282

9,762

10,003

10,214

10,614

3.9

14.4

Black or African American

Native Hawaiian or Other Pacific Islander

TOTAL

HIGHLIGHTS •

One in three students overall are male. The percentage of male students decreased by about one percentage point compared to five years prior.

•

Hispanic/Latino females represent the largest proportion of students at 38% overall, followed by Hispanic/Latino males at 17.5%.

Table 2.5 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.5 Notes: Percentages may not sum to total due to rounding. The undergraduate headcount includes postbacs seeking a second bachelor’s degree.

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 •

FIG. 2.5A |

Enrollment by Gender, Fall 2019

33.7% 3,576 Males

10,614 Total Enrollment

66.3% 7,038 Females

FIG. 2.5B |

Enrollment by Race/Ethnicity, Fall 2019

AMERICAN INDIAN OR ALASKAN NATIVE ASIAN

RACE/ETHNICITY

BLACK OR AFRICAN AMERICAN HISPANIC/LATINO WHITE NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER TWO OR MORE RACES NON-RESIDENT ALIEN UNKNOWN 0

PERCENTAGE

FIG. 2.5A & FIG. 2.5B Source: CSU Enrollment Reporting System-Student (ERSS) data files FIG. 2.5A & FIG. 2.5B Notes: Percentages may not sum to total due to rounding. The undergraduate headcount includes postbacs seeking a second bachelor’s degree.

BOOK OF TRENDS •

2019-2020

TABLE 2.6 | Enrollment by Degree Level and Race/Ethnicity with CSU Campus Total and Six-County Service Region Population Comparisons, Fall 2019

DEGREE LEVEL U N DE R R EPR ES ENTED MIN O R I T Y (UR M)

Undergraduate

Graduate/Postbac

CSU Campus Total

Total

Six-County1 Population, 2019 Projected

American Indian or Alaskan Native

0.3%

0.2%

0.6%

Black or African American

2.2%

1.5%

2.1%

4.0%

4.7%

56.6%

45.1%

55.4%

43.0%

43.5%

59.1%

46.9%

57.8%

47.3%

48.7%

Asian

8.9%

8.0%

8.8%

15.4%

10.4%

White

19.5%

31.4%

20.7%

22.4%

38.2%

Native Hawaiian or Other Pacific Islander

0.4%

0.8%

0.4%

0.3%

0.5%

Two or More Races

3.3%

3.0%

3.3%

4.3%

2.3%

Non-Resident Alien

4.0%

2.4%

3.9%

6.3%

Unknown

4.7%

7.5%

5.0%

4.0%

40.9%

53.1%

42.2%

52.7%

51.3%

100.0%

Hispanic/Latino URM Total

NONU N DE R R EPR ES ENTED MIN O R I T Y (NO N-UR M )

Non-URM Total

TOTAL

HIGHLIGHTS •

Over 55% of Stanislaus State students are Hispanic. This is a two percentage point increase compared to the prior fall term. At the undergraduate level the percentage of Hispanic students is higher at 56.6% but lower at the graduate/postbac level at 45.1%.

•

Stan State is a minority-majority institution with an Underrepresented Minority (URM) student population of 59.1%, and a minority student population of 67.1%.

•

The University’s overall population disaggregated by race/ethnicity is somewhat representative of the overall six-county region population, however White and Black or African American students are underrepresented and Hispanic students are overrepresented.

•

There are significantly higher percentages of Asians, Black or African Americans, and Non-Resident Aliens, a significantly lower proportion of Hispanics, and a similar proportion of White students enrolled in the CSU overall compared to the Stanislaus campus.

Table 2.6 Source: Report P-2: Total Estimated and Projected Population for California Counties: July 2, 2010 to July 1, 2060 in 1-year Increments, January 2019, Retrieved from http://www.dof.ca.gov/Forecasting/Demographics/Projections/ on June 11, 2020 Table 2.6 Notes: Percentages may not sum to total due to rounding. The undergraduate headcount includes postbacs seeking a second bachelor’s degree. 1. The University’s six-county service region includes Stanislaus, San Joaquin, Merced, Mariposa, Tuolumne, and Calaveras counties.

31 32 STANISLAUS STANISLAUS STATE STATE • CSUSTAN.EDU • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • TABLE 2.7 | Enrollment by Race/Ethnicity with CSU Peer Institutions Comparisons, Fall 2019

CSU CAMPUS

American Indian or Alaska Native

San Bernardino

Hispanic/ Latino

White

Two or More Races

Pacific Islander2

1,001

13,066

2,435

452

1,362

895

20,311

0.2

5.1

4.9

64.3

12.0

0.1

2.2

6.7

4.4

100.0

682

514

6,534

1,776

259

453

910

11,199

0.5

6.1

4.6

58.3

15.9

0.2

2.3

4.0

8.1

100.0

938

225

5,885

2,201

349

409

533

10,614

0.3

8.8

2.1

55.4

20.7

0.4

3.3

3.9

5.0

100.0

3,022

636

12,734

4,555

655

1,370

1,026

24,139

0.4

12.5

2.6

52.8

18.9

0.2

2.7

5.7

4.3

100.0

356

230

3,478

1,793

355

457

410

7,123

0.2

5.0

3.2

48.8

25.2

0.4

5.0

6.4

5.8

100.0

3,245

1,430

5,007

2,262

141

706

1,201

701

14,705

0.1

22.1

9.7

34.0

15.4

1.0

4.8

8.2

4.8

100.0

7,154

1,703

9,481

5,241

156

1,598

2,261

1,238

28,880

0.2

24.8

5.9

32.8

18.1

0.5

5.5

7.8

4.3

100.0

1,005

74,080

19,353

206,957

107,307

1,493

20,809

30,216

19,314

480,534

0.2

15.4

4.0

43.1

22.3

0.3

4.3

6.3

4.0

100.0

Monterey Bay

East Bay

San Francisco

C S U TOTA L

Percentage of Hispanic/Latino and URM Enrollment with CSU Peer Institutions Comparisons, Fall 2019

Fresno

Monterey Bay

CSU CAMPUS

HISPANIC/LATINO

East Bay

57.8

55.8

52.3

43.9

38.9

47.3

•

Stanislaus State ranks third among its CSU comparison group with the highest percentage of Hispanic students at 55.4%, following San Bernardino (64.3%) and Bakersfield (58.3%).

•

Stanislaus State also ranks third among its CSU comparison group with the highest percentage of Underrepresented minority (URM) students at 57.8%, following San Bernardino (69.4%) and Bakersfield (63.4%)

STANISLAUS

63.4

Twenty-one of the 23 CSU campuses— Stanislaus and all of the campuses in its CSU comparison group included—meet the Hispanic-Serving Institution (HSI) criteria, which requires a minimum of 25% undergraduate fulltime Hispanic student enrollment and at least half of degree-seeking undergraduates must be low-income, e.g., federal Pell Grant recipients.

Bakersfield

69.4

•

% URM3

HIGHLIGHTS

100

PERCENTAGE

Campus Total

1,034

Fresno

KEY:

Unknown

STA N I S L AU S

San Bernardino

Non-Res. Alien

Bakersfield

FIG. 2.7 |

Black or African American

Asian

San Francisco

C S U TOTAL

URM

Table 2.7 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, Retrieved from http:// calstate.edu/as/stats.shtm Table 2.7 Notes: Percentages may not sum to total due to rounding. 1. Sorted by % Hispanic/Latino in descending order 2. Includes Native Hawaiians 3. The Underrepresented Minority (URM) category includes American Indian or Alaska Native, Black or African American, and Hispanic/Latino. The URM category may differ at the individual campuses due to different criteria.

BOOK OF TRENDS •

2019-2020

TABLE 2.8 | Enrollment by Geographic Origin, 5-Year Trend S IX-COUNT Y S E RVICE R EG I O N 1

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

5 Year

Calaveras

11.1

-4.8

Mariposa

30.8

41.7

Merced

1,718

1,797

1,844

1,868

1,998

7.0

16.3

San Joaquin

1,445

1,537

1,620

1,618

1,705

5.4

18.0

Stanislaus

4,533

4,740

4,831

4,972

5,081

2.2

12.1

Tuolumne

-25.4

-10.2

Six-County Service Region Total

7,809

8,195

8,418

8,578

8,894

3.7

13.9

% From Six-County Total

84.1

83.9

84.2

84.0

83.8

-0.2

-0.4

1,372

1,470

1,497

1,559

1,655

6.2

20.6

101

-15.6

-35.6

9,282

9,762

10,003

10,214

10,614

3.9

14.4

Other CA County Out of State/Country

TOTAL

HIGHLIGHTS •

On average, 84% of students have a permanent residence in the University’s service region, 99% from region’s valley communities. The percentage is comparable at the undergraduate level yet higher at the graduate/postbac level with approximately 9 out of 10 graduate/ postbac students from the service region (not displayed above).

•

Over 99% of students are from in-state, within and outside of the sixcounty service region.

Table 2.8 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.8 Notes: Geographic origin is based on students’ permanent address as reported on the CSU admission application. Geographic origin counts outside the sixcounty region may slightly differ from previous Book of Trends due to revised location codes. 1. The University’s six-county service region includes Stanislaus, San Joaquin, Merced, Mariposa, Tuolumne, and Calaveras counties.

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • TABLE 2.9 | Enrollment by Enrollment Status, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA N GE

Fall 2019

1 Year

E N R O LLMENT STAT U S

5 Year

Continuing

6,513

6,724

6,990

7,105

7,124

0.3

9.4

First-Time

1,654

1,788

1,840

2,029

2,012

-0.8

21.6

Transfer

964

1,095

1,028

950

1,355

42.6

40.6

Returning

145

142

109

-21.1

-40.7

76.2

516.7

9,282

9,762

10,003

10,214

10,614

3.9

14.4

Transitory/Visiting

TOTA L

HIGHLIGHTS

FIG. 2.9 | Enrollment by Enrollment Status, Fall 2019

•

About seven out of 10 Stan State students are continuing students, i.e., enrolled in the previous spring semester at the same program level.

•

Nearly 32% of all students enrolled in fall 2019 were new undergraduate students, either first-time or transfers.

Continuing

Most transfer students are undergraduate transfers (e.g., first-time transfers). Unlike first-time freshmen that mainly enter in the fall, a significant number of first-time transfers entered in the spring in recent years.

First-Time

•

67.1%

19.0% 12.8%

Transfer

1.2%

Returning & Transitory/ Visiting

Table 2.9 & FIG 2.9 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.9 & FIG 2.9 Note: Percentages may not sum to total due to rounding.

BOOK OF TRENDS •

2019-2020

TABLE 2.10 | Enrollment by College, 5-Year Trend H E A D C O U NT Fall 2015

Fall 2016

Fall 2017

Fall 2018

College of the Arts, Humanities, and Social Sciences (CAHSS)

2,186

2,379

2,512

2,585

2,759

6.7

College of Business Administration (CBA)

1,594

1,623

1,611

1,582

1,592

College of Education, Kinesiology and Social Work (COEKSW)

1,980

1,963

1,994

2,090

College of Science (COS)

2,645

2,822

2,910

2,994

877

975

976

963

9,282

9,762

10,003

10,214

CO L L E G E

Undeclared /Other

TOTAL

Fall 2019

% FTES C H A NGE

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

26.2

1,865

2,028

2,186

2,253

2,415

7.2

29.5

0.6

-0.1

1,316

1,355

1,363

1,346

1,353

0.5

2.8

2,163

3.5

9.2

1,662

1,665

1,706

1,811

1,898

4.8

14.2

3,163

5.6

19.6

2,213

2,379

2,455

2,556

2,766

8.2

25.0

937

-2.7

6.8

720

814

811

794

785

-1.2

9.0

10,614

3.9

14.4

7,776

8,241

8,521

8,760

9,217

5.2

18.5

1 Year

HIGHLIGHTS •

FTES

% HC CHANGE

The college with the largest five-year percent increase in headcount enrollment is the College of the Arts, Humanities and Social Sciences (26.2%), followed by the College of Science (19.6%).

5 Year

•

1 Year

5 Year

The College of the Arts, Humanities and Social Sciences also had the largest increase in FTES enrollment in the past five years (29.5%), followed by the College of Science (25.0%).

FIG. 2.10 | Enrollment by College, Fall 2019 3,500

3,000

ENROLLMENT

2,500

2,000

1,500

1,000

500

College of the Arts, Humanities and Social Sciences

College of Business Administration

College of Education, Kinesiology and Social Work

College of Science

Undeclared /Other

COLLEGE

KEY:

HEADCOUNT

FTES

Table 2.10 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.10 Note: FTES is a measurement of enrollment derived by dividing the total student credit hours for a term by 12 for graduate students (master’s and doctoral) and by 15 for all other students.

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • Fall 2015

UNI TS AT TEMPT ED

Fall 2016

Fall 2017

Fall 2018

Fall 2019

% C HA NGE

1 Year

5 Year

0.0

0.1

0.0

0.1

75.0

250.0

0.1

0.0

-60.0

0.9

1.1

1.0

101

1.1

11.0

32.9

0.3

0.5

0.4

0.6

0.5

-14.8

84.0

0.2

0.1

0.3

0.1

-54.2

-26.7

350

4.3

345

4.0

319

3.6

260

2.9

295

3.1

13.5

-15.7

1.1

130

1.5

124

1.4

142

1.6

134

1.4

-5.6

54.0

0.8

1.0

0.8

-1.4

9.0

320

4.0

335

3.9

330

3.7

342

3.8

313

3.3

-8.5

-2.2

196

2.4

226

2.6

260

2.9

252

2.8

296

3.1

17.5

51.0

169

2.1

144

1.7

160

1.8

169

1.9

153

1.6

-9.5

2,261

27.9

2,344

27.2

2,213

24.9

2,185

24.1

2,175

22.9

-0.5

-3.8

1,509

18.7

1,552

18.0

1,641

18.5

1,736

19.1

1,606

16.9

-7.5

6.4

963

11.9

1,000

11.6

1,054

11.9

939

10.3

942

9.9

0.3

-2.2

927

11.5

1,031

12.0

1,142

12.8

1,245

13.7

1,529

16.1

22.8

64.9

554

6.8

694

8.1

704

7.9

846

9.3

1,039

10.9

22.8

87.5

278

3.4

288

3.3

353

4.0

360

4.0

366

3.8

1.7

31.7

213

2.6

234

2.7

275

3.1

266

2.9

324

3.4

21.8

52.1

0.5

2.0

28.2

0.2

25.0

11.1

0.1

0.2

17.6

81.8

0.1

0.0

0.1

50.0

8,091

100.0

8,614

100.0

8,888

100.0

9,079

100.0

9,511

100.0

4.8

17.6

22-25

TOTA L

HIGHLIGHT •

Students enrolled in 12-14 units have remained consistent throughout the years. Whereas, students enrolled in 15-16 units have seen a one year increase of 22.8% and a five year increase of 64.9% and 87.5%, respectively.

Table 2.11 Source: CSU Enrollment Reporting System-Student (ERSS) data files

BOOK OF TRENDS •

2019-2020

Fall 2015

Fall 2016

Fall 2018

28.6

1,725

28.4

1,891

29.6

2,135

32.9

2,411

37.1

12.9

44.1

First-Year

197

15.5

367

26.4

421

29.6

410

26.1

529

33.7

29.0

168.5

Transfer

173

18.8

221

20.5

229

22.5

252

26.6

406

30.0

61.1

134.7

6.3

9.7

14.1

11.1

13.6

60.0

166.7

14.3

8.1

0.0

2,805

30.9

3,357

35.3

19.7

25.3

2,319

26.9

2,550

HIGHLIGHTS •

On average, a larger percentage of continuing students enroll in a full load (15+ units) in the fall compared to new students. Nonetheless, the proportion of undergraduates taking a full load has increased in the past five years (64.1%), with significant percentage increases for first-time freshmen and transfers. This could be attributed to the University’s 30 in a Year Campaign in addition to partner community college efforts in promoting a full-load.

FIG. 2.13 |

28.7

5 Year

1,673

2,046

1 Year

Continuing

TOTAL

% C HANGE

Transitory/Visiting

Fall 2019

E N R O LLMENT STAT US

Returning

Fall 2017

•

While 84% of undergraduates overall were enrolled full-time in fall 2019, a much smaller percentage were enrolled in at least three additional units to achieve a full load. Even so, the number of students enrolled in a full load increased by 19.7% in the past year.

•

The percentage of undergraduates enrolled in a full load increased by 4.4 percentage points in the past year and 10 percentage points in the past five years.

Percentage of Full-Time and Full Load Undergraduates, 5-Year Trend

100

PERCENTAGE

0 Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

TERM

KEY:

FULL-TIME

FULL LOAD

Table 2.12 & Fig. 2.13 Source: CSU Enrollment Reporting System-Student (ERSS data files Table 2.12 & Fig. 2.13 Notes: Postbacs seeking a second bachelor’s degree are not included. Undergraduates enrolled in 15+ units are designated as taking a full load.

STANISLAUS STATE • CSUSTAN.EDU

64.1

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • TABLE 2.14 | New Fall Undergraduate Student Enrollment, 5-Year Trend Fall 2015 First-Time Freshman

Fall 2017

Fall 2018

Fall 2019

% C HANGE 1 Year

5 Year

1,270

1,389

1,421

1,570

1,568

-0.1

23.5

922

1,078

1,018

949

1,354

42.7

46.9

2,192

2,467

2,439

2,519

2,922

16.0

33.3

First-Time Transfer

TOTA L NEW UND ER G R A D UAT E S

Fall 2016

HIGHLIGHTS •

First-time freshmen fall enrollment had been on an upward trend in recent years, until a minor decrease from 2018 to 2019. A moderate decrease is projected for the incoming fall 2020 freshmen class.

•

There has been a fluctuation in the number of transfer students enrolling in the fall, offset by transfers entering in the spring semester. While there was a dip in fall transfer enrollment from 2017 to 2018, enrollment increased by about 43% from 2018 to 2019. A minor decrease is projected for incoming fall 2020 transfers.

•

Over the past five years, the number of incoming undergrads has increased by 33% overall, 24% for freshmen and 47% for transfers. The enrollment management section includes additional information on entering undergraduate student trends and projections for the full academic year.

TABLE 2.14A | New Fall Undergraduate Mean Unit Load (MUL), 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

% C HANGE 1 Year

5 Year

First-Time Freshman

13.28

13.56

13.76

13.38

13.67

0.28

0.38

First-Time Transfer

12.12

12.24

12.45

12.49

12.80

0.31

0.68

TOTA L NEW UND ER G R A D UAT E S M U L

12.79

12.98

13.22

13.05

13.26

0.22

0.47

Table 2.14 & Table 2.14A Source: CSU Enrollment Reporting System-Student (ERSS) data files

BOOK OF TRENDS •

2019-2020

TABLE 2.15 | New Undergraduate Student Enrollment with CSU Peer Institutions Comparisons, Fall 2019

CSU CA MPUS 1

First-Time Freshman

First-Time Transfer

Total New Undergraduates

Fresno

3,334

62.6

1,996

37.4

5,330

STAN IS LAUS

1,568

53.7

1,354

46.3

2,922

Monterey Bay

1,046

51.6

981

48.4

2,027

Bakersfield

1,561

51.2

1,485

48.8

3,046

San Bernardino

2,885

51.2

2,749

48.8

5,634

San Francisco

3,694

50.9

3,563

49.1

7,257

East Bay

1,438

39.2

2,229

60.8

3,667

65,979

53.0

58,534

47.0

124,513

CSU TOTA L

HIGHLIGHTS

•

Stanislaus ranks second among its CSU peers in the proportion of new undergraduates entering in the fall as firsttime freshman (53.7%), following Fresno at 62.6%. Stanislaus State’s proportion of entering fall freshmen is consistent with the CSU overall. Fresno has a much higher percentage and East Bay has a much lower percentage of entering fall freshmen among Stan State’s CSU peer comparison group. It is important to note that these counts do not include new spring transfers. Additional information on new undergraduate students, including spring entrants and feeder high schools, can be found in the Enrollment Management section.

Ratio of First-Time Freshman to First-Time Transfer

Enrollment with CSU Peer Institutions Comparisons, Fall 2019

FRESNO

STANISLAUS MONTEREY BAY CSU CAMPUS

•

FIG. 2.15 |

BAKERSFIELD SAN BERNARDINO SAN FRANCISCO EAST BAY

C SU TOTAL 0

100

RATIO

KEY:

FIRST-TIME FRESHMAN

FIRST-TIME TRANSFER

Table 2.15 & Fig. 2.15 Source: CSU Institutional Research and Analyses, Statistical Reports, CSU New Student Enrollment, Retrieved from http://calstate.edu/as/stat_reports Table 2.15 & Fig. 2.15 Notes: Percentages may not sum to total due to rounding. Total applications received include redirected applicants. 1. Sorted by % First-Time Freshman in descending order

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • TABLE 2.16 | Fall Student Credit Units by College, 5-Year Trend

CO LLEG E

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

% C HANGE 1 Year

5 Year

CAHSS

27,779

30,232

32,582

33,578

36,043

7.3

29.7

CBA

19,624

20,192

20,336

20,071

20,168

0.5

2.8

COEKSW

23,847

23,918

24,615

26,204

27,485

4.9

15.3

COS

32,994

35,474

36,626

38,129

41,220

8.1

24.9

Undeclared/Other

10,784

12,204

12,161

11,906

11,763

-1.2

9.1

115,028

122,020

126,320

129,888

136,679

5.2

18.8

TOTA L

TABLE 2.17 | Spring Student Credit Units by College, 5-Year Trend

CO LLEG E

Spring 2016

Spring 2017

Spring 2018

Spring 2019

Spring 2020

% C HANGE 1 Year

5 Year

CAHSS

27,772

30,012

33,262

32,595

35,225

8.1

26.8

CBA

18,962

19,308

19,494

18,459

19,017

3.0

0.3

COEKSW

23,021

22,763

23,929

24,824

26,208

5.6

13.8

COS

31,783

33,115

35,440

36,133

39,172

8.4

23.2

7,605

9,904

9,178

8,607

7,734

-10.1

1.7

109,143

115,102

121,303

120,618

127,356

5.6

16.7

Undeclared/Other

TOTA L

TABLE 2.18 | Annualized Student Credit Units by College, 5-Year Trend

CO LLEG E

2015-16

2016-17

2017-18

2018-19

2019-20

% C HANGE 1 Year

5 Year

CAHSS

27,776

30,122

32,922

33,087

35,634

7.7

28.3

CBA

19,293

19,750

19,915

19,265

19,593

1.7

1.6

COEKSW

23,434

23,341

24,272

25,514

26,847

5.2

14.6

COS

32,389

34,295

36,033

37,131

40,196

8.3

24.1

9,195

11,054

10,670

10,257

9,749

-5.0

6.0

112,086

118,561

123,812

125,253

132,018

5.4

17.8

Undeclared/Other

TOTA L

HIGHLIGHT •

Over the past five years, the College of Science has consistently had the largest number of majors and as a direct result, the largest number of total student credit units. The COS experienced the second largest five-year percent increase in annualized student credit units at 24.1%, following CAHSS at 28.3%.

Table 2.16, Table 2.17, & Table 2.18 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.16 & Table 2.17 Note: Student credit units are disaggregated by college based on students’ primary major. Table 2.18 Notes: Annualized totals represent the average of the fall and spring semester and therefore may not sum to total. The student credit units are disaggregated by college based on students’ primary major.

BOOK OF TRENDS •

2019-2020

TABLE 2.19 | Mean Unit Load (MUL) by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2019 U N D E R G R AD UAT E CSU CA MPUS

First-Year

Sophomore

Junior

GRA D UAT E/ P OST BAC

Senior

Undergraduate Total

Credential

All Other Postbacs

Graduate

CAMPUS TOTA L

Monterey Bay

13.9

14.9

14.3

13.7

14.0

11.7

7.6

10.2

13.8

San Bernardino

13.6

14.1

13.8

13.6

13.7

13.5

10.3

9.2

13.3

Fresno

13.4

14.2

13.8

13.2

13.5

14.2

9.5

10.1

13.2

Bakersfield

13.6

14.1

13.5

12.9

13.4

13.9

9.6

9.5

13.1

East Bay

13.9

14.2

13.1

12.7

13.2

15.1

8.2

10.0

12.8

STAN IS LAUS

13.4

13.8

13.3

12.5

13.1

12.6

9.1

9.5

12.9

San Francisco

12.5

13.8

13.1

12.6

12.9

12.1

11.1

9.2

12.6

CSU TOTA L

13.9

14.1

13.3

12.8

13.4

13.9

9.2

9.1

13.0

HIGHLIGHT •

In comparison to Stanislaus State’s CSU peers, San Francisco has a lower undergraduate overall mean unit load.

Table 2.19 Source: CSU Institutional Research and Analyses, CSU Student Enrollment Information Dashboard, Fall Term Enrollment Summary, Fall 2019, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html Table 2.19 Notes: CSU campus mean unit load data source referenced above only displays to the tenth decimal point. Postbacs seeking a second bachelor’s degree are included in other postbac total. 1. Sorted by Undergraduate Mean Unit Load (MUL) in descending order

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 •

TABLE 2.20 | Undergraduate Enrollment, Student Credit Units (SCU), and Mean Unit Load (MUL) by College, 5-Year Trend Fall 2015

CO LLEG E

SCU

Fall 2016 M UL

SCU

Fall 2017 MUL

SCU

Fall 2018 MUL

Fall 2019

SCU

MUL

SC U

MU L1

CAHSS

2,067

26,972

13.05

2,270

29,488

12.99

2,396

31,744

13.25

2,466

32,726

13.27

2,644

35,283

13.34

CBA

1,533

19,170

12.50

1,551

19,634

12.66

1,551

19,907

12.83

1,516

19,579

12.91

1,523

19,673

12.92

COEKSW

1,128

14,722

13.05

1,109

14,539

13.11

1,159

15,305

13.21

1,260

16,754

13.30

1,380

18,465

13.38

COS

2,546

32,150

12.63

2,735

34,609

12.65

2,823

35,800

12.68

2,896

37,202

12.85

3,052

40,075

13.13

817

10,372

12.70

949

12,017

12.66

959

12,060

12.58

941

11,754

12.49

913

11,577

12.68

8,091

103,386

12.78

8,614

110,287

12.80

8,888

114,816

12.92

9,079

118,015

13.00

9,512

125,073

13.15

Undeclared/ Other

TOTA L

HIGHLIGHT •

Over the past year, the mean unit load increased for all undergraduate students to 13.15 overall.

Table 2.20 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.20 Notes: Postbacs seeking a second bachelor’s degree are not included. The student headcount, credit units, and MUL are disaggregated by college based on students’ primary major. 1. Mean Unit Load (MUL) = Student Credit Units (SCU) / Headcount (N)

BOOK OF TRENDS •

2019-2020

TABLE 2.21 | Average Age by College, Degree Level, and Gender, Fall 2019 CAH SS

Female

Male

Total

Undergraduate

Graduate/Postbac

Undergraduate

Graduate/Postbac

Undergraduate

Graduate/Postbac

Undergraduate

Graduate/Postbac

Undergraduate

Graduate/Postbac

Undergraduate

Graduate/Postbac

CBA

CO E K S W

CO S

U N DE CLA R ED /OTHER

TOTAL

Table 2.21 Source: CSU Enrollment Reporting System-Student (ERSS) data files

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 •

TABLE 2.22 | Average Age by Student Level with CSU Peer Institutions Comparisons, Fall 2019 CS U CA MPUS 1

First-Year

Sophomore

Junior

Senior

Credential

All Other Postbacs

Graduate

Total

Fresno

Monterey Bay

San Bernardino

San Francisco

STA NI S LAUS

Bakersfield

East Bay

CS U TOTA L

HIGHLIGHT •

Stanislaus State’s overall average student age is 23 years, comparable to the CSU systemwide average and its CSU peer group.

TABLE 2.23 | Percentage of Undergraduate Students who are First in Family to Pursue Earning a Bachelor’s Degree with CSU Peer Institutions Comparisons, Fall 2019 % 1 ST I N FAM I LY TO P U R SU E EA RNING A B AC H E LO R’S D E GREE CS U CA MPUS 1

Fall 2019

Prior Year

HIGHLIGHTS •

Stanislaus has the highest percentage of undergraduate students who are the first in their family to pursue earning a bachelor’s degree among its CSU peer institutions, at 71%, followed closely by San Bernardino at 70%.

•

As of fall 2019, the Stanislaus campus has the third highest percentage of undergraduate students who are the first in their family to pursue earning a bachelor’s degree following Cal State LA at 73% and Dominguez Hills at 72% (not displayed above, see the CSU Enrollment Dashboard for details).

•

The percentage of students who are the first in their family to pursue earning a bachelor’s degree at Stanislaus is 16 percentage points higher than the CSU overall at 55%.

% Point Change

STANI S LAUS

-1

San Bernardino

-1

Bakersfield

-2

Fresno

-2

East Bay

-1

Monterey Bay

-1

San Francisco

-2

CSU TOTA L

-1

Table 2.22 Sources: CSU Institutional Research and Analyses, CSU Student Enrollment Information Dashboard, Fall Term Enrollment Summary, Average Age, Fall 2019, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html 1. Sorted by overall average age in ascending order Table 2.23 Source: CSU Institutional Research and Analyses, CSU Student Enrollment Information Dashboard, Fall Term Enrollment Summary, 1st in family to pursue earning a bachelor’s degree, Fall 2019, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html 1. Sorted by Fall 2019 percentage in descending order

BOOK OF TRENDS •

2019-2020

TABLE 2.24 | State and Self-Supported Headcount Enrollment by College and Degree Program, Fall 2015 and Fall 2019

STAT E

SELF

5-YEAR CHANGE

Fall 2019

Fall 2015 TOTAL

STATE

SELF

TOTAL

NUMBER

PERCENT

College of the Arts, Humanities and Social Sciences (CAHSS)

BACH ELO R’ S

55.4

Agriculture

Anthropology

-3

-7.9

Art

128

34.7

Art BFA

-9

-39.1

Communication

208

221

6.3

Criminal Justice

639

678

751

806

128

18.9

44.8

Economics English Ethnic Studies Gender Studies Geography History Leadership Studies Music

101

157

222

41.4

140.0

175.0 12.5

117

194

65.8

-2

-100.0

-1

-4.5

Music Performance

56.1

Philosophy

20.0

Political Science

6.3

135

55.2

371

517

146

39.4

68.1

-10

-34.5

2,747

614

28.8

Social Sciences Sociology Spanish

Theater Arts

Bachelor’s Total

2,068

2,133

2,642

105

MAST ER’ S 13

Criminal Justice

-3

-23.1 -47.4

English

-18

History

81.8

Public Administration

15.8

Master’s Total CAHSS Total

118

119

116

105

2,863

-3

-2.5

2,186

2,252

2,758

105

2,863

611

27.1

-3

-0.2

-7

-100.0

-10

-0.7

BACH ELO R’ S Business Administration Computer Information Systems

Bachelor’s Total

College of Business Administration (CBA) 1,526

1,526

1,533

1,523

MASTER’ S Executive MBA

-45

-100.0

Online MBA

-18

-100.0

150.8

Business Administration (Evening MBA)

Master’s Total CBA Total

153

124

153

23.4

1,594

1,657

1,592

1,676

1.1

College of Education, Kinesiology and Social Work (COESKW)

BACH E LO R’ S

Exercise Science

Kinesiology

528

536

1.5

Liberal Studies

601

842

241

40.1

1,129

1,380

251

22.2

Bachelor’s Totals

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • continued from previous page

SELF

5-YEAR CHANGE

Fall 2019

Fall 2015 STAT E

TOTA L

STATE

TOTAL

SELF

NUMBER

PERC ENT

College of Education, Kinesiology and Social Work (COESKW)

CR E DE NT I A L S E E K ING 1 Credential’s Total

394

409

3.8

MASTE R’ S Education

269

Social Work

139 Master’s Total

408

Doctoral Total

269

204

-65

-24.2

164

144

196

-32

19.5

433

348

400

-7.6

-24

-49.0

2,005

2,169

2,214

209

10.4

D OCTORA L COEKSW Total

1,980

BA CH E L O R ' S Biological Sciences

706

697

College of Science (COS) 697

-9

-1.3 -24.4

Chemistry

135

102

-33

Child Development

188

249

32.4

Cognitive Studies

-5

-22.7

Computer Science

255

379

124

48.6

-4

-12.1

Geology

45.0

Mathematics

119

162

36.1

Nursing

204

185

-19

-9.3

39.3

Health Science

Nursing AS-BSN

66.7

76.9

860

1,187

327

38.0

2,599

3,058

101

3,159

560

21.5

-11 -9

-100.0

9 45 57

45 57

24 -5

114.3

105

123

9.8

3,163

120

3,282

571

21.1

Online RN-BSN Physical Sciences Physics Psychology

Bachelor’s Total

2,551

MAS TE R ’ S Biological Sciences

Child Development

Ecology and Sustainability

11 18

Genetic Counseling

Nursing

Psychology

Master’s Total

COS Total

94 2,645

18 66

112 2,711

-50.0 -8.1

Undeclared/Other

BACH E LO R’ S Special Major Undeclared

Bachelor’s Total

818

913

11.6

818

914

11.7

MAS TE R ’ S 11

-7

-63.6

Master’s Total

-7

-63.6

All Other Postbacs Total

-27

-56.3

877

939

7.1

9,502

10,614

10,974

1,472

15.5

Interdisciplinary Studies

OTH E R Undeclared/ Other Total TOTAL

9,282

220

361

BOOK OF TRENDS •

2019-2020

TABLE 2.25 | Stockton Campus Headcount Enrollment by Degree Level and Academic Level, 5-Year Trend

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

U N DE R G R A D UAT E

5 Year

First-Year

-80.0

-94.1

Sophomore

29.4

-42.1

Junior

216

199

234

242

300

24.0

38.9

Senior

219

190

255

286

287

0.3

31.1

490

445

530

550

610

10.9

24.5

Graduate

13.7

56.6

Credential

-11.1

2.6

100.0

33.3

103

117

120

127

5.8

33.7

585

548

647

670

737

10.0

26.0

Stockton-only Headcount

101

124

135

8.9

58.8

% Stockton-only

14.5

13.5

15.6

18.5

18.3

Undergraduate Total

GRAD UAT E/PO STB AC

All Other Postbacs Graduate/Postbac Total

TOTA L

Table 2.24 Source: CSU Enrollment Reporting System-Student (ERSS) and -Self-Support Student (sERSS) data files Table 2.24 Notes: In Fall 2015, only state-supported students were reported to IPEDS. Starting Fall 2017, state- and self-supported students reported to IPEDS. The Fall 2019 total is an unduplicated total (one self-support degree-seeking student enrolled in both self- and state-supported courses.)

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • TABLE 2.26 | Stockton Campus Full-Time Equivalent Student (FTES) Enrollment by Degree Level and Academic Level, 5-Year Trend

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HANGE

Fall 2019

1 Year

U ND ER G R A D UAT E

5 Year

First-Year

4.7

5.5

4.5

0.6

0.1

-90.0

-98.7

Sophomore

8.5

9.1

6.3

5.5

-12.7

-35.3

Junior

77.5

67.1

86.1

97.8

119.5

22.2

54.2

Senior

69.3

64.9

77.7

97.9

102.5

4.7

47.9

160.0

146.5

174.6

199.7

227.6

14.0

42.2

Graduate

22.5

27.8

32.7

52.9

49.3

-6.8

119.1

Credential

24.5

18.6

24.5

21.0

21.7

3.3

-11.4

0.7

1.3

0.1

2.3

2200.0

228.6

47.8

47.1

58.5

74.1

73.4

-0.9

53.6

207.8

193.6

233.1

273.7

301.0

10.0

44.9

Stockton-only FTES

58.0

48.4

71.4

97.2

100.3

3.2

72.9

% Stockton-only

27.9

25.0

30.6

35.5

33.3

Undergraduate Total

GR A D UAT E/PO STB AC

All Other Postbacs Graduate/Postbac Total

TOTA L

HIGHLIGHTS •

Stockton Campus enrollment has been on an upward trend, with significant increases in both headcount (26.0%) and FTES (44.9%) enrollment compared to five years prior.

•

As of fall 2019, 18.3% of students enrolled at the Stockton Campus were exclusively enrolled there, an increase of approximately four percentage points compared to five years prior.

•

Stockton-only FTES enrollment is about one-third of the overall Stockton Campus FTES enrollment.

Table 2.25 & Table 2.26 Sources: CSU Enrollment Reporting System-Off-Campus Center (ERSO) data files Table 2.25 & Table 2.26 Notes: Stockton Campus enrollment includes students enrolled in at least one course at the Stockton Campus. Stockton-only enrollment includes students who are enrolled exclusively at the Stockton Campus. Postbacs seeking a second bachelor’s degree are included in the graduate/postbac category. FTES is a measurement of enrollment derived by dividing the total student credit hours for a term by 12 for graduate students (master’s and doctoral) and by 15 for all other students.

BOOK OF TRENDS •

2019-2020

TABLE 2.27 | On-Campus Housing Residents, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

5 Year

660

695

603

652

651

-0.2

-1.4

658

692

598

648

647

-0.2

-1.7

% Undergraduate Residents (of Total UG)

8.1

8.0

6.7

7.1

6.8

-4.2

-16.0

Total First-Time Freshman (FTF) Residents

330

346

282

310

304

-1.9

-7.9

% FTF Residents (of Total FTF)

26.0

24.9

19.8

19.7

19.4

-1.6

-25.4

50.2

50.0

47.2

47.8

47.0

-1.7

-6.4

Total Residents1 Total Undergraduate Residents2

% FTF Residents

(of UG Residents)

HIGHLIGHTS •

The number of students living on campus slightly decreased in the past year as well as in the past five years.

•

As of fall 2019, nearly 7% of all undergraduates and 19.4% of all firsttime freshmen lived on campus. Compared to five years ago, the percent of undergraduates living on-campus decreased by 1.7 percentage point and the percent of first-time freshmen living oncampus decreased by 7.9 percentage points.

•

Over the past three years, a smaller proportion of housing residents were first-time freshmen. These decreases overall are largely attributed to housing capacity limitations.

Table 2.27 Source: Stanislaus State Housing and Residential Life (Resident rosters); CSU Enrollment Reporting System-Student (ERSS) data files 1. The total residents headcounts include graduate/postbac students; students enrolled in self-support programs are not included. 2. Includes first-time freshmen

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • TABLE 2.28 | Full-Time Undergraduate Degree-Seeking Student-Athletes by Race/Ethnicity, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

R ACE /ETHNI CI TY

5 Year

American Indian or Alaskan Native

Asian

0.0

16.7

Black or African American

-20.0

-27.3

Hispanic/Latino

5.9

50.0

0.0

100.0

Native Hawaiian or Other Pacific Islander

-50.0

Non-Resident Alien

100.0

-20.0

Two or More Races

13.3

41.7

Unknown

-25.0

-30.8

White

0.0

-14.0

166

169

184

175

177

1.1

6.6

TOTAL

Table 2.28 Source: Stanislaus State Office of Institutional Effectiveness & Analytics, as reported to the National Collegiate Athletic Association (NCAA) Table 2.28 Notes: Student-athlete enrollment headcounts are a subset of the total full-time degree seeking undergraduate student enrollment, as reported annually to the NCAA. Only student-athletes awarded athletic aid during the aid year displayed are eligible to be included. Visit https://warriorathletics.com/sports/2014/5/9/ GEN_0509144319.aspx for additional information on student-athlete graduation and academic success rates.

BOOK OF TRENDS •

2019-2020

TABLE 2.29 | Full-Time Undergraduate Degree-Seeking Student-Athletes by Gender, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

GE N D ER

5 Year

Female

106

104

101

-2.9

4.1

Male

7.0

10.1

166

169

184

175

177

1.1

6.6

TOTA L

HIGHLIGHTS •

The number of full-time undergraduate degree-seeking studentathletes has gradually increased over the past five years, 1.1% in the past year and 6.6% in the past five years.

•

Compared to the overall full-time degree-seeking undergraduate student population, student-athletes are underrepresented in the Hispanic and Asian race/ethnicity categories, and overrepresented in the Black or African Americans, Two or More Races, and White categories.

•

The ratio of male to female student-athletes is currently 43 to 57, compared to 34 to 66 for the undergraduate population.

•

Half of student-athletes are underrepresented minorities (URM). The majority of student-athletes identify as Hispanic (40.7%). Starting fall 2016, the number of Hispanic student-athletes has consistently exceeded the number of White student-athletes.

Table 2.29 Source: Stanislaus State Office of Institutional Effectiveness & Analytics, as reported to the National Collegiate Athletic Association (NCAA) Table 2.29 Notes: Student-athlete enrollment headcounts are a subset of the total full-time degree seeking undergraduate student enrollment, as reported annually to the NCAA. Only student-athletes awarded athletic aid during the aid year displayed are eligible to be included. Visit https://warriorathletics.com/sports/2014/5/9/ GEN_0509144319.aspx for additional information on student-athlete graduation and academic success rates.

STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • TABLE 2.30 | University Extended Education (UEE) Enrollment Summary by Program, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C H ANGE

2019-20

1 Year

PR O G R A M

5 Year

Special Session1

2,719

3,615

3,531

4,091

4,086

-0.1

50.3

Summer Session

3,321

3,653

4,090

4,207

4,230

0.5

27.4

Winter Session

676

856

1,180

1,324

1,282

-3.2

89.6

Open University

367

389

494

533

424

-20.5

15.5

17.8

145.7

189

116

167

276

167

-39.5

-11.6

Contract Extension

1,179

1,034

1,174

796

789

-0.9

-33.1

TOTA L

8,486

9,682

10,675

11,300

11,064

-2.1

30.4

Continuing Education Units (CEU) NonCredit

HIGHLIGHTS •

Overall enrollment in UEE programs has been on an upward trend in the recent five year period, with a 30.4% increase over the past five years and a decrease of 2.1% in the past year. The significant 5-year percent change is attributed in large part to new self-support degree programs implemented during this time period, most recently the launch of the MSW Hybrid program, the MA in Child Development, and the online RN-BSN program.

•

Summer and winter session enrollment consists primarily of statesupported students taking general education courses and courses in their major to fulfill degree program requirements. UEE has provided summer and winter fee waivers to financially assist some students to achieve 30 units in the college year and/or graduate on time in support of the Graduation Initiative 2025.

Table 2.30 Source: Office of University Extended Education Table 2.30 Notes: Enrollments represent duplicated headcounts. 1. Academic programs

BOOK OF TRENDS •

2019-2020

TABLE 2.31 | University Extended Education Enrollment Summary by Program and Student/Course Type, Academic Year by Term, 5-Year Trend 2015-16 Summer

SP E CI A L S ES S I O N Degree (Degree Programs)

Fall

Winter

Spring

Summer

275

1,106 44

275

1,150

1,294

NonDegree

Special Session Total

2016-17

1,245

Fall

Winter

Spring

413

1,356

1,698

413

1,416

1,786

SU MM ER S ES S I O N Non-Matriculants (UEE, non-admitted students) Matriculants, stateside students Summer Session Total

380

445

2,941

3,208

3,321

3,653

WIN TER S ES S I O N Non-Matriculants (UEE, non-admitted students) Matriculants, stateside students Winter Session Total

622

777

676

858

O P E N UNI V ER S I TY 204

163

196

193

Open University/Non-admitted Total

CO N TI NUI NG ED UCAT I O N U N I TS (CE U ) Online Certificate Programs (3rd Party - Gatlin) Career by Design2 Nurse Extern (School of Nursing Sponsored Programs)

Life After the Diagnosis4 CEU Total

N O N C R ED I T Ed2Go3 (3rd Party - Ed2Go) Electrocardiograms (EKG)

English Language Program (ELP) Teacher Performance Assessment (TPAs) NonCredit Total

CO N TR ACT EX TENS I O N 5

Mick Jackson (3rd Party Online Teacher Education)

School Districts (Partnership with School Districts)

601

426

581

350

364

Intern Teaching Sem/ Teaching Intern Program

Hubei students Contract Extension Total

TOTA L

645

4,295

1,516

676

440

630

1,999

4,737

1,686

1. Early College, Misc. Credit Courses 2. New course effective spring 2018. Designing Your Life program renamed to Career by Design in Fall 2019. 3. As of fall 2016, ED2Go handles all registrations. 4. New course offered spring 2019 Certificate Program offered by Community Hospice. 5. School of Nursing - Basic EKG

STANISLAUS STATE • CSUSTAN.EDU

858

2,401

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 •

continued from previous page 2017-18 Summer

Fall

439

2018-19

Winter

1,338

Spring

Summer

1,601

Fall

458

2019-20

Winter

1,635

Spring

Summer

1,870

Fall

614

Winter

Spring

1,491

1,857

456

1,422

1,653

487

1,678

1,928

632

1,553

1,901

468

409

448

3,622

3,798

3,782

4,090

4,207

4,230

1,126

1,238

1,214

1,180

1,324

1,282

254

240

16 6

276

257

209

215

13 21

9 1

16 5

17 51

104

102

124

673

341

307

354

288

365

691

120

363

326

389

301

404

5,260

1,850

2,385

5,085

2,159

2,732

5,213

1,947

1,180

1,324

1,282

2,622

Table 2.31 Source: Office of University Extended Education Table 2.31 Note: Enrollments represent duplicated headcounts.

BOOK OF TRENDS •

2019-2020

S EC T I O N

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE

Photo: Stan State’s Performing Arts Building Year: Unknown

55 STANISLAUS STATE • CSUSTAN.EDU

BOOK OF TRENDS • 2019-2020

GRADUATE DEGREE PROGRAMS AND CONCENTRATIONS, ACADEMIC YEAR 2019-20 UNITS RE QUIRE D

STATE-SUPPORT & ON-SITE

✓

Accounting

MBA

✓

Business Analytics

MBA

✓

Executive Master of Business Administration

MBA

Finance

MBA

General

MBA

DE G R E E PROG R AM

DE GRE E

SE LF-SUPPORT/ E XTE NDE D E D

STOCKTON CAMPUS*

D ISTA NC E ED * *

BIOLOGIC AL SCIENCES Biological Sciences

BUSINESS ADMINISTR ATION ✓ ✓

✓

Counselor Education

✓

Counselor Education Concentration and Pupil Personnel Services Credential

✓

Counselor Education Professional Clinical Counselor

✓

Curriculum and Instruction: Educational Technology

✓

Curriculum and Instruction: Elementary Education

✓

Curriculum and Instruction: Multilingual Education

✓

Curriculum and Instruction: Reading

✓

Curriculum and Instruction: Secondary Education

✓

Curriculum and Instruction: Special Education

✓

School Administration

✓

Community College Leadership

EdD

✓

P-12 Leadership

EdD

✓

Literature

✓

Rhetoric and the Teaching of Writing

✓

TESOL

✓

CRIMINAL JUSTICE EDUC ATION

EDUC ATIONAL LEADERSHIP

ENGLISH

HISTORY

STANISLAUS STATE • CSUSTAN.EDU

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AU S S TATE • SECTION 3 •

DE GRE E

UNITS RE QUIRE D

STATE-SUPPORT & ON-SITE

General

✓

General

✓

Geospatial Analysis of Human-Environmental Change

✓

Family Nurse Practitioner

✓

Gerontological Nursing

✓

Nursing Administration

✓

Nursing Education

✓

Behavior Analysis

✓

Behavior Analysis

✓

General

✓

Counseling

✓

PUBLIC ADMINISTR ATION

MPA

✓

SOCIAL WORK

MSW

✓

DE GREE PROG R AM

SE LF-SUPPORT/ E XTE NDE D E D

STOCK TO N CAMP U S*

D ISTA NC E ED * *

INTERDISCIPLINARY STUDIES

MARINE SCIENCES NURSING

PSYCHOLOGY

✓ ✓

✓

Source: List of degrees retrieved from http://degrees.calstate.edu/ on May 1, 2020 *Official Off-Campus Center, Stockton Campus, degree program as reported to WASC (http://www.wascsenior.org/location/2776) **Official distance education, e.g., online, hybrid, degree program as reported to WASC

BOOK OF TRENDS • 2019-2020

TABLE 3.1 | Graduate/Postbac Enrollment by Source of Funding and Program Level, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

STATE -S UPPO RT

5 Year

Master’s

692

652

615

621

642

3.4

-7.2

Doctoral

-3.8

-49.0

394

435

452

464

410

-11.6

4.1

8.3

-53.6

1,191

1,148

1,115

1,135

1,103

-2.8

-7.4

107

132

158

157

155

-1.3

44.9

107

132

158

157

155

-1.3

44.9

1,298

1,280

1,273

1,292

1,258

-2.6

-3.1

Credential All Other Postbacs State-Support Total

S E L F- S UPPO RT Master’s Self-Support Total

TOTAL

HIGHLIGHTS •

There was a 3.4% increase in master’s state-supported degree enrollments this past year. This is the largest fall-to-fall increase Stan State has experienced in recent years.

•

Taking into account both state-supported and self-supported students, total graduate/postbac enrollment decreased by 2.6% in the past year, a decrease of 40 students.

•

Over the past five years, self-supported graduate enrollment increased by 44.9%, and state-supported credential-seeking students increased by 4.1%.

Table 3.1 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 3.1 Note: All Other Postbacs include unclassified/undeclared postbacs and postbacs seeking a second bachelor’s degree.

STANISLAUS STATE • CSUSTAN.EDU

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AU S S TATE • SECTION 3 • TABLE 3.2 | Graduate Enrollment by Source of Funding, 5-Year Trend Fall 2015

FU ND I NG S O UR C E State-Support

Self-Support

TOTA L

Fall 2016

Fall 2017

Fall 2018

% CHANGE

Fall 2019

1 Year

741

688

647

667

87.4

83.9

80.4

80.5

81.1

107

132

158

157

155

12.6

16.1

19.6

19.5

18.9

848

820

805

804

822

5 Year 3.1

-10.0

-1.3

44.9

2.2

-3.1

HIGHLIGHTS •

Overall state-supported enrollment decreased over the past five years by 10%, a decrease of 74 students. Statesupported graduate student enrollment is expected to be similar to the fall 2020 headcount.

•

Self-supported graduate enrollment increased by 48 students since fall 2015 - an increase of 44.9%.

•

While graduate enrollment overall has had gradual annual decreasing by 3.1% over the past five years - there was a 2% increase in the past year

•

The percentage of total graduate students in self-support programs increased from 12.6% in 2015 to 18.9% in 2019 due to new programs and additional cohorts offered in recent years.

Table 3.2 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 3.2 Note: Graduate enrollment includes master’s and doctoral degree seeking students.

BOOK OF TRENDS • 2019-2020

FIG. 3.2 |

Graduate Enrollment by Source of Funding, 5-Year Trend

1,000

HEADCOUNT

800

600

400

200

0 2015

2016

2017

2018

2019

FALL TERM

KEY:

STATE-SUPPORT

SELF-SUPPORT

STANISLAUS STATE • CSUSTAN.EDU

TOTAL

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AU S S TATE • SECTION 3 • TABLE 3.3 | State-Supported Graduate Enrollment by Discipline Division with CSU Peer Institutions Comparisons, Fall 2019

Bakersfield

D I S CI PLI NE D I V I S I O N 1

East Bay

Fresno

Monterey Bay

San Bernardino

San Francisco

STA NISL AU S

CSU Total

Stanislaus % of CSU Total

MAST ER’ S 131

253

697

172

455

610

230

8,246

2.8

249

266

158

121

447

170

220

4,750

4.6

Business-Management (Business Administration)

139

426

109

192

206

3,256

2.1

Psychology (Psychology)

142

112

1,313

2.4

Health Professions (Nursing)

254

230

130

207

3,710

1.2

Letters (English)

299

1,847

1.1

Social Sciences (History)

165

1,927

1.0

605

0.7

1,008

0.2

Education (Education) Public Affairs (Criminal Justice, Public Administration, Social Work)

Interdisciplinary (Interdisciplinary Studies)

Biological Sciences (Ecology and Sustainability)

146

All Other Disciplines other than those noted above

351

360

221

505

749

1,699

1,838

1,734

2,492

642

37,659

1.7

108

1,009

2.5

Master’s Total

412

10,997

D O CTO R AT E Education (Educational Leadership) All Other Disciplines other than those noted above Doctoral Total

TOTA L

121 35

229

784

1,750

2,067

HIGHLIGHTS •

Stanislaus State ranks third among its CSU peer group in the percentage of Education majors at the master’s level (35.8%), following Monterey Bay at 41.7% and Fresno at 37.9%.

147

412

•

1,217

238

2,226

1.1

1,803

2,730

667

39,885

1.7

Around 34% of Stanislaus State’s state-supported master’s degree students are enrolled in a Public Affairs discipline. i.e., Criminal Justice, Public Administration, and Social Work.

BOOK OF TRENDS • 2019-2020

TABLE 3.4 | CAHSS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend

STATE -S UPPO RT

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

5 Year

Criminal Justice

42.9

-23.1

English

-25.9

-47.4

History

11.1

81.8

Public Administration

-1.5

15.8

119

108

116

119

116

-2.5

TOTAL

TABLE 3.5 | CBA Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

STATE -S UPPO RT Business Administration (Evening MBA) State-Support Total

5 Year

4.5

13.1

4.5

13.1

-4.1

4.4

S E L F- S UPPO RT Executive MBA Online MBA Self-Support Total

TOTA L

0.0

105.6

101

-2.3

33.3

124

159

161

152

153

0.7

23.4

Table 3.4 & Table 3.5 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 3.4 & Table 3.5 Note: No self-support enrollments at the graduate level in CAHSS for this 5-year period.

STANISLAUS STATE • CSUSTAN.EDU

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 • TABLE 3.6 | COEKSW Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA N GE

Fall 2019

1 Year

STATE -S UPPO RT

5 Year

Education

269

233

213

215

204

-5.1

-24.2

Social Work

138

150

138

126

144

14.3

4.3

-3.8

-49.0

456

419

383

367

373

1.6

-18.2

-1.9

100.0

-1.9

100.0

482

446

410

420

425

1.2

-11.8

Educational Leadership State-Support Total

SE L F-S UPPO RT Social Work Hybrid Self-Support Total

TOTAL

TABLE 3.7 | COS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

STATE-S UPPO RT

5 Year

Biological Sciences1 Ecology and Sustainability2

Nursing

Psychology

State-Support Total

-100.0

40.6

114.3

0.0

-8.1

104

15.6

10.6

-50.0

SE L F-S UPPO RT Genetic Counseling2 Interdisciplinary Studies: Child Development Self-Support Total

TOTA L

5.6

112

102

114

108

123

13.9

9.8

Table 3.6 & Table 3.7 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files 1. The MS in Biological Sciences implemented in 2019. 2. The MS in Ecology and Sustainability and the MS in Genetic Counseling discontinued.

BOOK OF TRENDS • 2019-2020

TABLE 3.8 | Interdisciplinary Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Fall 2015

STATE -S UPPO RT

Fall 2016

Fall 2017

Fall 2018

% C HA N GE

Fall 2019

1 Year

5 Year

Interdisciplinary Studies

0.0

-63.6

TOTAL

0.0

-63.6

TABLE 3.9 | Campus Undergraduate to Graduate Pipeline: Graduate Students Who Completed a Stan State Bachelor’s Degree Program, 5-Year Trend Fall 2015

DE GREE LEV EL

Fall 2016

Fall 2017

Fall 2018

Fall 2019

MASTE R’ S Completed Stan State Bachelor’s Degree Master’s Total % Completed Stan State Bachelor’s Degree

504

470

474

460

478

799

784

773

778

797

63.1

59.9

61.3

59.1

60.0

40.8

52.8

50.0

44.0

524

489

490

473

489

848

820

805

804

822

61.8

59.6

60.9

58.8

59.5

DO CTO R AT E Completed Stan State Bachelor’s Degree Doctorate Total % Completed Stan State Bachelor’s Degree

TOTAL Completed Stan State Bachelor’s Degree All Graduate Students % Completed Stan State Bachelor’s Degree

HIGHLIGHTS •

Six out of ten graduate students enrolled in fall 2019 earned their bachelor’s degree from Stan State.

•

On average, 61% of master’s degree seeking students and 47% of doctoral degree seeking students earned their bachelor’s degree from Stan State.

Table 3.8 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 3.8 Notes: No self-support enrollments in interdisciplinary programs at the graduate level for this 5-year period; enrollments in the self-support master’s in Interdisciplinary Studies with a concentration in Child Development reported in the College of Science. Table 3.9 Source: CSU Enrollment Reporting System-Student Enrollment (ERSS); CSU Enrollment Reporting System-Self-Support (sERSS); PeopleSoft Academic Degree Table Table 3.9 Note: Fall term headcounts are unduplicated and include continuing, returning and new graduate students.

STANISLAUS STATE • CSUSTAN.EDU

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 • TABLE 3.10 | Percentage of Female Graduate/Postbac Enrollment with CSU Peer Institutions and Systemwide Comparisons, Fall 2019 CSU CA MPUS 1

% Female

STA NI S LAUS

76.5

Monterey Bay

74.2

Fresno

68.7

Bakersfield

67.8

San Bernardino

66.6

San Francisco

65.5

East Bay

64.4

CSU TOTA L

64.4

HIGHLIGHTS •

Stanislaus State has the highest percentage of female graduate/ postbac students among its CSU peer group.

•

The percentage of graduate/postbac females at the Stanislaus campus is 12.1 percentage points higher than the CSU overall.

Table 3.10 Source: C CSU Institutional Research and Analyses, CSU Student Enrollment Information Dashboard, Fall Term Enrollment Summary, Fall 2019, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html Table 3.10 Notes: Enrollments include state-supported graduate/postbac students enrolled in a master’s, doctoral, teacher or advanced credential, or certificate program, and unclassified postbacs, in addition to self-supported graduate/postbac students enrolled in a master’s program. State-supported postbac students seeking a second bachelor’s degree are not included. 1. Sorted % Female in descending order

BOOK OF TRENDS • 2019-2020

TABLE 3.11 | Graduate Degrees Awarded by Degree Level, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

2019-20

5-Year Total

DE GREE LEV EL Master’s Doctorate

TOTAL

% C HA NGE 1 Year

5 Year

296

314

345

295

369

1,619

25.1

24.7

100.0

-41.2

313

328

359

300

379

1,679

26.3

21.1

TABLE 3.12 | Graduate Degrees Awarded by Degree Level with CSU Peer Institutions Comparisons, College Year 2019-20

CSU CA MPUS 1

Master’s

Doctorate

Total

% of CSU Total

1,004

1,024

5.3

San Francisco

912

967

5.0

Fresno

791

871

4.5

San Bernardino

812

833

4.3

Bakersfield

422

429

2.2

STAN IS LAUS

369

379

1.9

Monterey Bay

267

1.4

18,883

592

19,475

100.0

East Bay

CSU TOTA L

HIGHLIGHTS •

The Stanislaus campus awarded 1.9% of the CSU’s total number of 2019-20 graduate degrees awarded.

•

Among Stanislaus State’s CSU peers, East Bay awarded the most graduate degrees and Monterey Bay awarded the least in 2019-20.

Table 3.11 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 3.11 Notes: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring. The Degrees Awarded and Retention and Graduation Rates section contains additional degrees awarded details. Table 3.12 Source: CSU Institutional Research and Analyses, CSU Undergraduate and Graduate Degrees Granted, https://www2.calstate.edu/data-center/ institutional-research-analyses/Pages/reports-and-analytics.aspx Table 3.12 Notes: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring. The Degrees Awarded and Retention and Graduation Rates section contains additional degrees awarded details. 1. Sorted by % of CSU Total in descending order

STANISLAUS STATE • CSUSTAN.EDU

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 • TABLE 3.13 | Graduate Degrees Awarded by Degree Level and Degree Program, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

2019-20

5-Year Total

MAST ER’ S

% CHANGE 1 Year

5 Year

299

0.0

28.6

Evening MBA

130

-10.0

17.4

Executive MBA

109

4.8

Online MBA

16.7

180.0

Criminal Justice

-40.0

-25.0

Ecology and Sustainability

50.0

200.0

Business Administration

112

118

111

116

552

4.5

3.6

-43.8

-18.2

Genetic Counseling

37.5

History

60.0

33.3

Interdisciplinary Studies

100.0

-50.0

-87.5

Education English

Interdisciplinary Studies: Child Development 6

425.0

250.0

Psychology

120

14.3

-7.7

Public Administration

137.5

46.2

Social Work

101

355

107.0

58.9

296

314

345

295

369

1,619

25.1

24.7

Educational Leadership

100.0

-41.2

Community College Leadership

66.7

0.0

150.0

-58.3

100.0

-41.2

313

328

359

300

379

1,679

26.3

21.1

Nursing

Master’s Total

D O CTO R AT E

P-12 Leadership Doctorate Total

TOTA L

HIGHLIGHT •

The total number of master’s degrees awarded in 2019-20 increased by 74 compared to the prior year, with the largest numerical increases in Social Work, Nursing, and Public Administration.

•

The total number of master’s degrees awarded increased by 73 in the past five years, with the largest numerical increases in Social Work, Nursing, and Business Administration.

•

The top four graduate degrees awarded in the most recent year as well as the five-year total were master’s degrees in Education (552), Social Work (355), Business Administration (299), and Psychology (120). Less than 100 master’s degrees awarded in all other graduate programs.

Table 3.13 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 3.13 Note: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring.

BOOK OF TRENDS • 2019-2020

TABLE 3.14 | Graduate Degrees Awarded by Degree Level and Discipline Division with CSU Peer Institutions Comparisons and Percent of CSU Total, College Year 2019-20

DISCIPLI NE D I V I S I O N

Bakersfield

East Bay

Fresno

Monterey Bay

San Bernardino

San Francisco

STA NISL AU S

CSU Total

Stanislaus % of CSU Total

MASTE R’ S Education (Education)

188

194

318

205

236

117

4,234

2.8

Public Affairs (Criminal Justice, Public Administration, Social Work)

108

169

194

111

2,712

4.1

Business-Management (Business Administration)

254

206

117

2,390

2.6

Psychology (Psychology)

549

4.4

Letters (English)

101

644

1.4

Health Professions (Genetic Counseling, Nursing)

173

1,956

1.6

Social Sciences (History)

764

1.0

Interdisciplinary (Interdisciplinary Studies)

267

0.7

Biological Sciences (Ecology and Sustainability)

385

0.8

158

118

143

4,982

0.0

422

1,004

791

267

812

912

369

18,883

2.0

Education (Educational Leadership)

293

3.4

All other disciplines other than those noted above

299

0.0

592

1.7

429

1,024

871

267

833

967

379

19,475

1.9

All other disciplines other than those noted above Master’s Total

DO CTOR AT E

Doctorate Total

TOTAL

Table 3.14 Source: CSU Institutional Research and Analyses, CSU Undergraduate and Graduate Degrees Granted, https://www2.calstate.edu/data-center/ institutional-research-analyses/Pages/reports-and-analytics.aspx Table 3.14 Notes: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring. 1. Stanislaus State’s applicable degree program names included in parentheses.

69 STANISLAUS STATE • CSUSTAN.EDU

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 • TABLE 3.15 | Grant Submissions by Department/Division, 5-Year Trend 2015-16

DE PART MENT / DIVIS IO N

# OF SUBMITTED PROPOSALS

2016-17

TOTAL DOLLARS REQUESTED

# OF SUBMITTED PROPOSALS

$8,860,880

$1,467,809

$1,035,636

$402,638

$793,100

$30,000

$74,573

$121,471

$110,000

$28,373

$267,000

$7,856,532

$1,847,209

$2,316,019

$3,000

$5,416,725

$4,113,745

$864,485

$745,296

College of Business Administration

$171,957

Library

College of Science

$16,041

$4,303,942

$4,028,347

$2,283,865

$7,039,225

SPEMI

Student Affairs

TOTAL

$2,380,000

$12,312,819

TOTAL DOLLARS REQUESTED

$104,720

College of the Arts, Humanities and Social Sciences

$3,525,591

TOTAL DOLLARS REQUESTED

$1,169,992

TOTAL DOLLARS REQUESTED

2019-20 # OF SUBMITTED PROPOSALS

$34,929

College of Education, Kinesiology and Social Work

TOTAL DOLLARS REQUESTED

2018-19 # OF SUBMITTED PROPOSALS

Academic Affairs

Business and Finance

2017-18 # OF SUBMITTED PROPOSALS

$13,492,688

$257,248

$125,860

$2,722,177

$10,725,476

$8,914,481

$19,072,921

Table 3.15 Source: Stanislaus State Office of Research and Sponsored Programs

BOOK OF TRENDS • 2019-2020

TABLE 3.16 | Awarded Grants by Department/Division, 5-Year Trend 2015-16

DE PART MENT/ DIVISIO N

# OF AWARDED PROPOSALS

TOTAL DOLLARS AWARDED

2016-17 # OF AWARDED PROPOSALS

TOTAL DOLLARS AWARDED

$347,129

$108,787

$364,974

$93,100

$30,000

$81,472

$100,000

$11,000

$2,392,399

$1,752,457

$3,000

$3,625,319

$864,485

$395,299

$1,212,882

College of Business Administration

$50,003

College of Science

$16,041

$3,309,228

$2,330,351

$1,819,477

$3,996,687

SPEMI Student Affairs

TOTAL

$7,947,176

TOTAL DOLLARS AWARDED

Library

# OF AWARDED PROPOSALS

$7,000

College of the Arts, Humanities and Social Sciences

$3,006,613

2019-20

TOTAL DOLLARS AWARDED

$1,169,992

2018-19 # OF AWARDED PROPOSALS

$15,000

College of Education, Kinesiology and Social Work

TOTAL DOLLARS AWARDED

Academic Affairs

Business and Finance

2017-18 # OF AWARDED PROPOSALS

$6,065,632

$2,084,650

$1,847,414

$124,983

$125,860

$2,326,629

$6,064,934

$6,835,567

$6,698,922

# OF PENDING PROPOSALS

$100,000

$17,000

$245,272

$362,272

Table 3.16 Source: Stanislaus State Office of Research and Sponsored Programs Table 3.16 Note: 2018-19 awarded proposal count and total awarded dollars updated since last publication to reflect final awards;2019-20 pending awards as of summer 2020

STANISLAUS STATE • CSUSTAN.EDU

TOTAL DOLLARS PENDING

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 •

FIG. 3.18 |

TABLE 3.17 | Proposal Submissions and Grant Awards, 5-Year Trend

2015-16

2016-17

2017-18

2018-19

160

2019-20 120

Proposals Submitted

Grant Awards

76.7

79.7

68.3

71.1

64.7

NUMBER

PR O PO SA LS & G R A NT AWA R D S

Proposal Submissions and Grant Awards, 5-Year Trend

0 Success Rate

2015-16

2016-17

2017-18

2019-20

FISCAL YEAR

KEY:

PROPOSALS SUBMITTED GRANT AWARDS

TABLE 3.18A | Grant Expenditures by Award Type/Source, 5-Year Trend % CHANGE

2015-16

2016-17

2017-18

2018-19

2019-20

5-Year Average

$3,328,355

$2,940,845

$3,759,277

$4,913,360

$5,150,038

$4,018,375

4.8

54.7

State

$565,265

$678,442

$708,038

$485,195

$384,710

$564,330

-20.7

-31.9

Local

$1,121,252

$1,375,050

$909,721

$354,722

$527,934

$857,736

48.8

-52.9

$921,261

$1,018,892

$924,733

$792,071

$762,461

$883,884

-3.7

-17.2

$5,936,133

$6,013,229

$6,301,769

$6,545,349

$6,825,143

$6,324,325

4.3

15.0

AWA R D T Y PE Federal

Non-Gov

TOTA L

1 Year

5 Year

HIGHLIGHTS •

Federal and local grant expenditures had one-year percent increases of 4.8% and 48.8%, respectively.

•

Federal grant expenditures increased by 54.7% over the past five years, while grant expenditures for all other award types declined.

•

Total grant expenditures increased by over 4% in the past year and by 15% over the past five years.

Table 3.17 Source: Stanislaus State Office of Research and Sponsored Programs Table 3.17 Note: 2018-19 grant awards and success rate adjusted since last publication; 2019-20 grant awards do not include pending awards displayed in Table 3.17. Table 3.18A Source: Source: Stanislaus State Financial Services, Post Award Grant Administration Table 3.18A Note: Dollar amounts rounded to the nearest whole dollar; totals may not sum to total due to rounding.

BOOK OF TRENDS • 2019-2020

TABLE 3.18B | Grant Expenditures by Account Category, 5-Year Trend ACCO UNT CATEG O RY

2015-16

2016-17

2017-18

2018-19

601-Regular Salaries and Wages

$2,383,606

$2,069,472

$2,622,698

$2,741,839

2,738,855

$12,556,470

$849,363

$718,001

$952,812

$906,843

1,071,590

$4,498,609

$9,095

$8,244

$8,856

($384)

600

$26,411

$145

$224

$15

$93,852

$159,115

$232,955

603-Benefits Group 604-Communications 605-Utilities Group

$271,770

606-Travel

2019-20

$384 113,696

$3,418

608-Library Acquisitions 613-Contractual Services Group 616-Information Technology Costs

5-Year Total

$871,388 $3,418

$157,586

$262,955

$304,340

$287,739

55,840

$1,068,460

$3,140

$4,537

$9,489

$19,011

15,617

$51,794

$143,968

248,872

$392,840

617-Services from Other Funds/Agencies Group 619-Equipment Group

$114,932

$151,362

$80,352

$101,125

139,856

$587,627

620-SP-Subrecipient

$688,184

$460,715

$155,941

$35,662

23,780

$1,364,282

$61,110

$37,307

624-SP-Scholarships

$762,192

$972,589

$1,159,229

$1,222,318

1,461,727

$5,578,055

660-Misc. Operating Expenses

$386,338

$406,263

$481,886

$329,901

397,926

$2,002,314

662-SP-F&A Cost (Indirect Cost)

$238,046

$395,882

$411,393

$498,238

545,465

$2,089,024

$7,352

$431,905

$5,283

$36,623

622-SP-Participant Support

680-Operating Transfers Out

($49,851)

690-Expenditure Adjustments

TOTAL

$98,417

$5,936,133

$6,013,229

$6,301,769

($10,503) $6,545,349

Table 3.18B & Table 3.18C Source: Stanislaus State Financial Services, Post Award Grant Administration Table 3.18B & Table 3.18C Note: Dollar amounts rounded to the nearest whole dollar; totals may not sum to total due to rounding.

STANISLAUS STATE • CSUSTAN.EDU

$481,163 11,320 $6,825,143

($49,034) $31,621,623

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 • TABLE 3.18C | Grant Expenditures by Department, 5-Year Trend DEPA RT MENT

DEP T. CO DE

2015-16

Accounting & Finance

21001

$50,000

Agriculture

20029

$22,616

2016-17

2017-19

$87,654

2018-19

$95,431

2019-20

5-Year Total

$2,110

$53,841

$105,951

$124,333

$64,463

$394,497

Anthropology

20004

$92,312

$72,720

$25,652

$42,640

$11,123

$244,447

Biological Sciences

20007

$976,333

$1,068,136

$1,054,435

$828,508

$1,126,707

$5,054,119

Child Development

20001

$135,269

Coll Humanities & Soc Science

24099

College of Science STEM Grants

25080

$364,092

$1,282,837

$1,159,917

$3,891,401

$92,799

$3,900

Computer Science

20012

COS K-12 STEM Programs

25047

Dean College of Science

25099

$44,345 $90,991

Dean-Coll of Educ

22099

Diversity Center

51501

Ethnic Studies

20018

Facilities Admin & Planning

44002

Faculty Development Center

20024

$1,328

30061 44700

$100,000 $223,074

22021 51200

Housing

51001

Information Technology

33205

Institutional Effectiveness & Analytics

30070

$290,346

$331,332

$953,176

$181,677

$18,022

$392,054

$44,289

$45,052

$43,157

$46,465

$223,308

$428,949

$323,991

$459,485

$374,362

$1,677,778

$4,422

$2,902

Geography

GVWP Grants

$238,699 $192,355

$2,902

$11,000

Grounds Maintenance

Health Services

$3,900 $1,084,555

$1,035

$11,000

$8,050

$10,413

$79

$3,149

$3,228 $100,000

$444,820

$108,658

$182,049

$93,818

$1,052,419

$9,629

$9,629 $10,026

$100,000 $100,425

$108

$10,026 $100,000

$2,311

$742

$103,586

$89,845

$150,282

$240,127

$3,000

Liberal Studies

20028

Library

32001

Masters in Social Work

20038

$1,128,660

$1,448,104

$1,446,282

$1,377,573

$1,346,999

$6,747,618

Math Projects

20047

$342,788

$462,518

$82,381

$46,548

$40,724

$974,959

Mathematics

20019

$5,000

$5,016

McNair TRIO Grant

24080

Nursing

20010

Politics & Public Admin

20002

$16

$598,426

$546,816

$155,010

$254,743

$206,939

$616,692

$842,742

$685,501

$703,454

$3,376,939

$42,180

$5,707

$47,887

Provost/VPAA Office

30502

$118,521

$41,781

Psychology

20025

$122,871

$747

Sociology

20026

Strat Plng, Enroll Mgmt & Innov

34106

Student Records

34109

$1,196,230

$308,323

Student Support Services

52101

$287,940

$389,485

$412,762

$400,185

$450,200

$1,940,572

Teacher Diversity

22100

$12,196

$70,365

$51,377

$30,247

$283,230

$447,415

$191

$113,244

$19,337

$162,698

$507,553

$6,545,349

$6,825,143

$31,621,623

$113,711

Univ Extended Education

31001

AVP Academic Affairs

30030

$97,662

$15,391

VP of Student Affairs

50001

$325,514

$5,936,133

$6,013,229

TOTAL

$160,302 $3,509

$127,127

$7,500

$178,880

$292,591 $1,504,553

$25,000

$6,301,769

BOOK OF TRENDS • 2019-2020

TABLE 3.19 | Grant Indirect Cost (IDC) Recovery by Source of the Grant Funding, 5-Year Trend 2015-16

SO U R CE 1

2016-17

2017-18

2018-19

5-Year Average

2019-20

% CHANGE 1 Year

5 Year

FE DE RA L Federal Direct Federal IDC Federal Total Federal Eff IDC2

$2,173,813

$2,752,045

$3,524,581

$4,526,277

$4,711,047

$3,537,553

4.1

116.7

$48,992

$188,800

$234,696

$387,083

$438,991

$259,712

13.4

796.0

$2,222,805

$2,940,845

$3,759,277

$4,913,360

$5,150,038

$3,797,265

4.8

131.7

2.3

6.9

6.7

8.6

9.3

6.7

$1,636,948

$625,237

$679,977

$461,119

$373,574

$755,371

-19.0

-77.2

$33,867

$53,205

$28,062

$24,076

$11,136

$30,069

-53.7

-67.1

$1,670,815

$678,442

$708,038

$485,195

$384,710

$785,440

-20.7

-77.0

2.1

8.5

4.1

5.2

3.0

4.6

$1,038,720

$1,282,973

$836,050

$330,372

$522,849

$802,193

58.3

-49.7

$82,532

$92,077

$73,671

$24,351

$5,085

$55,543

-79.1

-93.8

$1,121,252

$1,375,050

$909,721

$354,722

$527,934

$857,736

48.8

-52.9

7.9

7.2

8.8

7.4

1.0

6.5

$848,606

$957,092

$849,768

$729,343

$672,207

$811,403

-7.8

-20.8

$72,655

$61,800

$74,965

$62,728

$90,254

$72,480

43.9

24.2

$921,261

$1,018,892

$924,733

$792,071

$762,461

$883,884

-3.7

-17.2

8.6

6.5

8.8

8.6

13.4

9.2

$5,698,087

$5,617,347

$5,890,376

$6,047,111

$6,279,677

$5,906,520

3.8

10.2

$238,046

$395,882

$411,393

$498,238

$545,465

$417,805

9.5

129.1

$5,936,133

$6,013,229

$6,301,769

$6,545,349

$6,825,143

$6,324,325

4.3

15.0

4.2

7.0

8.2

8.7

7.0

$5,936,133

$6,013,229

$6,301,769

$6,545,349

$6,825,143

$31,621,623

4.3

15.0

STATE State Direct State IDC

State Total State Eff IDC2

LO CAL Local Direct Local IDC

Local Total Local Eff IDC2

N O N GOV NonGov Direct NonGov IDC

NonGov Total NonGov Eff IDC2

TOTAL Total Direct Total IDC

Total Total Eff IDC2

TOTAL

HIGHLIGHT •

Total indirect cost recovery increased by 9.5% in 2019-20 compared to the prior year, and more than doubled compared to five years prior.

Table 3.19 Source: Stanislaus State Financial Services, Post Award Grant Administration Table 3.19 Notes: Dollar amounts rounded to the nearest whole dollar; totals may not sum to total due to rounding. 1. For this table the source of the grant funding, that is federal, state, etc., is the direct source from where the University receives the funding. Many times federal dollars are passed through state or local governments to the University. For this table grant money that is passed through state and local government is counted as state and local grants. Consequently, dollars tracked in this fashion changes the appearance of the true source of the funding from the federal government to state and local governments. 2. EFF IDC % = Effective Indirect Cost Percentage

STANISLAUS STATE • CSUSTAN.EDU

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 •

OFFICE OF RESEARCH & SPONSORED PROGRAMS GRANT AND CONTRACT AWARDS, 2019-20 The following includes new grant programs that were funded between July 1, 2019 and June 30, 2020, in addition to pending awards; it does not include ongoing projects that were funded in prior years. Visit csustan.edu/office-research-sponsored programs for additional information.

AC ADEMIC AFFAIRS PR I NCI PAL I NV ESTI GATO R ( P I ) / PR OJ ECT D I R E C TO R Kimberly Greer

D E TAI L S

D ESC RIP T ION

Title: Civic Action Fellows Program at Stanislaus State Agency: California Volunteers Award: $272,461 AmeriCorps program to provide 47 students a civic-engaged fellowship

Kimberly Greer

Title: Civic Action Fellows Program at Stanislaus State Agency: California Volunteers Award: $74,668

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES P I /PR OJ ECT D I R E C TO R James Tuedio

D E TAI L S

D ESC RIP T ION

Title: 2020-21 CSMP State California Global Education Project Agency: University of California Award: $30,000 2020-21 CSMP State funding for the California Global Education Program

James Tuedio

Title: 2020-21 CSMP ESSA California Global Education Project Agency: University of California Award: $30,000

Agriculture P I /PR OJ ECT D I R E C TO R Costanza Zavalloni

D E TAI L S

D ESC RIP T ION

Title: Influence of Compost Application Rates and Timing Agency: Subaward of UC ANR (Primary Funding Agency CA. Tomato

Nitrogen Management and Processing Tomato Productivity and Quality

Research Institute) Award: $2,100

BOOK OF TRENDS • 2019-2020

continued from previous page

Anthropology, Geography, and Ethnic Studies P I/PR OJ ECT D I R ECTO R Elizabeth Greathouse

D E TAI L S Title: Central California Information

D ESC RIP T ION State support for the CHRIS Inventory

Center Agency: California Office of Historic Preservation Award: $11,000 Jose Diaz-Garayua

Title: Geography meets the Humanities Agency: National Endowment For The Humanities Award: $100,000 (Pending)

Digital Mapping of the San Joaquin Central Valley's Refugees' Storytelling

Politics and Public Administration P I/PR OJ ECT D I R ECTO R

D E TAI L S

Erin Hughes

Title: Tell Our Stories: Family Histories

D ESC RIP T ION Exhibit hosted by CSU, Stanislaus

of the Assyrian Genocide Agency: California Humanities Award: $20,000

BUSINESS AND FINANCE

Facilities P I/PR OJ ECT D I R ECTO R Geng Liu

D E TAI L S

D ESC RIP T ION

Title: SJVAPCD -- Charging Stations

Charge Up program from the San Joaquin Valley Air Pollution Control

Lot 11

District provides funding for the purchase of electric vehicle charging

Agency: San Joaquin Valley Air

stations

Pollution Control District Award: $17,000 (Pending)

COLLEGE OF EDUCATION, KINESIOLOGY, AND SOCIAL WORK

Teacher Education P I/PR OJ ECT D I R ECTO R Oddmund Myhre

D E TAI L S

D ESC RIP T ION

Title: GVWP Professional

Great Valley Writing Project for the oversight and implementation of

Development - River Islands

academic year professional development workshops.

Agency: River Islands Technology Academy Award: $8,538 Oddmund Myhre

Title: Teacher Residency Program Agency: Turlock Unified School District Award: $170,000

77 STANISLAUS STATE • CSUSTAN.EDU

Turlock Unified School District Teacher Residency Program

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 • continued from previous page

PI /PR OJ ECT D I R E C TO R

D E TAI L S

D ESC RIP T ION

Oddmund Myhre

Title: CalSWEC Title IV-E 2019-20 Agency: UC Berkeley Award: $1,492,814

Continued funding for the MSW program through CalSWEC/Berkeley subaward

Oddmund Myhre

Title: CalSWEC Title IV-E MSW Stipend Agency: UC Berkeley Award: $1,500

Subagreement No:00009207 Amendment No: 03 FY 2019-2020

Oddmund Myhre

Title: 2019-20 MSTI Program Agency: CSU Office of the Chancellor Award: $90,000

Mathematics and Science Teacher Initiative (MSTI) 2019-2020

Oddmund Myhre

Title: 2019-20 MSTI Challenge Agency: CSU Office of the Chancellor Award: $90,000

Mathematics and Science Teacher Initiative (MSTI) Challenge Computer Science supplemental funding

Oddmund Myhre

Title: SCOE ARCHES and Stan State TRRP and MSTI Tutoring Programs 2019-2020 Agency: Stanislaus County Office of Education Award: $2,000

Provides oversight and implementation of tutoring programs offered for academic support to middle and high school students at participating ARCHES school sites.

Oddmund Myhre

Title: Teacher Residency Program -Amendment 2 Agency: Turlock Unified School

Turlock Unified District Teacher Residency Program

District Award: $4,281 Oddmund Myhre

Title: 2020-21 CSMP ESSA Great Valley Writing Program Agency: University of California Award: $39,082

2020-21 CSMP Federal ESSA Funding for the Great Valley Writing Project

Oddmund Myhre

Title: 2020-21 CSMP State Great Valley Writing Program Agency: University of California Award: $32,185

2020-21 CSMP State Funding for the Great Valley Writing Project

Oddmund Myhre

Title: California Writing Project One Time Funding Agency: University of California Award: $69,750

Develop and Support Teacher Leaders

Oddmund Myhre

Title: Teacher Residency Program Agency: Turlock Unified School District

Stipend funds for 13 participants in the Teacher Residency Program.

Award: $84,500

BOOK OF TRENDS • 2019-2020

continued from previous page

COLLEGE OF SCIENCE

Biological Sciences P I/PR OJ ECT D I R ECTO R Brian Cypher

D E TAI L S

D ESC RIP T ION

Title: BLM CA Carrizo Kit Fox

Demographic and Ecological Patterns of Endangered San Joaquin Kit

Conservation

Foxes in the Carrizo Plain National Monument

Agency: Bureau of Land Management Award: $40,000 Brian Cypher

Title: ESRP Research for Live Oak

Provide oversight and implementation of surveys for Buena Vista Lake

Associates, Inc.

Shrews in the Kern Fan Water Recharge Area

Agency: Live Oak Associates Award: $16,052 Brian Cypher

Title: CSU Chico FFATA Subaward

Streamlining National Wildlife Refuge's Data-submission to California's

Agency: CSU Chico Research

Heritage Database

Foundation Award: $42,441 Brian Cypher

Title: Westervelt Task Order 9

Contracting ESRP for expert consultation regarding the San Joaquin Kit

Agency: Westervelt Ecological

Foxes and their habitat

Services Award: $13,000 Brian Cypher

Title: Piedra Azul Conservation Bank

Survey effort of endangered San Joaquin Kit Foxes and San Joaquin

Project Surveys

Antelope Squirrels in the Piedra Azul Conservation Bank

Agency: Westervelt Ecological Services Award: $7,974 Brian Cypher

Title: Westervelt Task Order #2,

Ecological Support to Westervelt Ecological Services

Augmentation #1 Agency: Westervelt Ecological Services Award: $10,000 Brian Cypher

Title: Tulare Basin Endangered Species Surveys Agency: Bureau of Reclamation Award: $75,272 (Pending)

79 STANISLAUS STATE • CSUSTAN.EDU

Conduct surveys for federally listed species

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 • continued from previous page

PI /PR OJ ECT D I R E C TO R Brian Cypher

D E TAI L S Title: Development of Exclusion

D ESC RIP T ION Project Development and Design Review

Fencing Design Agency: Environmental Science Associates Award: $5,000 (Pending) Brian Cypher

Title: Endangered San Joaquin Kit

Monitoring & Mitigating a Sarcoptic Mange Epidemic

Foxes Agency: U.S. Fish & Wildlife Service Award: $120,000 (Pending) Brian Cypher

Title: Demography & Ecology of SJ Kit

Filling Data Gaps for a Population Viability Analysis

Foxes in Satellite Populations Agency: U.S. Fish & Wildlife Service Award: $45,000 (Pending) Brian Cypher

Title: Reducing Rodent Activity at Oil

Reducing rodent activity at oil spill sites using scent-based deterrents

Spill Sites Agency: UC Davis Award: $92,538 Brian Cypher

Title: Panoche Valley Solar Project

San Joaquin Kit fox Post-Construction Study

Agency: Con Edison Development Award: $415,207 Brian Cypher

Title: Westervelt Task Order 10 Agency: Westervelt Ecological Services Award: $19,000 Contracting ESRP for expert consultation

Brian Cypher

Title: Westervelt Task Order 10, Augmentation #1 Agency: Westervelt Ecological Services Award: $10,000

Matthew Cover

Title: Social Online Tools to Support

Collaboration with UC Berkeley and Los Medanos College for Biology

Collaborative/Inclusive Learning in

Online Tools

Biology Agency: California Education Learning Lab Award: $100,000

Andrew Gardner

Title: Digitization PEN: Expanding and Enhancing the California Phenology TCN Agency: National Science Foundation Award: $2,641

BOOK OF TRENDS • 2019-2020

continued from previous page

Computer Science PI/PR OJ ECT D I R ECTO R Melanie Martin

D E TAI L S

D ESC RIP T ION

Title: 2019-20 LSAMP NSF Subaward Agency: University Enterprises, Inc. Award: $15,000

Amendment #532682 to Subaward #532681 for Louis Stokes Alliance for Minority Participation (LSAMP) in the sciences funded through NSF and

Melanie Martin

Title: 2019-20 LSAMP Chancellor's

the CSU Chancellor's Office

Office Subaward Agency: University Enterprises, Inc. Award: $30,000

Nursing PI/PR OJ ECT D I R ECTO R Carolyn Martin

D E TAI L S

D ESC RIP T ION

Title: Song Brown FNP/PA

Song Brown Family Nurse Practitioner Training Program/Primary Care

Agency: Office of Statewide Health

Physician Assistant Training Program

Planning & Development Award: $96,000 Carolyn Martin

Title: HRSA Nurse Faculty Loan

Nurse Faculty Loan Program for underserved students in the Master's

Program (NFLP)

Nursing Program.

Agency: U.S. Department of Health and Human Services Award: $20,112 Carolyn Martin

Title: Preparing Family Nurse

Family Nurse Practitioner Student Development

Practitioners to Manage Mental Health in the Central Valley Agency: HealthNet Award: $25,000 Carolyn Martin

Title: Wellness WORKs! 2020-2021

Annual Funding for Wellness WORKs! Program

Agency: San Joaquin County Behavioral Health Services Award: $570,227 Debra Tavernier

Title: Song Brown Capitation Grant

Funding to support the capitation of 10 additional students in the School

2020-2022

of Nursing program

Agency: California Healthcare Workforce Policy Commission Award: $240,000

81 STANISLAUS STATE • CSUSTAN.EDU

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 • continued from previous page

Mathematics P I /PR OJ ECT D I R E C TO R Heather Coughlin

D E TAI L S

D ESC RIP T ION

Title: CSMP-State Agency: California Mathematics

Central California Mathematics Project - State Funding for Subject Matter

Project

Project for 2020-2021

Award: $20,000 Heather Coughlin

Title: CSMP-ESSA Agency: California Mathematics

Central California Mathematics Project - ESSA Funding for Subject Matter

Project

Project for 2020-2021

Award: $24,222 Heather Coughlin

Title: Central California Mathematics

CSMP One Time State Funding (OTF)

Project Agency: State of California Award: $38,000

STUDENT AFFAIRS P I /PR OJ ECT D I R E C TO R Brandon Price

D E TAI L S Title: California State University

D ESC RIP T ION Probationary membership in the CSU Project Rebound Consortium

Project Rebound Consortium Agency: CSU Office of the Chancellor Award: $125,000

Diversity Center P I /PR OJ ECT D I R E C TO R Carolina Alfaro

D E TAI L S Title: U.S. Census 2020

D ESC RIP T ION Support campus awareness efforts

Agency: CSU Office of the Chancellor Award: $10,959

Student Support Services P I /PR OJ ECT D I R E C TO R Juanita Cruthird-Billups

D E TAI L S Title: Student Support Services

D ESC RIP T ION Department of Education SSS program

Program Agency: Department of Education Award: $2,190,670

BOOK OF TRENDS • 2019-2020

Centers & Institutes

The Centers and Institutes of Stanislaus State exist to advance the goals of the University and to enhance its programs of instruction, scholarship, and service. They provide a means for interdisciplinary collaboration and a method by which extramural funds and fees can be employed to supplement other resources. A description of the Centers and Institutes may be found below, and additional information is available at csustan.edu/centers-institutes.

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES Institute for Archaeological Research The Institute for Archaeological Research (IAR) strives to support and foster archaeological research and community engagement within California’s Central Valley and beyond. The IAR’s goals and objectives include the following: 1) To supply an interdisciplinary framework for the conduct of archaeological research and community engagement both within the region and abroad; 2) To provide undergraduate and graduate students opportunities to conduct archaeological research as part of curricular and co-curricular activities both within the region and abroad; and 3) To promote the active engagement of local communities with archaeological research, its results, its direction, and the preservation of cultural patrimony, both within the region and abroad.

Institute for Cultural Resources The purpose of the Institute for Cultural Resources (I.C.R) is to provide an interdisciplinary organizational framework for encouraging the study of the heritage of diverse cultural groups. The I.C.R. will organize collections of material culture representative of these groups and will aid in their utilization for teaching and research purposes.

Center for Applied Spatial Analysis The Center of Applied Spatial Analysis (CASA) offers geospatial consulting services to the campus and regional community. In this capacity, it will also serve as a conduit for outreach to our larger regional community. CASA coordinates internships, facilitates grant development, and conducts projects in partnership with campus and community members. These projects are designed to improve student learning by providing applied experiential learning and professional development opportunities.

Center for Economic Education An understanding of economic principles is vital to people as consumers, producers, savers, investors, taxpayers and voters. The Center for Economic Education at California State University, Stanislaus is one of a network of centers throughout the country that are set up to improve economic education.

Center for Public Policy Studies The Center for Public Policy Studies at Stanislaus State is a non-profit, nonpartisan entity dedicated to research and public education about important policy issues and to providing a forum for discussing public policy issues with community representatives, academics, and policy makers in the Stanislaus State service area. The center is committed to facilitating regional and community problem-solving through activities and research projects that bring together diverse constituencies and perspectives to clarify issues, consider options, and build consensus.

83 STANISLAUS STATE • CSUSTAN.EDU

COLLEGE OF EDUC ATION, KINESIOLOGY AND SOCIAL WORK Center for Portuguese Studies (in collaboration with the College of the Arts, Humanities and Social Sciences) The Center for Portuguese Studies exists to promote the study of the Portuguese-speaking world: language, history, culture, and influence. The Center works to enrich the connections between the local Portuguese community and its cultural and linguistic heritage and to forge new connections between countries of the Portuguese-speaking world and California’s Central Valley. The Center sponsors scholarship, exchanges, language programs, and cultural activities.

COLLEGE OF SCIENCE Child Development Center The Child Development Center (CDC) is an instructional facility established to teach university students about child development theory and applications, program design and evaluation, and research. Students from varied disciplines such as child development, communication studies, education, music, and psychology participate at the CDC each semester. By participating in laboratory courses, students learn to observe children and record their behaviors, assess children’s development, plan and evaluate developmentally appropriate activities, and design and implement research projects.

G R A D U A T E STU D IES AN D R ES EAR C H AT S TAN IS L AUS S TATE • SECTION 3 •

This page intentionally left blank.

BOOK OF TRENDS • 2019-2020

STANISLAUS STATE • CSUSTAN.EDU

SE CTIO N

STUDENT SUCCESS PROGRAMS AND INITIATIVES Stanislaus State Definition of Student Success Stanislaus State recognizes that student success occurs when our students are engaged and supported in their quest for knowledge and understanding. Student success is realized when our students are equipped and empowered to positively transform their lives, to inform the practice of their chosen profession, and to exercise civic rights and responsibilities to transform their communities. At Stanislaus State, •

We use the power of education, community, and civic engagement to transform lives.

•

Student success occurs when we engage and support our students in a quest for knowledge and understanding that encourages and empowers them to identify their personal goals and professional aspirations. Successful students strive to make their own unique contributions to our diverse world.

•

We support our students by expanding opportunities and enriching experiences that broaden their awareness of others’ perspectives and develop their intellectual capacity and ethical character.

•

Student success is achieved when our students can imagine a better world and are empowered to make it a reality within the Central Valley region and beyond.

Approved by the Academic Senate on March 27, 2018 Approved by President Ellen Junn on May 1, 2018

Photo: The Warrior baseball team celebrates a thrilling victory against Westmont College, which advanced the Stan State baseball team to the 1976 Division III College World Series in Ohio. Year: 1976

BOOK OF TRENDS • 2019-2020

Warrior Athletics Program The Department of Athletics is committed to creating an environment where individuals and teams reach their full potential and become a source of University and community pride. The Department motivates behavior that fosters academic achievement, self-discipline, group loyalty, sportsmanship, personal integrity, hard work, perseverance, and pride of accomplishment. Athletics believes these qualities lead to the attainment of skills necessary for success in academics, athletics, and most importantly, life-long learning. Athletics strives to provide a championship-caliber environment for studentathletes to be successful champions in the classroom, champions in athletic competitions, and champions in our community. ACCOMPLISHMENTS FOR 2019-20 •

Priority Registration was approved by Academic Senate.

•

From the 2013-14 cohort year, student-athlete graduation rates increased by 18%, while the academic success rate increased by 4%.

•

Competitive success with ten sports making post season competition.

•

Community service involvement hours exceeded the expected annual goal, including adding new community partnerships.

•

Athletes completed the 2019-20 academic year with the highest annual and semester GPA earned for the department on record.

SERVICE INDICATORS Average GPAs by Team, 2019-20

FALL 2019

SP O RT

STAN GPA

CUM GPA

SPRING 2020 TERM GPA

STAN GPA

CUM GPA

TERM GPA

Cross Country

2.93

3.04

3.08

3.09

3.12

3.08

Men's Baseball

3.16

3.24

3.18

3.25

3.27

3.56

Men's Basketball

2.72

2.92

2.71

2.73

2.92

2.74

Men's Golf

3.41

3.35

3.51

3.45

3.39

3.67

Men's Soccer

2.75

2.79

2.75

2.87

2.95

2.98

Track & Field (Indoor/Outdoor)

3.02

3.08

3.09

3.12

3.13

3.18

Women's Basketball

3.13

2.98

3.20

3.26

Women's Softball

3.02

3.12

3.04

3.17

3.19

3.43

Women's Soccer

3.29

3.30

3.31

3.39

3.38

3.55

Women's Tennis

3.57

3.54

3.40

3.66

3.61

3.77

Women's Volleyball

3.36

3.39

3.43

3.44

3.58

Average GPA

3.12

3.17

3.13

3.22

3.24

3.35

STANISLAUS STATE • CSUSTAN.EDU

STUDENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4 Multi-Year Average Male GPAs

STAN GPA

S PO RT

CUM GPA

TERM GPA

Baseball

3.25

3.27

3.56

Basketball

2.73

2.92

2.74

Golf

3.45

3.39

3.67

Soccer

2.87

2.95

2.98

Cross Country

3.09

3.13

3.22

Track & Field (Outdoor)

3.04

3.05

3.09

3.07

3.12

3.21

Average GPA

Multi-Year Average Female GPAs

STAN GPA

S PO RT

CUM GPA

TERM GPA

Basketball

3.20

3.26

Softball

3.17

3.19

3.43

Soccer

3.39

3.38

3.55

Tennis

3.66

3.61

3.77

Volleyball

3.43

3.44

3.58

Cross Country

3.09

3.11

2.99

Track & Field (Indoor/Outdoor)

3.20

3.26

3.31

3.30

3.41

Average GPA

BOOK OF TRENDS • 2019-2020

Health & Wellness - Disability Resource Services Disability Resource Services (DRS) supports student success by facilitating processes that foster student inclusion in all aspects of the collegiate experience. This is done by reducing/eliminating barriers, whether they are attitudinal, structural, programmatic or otherwise. In doing so, students with disabilities have an equal opportunity to become successful through their own efforts and not held back by artificial barriers. The department strives to create partnerships with students, faculty, staff, and other university and community offices by creating awareness and training on disability-related issues as well as providing information and referral services. ACCOMPLISHMENTS FOR 2019-20 •

Re-established a connection with the Department of Rehabilitation. This enabled students with disabilities who are less than full-time status due to a disability to still have financial support with tuition and books.

•

Opened communication with sister offices at San Joaquin Delta College and Modesto Junior College to help facilitate student transfers between institutions minimizing disruption to academic and well-being support. There are significant enough differences between services provided at the community college level and what is provided at the university level. It is important to provide students with accurate information to help aid their transition to the university environment.

•

Held the first DRS New Student Orientation. The program focused on the department’s services, how the department works on behalf of students, and information dissemination about on and off-campus partners.

•

Established means and methods to deliver accommodations to students remotely during the COVID-19 pandemic. The university has an obligation to provide accommodations to students with disabilities even during a pandemic.

SERVICE INDICATORS DRS Student Office Traffic, 2019-20 200 180 160 140 120 100 80 60 40 20 0 September

October

November

December

January

February

March

April

GOAL = 0

May

NO SHOWS/CANCELLATIONS

APPOINTMENTS (SHOWS)

WALK-INS

162

151

103

186

STANISLAUS STATE • CSUSTAN.EDU

Health & Wellness - Health Education and Promotion The Health Education and Promotion (HEP) department leads initiatives, advocates for a health-promoting community, and engages campus and community partnerships to support student wellness and academic success.

ACCOMPLISHMENTS FOR 2019-20 •

•

Successfully expanded department outreach and awareness using social media. Monthly content schedules were planned to reflect the following health priorities which have been identified for our campus from the American College Health Association’s National College Health Assessment II (ACHA-NCHA II), an evidence-based program. •

Nutrition

•

Physical activity

•

Sexual health and sexual violence prevention

•

Mental health, stress management & suicide prevention

•

Alcohol, tobacco and other drugs (ATOD) awareness

Marketed Health Education and Promotion programs and services to the campus community. Over the course of the academic year, HEP staff collaborated with a number of campus departments for various outreach activities, including the following: •

Master of Social Work (MSW) Department (PEER Project internship)

•

Student Leadership & Development (SLD) Office o New Student Orientation/Orientation Leader (OL) Training o Aware, Awake, Alive programming o Student Organization Chartering (Peer Health Educators & Stan Together) o Student Leadership Series workshops

•

Student Leadership Series workshops

•

Housing & Residential Life o Resident Assistant (RA)/ Peer Academic Leader (PAL) Training o Warriors Up at Night o Miscellaneous educational activities (condom demos, stress management/pet therapy, etc.)

•

Campus Recreation o

Warriors Up at Night

•

Student Health 101 (e-magazine) content

•

Social media content collaboration

•

Athletics

•

Step-UP! Bystander Intervention

•

Healthy Relationships

•

Women’s Haven Center/Victim Advocate/Title IX Director

•

Student Health Center/Continuous Quality Improvement (CQI)/Student Health Advisory Committee (SHAC)

•

Get Yourself Tested (GYT) campaign and Sexually Transmitted Infection (STI) Bundles

•

The Student Mental Wellness Partnership (SMWP) continued into 2019-20. Partners include Stanislaus County Office of Education (SCOE), Stanislaus County Behavioral Health & Recovery Services (BHRS), Modesto Junior College (MJC), and Stan State’s Health Education & Promotion Office (HEP) and Master of Social Work (MSW) program.

•

During 2019-20, Health Education and Promotion (HEP) planned to release a 5-poster series to highlight Stanislaus State students’ attitudes and behaviors highlighted in the spring 2018 American College Health Association’s – National College Health Assessment II (ACHA-NCHA II). Due to COVID-19, HEP was only able to release three (3) of the five (5) planned posters. A total of thirty-eight (38) participants from thirty-three (33) different campus departments voluntarily joined the 2019-20 campaign. Depending on the edition, anywhere from sixty-one (61) to sixty-six (66) posters were spread throughout fifteen (15) different campus buildings, including the satellite Stockton Campus. Because of passive programming, the program was ceased due to COVID-19 and California’s Shelter-InPlace orders.

•

HEP continued the Final Exam Week care package program by creating a “Virtual Finals Care Package” that students could access remotely. The department worked with other campus departments within the Division of Student Affairs to develop resources. HEP also worked with the Communications & Public Affairs Office to get the “Virtual Finals Care Package” promoted through Warrior Weekly and added to the HEP website.

BOOK OF TRENDS • 2019-2020

STUDENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4

continued from previous page

SERVICE INDICATORS

# O F ST UD ENTS S E RVE D

# O F P R O GRA M S S P O N S O R E D / PART IC IPAT ED

42,456

142*

# OF A P P OINT M ENTS

# OF WALK- INS

N/A

4,876

* 19 of these were cancelled due to COVID-19

SOCIAL MEDIA (INSTAGRAM) The HEP Instagram account was continued through 2019-20 using the same handle: stanstatehealthed. The HEP Office continues to use the Social Media Guidebook for Instagram in an effort to be more intentional about our approach to and utilization of social media. Monthly content schedules were edited to better suit the needs of staff and were utilized to assist with the preparation and organization of the posted content. Content schedules were created and edited to reflect guidelines regarding COVID-19 and initiatives from Student Affairs. The following information includes the specific metrics that were tracked during the 2019-20 academic year (July 1 – June 30).

P O STS : 176 L I KE S : 5,295 C O M M E N TS : 34 TAG S : 2 STO RY VI E WS : 22,018 F O L LOWE R S : 1,488

WEBSITE VISITS F O R WA R D E D E - M AI L S F R O M CA MPU S PART N E R S

W E B SIT E PAGE V IEWS

1,264

STANISLAUS STATE • CSUSTAN.EDU

1,993 (total) 1,698 (unique)

WA RRIOR WEEKLY HIGHL IGHT PAGE V IEWS

TITLE IX REQUIREMENTS All Stanislaus State students are required by Executive Order 1095 to complete Title IX training each academic year. Our campus has selected an online training program, Not Any-more, to meet the requirement. All new students will complete the Not Anymore program. Not Anymore covers crucial topics like consent, healthy and unhealthy relationships and what to do if violence occurs. It also includes how to identify potentially dangerous situations and how to intervene and put a stop to them. Not Anymore training gives students the knowledge and power to make our campus safer. Returning or continuing students complete a shorter “refresher” course each academic year after their initial training with the Not Anymore program. Each student receives a total of four emails. If they fail to complete the training, registration holds are placed on their account and they receive three additional emails prompting them to complete the training. All students enrolled or eligible to enroll are reflected in the 13,711 number below. The vendor does not “back out” those students who do not register for each semester. Therefore, the completion rate percentages are actually higher because not all 13,711 registered.

CO H O RT

CURRICULUM/COURSE

TOTAL ASSIGNED

TOTAL COMPLETED

% COMPLETED

AVG. PRE-TEST

AVG. POST-TEST

Fall 2019

Refresher 19/20Not Anymore Refresher #1

9,402

7,525

80%

85%

91%

Fall 2019

New GraduatesNot Anymore for Graduates

299

222

74%

71%

90%

Fall 2019

New UndergraduatesNot Anymore

3,145

2,870

91%

70%

91%

Spring 2020

New GraduatesNot Anymore for Graduates

81%

69%

90%

Spring 2020

Refresher 19/20Not Anymore Refresher #1

202

174

86%

84%

90%

Spring 2020

New UndergraduatesNot Anymore

567

492

87%

69%

89%

13,711

11,361

87%

75%

90%

TOTA L

BOOK OF TRENDS • 2019-2020

STU DENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4

Health & Wellness – Psychological Counseling Services Psychological Counseling Services (PCS) strives to facilitate excellent mental health and well-being through maximizing the psychological development of all members of the cam-pus community. PCS assists students to maximize academic success, plan for fulfilling careers, experience satisfying social relationships, and maintain a positive sense of self.

ACCOMPLISHMENTS FOR 2019-20 •

Continued advocacy for an anti-racist/anti-discriminatory environment for BIPOC and LGBTQ+ students. PCS will accomplish this by implementing monthly department trainings to strengthen cultural humility and awareness.

•

Established partnerships with The Diversity Center, President’s Commission on Diversity and Inclusion (PCDI), Black Student Union, Student Athletes Athletics, etc.

•

Increased student access to mental health services, including expansion of service available to students at the Stockton Campus.

•

Increased social media presence (Therapy Assistance Online, Instagram, PCS website )

•

Onboarded two new counselors (filling vacant positions)

•

Offered TeleHealth Services to Stockton Campus

SERVICE INDICATORS August 19, 2019-June 30, 2020

N U M B E R O F ST U D ENTS SERV ED : 882 N U M B E R O F P ROGRA M S SP ONSORED : 21 N U M B E R O F A P P OINT M ENTS: 5,555 N U M B E R O F WA L K-INS/ C RISIS A P P OINT M ENTS: 816 N U M B E R O F CA L L S TO P ROTOCA L L : 48

STANISLAUS STATE • CSUSTAN.EDU

#O F  UNI Q UE   ST UD E N TS S ERV ED

# OF A P P OINT ME NTS

# O F PROGRA M S SP ONSORED •

Achieving Student Success

•

Convocation Table

•

Graduate Studies

•

EOP Mentors: PCS & BPW

•

Craft Fair @ Housing Lawn Village

•

Freshmen Student Athletes: Mindful Self-Compassion

•

Let's Talk About It

•

STEM Student Success

•

Student Athletes: Depression

•

New Student Orientation

•

Body Positive

•

Grief and Loss Group

•

HERstory Women's Group

•

LGBTQ+ Group

•

QPR Suicide Prevention

•

Resilience

•

Mindfulness Therapy

•

Mindful Self-Compassion

1/27/2020-7/2/2020

•

Let's Talk about Mental Health

466

•

Body Positive

•

Mindful Self-Compassion

•

Diversity Center Coping Skills Support Group

•

Outreach to Student Athletes

•

Healing Space in Support of Black, Indigenous, People of Color (BIPOC)

8/22/2019-1/26/2020 N/A

8/22/2019-1/26/2020

1,900

1/27/2020-7/2/2020

1,249

BOOK OF TRENDS • 2019-2020

STU DENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4

Health & Wellness – Student Health Center The Student Health Center (SHC) seeks to foster a healthy campus community where students may pursue their academic and career goals, and assist them in their development of becoming wise, lifelong healthcare participants. To accomplish this, the SHC provides quality, evidence-based healthcare, preventative services, health education, and advocacy. ACCOMPLISHMENTS FOR 2019-20 •

Promoted quality, comprehensive, and cost-effective healthcare and worked to integrate quality improvement in all programs, services, and work processes (as the Student Health Center (SHC) merges with Psychological Counseling, Recreation, and Health Education and Promotion to become the Health and Wellness Department within Student Affairs).

•

Successfully hired a new Physician, Administrative Support Assistant I and Administrative Analyst.

•

Implemented a Sexually Transmitted Infection (STI) clinic where testing is offered twice a year at the SHC to eligible students at no cost. Increased STI screening from 375 in 2018 to 418 in 2019. SHC provided STD bundles twice allowing students access to free testing on specified dates.

•

Partnered with Basic Needs to develop a referral network of off-campus health resources.

•

Achieved accreditation standards for health and wellness services through the dedicated use of staff resources and committee collaboration.

•

Promoted staff engagement and provided a rewarding, supportive, and safe workplace that fostered professional and personal growth and well-being.

•

Planned a technology upgrade to the Electronic Medical Record (EMR) system to improve internal operations and student service. With the upgrade providers will be able to access Zoom via Point and Click (PNC EMR). Students will have access to surveys and questionnaires via the web portal. This will allow students the flexibility and convenience to access surveys and questionnaires at their convenience prior to their appointments.

•

Pursued technological improvement and innovation as a means toward greater efficiencies for improved care, risk management, and outcome measurement.

•

Successfully implemented a hybrid of Student Health Services to ensure patient and staff safety during the COVID-19 pandemic. Through collaborative efforts with Student Health Center, Office of Information Technology, and Student Affairs, the Student Health Center implemented a hybrid telemedicine care model for students. Through this model the Student Health Center continued to help students who were no longer on campus. The Student Health Center remains open and has provided a hybrid of inpatient and telemedicine for our students.

# O F  UNI Q UE   ST U D E N TS S ERV ED

# O F P R O G R AM S SP ONSORED

#OF   WALK- INS

8/22/2019-1/26/2020

•

Biannual STI bundle

8/22/2019-1/26/2020

2,355

•

Biannual open house

5,075

1,723

•

Biannual finals weeks support

•

Annual Flu Clinic

1/27/2020-7/2/2020

203

671

1/27/2020-7/2/2020 1,159

(Free to eligible students)

*SHAC

# OF A P P OINT M ENTS

STANISLAUS STATE • CSUSTAN.EDU

Student Engagement and Student Life ASSOCIATED STUDENTS, INC. The Associated Students, Inc. (ASI) of California State University, Stanislaus is the official voice of the students. As a not-for-profit organization, our mission is to provide and fund a wide-range of high-quality programs and services to support student life, student success and instill a sense of campus pride. ASI provides resources and programs that encourage leadership development as well as broaden social, educational, political and emotional growth. •

•

Student Athlete Priority Registration: After several years of work by our ASI leaders, ASI received approval on priority registration for student athletes. This allows student athletes to receive priority registration and be supported by the Academic Senate. Mental Health Awareness: ASI continued to advocate and spread awareness of student mental health on campus. Programs and services were provided to minimize the negative stigma that mental health has and to better help students better their overall health in order to succeed academically, personally, and professionally. ASI planned the first annual Mental Health Awareness Week and launched a mental health awareness campaign that lasted the entire month of May. Provide ASI programs and services to students on Stockton Campus: Over the past year, ASI & Student Center (SC) have been working together to successfully bring services to the Stockton Campus. ASI & SC currently have one full-time staff member and two program coordinators that execute programs and services. The planning and renovation process for the Student Lounge area has started and patio furniture for Courtyard #5 has been selected.

BASIC NEEDS Basic Needs provides valuable resources to relieve food, housing or financial hardship experienced by students. Support and resources available to students are intended to alleviate factors that are a detriment to student health and wellness, assuring a student’s ability to persist at the University and successfully complete their degree.

•

Received the Chancellor’s Office AB 74 Basic Needs Partnerships grant and secured $640,000 to support and expand the Basic Needs programs.

•

The Care Manager worked with the Dean of Students to post a professional staff position to assist with the Basic Needs programs, which are mainly supported through grant funds.

UNIVERSITY STUDENT CENTER The University Student Center of California State University, Stanislaus, is the hub of campus life. As a not-for-profit organization, our mission is to provide quality facilities, services and programs to complement and enhance the academic experience. The Student Center is designed to create a sense of belonging, a welcoming environment, and a safe space for students, faculty, staff, alumni and the community. ACCOMPLISHMENTS FOR 2019-20 •

Opened/Transitioned into University Student Center: The University Student Center was opened on January 27th, 2020 and marked a new space for students to engage with the campus community and student life. The building's opening created more than 30 student jobs, five new food vendors, and hundreds of spaces for student downtime.

•

The University Student Center added art that represents Stan State students, the campus community, and commitment to diversity. With the opening of a new building, there were many open spaces for art within the University Student Center. A local Stan State alumnus was selected as the artist for three art murals that will be created. One Campus Pride art mural and one Diversity art mural will be displayed in the Student Center, in addition, a second Campus Pride mural will be placed in Courtyard #5 at the Stockton Campus. The Student Center will also house a Campus Pride T-Shirt quilt and a past Titus Mascot costume that will be displayed.

ACCOMPLISHMENTS FOR 2019-20 •

The number of students served through the Basic Needs Programs and the number of times students utilized the available Basic Needs Programs increased. Data analysis enabling a multi-year trend analysis was completed and operational changes were enacted to ensure continuity of student service.

•

Service to students at the Stockton Campus increased with a Basic Needs Coordinator onsite the first Thursday of each month to provide CalFresh pre-screenings or process CalFresh applications. In addition, as part of National Hunger & Homelessness Awareness week a pop-up pantry was held where 33 bags of food distributed to students and 32 pre-screenings for the CalFresh application completed. Starting January 2020, in collaboration with the Student Success Coordinator additional food provisions were made available, as needed on a weekly basis. In addition, a pop-up pantry was made available for students in June 2020.

•

The Warrior Food Pantry successfully completed a Food Establishment Category Change allowing the pantry to distribute protein, dairy, and fresh produce starting spring 2020.

BOOK OF TRENDS • 2019-2020

STU DENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4

PANTRY VISITS COMPARISON BY SEMESTER, FISCAL YEAR 2018-19 TO 2019-20

WARRIOR FOOD PANTRY FALL 2018 (AUG-DE C )

S PR I NG 20 19 (JA N- M AY)

FA L L 2 0 1 9 ( AU G-DE C )

S P R I N G 2 0 2 0 ( JA N -M AY )

2,001

5,516

3,040

1,274

FOOD BOXES DISTRIBUTED BY SEMESTER, FISCAL YEAR 2018-19 TO 2019-20

FOOD DISTRIBUTION FA L L 20 18 (AU G - D E C )

S P R I N G 2 0 1 9 ( JA N -M AY )

FA L L 2 0 1 9 ( AUG-DE C )

S P R I N G 2 019 (JA N - MAY)

369

441

718

698

CALFRESH APPLICATION SUBMISSIONS BY SEMESTER, FISCAL YEAR 2018-19 TO 2019-20

CALFRESH FALL 2018 (AUG -DE C )

S PR I NG 20 19 (JA N- M AY)

FA L L 2 0 1 9 ( AUG-DE C )

S P R I N G 2 0 1 9 ( JA N -M AY )

CAMPUS RECREATION Campus Recreation offers a large variety of quality recreational services. The department continually strives to expand the range of program offerings while keeping the costs at a reasonable level for participants. Major efforts are also underway to increase awareness of health, wellness, staying fit and how it can help improve performance in school. Campus Recreation provides healthy lifestyle-oriented programs and services, where, again, the primary emphasis is the students. ACCOMPLISHMENTS FOR 2019-20

•

Re-established the Student Recreation Oversight Committee (SROC) after two years of being inactive enabling students to voice their concerns, and be part of the changes to the face and programs in order to show students that their voices matter and they are being heard.

•

Increased the number of full-time staff to help with daily operations.

•

Increased services to students at the Stockton Campus through the creation of three (3) fitness rooms featuring a selectorized room, cardio room, and free weight room.

•

Enhanced and built upon current events on campus. Continued building relationships with Athletics, Residential Housing, Health Education & Promotion, ASI , Inc., and others by promoting events that promote healthy choices with alternative evening programming. Worked with Disability Resource Services to create an adaptive intramural sports program for individuals with disabilities.

•

Adapted programs and services in response to the pandemic. Explored remote services options for students and members. Switched in-person offerings to virtual formats by moving Group X classes online using Zoom, Intramural Sports into E-Sports using gaming consoles, and the Fitness Instructors’ expertise online by providing Question and Answers (Q&A's) using Instagram Live from 7am-10pm.

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Experimented with a few companies that provided student trial runs on their fitness apps. Emphasized the importance of the department being heavily involved in social media for student engagement to remind students how much they are valued and to reinforce that the department is present to support them with their health and wellness needs during these difficult times.

STANISLAUS STATE • CSUSTAN.EDU

Housing and Residential Life Housing and Residential Life is a student-centered community that provides a safe and supportive living environment which fosters academic success and personal growth.

3 F U N C T I O N AL A REAS: Business Services, Facilities, Residential Life # O F R E VE N U E GENERAT ING B ED S: 704 Student Occupied Beds (672 are Revenue Generating) # O F ST U D E N T WORKERS A ND VOLU NT EERS: 45-60 AG E O F B U I L DINGS: Village I (24 years), Village II (22 years), Village III (13 years) # O F U N I TS : 164 (124 are fully equipped apartments with kitchens)

•

Fall occupancy opened at over 100%, with a waitlist of seven students, and maintained this occupancy until the end of the fall semester. Spring occupancy opened at 90% and was stable until March 12th. Shortly after March 12th, the start of the slowdown/move out due to the COVID-19 pandemic. From mid-March to the end of April 2020, 505 residents moved out (150 stayed), and over $800,000 in refunds were issued due to COVID-19. Academic, programming, and operational services continued and were adapted to a virtual, low face-to face contact for the remaining residents who lived on campus. Housing and Residential Life is comprised of the facilities, operations, and residential life functional groups. Though all groups share a common mission and vision, there is a tendency to work primarily within one’s own functional group, especially, since each functional team works in a different location or locations.

Though there were many challenges this year, with most issues relating to the COVID-19 pandemic, the department found opportunities to collaborate and strengthen relationships through the following: •

•

Developed an Application Committee, comprised of members of the operations and residential life teams. This committee helped migrate our legacy online application for Housing residents to a new platform. This collaboration helped produce an application that was better structured and tailored to our applicants. In response to the Residence Halls Repopulation Fall 2020 group, developed Housing workgroups comprised of members from each functional team to review policies and procedures and research and adapt them to comply with county, state and federal guidelines in a COVID-19 environment. Communication throughout the entire Housing team improved as a result of these workgroups.

Strengthened Campus Relationships: •

Collaborated with Capital Planning & Facilities Management, Institutional Effeteness & Analytics, Vice President for Student Affairs Office and Admissions and Outreach Services on an Affordable Student Housing Plan.

•

Worked with Promise Scholars Program Coordinator to identify opportunities to remove barriers and make on-campus Housing more affordable.

•

Collaborated with Ethnic Studies to implement the Social Justice Living Learning Community (LLC).

•

Maintained collaborative relationship with the Honors Program; reviewing Honors Program and LLC Data, adapted Honors LLC structure to an expanded Warrior Scholars community to assist in LLC and Honors program recruitment and participation changes to be fully implemented post COVID-19.

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Associate Director of Residential Life served as search committee chair for a Disability Resource Services search from November 2019 –March 2020.

•

Associate Director of Residential Life served as search committee member for a Psychological Counseling & Services search from November 2018–December 2019.

•

Co-planned campus' initial First-Generation Student Success celebration in November 2019.

Developed assessment plan that includes the following considerations: •

Involvement of entire team in plan.

•

Review and evaluation of how Housing measure success in our programs.

•

Identify what Housing is choosing to measure and why.

BOOK OF TRENDS • 2019-2020

STU DENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4

continued from previous page

Prior year assessments were compiled to assist with this process and included: Resident Satisfaction Survey, CAS (Council for the Advancement of Standards in Higher Education) Assessment, and Support Unit Review. After compiling these assessments, the department planned to synthesize them into a summary, to be used to help inform discussions with the Housing team members on what areas need to be addressed or improved. Once these were identified, the next step will be to map out our entire program and work with the Housing team to determine what will be assessed and why. These steps will all be included in 2020-21 priorities, since work on the assessment plan was set aside to address issues relating to COVID-19 and plan for fall 2020. Improved the resident experience through improved organizational structure and communication throughout Housing operations, facilities and residential life: •

Created recurring work orders in StarRez to schedule & track preventative maintenance (air filter replacement, air duct cleaning)

•

Reviewed procedures relating to the online Housing application and after research and confirmation of compliance with Title 5, eliminated the requirement for a completed financial guarantor form for anyone from 18-24 years old. This removed a barrier for students who may not have access to an adult who will agree to accept financial responsibility for the student.

•

Housing and Residential Life integrated Microsoft Office 365 with Resident Assistants (RAs) and Peer Academic Leaders (PALs), including Microsoft Teams, SharePoint, and other operations.

Develop a residential curriculum: This year the department continued the planning process to develop a curricular approach to residential learning and community building by facilitating a residential life retreat and ongoing training to foster curricular approaches to residential life strategies. This retreat led to the implementation of learning outcomes and activities relating to the roommate agreement process. The department will continue to progress toward this plan in the 2020-21 academic year.

STANISLAUS STATE • CSUSTAN.EDU

Student Leadership and Development (SLD) Student Leadership and Development (SLD) is committed to cultivating community and fostering engagement through co-curricular learning. SLD's core purpose is to orient students to the university; serve as a home base for Student Organizations and Greek Life; provide leadership development opportunities; and promote student engagement and student growth. SLD knows that encouraging student involvement, helping students build lifelong relationships, and developing leadership skills are the keys to student success! ACCOMPLISHMENTS FOR 2019-20 •

SLD developed and launched an online pre-orientation program for all first year and transfer students. The project scope included preparing a program outline, writing content and video scripts, meeting with campus departments, facilitating video shoots, editing, and hiring audio description specialists to ensure the program was accessible. Ninety-two percent of all incoming students completed the program.

•

Transitioned the student engagement online platform from OrgSync “StanSync” to Engage “Warrior Hub.” The transition entailed designing a new platform, developing the branches and function of each, working with Campus Labs and the Office of Institutional Technology (OIT) to input student data, marketing “Warrior Hub” to the campus community, and training students, faculty, and staff on the new platform.

•

Provided a consistent Student Leadership and Development presence at the Stockton Campus. This included facilitating summer and spring new student orientation programs for 183 students; hosting 84 office hours on Tuesdays; presenting 36 Warrior Leadership Program workshops in partnership with Career and Professional Services and Financial Wellness Program; and providing support and advising to the two Stockton Campus student organizations.

•

Due to COVID-19, Student Leadership and Development transitioned to remote operations in mid-March and created a virtual office for the New Student Orientations with an online chat/video feature. Which entailed working with Student Organizations to cancel in-person events and providing support/guidance to student organizations, creating a monthly Warrior Nation Newsletter (beginning in March) full of virtual programming on relevant topics, many free resources to support online organization interactions, and celebration of graduating students and Recognized Student Organizations (RSO) accomplishments, and meeting with California State University (CSU), University of California (UC), and California Community Colleges (CCC) campuses colleagues to discuss best practices, share resources, and partner together to provide services for all of our students together to provide services for all of our students.

•

Moved all summer 2020 New Student Orientations to a virtual online format for 2,800 incoming students (1,300 first year/freshmen and 1500 transfer students) over nine orientation sessions. This involved redesigning a new orientation program for first year/freshmen and transfers; expanded the pre-orientation Titus Link online program to include key campus resources presentations; researching and testing different orientation platforms (i.e., Educause, Zoom, MODO App, Whova, etc.); implementing four virtual two-day first year/freshmen orientations through Zoom, five virtual transfer orientations through Whova Conference platform, and three virtual Campus Showcases through Whova Exhibitor platform. First year/freshmen (1046) rated their "Overall Satisfaction" as Excellent (44.5%), Very Good (30.3%), Good (18.7%), Fair (5.5), Poor (0.67%), and Very Poor (0.4%).

BOOK OF TRENDS • 2019-2020

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STU DENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4

Warrior Cross Cultural Center (Formerly The Diversity Center)* The Diversity Center aims to provide a sense of belonging for members of the campus community and advocate for an inclusive and respectful space for students from all backgrounds. This includes but is not limited to race, ethnicity, nationality, sex, sexual orientation, gender, gender identity, creed, religion, age, social class, socioeconomic status, physical and cognitive differences, political views, immigration status, and veteran status. Through a wide range of services and programs, the Diversity Center collaborates with different campus partners to provide welcoming spaces, affirmation and validation for individuals and student groups. The Diversity Center strives to develop our students intellectually, personally and spiritually, with regard to social justice and inclusion. The Diversity Center have firmly established a place on campus for students to find support, have courageous conversations about the things that matter to them in a supportive environment, and discuss what is happening on an individual, community, and national level. The Diversity Center empowers our community by educating students, campus stakeholders, and community partners with the goal of creating a socially just living and learning environment on campus that is inclusive, affirming, and just.

ACCOMPLISHMENTS FOR 2019-20 •

Established the Diversity Center services in meaningful engagement opportunities for students and campus community (Diversity trainings, workshops and Undocu-services). The Diversity Center provided a total of 5,431 direct services to the campus community.

•

Established and identified resources for Undocumented students at both the Turlock and Stockton Campuses. This includes legal services, workshops, trainings, conference opportunities, and social activities to help create a supported environment. Identified resources in the Stockton community to best support our undocumented Stockton students. The Undocumented Student Services provided a total of 2838 direct services to students, staff, faculty, families, and community members and outreached to a total of 14,897 new, continuing and prospective students and their families.

•

Cultivated a safe, trusting and supportive space for students by offering educational programs, workshops, holistic activities that reflect social justice, equity, critical thinking, self-reflection and empathy.

•

Established bi-weekly services at the Stockton Campus to promote diversity and increase visibility of our center and its’ services. Tabled and reestablished relationships with Stockton Campus staff and students.

•

Successfully re-established Diversity Center services to remote operations. This includes modifications of virtual workshops, Diversi-tea talks, Immigration services, Diversity events both on various social media platforms such as zoom and Instagram Live that optimize virtual student engagement.

*The Diversity Center was renamed to Warrior Cross Cultural Center in academic year 2020-21. The Diversity Center name is used throughout this publication as that was the name during academic year 2019-20.

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STANISLAUS STATE • CSUSTAN.EDU

Academic Success Center and Educational Opportunity Program (EOP) The Academic Success Center (ASC) provides high quality academic advising to the campus community that is accurate, consistent and timely. The department contributes to student success by guiding students to develop meaningful educational plans compatible with their career and life goals. Students are encouraged to be fully engaged, responsible citizens with the knowledge, skills, and desire to improve self and community; advocate learning that encompasses lifelong exploration and discovery; counsel intellectual integrity, personal responsibility, and self-awareness; contribute to a studentcentered community committed to a welcoming, caring, non-judgmental, diverse learning-focused environment; and support the mission by demonstrating excellence in the knowledge, skills and values that ASC brings to advising.

ACCOMPLISHMENTS FOR 2019-20 •

Educational Opportunity Program (EOP) advisors successfully developed and taught a First-Year Seminar course (MDIS 1040) in fall 2019 as a pilot, which is a first for the campus outside of Athletics. The College of the Arts, Humanities, and Social Sciences, which has curricular oversight of MDIS, approved the continuation of the course. This best practice is based on literature that maintains professional academic advising and first-year experience curriculum are effective strategies for retention (Alvarez & Towne, 2016).

•

The Promise Scholars coordinator developed new relationships with local high schools, county offices of education and community colleges to establish a pipeline for (former) foster youth. In the prior year, participation in the program declined, and community members were not aware the university had continued the program after the retirement of the founder. Student participants increased to 35 from 19 in one year. $9,620.00 was also raised through donations to directly benefit Promise Scholars.

•

Contribution to First-Gen student success efforts: •

The Freshman Success Program was launched to support first-time freshmen who are not already participating in EOP or Student Support Services (SSS). Two hundred and twenty-one first-time freshmen signed up, and over 90% identify as first-generation.

•

ASC collaborated to charter Alpha Alpha Alpha (Tri-Alpha) first-gen honor society. Several advisors from the ASC/ Educational Opportunity Program (EOP) and the director (serving as the co-advisor) partnered with Academic Affairs to charter the first West Coast chapter. Twohundred and fifteen eligible inductees initiated their membership.

•

First-Gen Fridays was launched as a pilot co-curricular High-Impact Practice (and received campus HIPs funding). The curriculum was based on literature related to empowerment of marginalized student groups.

•

In service to the Stockton Campus while meeting the Warriors on the Way (WOW) grant objectives, a new position (Student Success Coordinator) was hired and onboarded. This position supported an additional partnership with Stockton Scholars and College Possible through oversight of three Success Coaches. The Success Coaches and Transfer Peer Mentors have expanded capacity to support all transfer students at the Stockton Campus and WOW transfer students, plus Stockton Scholars who are first-time freshmen. The focus of both partnerships is to increase the region’s low educational attainment levels. For WOW, the partnership is building on the California Community Colleges Guided Pathways and equity initiatives, and the RP Group’s Six Success Factors framework. The College Possible Success Coaches program is based on a near-peer model developed for low-income students; three domains are addressed through coaching: academic success, financial, and personal.

•

The ASC continued to play an active part in campus conversations to improve advising. In fall 2019, the ASC coordinated an Advising Needs Assessment by Inside Track to help inform the Advising Practices Workgroup. An Advising Summit was being planned for spring 2020 (postponed due to COVID-19).

•

During the transition to remote operations in the spring, the ASC remained focused on ensuring quality access to advising services and information. A new Advising Hub website was developed, a chat implemented for ASC, EOP and Stockton advising, and implementation of EAB sped up. The ASC also serviced as a central resource for academic advisors across campus, developing a Microsoft Teams, and hosting meetings to share and discuss timely information impacting student advising. These efforts are to help the campus fully realize the impact of quality advising on retention and student success.

BOOK OF TRENDS • 2019-2020

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continued from previous page

SERVICE INDICATORS

PR O G R A M EOP

# OF STUDENTS SERVED

# OF APPOINTMENTS 845

6,310*

Prior Year

Stockton Campus/ Success Coaches New program

1,651

400

2,491

6,883

849

6,482

1,697 successful interactions. A successful interaction is defined as a 2-point contact between student and advisor/coach, where the student responded back to the communication. Verbal interactions, meetings, phone calls, and Zoom meetings made up 26% (446) of these interactions. While check-ins through text and email communication comprised 74% (1,251) of the interactions.

*Number derived from student and advisor data-entry in FileMaker (and Excel as of 3/17/20). EOP administered a student survey at the end of Summer Bridge and the end of the fall First Year Seminar course. Results indicated the following themes: a sense of belonging, connection to peers and advisors, value in learning about campus resources, and building skills to adapt to college.

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1,352

Prior Year

ASC

# OF WALK-INS

STANISLAUS STATE • CSUSTAN.EDU

Career and Professional Development Center The Career and Professional Development Center (CPDC) provides assistance which empowers students to take personal responsibility in the process of identifying, developing, implementing, and evaluating career plans in preparation for employment after graduation. To help accomplish this the department maintains relationships with a diverse group of organizations to obtain occupational information and opportunities for students that will guide their career development process. The CPDC serves as a resource for employers seeking to recruit well-educated graduates to fill the Central Valley region's employment needs.

ACCOMPLISHMENTS FOR 2019-20 •

CPDC served 2,176 employers in recruitment and education-related opportunities via HIREStanState powered by Handshake (new platform), on campus Interviews, job fairs, workshops, panel discussions, tabling, and other recruitment events.

•

Served 1,605 students through career education opportunities including walk-ins, appointments, online chat, workshops and classroom presentations. 1,091 attended workshops/panels/classroom presentations, Etiquette Dinner, Open House Drop Ins, Trainings, Classroom Drop In Assignments and NSO/TSO (this includes virtual workshops), 365 Appointments, 146 Drop Ins, and 3 Online Chat (new service)

•

Provided 6,026 students and alumni job and internship connection related opportunities via HIREStanState, on-campus interviews (OCI), job fairs, panel discussions, tabling and other recruitment events. 4,623 undergraduate students, 180 graduate students and 822 alumni activated their accounts in Handshake, 190 attended the Fall 2019 Career Fair 152 attended the Spring 2020 Career Fair for a total of 342, 59 on campus interviews, 12, 636 Job and Internship Opportunities posted on HIREStanSate from August 1, 2019- Current. 2,400 applications submitted through HIREStanState. Yield rates of jobs and internships offered as a result of these activities: 72.52% Jobs 21.19% Internships.

•

Warrior Wardrobe – 140 students and alumni benefited from this program in fall 2019 and spring 2020. Thirty-eight students served via Dress for Success Pop Up Event and 59 Appointments/Drop Ins. In spring 2020 between Feb. 11– March 16, 43 students were served before services went virtual.

•

CPDC professional staff members co-instructed with faculty the fall MDIS 1400 course titled "Design Your Stan State" (27 students enrolled) and spring MDIS 3400 titled "Designing Your Tomorrow" (18 students enrolled). Twelve students completed the Careers by Design certificate program in partnership with University Extended Education (UEE), receiving 1.5 Continuing Education Units (CEU) and a completion certificate in fall 2019.

BOOK OF TRENDS • 2019-2020

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continued from previous page

SERVICE INDICATORS

KEY PERFORMANCE INDICATORS (KPIs)

METHOD/DATA SOURCE

2019-20

CO R E FUNCTI O N Assist students with career decision making

Provide students and alumni connections to employers and job & internship opportunities

Provide quality career education to students

Develop & maintain positive employer relations

Build academic integration and provide career development

105

# of students served in Choosing a Major workshops # of students completing Focus 2 assessments

Workshop Attendance Focus 2 Reports

61 539

# of job & internship opportunities listed # of applications submitted # of employers at fairs # of recruiters attending # of students with activated accounts # of alumni with activated accounts # of employers tabling

Handshake Handshake Handshake Sign-In Sheets Handshake Handshake Handshake

12,636 2,400 53 unique 106 reps 4,803 822 7 unique/ 22 tables

# of workshops/events % Agreed/Strongly Agreed gained knowledge # of appointments # of walk-ins

Handshake Qualtrics Survey Handshake Handshake

720 100% 365 146

# of employers posting jobs & internships # of On-Campus Interviews hosted # of Information Sessions

Handshake Handshake Handshake

2,018 10 6

# of classroom presentations # of students served # of students participating in UEE Design course or DYT / DYSS courses # of students served through classroom assignments

Shared File in One Drive Shared File in One Drive Class Rosters/# Certificates Earned

299

Handshake

STANISLAUS STATE • CSUSTAN.EDU

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STU DENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4

Learning Commons (Tutoring Center) The Learning Commons provides an open environment of learning for all students. Through the Center students are able to access free one-on-one and group tutoring in all disciplines and at all levels of proficiency. Students are encouraged to dialogue and interact in order to share techniques for academic success. ACCOMPLISHMENTS FOR 2019-20 •

Implemented a new scheduling and payroll software, StanTutor. The implementation of StanTutor will improve the tutor scheduling process, providing a quicker response to scheduling students with a tutor. StanTutor has the ability to track student data understanding student use in both tutoring and Supplemental Instruction, both High Impact Practices. StanTutor implementation has allowed for improving efficiency of payroll and reports, and allows for improved sustainability through reducing paper and waste.

•

Increased campus outreach and brought awareness to the Learning Commons. This was achieved through campus tabling events, building a social media presence, and updating the Learning Commons website regularly to reflect the changes in the programs.

•

Expanded all services to online in the spring 2020 semester. Moving all the support services online provided the opportunity for services to be available to Stockton students.

•

Implemented professional development and training programs for the Instructional Student Assistants. On campus professional development opportunities were available to develop a sense of connection, increase campus engagement, and build capacity while supporting and enhancing current events/programming on campus.

•

Testing Services moved quickly to eliminate roadblocks for students by implementing remote testing for the Assessment Technologies Institute (ATI)/ Test of Essential Academic Skills (TEAS) exam. Working closely with ATI and scheduling exams quickly. Improving responsiveness to the student’s needs to take the test for Nursing Admissions.

SERVICE INDICATORS

LEA R NI NG C O MM O N S

FALL 2019

SPRING 2020

TOTAL

# Of Students Served

3,823

2,319

6,142

# Of Programs Sponsored

4 Programs*

# Of Sessions Attended (Contact Hours/Visits)

16,146

6,431

22,577

# Hours of Service

170,830

81,038

251,868

*Four (4) Programs • Writing Center – appointments, ENGL 1006 Workshops, WPST Workshop, Same Day Tutoring, Online Tutoring, MATH 4960 Workshop •

Tutoring Center – appointments, Math Walk in Tutoring

•

Supplemental Instruction – SI Sessions

•

Testing – WPST Exam and ATI TEAS Exam

** COVID- 19 impact – lost 680 tutoring appointments, 196 SI sessions, and 2 exam administrations

BOOK OF TRENDS • 2019-2020

106

continued from previous page

PR O G R A M WRI TI NG CENTER

SESSIONS ATTENDED (CONTACT HOURS/VISITS)

STUDENTS SERVED

HOURS OF SERVICE

Appointments

124

726

652

ENGL 1006 Workshop

576

5,655

5,090

WPST Workshop

57 (fall only)

114 (fall only)

Math 4960 Workshop

Same Day Tutoring

226

338

141

Online Appointments

68 (spring only)

200 (spring only)

Writing Center Total

1,067

7,068

6,239

TU TO R I NG CENTER

SESSIONS ATTENDED (CONTACT HOURS/VISITS)

STUDENTS SERVED

HOURS OF SERVICE

Appointments

489

3,456

3,108

Math Walk-In

209

148

Tutoring Total

585

3,665

3,256

SU PPLEMENTA L IN ST R UCT I O N

1,746

SI Sessions

TE ST I NG S ERV I CES

SESSIONS ATTENDED (CONTACT HOURS/VISITS)

STUDENTS SERVED

HOURS OF SERVICE 9,160

SESSIONS ATTENDED (CONTACT HOURS/VISITS)

STUDENTS SERVED

10,522

HOURS OF SERVICE

WPST

2,569

231,210

ATI TEAS Exam

175

613

Testing Service Total

2,744

251,868

SU PPLEMENTA L IN ST R UCT I O N (S I )

TOTAL

SPRING 2020

FALL 2019

# of Courses/Sections

16/30

15/37

31/67

SI % Attendance

31%

33%

32%

Difference in Mean Grade

.39

.48

.44

DFW Rate Comparison

20% - SI vs. 29% - Non SI

27% - SI vs. 42% - Non SI

24% - SI vs. 36% - Non SI

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STANISLAUS STATE • CSUSTAN.EDU

STU DENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4

TRIO Student Support Services (SSS) TRIO Student Support Services (SSS) provides intentional programming, which motivates and supports students in successful completion of higher education through academic development and understanding of college requirements. SSS empowers first-generation and low-income students as well as students with disabilities to embrace who they are and take ownership of their college experience. ACCOMPLISHMENTS FOR 2019-20 •

Submitted grant proposal to continue program funding from 2020-2025 (subsequently received grant award). The 2020 TRIO SSS proposal builds on momentum from prior successes to address gaps in student attainment by low-income, first-generation and disabled students as well as underrepresented minorities. The project contributes to increased social, emotional, and intellectual growth of students, which fosters the self-efficacy, resilience, and persistence critical to attainment of educational and professional goals. The project leverages student-centered, data-driven programming to facilitate engagement during early years on campus along with critically timed academic support throughout the college experience. Student services and resources use a holistic, responsive approach to mitigate the diverse and unique barriers experienced by undergraduates from disadvantaged and underrepresented backgrounds.

•

Program design is rooted in research based best practices for student success, which correlates to increased retention, persistence, and degree completion for underrepresented students. The continued need for the project, identified objectives, and operational plan use a data-driven approach which considers student demographics, equity and achievement gaps, and campus infrastructure. In addition to project objectives, the project includes a logic model and evaluation plan with added qualitative and quantitative metrics to facilitate responsive programming and high-quality services.

•

Co-sponsored #CelebrateFirstGen events with various departments in Student Affairs to host three days of programming for first-gen students at the Turlock and Stockton campuses. Each campus had a quad tabling event with photo booth and the opportunity to share their story. The final day of programming was a first-gen student, staff, and faculty networking brunch. The brunch was hosted in the Faculty Development Center and included 47 students and 21 faculty and staff. Story sharing and networking offered students an opportunity to connect with other students, faculty, and staff from first-generation backgrounds to increase a sense of belonging and connection to the campus. Research shows that sense of belonging influences factors related to academic performance as well as attitudes and satisfaction, creating an intrinsic connection to retention, persistence, and graduation.

•

SSS transition to remote operations in light of COVID-19. The inherent design of the awarded grant proposal outlining TRIO SSS programming and services leverages in-person interactions and touch points to engage students, build relationships, and foster connections critical to supporting students’ individual needs. Research support the added benefit to underrepresented students that come for personalized interactions. COVID-19 required the program to completely redo the interaction model to support students through the added challenges of accessing their education, as well as campus services. All professional staff immediately transitioned to remote environments with zero downtime for students. The department also maintained clear communication with students leading up to and through the remote operations transition; minimizing stress and anxiety. Student personnel also made the remote transition after professional staff. The program was able to maintain all critical services required by the grant and stay on track with delivery of services including advising, writing/tutoring support, peer mentoring, workshops, and program outreach and intake. Peer Mentoring was also extended into summer 2020.

BOOK OF TRENDS • 2019-2020

108

continued from previous page

SERVICE INDICATORS Data compilation for 2019-20 is currently in progress as it includes student data for fall 2019, spring 2020, and summer 2020. The Annual Performance Report submission to the U.S. Department of Education will be due late fall 2020 or winter 2021. Tentative data indicates above target percentages for graduation and good academic standing. The current six-year graduation rate is 66% and 99% of active SSS students are in good academic standing. Tentative persistence data is not yet compiled but is also anticipated above target. Beyond minimum data required for annual compliance reporting, SSS maintains records of all SSS student interactions with staff and programming. A data snapshot for unduplicated and duplicated counts of contact by staff type, contact by communication type, advising topics discussed, referrals on and off campus, and workshop attendance are provided below. STUDENT CONTACT DATA, FALL 2019

COMMUNICATION TYPE

UNDUPLICATED COUNT

TOTAL

Appointment

212

704

192

519

Email Campaign

215

3,134

Other

Phone

Walk-In

122

333

TOTAL

251

4,790

Letter of Recommendation

* Email and email campaigns do not include informational messages about upcoming events.

ADVISIN G TOPIC

UNDUPLICATED COUNT

TOTAL

Academic Advising

227

3,162

Career Counseling

Financial Aid Counseling

210

1,035

Financial Literacy

210

695

Graduate School Counseling

Other

103

Peer Mentoring

185

123

245

186

187

123

251

5,906

Personal Counseling SSS Scholarship Transfer Counseling Tutoring and Writing Support Writing Assistance

TOTAL

109

STANISLAUS STATE • CSUSTAN.EDU

STU DENT SUCCESS PROGRAMS AND INTIATIVES • SECTION 4

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BOOK OF TRENDS • 2019-2020

110

111

STANISLAUS STATE • CSUSTAN.EDU

SE CTIO N

UNIVERSITY ADVANCEMENT The Division of University Advancement at Stanislaus State encompasses the offices of Advancement Operations, Alumni Relations, Development and Communications and Public Affairs. With a spirit of leadership, University Advancement promotes engagement with alumni, donors, community members and corporate partners, thus forging support for academic excellence and student success. Advancement Operations provides donor services related to processing gifts, scholarship oversight on behalf of Stanislaus State donors, and philanthropic reporting. The Development office fosters connections with individuals and organizations whose financial support fuels efforts of students, faculty and staff to make Stanislaus State and the region a better place. By providing events, programs and services for more than 60,000 graduates, the Stanislaus State Alumni Association fosters relationships engaging alumni in the University’s strategic priorities and philanthropic goals. Communications and Public Affairs is the University’s representative to local, regional, and national media organizations and promotes public awareness, engagement and support for the University and its mission through internal and external communications and media relations efforts. Marketing, branding and creative communications initiatives – tell the story of the Stan State experience – are led by the Communications and Public Affairs team. The Vice President for University Advancement Office also serves as the executive director of the University’s philanthropic foundation. The Foundation’s purpose is to supplement the services and funding provided by the state for our students, faculty and staff by securing private support on behalf of the University.

Photo: The Library and Classroom Buildings, the first two buildings built on the campus, stand behind the Stanislaus State College sign. Year: Unknown

BOOK OF TRENDS •

2019-2020

112

PHILANTHROPIC AND PARTNERSHIPS HIGHLIGHTS •

•

Stanislaus State is on track to conclude a five-year (2016/2017-

•

Formalized a partnership with the University and the National

2020/2021) $15 million fundraising target Chancellor White

Ag Science Center to expand ag-related student and community

established for President Junn. Total raised since President

opportunities. In addition, the partnership will allow for new grant

Junn’s arrival is projected at $14,337,478, placing the campus at

opportunities and increase the University’s outreach in ag and STEM

approximately 96 percent of goal with one year remaining.

fields.

Received a transformational gift from San Joaquin Valley residents

The three-year average on fundraising return-on-investment (ROI)

•

John and Jeani Ferrari to establish the John and Jeani Ferrari Family

continues to improve: ROI increased to $5.61raised for every dollar

Endowment for Sustainable Knowledge and Action. This gift is

invested in development. When President Junn assumed office in

recognized with the naming of the Library Foyer.

2016, the fundraising ROI was $2.69. This equates to a 109 percent improvement in ROI since 2016.

Rallied the campus, community, and alumni to raise more than $100,000 in private support for Student Basics Needs.

•

Executed a successful 2019/2020 Champions of the American Dream, honoring Jeff Grover and bringing hundreds of friends to the campus to celebrate his story.

TABLE 5.1 | Philanthropic/Advancement Performance Metrics, 5-Year Trend

ME TRI C: GIFT CO MMI T MENTS

2015-16

2016-17

2017-18

2018-19

% C H A N GE

2019-20

1 Year

5 Year

Goal

$1,732,075

$1,907,075

$3,250,000

0.0

87.6

Actual

$1,978,680

$3,773,462

$5,511,967

$3,452,050

$1,710,306

-50.5

-13.6

ME TRI C: NUMB ER O F ALU MNI D O NO R S

2015-16

2016-17

2017-18

2018-19

% C H A N GE

2019-20

1 Year

5 Year

Goal

338

395

843

875

841

-3.9

148.8

Actual

351

766

1,433

958

592

-38.2

68.7

ME TRI C: NUMB ER O F IN DIV I D UA L D O NO R S

2015-16

2016-17

2017-18

2018-19

2019-20

% C H A N GE 1 Year

5 Year

Goal

1,165

1,350

1,158

1,397

1,310

-6.2

12.4

Actual

1,083

1,393

2,360

1,629

1,075

-34.0

-0.7

113

STANISLAUS STATE • CSUSTAN.EDU

UNIVERSITY ADVANCEMENT • SECTION 5 FIG. 5.1B |

FIG. 5.1A | Gift Commitments, 5-Year Trend

$3.77M

$4M

$3.45M

$1.97M $2M

$1.71M

$0M 2015-16

2016-17

2017-18

1,433

1,500

$5.51M

2018-19

2019-20

# OF DONORS

DOLLAR AMOUNT (IN MILLIONS)

$6M

Number of Alumni Donors, 5-Year Trend

958

1,000 766

592 500

351

2015-16

2016-17

FIG.5.1C |

GOAL

2019-20

KEY:

ACTUAL

GOAL

ACTUAL

Number of Individual Donors, 5-Year Trend

2,500

2,360

1,629

1,875

# OF DONORS

2018-19

YEAR

KEY:

2017-18

1,393 1,250

1,083

1,075

625

0 2015-16

2016-17

2017-18

2018-19

2019-20

YEAR

KEY:

GOAL

ACTUAL

BOOK OF TRENDS •

2019-2020

114

California State University, Stanislaus Foundation Board1 OFFICERS CORPORATION PRESIDENT

John Jacinto, ’96 President and CEO, Vistech Manufacturing Solutions

SECRETARY

Stephen Gemperle President Gemperle Enterprises

CHAIR

Ellen Junn University President

ASSISTANT EXECUTIVE DIRECTOR

Mary Hartsfield Associate Vice President, Advancement Operations

EXECUTIVE DIRECTOR

Michele Lahti Vice President, University Advancement

ASSISTANT CORPORATE SECRETARY

Justine Borba Executive Assistant, University Advancement

TREASURER

Christene James Vice President/CFO, Business and Finance

DIRECTORS Cynella Aghasi

Manmeet Grewal

Norik Naraghi

Robert Triebsch

Student Representative

President

General Counsel

Founder and Senior Partner

President, Associated Students, Inc.

Grewal RE Holdings, LLC

H. Naraghi Farms

Triebsch and Frampton, APC

Dorothy Bizzini

Adrian Harrell, ’98

Alfred Petrosky

Jim Vieira

Owner

President

Faculty Representative

President

Bizzini Investment, Inc.

New Bridge Management

Professor, Management, Operations, P&F Metals and California and Marketing

Oscar Cabello

Meikuan Huang

George Petrulakis

Vice President Regional Bank

Faculty Representative

Partner

Banking District Manager

Professor, Communication Studies

Petrulakis Law & Advocacy, APC

Darrell Cordova

Dan Huber

Edwin Rizo

Co-Owner

Chief Operations Officer

President

Triple C Farms

Foster Farms, Inc.

Rizo - Lopez Foods, Inc.

Terry Donovan

Susan Johnston ‘96

Richard Ronten

Athletics Representative

Chair, Alumni Advisory Council

President/Owner

Director of Athletics

Owner/Founder/Entrepreneur

California and Utah Property

Equipment Mill Co.

Wells Fargo

Investor, LLC.

Ryan Fitzpatrick

Michael Ireland, Jr.

Matthew Swanson

President

President and CEO

President

Fitzpatrick Dealership Group

Winton-Ireland Strom & Green

Associated Feed and Supply Co.

Valley Lexus and BMW

Insurance Agency, Inc.

PAST PRESIDENTS Ivan Stinson Ernie Gemperle Michael Zagaris Robert Janzen Robert Triebsch

Patricia Griffin Lee Hedgepeth, ’75 Bill Ahlem Dorothy Bizzini Norm Porges

1. As of September 17, 2020

115

STANISLAUS STATE • CSUSTAN.EDU

Ron Emerzian Connie Bird, ’72 John Phillips Mark van Overbeek Bill Mattos

Dianne Gagos Matthew Swanson George Petrulakis

UNIVE RSITY ADV ANCEMENT • SECTION 5

EMERITI The Board of Directors, by formal action, may individually grant the honorary title of Emerita/us to former members of the Board for service and commitment to the Foundation and University that the Board deems to be extraordinary. The status is strictly honorary in nature. William Ahlem Constance Bird Carl Boyett Marjorie Bright

William Endsley Benjamin Fitzpatrick Dianne Gagos John Gallo

Ernie Gemperle Patricia Griffin Marvalene Hughes Robert Janzen

Bill Mattos Jane Evans Vilas

RECIPIENTS FOR HONORING THE PAST, FORGING THE FUTURE AWARD This award recognizes past members of the California State University, Stanislaus Foundation Board who demonstrated exemplary leadership and an unprecedented commitment to furthering and improving public higher education in California’s Great Central Valley Norm Porges - 2019 Marjorie H. Bright – 2018 (presented posthumously) Michael P. Zagaris – 2017

University Events •

Executed a successful 2019/2020 Champions of the American Dream

•

Provided event leadership, speaker coordination and overall logistical

designed to inspire students by honoring the entrepreneurial and

management for “We can all Create Light” a memorial and tribute to

community spirit of local leaders.

the Holocaust and its survivors. This event was brought forward and led by the Advanced Studies in Education Department at Stanislaus State and University Advancement invited the Congregation Beth Shalom in Modesto as the event partner

BOOK OF TRENDS •

2019-2020

116

Alumni Advisory Council The Alumni Council is a distinguished group of alumni serving in an advisory role to the Office of Alumni Engagement, inspiring a culture of connection, loyalty and leadership in support of Stanislaus State students, alumni and friends. Meredith Andre, ’11

Eileen Hamilton, ’88

Maryn Pitt, ’07

Educator

Board Member

Assistant to the City Manager

Big Valley Christian High School

Turlock Unified School District

City of Turlock

Eustolio Calderon, ’08, ’12

Adrian Harrell, ’98

Richard Ronten, ’70

District Team Leader

President & CEO

Retired Corporate Executive

Target Stores

New Bridge Management

Paul Campbell, ’95

Susan Johnston, ’96

CEO

CEO/Entrepreneur

GreenWorks Commercial

Sun + Be Seen Boutique

Kristen Santos, Ed.D., ’91

Janitorial Service

Educator

Marlene Stante, ’72 Retired Banking Executive

Roxanne Finks, ’03

Clarissa Lonn-Nichols, Ed.D., ’03, ’13

Karlha Davies, ‘00

Information Technology

Special Assistant to the Vice

Director for Alumni Engagement

Foster Farms

President and Student Conduct

Stanislaus State

Administrator

Alumni Engagement •

•

Illuminated Warrior Pride by serving up congratulatory lawn signs,

•

Hosted “Warrior Wisdom” featuring Stan State alumni. The panel,

GradPack giveaways, a gift of sunglasses sporting the University’s

facilitated by Director of Alumni Engagement Karlha Davies, included

refreshed Brand, and video “Kudos” sharing encouraging and inspiring

Rachelle Currie, a 2002 Warrior Athletics Hall of Fame inductee and

messages.

Associate Director of Haven Women’s Center of Stanislaus; Leng

Modified the Alumni Council Charge to increase membership and diversity and shifted responsibility of new council member recruitments from the vice president for University Advancement to the director for Alumni Engagement and the Alumni Council.

Power, a 2019 Outstanding Woman of Stanislaus County Awardee and homeless and housing manager for Stanislaus County Community Services Agency; Janet Nunez-Pineda, a Modesto Bee “20 Under 40” awardee and manager of Stanislaus County Behavioral Health and Recovery Services; Chris Murphy, CEO of Sierra Pacific Warehouse Group and publisher of ModestoView; and Alejandro Serrato, brewmaster and co-owner of Contentment Brewing Company in Modesto.

ALUMNI - ALL CLASS REUNION: 2019

117

STANISLAUS STATE • CSUSTAN.EDU

UNIVE RSITY ADVANCEMENT • SECTION 5

MAP OF STANISLAUS STATE ALUMNI IN CALIFORNIA BY COUNTY, 1960 TO 2019

Del Norte 21

Siskiyou 35

HIGHLIGHTS

Modoc 6

•

The unduplicated total of living alumni in the state of California is 53,185; this is 87.2% of the total alumni of record (60,961).1

Humboldt 58

Shasta 83

Trinity 6

•

Lassen 17

Nearly 79% (41,769) of in-state alumni live in the University's 6-county service region, with the highest concentration in Stanislaus County.

Tehama 16

Colusa 9

Lake 37

Sierra 2 Nevada 77

Yuba 27

Sutter 47

Napa 82 Solano 212

Marin 82 San Francisco 198

Stan State graduates tend to stay in the Central Valley.

Placer 355 El Dorado 168

Yolo 138 Sonoma 221

While Stan State alumni live in every county in California, the majority live in or around the 6-county region, indicating that

Butte 93

Glenn 15

Mendocino 49

•

Plumas 9

Sacramento 1,516

Amador 115 Calaveras 514

San Joaquin 9,574

Contra Costa 608

Alpine 4

Tuolumne 924 Mono 6

Alameda 815

Stanislaus 23,108

San Mateo Santa 229 Clara Santa Cruz 846 248

Mariposa 163 Madera 250

Merced 7,486

Fresno 599 San Benito 163

Inyo 20

Monterey 362 Kings 70

Tulare 349

San Luis Obispo 230

Kern 194 San Bernardino 253 Santa Barbara 137 Ventura 199

Source: Stanislaus State University Advancement (alumni addresses as of August 2019) Note: For a list of map sources, see the Data Sources appendix.

Los Angeles 854

Riverside 378

Orange 349

San Diego 538

Imperial 19

1. Total Alumni of Record per the 2019 Voluntary Support of Education Survey (Council for Aid to Education, 2019).

BOOK OF TRENDS •

2019-2020

118

Stan State Brand Launch In early 2019, Communications and Public Affairs embarked on an initiative to

The launch of the research and discovery phase of the University brand campaign

better understand our University story. The team was looking to define a brand

involved the participation of more than 2,000 faculty, staff, students, alumni,

messaging platform as we moved into our 60th anniversary that would help us

community and local officials. Participants shared their perspectives in focus

express why Stan State is special and worthy of consideration. One that highlights

groups, in-depth interviews and/or completion of online surveys. Communication

the success of our students, the vibrancy of our campus and community, our

and Public Affairs has been successful in generating interest and momentum

unprecedented number of first-generation college students and a narrative that

in telling the Stan State story in more compelling ways. During the 2018-19

would connect and reflect everyone in our community. Bottom line: We needed a

Academic Year, Stan State was mentioned in 434 unique stories in local, regional,

clearly articulated brand message that we could all support and be proud of.

and national media. Of the 434 stories, 109 (25%) were results of direct pitches made to the media.

Over the course of several months, extensive qualitative and quantitative research of our message platform and creative concepts was conducted throughout the

Communications work with Human Resources to launch PageUp and Housing to

six-county region supported by our Turlock and Stockton campuses. We spoke

promote living on campus were among other key university-wide communication

with more than 150 community members and surveyed thousands, with more

projects supporting overarching University strategic goals. This report provides an

than 1,600 responses from members of our internal and external communities.

overview of the projects initiated and supported by Communications and Public Affairs.

In the end we landed on a campaign that received broad support and enthusiasm across every cohort.

Just as we were about to launch our brand, the COVID-19 pandemic was upon us. We were initially unsure of how to proceed … and then realized there was no better time to launch a brand that’s all about our community and true connectedness, and how through Warrior strength we would not only persevere but thrive.

Together, We #StanUp After a series of teasers on social, President Junn kicked off the new brand on a

The launch was attended by students, faculty, staff, alumni and friends in

Warrior Wednesday with a livestreamed event that included co-emcees Karlha

our community, with viewers logging in from bedrooms and living rooms to

Davies (’00), alumni engagement director, and Wonuola Olagunju, a senior,

backyards and city streets. In that moment, we were all reminded of why each

biology major. We were delighted to include a virtual musical performance by

of us chose Stan State and why our community is one of strength, inclusion and

the Stan State Chamber Singers; a song by Dave Evans, dean of the College of

celebration of the people who comprise our Warrior family. Students and alumni

Science; and a series of campaign images and video that clearly highlighted the

that are proud, determined and resilient. True Warriors.

power of our community when we Stan Up together.

How we Stan Up: It’s More Than a Campaign The launch of our brand and what we stand for has never been more timely.

Together, we will help to realize the change that the world is seeking. We will

As the world at large examines the inequities that have been inherent in our

build on the strength of our community, our welcoming of students from every

institutions, communities and legislation, we need to reflect on what we can do as

culture and background, and our desire to help our students leave Stan State

Warriors to strive for greater equity and inclusion.

ready to #StanUp for their beliefs and values. And with the knowledge and skills that enable them to have a powerful impact and reach their goals. As Warriors, we know they — and you — will change our community and the world.

119

STANISLAUS STATE • CSUSTAN.EDU

UNIVE RSITY ADVANCEMENT • SECTION 5

HIGHLIGHTS OF COMMUNIC ATIONS AND PUBLIC AFFAIRS 1. Led crisis communications during COVID-19, conveying: (1) impact to the University; (2) summer and fall plans; (3) measures to protect health and safety; (4) operational changes/adjustments; (5) presidential and executive-level communications; and (6) ENCOURAGEMENT. Facilitated and hosted COVID-19 University Town Hall meetings and weekly Presidential Virtual Office Hours. 2. Via University Communication Advisory Group, worked with Advising and Student Affairs to support and reinforce communications with students; posting info in MyStanStateStudent Portal, messages on social and direct emails. Assisted in promotion, support and integration of texting function. Developed close collaboration with Student Affairs resulting in ongoing daily coordination on student communication. Enhanced student communication outreach and response. 3. Executed a soft virtual brand launch and used the event to thank the campus community and to let this positive initiative provide a moment of unification for our close-knit community that has been separated during an extremely frightening and stressful time for the University and our Country. 4. Honored in Higher Education Marketing Report’s 35th Annual Educational Advertising Awards (EduADAWARDS) competition, earning a Platinum for its “Warriors Assemble” internal communications campaign for the University’s WASC reaffirmation of accreditation effort. 5. Initiated a Web redesign to improve visual display, accessibility and organization of content while supporting sustainability.

BOOK OF TRENDS •

2019-2020

120

S EC T I O N

ENROLLMENT MANAGEMENT In 2017-18 a new Enrollment Management Committee (EMC) was constituted with the goal of rallying around a common theme of harnessing data and making it actionable so enrollment management and all other University programs could be more effective. This data driven approach to managing enrollment impacts a wide range of issues related to campus recruitment, enrollment, retention and graduation, academic planning, budgeting, and overall student success. The purpose of the Enrollment Management Committee (EMC) is to assist the campus in chartering a course of balanced and sustained enrollment growth. The EMC is chaired by the Vice President for Strategic Planning, Enrollment Management and Innovation. The charge of the committee, its membership, agendas and handouts can be found at https://www.csustan.edu/spemi/ enrollment-management-committee-emc.

Photo: Stan State students participate in a medicine ball game at Turlock High School before there was a gymnasium at the University. Year: Unknown

121

STANISLAUS STATE • CSUSTAN.EDU

BOOK OF TRENDS • 2019-2020

122

TABLE 6.1 | Resident FTES Enrollment Targets and Reported Actuals, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C HA NGE

2019-20

1 Year

5 Year

Target FTES

7,406

7,552

7,631

8,012

5.0

8.2

Actual FTES

7,502

7,942

8,293

8,395

8,852

5.4

18.0

1.3

5.2

8.7

10.0

10.5

% Over Target

FIG. 6.1 |

Resident FTES Enrollment Targets and Reported Actuals, 5-Year Trend

9,000

FTES

8,000

7,000

6,000 2015-16

2016-17

2017-18

2018-19

2019-20

COLLEGE YEAR

KEY:

ACTUAL FTES

HIGHLIGHTS •

Stanislaus State has consistently exceeded its resident FTES enrollment targets over the last five years, 7% on average, and 10.5% over the 2019-20 target. Based on pre-COVID-19 projections for 2020-21, the campus was expected to be about 7.9% over target but is currently projected to be 10% over target, similar to the prior two years. This is due to a higher than projected spring to fall return rate and larger number of incoming transfers.

•

First-time freshmen applications declined for fall 2019 for the first time in recent years, however first-time transfer applications have remained steady.

TARGET FTES

•

The Stanislaus campus was one of seven CSU campuses that were not impacted as of 2019-20. The tools used to control enrollment is enforcing all admission requirements and established dates and deadlines, including application, testing, transcript, enrollment confirmation, New Student Orientation registration, and New Student Orientation attendance. Very few exceptions are made and generally only for athletes and veterans.

Table 6.1 Source: Stanislaus State Admissions Office; CSU Office of the Chancellor, Institutional Research and Analyses, Statistical Reports by College Year, Table 22. College Year Targets and Reported Full-Time Equivalent Students (FTES), Paying Resident Fee, Retrieved from https://www2.calstate.edu/data-center/institutionalresearch-analyses/Pages/reports-and-analytics.aspx Table 6.1 Notes: The annualized FTES resident-only enrollment targets displayed are the final targets as set by the CSU Office of the Chancellor for each CSU campus. Actual FTES above are the final resident-only college year CO-reported FTES. Actual FTES rounded to the nearest whole number. The CSU Chancellor’s Office increased Stanislaus’ 2015-16 target twice during summer 2015, with an original target of 7,148 to a final target of 7,406.

123 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 6

FIG. 6.2 |

Ratio of Resident Fall Full-Time Equivalent Students (FTES) to Resident Fall Headcount, 5-Year Trend

HIGHLIGHT •

RATIO

100 83.7

84.4

85.2

85.7

86.8

2015

2016

2017

2018

2019

The resident only state-supported fall term FTES to headcount ratio has gradually increased over the past five years, increasing by one percentage point in the past year. The undergraduate FTES to headcount ratios are typically slightly higher.

FALL TERM

FIG. 6.3 |

HIGHLIGHTS

New Undergraduate Academic Year Enrollment, 5-Year Trend

2,000

1,814 1,598

1,540

1,500

1,349

1,438

1,424

1,577

•

Typically, more freshmen enter in the fall compared to transfers. However with spring entrants included, the number of new transfers exceed the number of new freshmen for the entire academic year, as has been the case over the past five years with the exception of 2018-19.

•

There is a larger number of new transfers for academic year 202021, and more so due to a smaller incoming fall freshmen class.

1,829

1,571 1,407

1,315

HEADCOUNT

1,242

1,000

500

2015-16

2016-17

2017-18

2018-19

2019-20

2020-21

ACADEMIC YEAR

KEY:

FRESHMAN

TRANSFER

Fig. 6.2 Source: CSU Office of the Chancellor, Institutional Research and Analyses, Statistical Reports by College Year, Table 1. Total Headcount Enrollment by Term (Residents Only) and Table 3. Full-Time Equivalent Students (FTES) by Term (Residents Only). Retrieved from https://www2.calstate.edu/data-center/ institutional-research-analyses/Pages/reports-and-analytics.aspx Fig. 6.3 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; Stanislaus State Admissions Office Fig. 6.3 Note: Enrollment includes all state-supported undergraduate enrollment for the academic year, fall and spring terms.

BOOK OF TRENDS • 2019-2020 124

FIG. 6.4 |

HIGHLIGHTS

Redirected First-Time Student Enrollment, 5-Year Trend

2000

Redirection has been handled differently at the CO level since its implementation, therefore counts from year-to-year are not comparable. Starting 2018-19, redirected applicants are surveyed about which other CSU campuses they prefer to be redirected to rather than being redirected to all non-impacted campuses.

•

Applicants that are redirected to the Stanislaus campus and meet the admission requirements are sent an admissions packet by email. The enrollment confirmation deposit is waived if admission is accepted since this occurs after the May 1 deadline. Admitted redirected students are given three weeks to register and pay for New Student Orientation (NSO) in an effort to attend NSO and register for classes with other admitted students.

1,268

1000

926

900 800 700

629

600 500 400

371

300 200 100

82 15

2016

2017

2020

2019

2018

FALL TERM

TRANSFER KEY:

ADMITTED

FRESHMAN KEY:

ENROLLED

ADMITTED

ENROLLED

TABLE 6.5 | First-Time Freshman Applications, Admissions and Enrollment, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

% C HA NGE 1 Year

5 Year

Applied

7,081

7,618

8,069

7,674

7,846

2.2

10.8

Admitted

5,001

5,663

6,218

6,586

6,907

4.9

38.1

Enrolled

1,270

1,389

1,421

1,570

1,568

-0.1

23.5

FIG. 6.5 |

First-Time Freshman Admission Yield Rates, 5-Year Trend

HIGHLIGHTS

100

•

The number of fall first-time freshman applicants, excluding redirected applicants, had been on an increasing trend until fall 2018. While the number of applicants slightly increased in fall 2019, the total declined to 7,121 in fall 2020 (not displayed). The decline in high school students applying to a four-year college or university is a nationwide trend.

•

Stanislaus State’s first-time freshman acceptance rate reached a high of 85.8% for fall 2019 - an increase of over eight percentage points compared to the prior year and over 17 percentage points compared to fall 2015. The acceptance rate for fall 2020 was 89.3% (not displayed)

YIELD RATE

HEADCOUNT

•

0 2015

2016

2017

2018

2019

FALL TERM KEY:

% OF APPLICANTS ADMITTED % OF APPLICANTS ENROLLED

% OF ADMITS ENROLLED

125 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 6 TABLE 6.6 | First-Time Transfer Applications, Admissions and Enrollment, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HANGE

Fall 2019 1 Year

5 Year

Applied

3,148

3,510

3,474

3,514

4,344

23.6

38.0

Admitted

1,943

2,186

2,015

2,008

3,855

92.0

98.4

922

1,078

1,018

949

1,354

42.7

46.9

Enrolled

FIG. 6.6 |

First-Time Transfer Admission Yield Rates, 5-Year Trend

100

YIELD RATE

0 2015

2016

2017

2018

2019

FALL TERM KEY:

% OF APPLICANTS ADMITTED % OF ADMITS ENROLLED

% OF APPLICANTS ENROLLED

HIGHLIGHTS •

The number of new fall transfer applicants was relatively stable between fall 2016 and 2018, then increased by 23.6% in fall 2019 and decreased by about 6% in fall 2020 (not displayed).

•

The transfer acceptance rate increased by over 32 percentage points from fall 2018 to fall 2019, and increased by two additional percentage points to about 91% in fall 2020 (not displayed).

•

The number of new transfer students for the entire 2019-20 academic year exceeded new freshmen and exceed freshmen counts in 2020-21 (see Fig. 6.3).

Fig. 6.4, Table 6.5, Table 6.6 & Fig. 6.6 Sources: CSU Enrollment Reporting System-Applications (ERSA) data files; CSU Enrollment Reporting System-Student (ERSS) data files Fig. 6.4, Table 6.5, Table 6.6 & Fig. 6.6 Notes: Applicants who applied in error, i.e., currently enrolled students, are excluded from the above table. In addition, starting fall 2016, redirected transfer applicants if not enrolled are excluded in an effort to provide realistic yield rates.

BOOK OF TRENDS • 2019-2020 126

TABLE 6.7 | First-Time Freshman Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2019 CSU CA MPUS 1

Applied

Admitted

Enrolled

Acceptance Rate (%)

Yield Rate (%)

8,764

7,825

1,568

89.3

20.0

Bakersfield

12,935

10,440

1,561

80.7

15.0

East Bay

16,195

12,338

1,438

76.2

11.7

Monterey Bay

12,327

9,280

1,046

75.3

11.3

San Bernardino

16,311

11,183

2,885

68.6

25.8

San Francisco

34,629

23,307

3,694

67.3

15.8

Fresno

18,123

10,501

3,334

57.9

31.7

194,494

167,524

65,979

86.1

39.4

STAN IS LAUS

CSU TOTA L (U N DUPLI CAT ED )

TABLE 6.8 | First-Time Undergraduate Transfer Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2019 CSU CA MPUS 1

Applied

Admitted

Enrolled

Acceptance Rate (%)

Yield Rate (%)

STAN IS LAUS

5,586

5,093

1,354

91.2

26.6

Bakersfield

7,316

6,294

1,485

86.0

23.6

Monterey Bay

4,217

3,620

981

85.8

27.1

East Bay

10,560

8,497

2,229

80.5

26.2

San Francisco

16,776

11,165

3,563

66.6

31.9

San Bernardino

9,647

4,797

2,749

49.7

57.3

Fresno

7,750

3,406

1,996

43.9

58.6

114,778

96,205

58,534

83.8

60.8

CSU TOTA L (U N DUPLI CAT ED )

HIGHLIGHTS •

Stanislaus State had the highest fall acceptance rate for both first-time freshmen and first-time transfers for fall 2019 among its CSU peer institutions and the CSU overall.

•

The fall 2019 freshmen yield rates for Stanislaus State’s CSU peer group range from 11.3% to 31.7%, with Stanislaus at 20% and the unduplicated systemwide total at 39.4%.

•

The transfers counts and percentages for non-impacted campuses as of 2019-20, including Stanislaus, Bakersfield, and San Francisco, are skewed due to the inclusion of redirected applicants. The applied and admitted counts in Table 6.8 will be higher compared to Table 6.6, where non-enrolled redirected applicants and applicants who applied in error are excluded.

•

The fall 2019 unadjusted transfer yield rates for Stanislaus State’s CSU peer group range from 23.6% to 58.6%, with Stanislaus at 26.6% and the unduplicated systemwide total at 60.8%.

Table 6.7 & Table 6.8 Source: CSU Applications and Admissions Report, Retrieved from https://www2.calstate.edu/data-center/institutional-research-analyses/Pages/ reports-and-analytics.aspx OR https://www2.calstate.edu/data-center/institutional-research-analyses/Pages/applications-and-admissions.aspx on July 19, 2020. Table 6.7 & Table 6.8 Notes: Total applications received include redirected applicants. Application counts are duplicated across campuses. The CSU systemwide applied, admitted, and enrolled totals are unduplicated. 1. Sorted by acceptance rate in descending order

127 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 6 TABLE 6.9 | Percentage of First-Time Freshman Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2019 CS U CA MPUS 1

Total Applicants

Exclusive Applicants

% Exclusive

17,983

2,153

12.0

7,817

735

9.4

Bakersfield

10,905

873

8.0

San Bernardino

16,152

1,157

7.2

San Francisco

32,463

1,155

3.6

Monterey Bay

12,275

384

3.1

East Bay

15,714

428

2.7

618,785

37,653

6.1

Fresno

STA NI S LAUS

CS U TOTA L

TABLE 6.10 | Percentage of First-Time Transfer Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2019 CS U CA MPUS 1

Total Applicants

Exclusive Applicants

% Exclusive

Fresno

7,949

3,199

40.2

STA NI S LAUS

4,326

1,468

33.9

San Bernardino

9,462

2,989

31.6

Bakersfield

4,676

1,271

27.2

East Bay

9,411

1,684

17.9

Monterey Bay

4,045

629

15.6

San Francisco

14,440

1,531

10.6

CS U TOTA L

281,300

44,675

15.9

HIGHLIGHTS •

The Stanislaus campus had the second largest percentage of exclusive freshmen applicants (9.4%) during the initial filing period in comparison to its CSU peer group. This proportion decreased by about one percentage point compared to the prior fall term. Only Fresno has a higher percentage of new freshmen applying exclusively to their campus.

•

The Stanislaus campus received the lowest number of first-time freshmen applicants and the second lowest number of transfer applicants in comparison to its CSU peer group during the initial application filing period.

Table 6.9 & Table 6.10 Source: CSU Fall 2019 Application Activity Data Packet Table 6.9 & Table 6.10 Notes: Total applicants are those received during initial application filing period, October 1 - December 15. Exclusive applicants are applicants who apply to only one CSU campus (during initial filing period). 1. Sorted by % Exclusive in descending order

BOOK OF TRENDS • 2019-2020 128

TABLE 6.11 | Undergraduate Cost of Attendance, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

2019-20

WITH PA R ENTS

% C HA NGE 1 Year

5 Year

State University Tuition Fees

$5,472

$5,742

0.0

4.9

Campus Fees

$1,232

$1,256

$1,296

$1,330

$1,800

35.3

46.1

Books and Supplies

$1,780

$1,500

$1,600

$1,650

$1,700

3.0

-4.5

Room and Board

$4,770

$4,968

$5,248

$5,418

$6,096

12.5

27.8

Transportation

$1,350

$1,100

$1,200

9.1

-11.1

Personal/Misc

$1,392

$1,416

$1,450

$1,480

$1,704

15.1

22.4

$15,996

$15,712

$16,436

$16,720

$18,242

9.1

14.0

State University Tuition Fees

$5,472

$5,742

0.0

4.9

Campus Fees

$1,232

$1,256

$1,296

$1,330

$1,800

35.3

46.1

Books and Supplies

$1,780

$1,500

$1,600

$1,650

$1,700

3.0

-4.5

Room and Board

$9,508

$9,482

$9,766

$10,984

$11,078

0.9

16.5

$980

$700

$800

14.3

-18.4

$1,392

$1,416

$1,450

$1,480

$1,704

15.1

22.4

$20,364

$19,826

$20,554

$21,886

$22,824

4.3

12.1

State University Tuition Fees

$5,472

$5,742

0.0

4.9

Campus Fees

$1,232

$1,256

$1,296

$1,330

$1,800

35.3

46.1

Books and Supplies

$1,780

$1,500

$1,600

$1,650

$1,700

3.0

-4.5

$11,500

$10,900

$11,900

$12,390

$13,216

6.7

14.9

Transportation

$1,350

$1,100

$1,200

9.1

-11.1

Personal/Misc

$1,392

$1,416

$1,450

$1,480

$1,704

15.1

22.4

$22,726

$21,644

$23,088

$23,692

$25,362

7.0

11.6

TOTAL O N -CAMPUS

Transportation Personal/Misc

TOTAL O FF-CA MPUS

Room and Board

TOTAL

HIGHLIGHTS •

The total cost of attendance (COA) for undergraduate students has steadily increased over the past five years. The largest one-year increase occurred in 2019-20 with a 9.1% increase compared to the prior year.

•

COA for undergraduate students living on campus in 2019-20 was lower than for students living off-campus, not with parents. This was attributed to students living in campus housing with three or more roommates and purchasing cheaper meal plans.

•

Overall there have been slight reductions in the costs of books and supplies as well as transportation. Transportation costs dropped slightly to accommodate the reduction in gas prices, whereas books and supplies costs were previously inflated and are now within the CSU and California Student Aid Commission (CSAC) limits..

Table 6.11 Source: Stanislaus State Financial Aid and Scholarship Office Table 6.11 Notes: The cost of attendance is the amount the University estimates a student will spend to attend college for the academic year. The stated tuition and fees are for undergraduates enrolled in more than 6 units for the fall and spring semester. Actual costs will vary. Visit https://www.csustan.edu/financial-aidscholarship for more information, including estimated costs for credential and graduate students and tuition fees for non-CA residents.

129 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 6 TABLE 6.12A | Financial Aid Disbursed by Type of Aid, 5-Year Trend 2014-15

2015-16

2016-17

2017-18

2018-19

% CHANGE 1 Year

TY PE O F A I D

5 Year

Federal Grants

$22,822,261

$23,680,355

$24,722,062

$28,133,664

$28,611,034

1.7

25.4

State Grants

$16,791,249

$16,753,386

$18,511,501

$21,606,614

$22,945,926

6.2

36.7

Institutional Grants and Scholarships

$16,759,607

$17,143,766

$17,542,546

$18,457,382

$18,873,493

2.3

12.6

Athletic Grants

$680,275

$723,666

$711,601

$801,788

$645,703

-19.5

-5.1

Noninstitutional Assistance

$753,256

$769,374

$798,128

$882,639

$1,055,831

19.6

40.2

Federal Student Loans and Federal Work-Study

$32,601,600

$33,316,771

$32,681,237

$32,443,781

$31,605,418

-2.6

-3.1

TOTAL DOLLARS DISBURSED

$90,408,248

$92,387,318

$94,967,075

$102,325,868

$103,737,405

1.4

14.7

$19,366

$42,952

$48,000

$56,000

16.7

$92,406,684

$95,010,027

$102,373,868

$103,793,405

1.4

CA DREAM LOAN TOTAL WITH CA DREAM LOAN

HIGHLIGHTS •

Funding needs for Stanislaus State students have increased due to enrollment growth and an increasing number of students applying and receiving aid.

•

The California Dream Loan Program is a subsidized loan program available to qualified applicants starting 2015-16. Dream Loan awards increased by 16.7% in the last year.

FIG. 6.12A |

•

The largest increases in financial aid awards in the past five years has been non-institutional assistance which includes scholarships awarded by external entities, followed by state and federal grants. Federal and state grant disbursements combined represented half of total dollars disbursed in 2018-19, compared to about 44% in 2014-15.

Financial Aid Disbursed by Type of Aid, 2018-19

27.6%

Federal Grants

22.1%

State Grants

$103,793,405 Total Dollars Disbursed

18.2%

Institutional Grants and Scholarships

30.5%

Federal Student Loans and Federal Work-Study

1.7% Other

Table 6.12A Source: Stanislaus State Financial Aid and Scholarship Office Table 6.12A Notes: Dollar amounts represent the total financial aid amounts awarded and disbursed for each aid year. These amounts will be lower than the awards offered as not all students accept all types of aid offered, such as loans. Fig. 6.12A Note: Other includes athletic grants, non-institutional assistance, and CA Dream Loan.

BOOK OF TRENDS • 2019-2020 130

TABLE 6.12B | Financial Aid Disbursed by Program, 5-Year Trend 2014-15

PR O G R A M

# OF ST UD ENTS

2015-16

AMT AWARDED

# OF ST UD ENTS

2016-17

AM T AWAR DED

# OF ST U DENTS

2017-18

AM T AWAR DED

# OF ST U DENTS

2018-19

AM T AWAR DED

# OF ST U DENTS

AMT AWA RD E D

827

$4,179,188

828

$4,209,469

854

$4,243,664

910

$4,790,577

958

$5,028,622

Cal Grant B Fees

1,701

$8,423,019

1,705

$8,289,438

1,873

$9,056,430

2,089

$10,593,681

2,240

$11,301,929

Cal Grant B Access

2,277

$3,443,513

2,311

$3,471,649

2,535

$3,803,753

2,821

$4,251,182

2,992

$4,492,528

Cal Grant A Teaching Credential Program (TCP)

$21,425

$12,696

$9,522

$39,961

$46,622

Cal Grant B TCP Fees

$22,218

$15,870

$32,057

$44,124

$110,724

Cal Grant B TCP Access

$4,120

$4,140

$8,976

$11,077

$27,797

$55,000

$62,500

$67,360

$43,404

$75,000

162

$488,536

164

$539,358

170

$543,176

139

$523,102

173

$642,272

$47,355

$49,261

$36,102

$29,561

$25,979

207

$155,800

211

$155,900

203

$149,200

205

$153,034

217

$158,200

$57,477

$47,328

$53,906

$45,701

$60,355

131

$1,158,838

115

$1,093,286

146

$1,243,427

189

$1,199,934

171

$1,500,549

$227,290

$132,784

$142,930

$148,794

$181,418

167

$1,399,551

222

$1,803,775

248

$1,989,694

220

$1,818,828

209

$1,915,776

Loans-Subsidized

3,079

$12,085,728

3,191

$12,645,987

3,298

$12,806,599

3,379

$13,383,730

3,097

$12,132,813

Loans-Unsubsidized

2,742

$17,057,864

2,757

$16,989,661

2,698

$15,807,571

2,684

$15,363,409

2,619

$15,232,590

$19,366

$42,952

$48,000

$56,000

Cal Grant A

Chafee Grant Federal Work-Study (FWS) Ed Doctoral Grant Educational Opportunity Program Grant (EOPG) GRAD Business Grant (MBA) Loans-Alternative Loans-Grad Plus Loans-Plus

Loans-CA Dream Loan Middle Class Scholarship

1,168

$642,766

845

$687,624

1,058

$1,289,739

1,010

$1,832,608

997

$1,862,704

Off-Campus Scholarship

511

$753,256

539

$769,374

553

$798,128

569

$882,639

575

$1,055,831

On-Campus Scholarship

938

$1,617,749

871

$1,623,381

1,044

$1,878,853

874

$1,945,370

985

$2,376,554

Federal Pell Grant (PELL)

5,353

$22,461,211

5,584

$23,063,878

5,873

$24,077,171

6,348

$27,326,602

6,219

$27,688,758

$183,793

$111,920

$147,840

$5,984

475

$223,456

524

$243,136

564

$259,147

626

$287,192

839

$399,097

3,275

$15,526,612

3,393

$15,958,992

3,443

$16,104,600

3,493

$17,054,018

3,429

$16,898,108

Student Support Services (SSS) Award

$34,889

$32,570

$31,486

TEACH Grant

$137,594

129

$373,341

152

$385,744

186

$519,870

169

$491,693

Perkins Loans Supplemental Educational Opportunity Grant (SEOG) State Univ. Grant (SUG)

Unduplicated Student Headcount

TOTAL DOLLARS D ISBURSED

8,317

8,532 $90,408,248

131 STANISLAUS STATE • CSUSTAN.EDU

9,061 $92,406,684

9,462 $95,010,027

9,457 $102,373,868

$103,793,405

E NRO LLME NT MANAG E ME NT • SECTION 6

TABLE 6.13 | Percentage of Full-Time Degree-Seeking Undergraduates Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2018-19 Any Grant Aid

CS U CA MPUS 1

% RECEIVING AID

Pell Grants

AVG AMT AWARDED

% R EC EI VI NG AI D

Federal Loans

AVG AM T AWAR DED

% R EC EI VI NG AI D

AVG A M T AWA RD E D

San Bernardino

$9,621

$4,878

$6,056

STA NI S LAUS

$8,931

$4,643

$5,968

Bakersfield

$9,446

$4,844

$6,234

Fresno

$9,632

$4,836

$6,035

Monterey Bay

$8,692

$4,613

$5,143

East Bay

$8,738

$4,664

$6,806

San Francisco

$9,165

$4,900

$6,500

TABLE 6.14 | Percentage of Full-Time First-Time Freshmen Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2018-19

Any Grant Aid

CS U CA MPUS 1

% RECEIVING AID

Pell Grants

AVG AMT AWARDED

% R EC EI VI NG AI D

Federal Loans

AVG AM T AWAR DED

% R EC EI VI NG AI D

AVG A M T AWA RD E D

San Bernardino

$10,334

$5,159

$4,429

Bakersfield

$10,599

$5,247

$4,808

STA NI S LAUS

$9,738

$4,982

$4,250

Fresno

$10,423

$5,230

$4,325

East Bay

$9,701

$4,968

$3,978

Monterey Bay

$9,429

$4,867

$4,815

San Francisco

$9,433

$5,036

$4,983

HIGHLIGHTS •

Eighty percent of the full-time undergraduate student population and 86% of entering full-time freshmen at Stanislaus State received grant or scholarship aid in 2018-19. These are high percentages among Stanislaus State’s CSU peer group.

•

There are higher rates of need at CSU campuses located in the Central Valley as well as the Inland Empire. Consequently, there are higher rates of grant recipients at CSU campuses located in those regions, and lower rates of federal loan recipients.

Table 6.12B Source: Stanislaus State Financial Aid and Scholarship Office Table 6.12B Notes: Dollar amounts represent the total financial aid amounts awarded and disbursed for each aid year. These amounts will be lower than the awards offered as not all students accept all types of aid offered, such as loans. Table 6.13 & Table 6.14 Source: IPEDS Data Center, Student Financial Aid (SFA) component Table 6.13 & Table 6.14 Notes: Fall 2018 undergraduates and total 2018-19 aid year amounts. Any grant aid includes grant and scholarship aid awarded from the federal government, state or local government, or the institution. Federal grants includes Pell grants and other federal grants. Federal loans include loans awarded to students. 1. Sorted by % receiving any grant aid in descending order.

BOOK OF TRENDS • 2019-2020 132

TABLE 6.15 | Regular High School Diploma Graduates and A-G Completers in Stanislaus State’s Six-County Service Region by County, 3-Year Trend 2016-17

2017-18

% CHANGE

2018-19

1 Year

CO U NT Y

3 Year

CAL AV ER AS Regular HS Diploma Graduates A-G Completers A-G Completion Rate (%)

489

429

418

-2.6

-14.5

127

144

-6.5

13.4

26.0

35.9

34.4

137

151

55.7

10.2

100.0

41.2

MAR IPO SA Regular HS Diploma Graduates

24.8

24.7

31.8

Regular HS Diploma Graduates

3,840

3,987

4,152

4.1

8.1

A-G Completers

1,372

1,381

1,458

5.6

6.3

35.7

34.6

35.1

Regular HS Diploma Graduates

9,163

9,710

10,066

3.7

9.9

A-G Completers

3,213

3,024

3,444

13.9

7.2

35.1

31.1

34.2

Regular HS Diploma Graduates

7,209

7,087

7,135

0.7

-1.0

A-G Completers

2,624

2,803

2,756

-1.7

5.0

36.4

39.6

38.6

Regular HS Diploma Graduates

427

491

457

-6.9

7.0

A-G Completers

135

124

109

-12.1

-19.3

A-G Completion Rate (%)

31.6

25.3

23.9

21,265

21,801

22,379

2.7

5.2

7,505

7,510

7,959

6.0

35.3

34.4

35.6

Regular HS Diploma Graduates

408,124

418,205

417,496

-0.2

2.3

A-G Completers

203,648

208,769

210,980

1.1

3.6

49.9

50.5

A-G Completers A-G Completion Rate (%)

ME R CED

A-G Completion Rate (%)

SAN JOAQ UI N

A-G Completion Rate (%)

STAN IS LAUS

A-G Completion Rate (%)

TU O LUMNE

S IX-COUNT Y TOTA L Regular HS Diploma Graduates A-G Completers A-G Completion Rate (%)

STATE W I D E TOTA L

A-G Completion Rate (%)

Table 6.15 Sources: Table 7.15 Source: State of California, Department of Education, DataQuest, Four-Year Adjusted Cohort Graduation Rate, Retrieved from https:// dq.cde.ca.gov/dataquest/dqcensus/CohRateLevels.aspx?cds=00&agglevel=state&year=2018-19&initrow=&ro=y Table 6.15 Notes: Regular high school diploma graduates are students who entered grade 9 for the first time and graduated in four years. A-G completers are the subset of those student cohorts who a local educational agency determined met all the (a-g) requirements for admission to a University of California or California State University school. Regular high school graduates includes students from California public, charter, and alternative high schools.

133 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 6 TABLE 6.16 | A-G Completion Rate for Regular High School Graduates in Stanislaus State’s Six-County Service Region by County, 3-Year Trend 2016-17

2017-18

% POINT CHANGE

2018-19

1 Year

CO UNTY 1

3 Year

Stanislaus

36.4

39.6

38.6

-0.9

2.2

Calaveras

35.7

34.6

35.1

0.5

-0.6

Merced

26.0

35.9

34.4

-1.4

8.5

San Joaquin

35.1

31.1

34.2

3.1

-0.9

Mariposa

24.8

24.7

31.8

7.0

Tuolumne

31.6

25.3

23.9

-1.4

-7.8

SIX-COUNTY TOTAL

35.3

34.4

35.6

1.1

0.3

STAT EW I D E TOTA L

49.9

50.5

0.6

TABLE 6.17 | Percentage of 12th Grade Graduates (A-G Completers) in Stanislaus State’s Six-County Region who Enrolled at Stanislaus State by County, 3-Year Trend HIGH SCHO O L G RADUATION YEA R - - > FALL C OHOR T - - >

C O UNT Y

2016-17

2017-18

2018-19

Fall 2017

Fall 2018

Fall 2019

% POINT CHANGE 1 Year

3 Year

Stanislaus

26.4

28.2

30.0

1.8

3.6

Merced

17.3

18.0

16.6

-1.4

-0.7

San Joaquin

5.3

6.1

5.9

-0.2

0.6

Calaveras

3.1

2.6

1.4

-1.2

-1.8

Tuolumne

1.5

3.2

0.9

-2.3

-0.6

Mariposa

0.0

14.7

16.4

16.0

-0.4

1.3

SIX-COUNTY TOTAL

Table 6.16 Source: State of California, Department of Education, DataQuest, Four-Year Adjusted Cohort Graduation Rate, Retrieved from https://dq.cde.ca.gov/ dataquest/dqcensus/CohRateLevels.aspx?cds=00&agglevel=state&year=2018-19&initrow=&ro=y Table 6.16 Notes: Regular high school diploma graduates are students who entered grade 9 for the first time and graduated in four years. A-G completers are the subset of those student cohorts who a local educational agency determined met all the (a-g) requirements for admission to a University of California or California State University school. Regular high school graduates includes students from California public, charter, and alternative high schools. 1. Sorted by the 2018-19 rate in descending order. Table 6.17 Sources: State of California, Department of Education, DataQuest, Four-Year Adjusted Cohort Graduation Rate, Retrieved from https://dq.cde.ca.gov/ dataquest/dqcensus/CohRateLevels.aspx?cds=00&agglevel=state&year=2018-19&initrow=&ro=y; CSU Enrollment Reporting System-Student (ERSS) data files Note: Regular high school diploma graduates are students who entered grade 9 for the first time and graduated in four years. A-G completers are the subset of those student cohorts who a local educational agency determined met all the (a-g) requirements for admission to a University of California or California State University school. Regular high school graduates includes students from California public, charter, and alternative high schools. 2. Sorted by the Fall 2019 percentage in descending order

BOOK OF TRENDS • 2019-2020 134

TABLE 6.18 | Entering Fall First-Time Freshmen by Top 10 Feeder High Schools, 5-Year Trend Distance from campus

H IGH S CHO O L 1

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

% C HANGE

5-Year Average

1 Year

5 Year

John H. Pitman High, Turlock

1.6 mi

13.2

16.2

Turlock High, Turlock

2.6 mi

-1.2

12.3

Central Valley High, Ceres

7.3 mi

16.7

75.0

13.4 mi

9.6

8.1 mi

48.2

118.4

Modesto High, Modesto

11.8 mi

27.5

116.7

Patterson High, Patterson

17.2 mi

-34.9

32.3

Joseph A. Gregori High, Modesto

18.8 mi

23.5

-6.7

Thomas Downey High, Modesto

12.6 mi

-18.0

92.3

Peter Johansen High, Modesto

10.1 mi

29.0

-9.1

Top 10 Total

465

477

508

585

637

534

8.9

37.0

Total First-Time Freshmen (FTF)

1,270

1,389

1,421

1,570

1,568

1,444

-0.1

23.5

36.6

35.0

36.3

40.6

37.0

James C. Enochs High, Modesto Ceres High, Ceres

% O F TO P 10 O F TOTAL F T F

HIGHLIGHTS •

Stan State’s largest feeder high school is Pitman High School with an average of 79 entering fall freshmen, however a larger number of new freshmen entered from Central Valley High in fall 2019.

•

The percentage of new freshmen from the top 10 feeder high schools reached a high of 40.6% in fall 2019, and a five-year average slightly increased to 37.0%.

•

Additional details about first-time freshmen can be found at http:// www.csustan.edu/institutional-research/institutional-data/campusprofiles, as well as the CSU’s Enrollment Dashboard, Student Origin page located at http://asd.calstate.edu/dashboard/enrollment-live. html.

Table 6.18 Source: CSU Enrollment Reporting System-Student (ERSS) data files 1. Sorted by 5-Year Average in descending order Table 6.19 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 6.19 Notes: Totals from outside the service region may slightly differ from the previous publication due to adjusted county codes, including recoding home schooled students into the county associated with their permanent residence. 1. Sorted by 5-Year Average in descending order

135 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 6 TABLE 6.19 | Entering Fall First-Time Freshmen by High School Location, 5-Year Trend

S I X-CO UNT Y S ERVI C E R EG I O N

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% CHANGE

5-Year Average

Fall 2019

1 Year

5 Year

Stanislaus

646

648

692

791

827

721

4.6

28.0

Merced

191

231

237

248

242

230

-2.4

26.7

San Joaquin

140

186

170

184

202

176

9.8

44.3

Calaveras

-50.0

Tuolumne

-75.0

0.0

Mariposa

983

1,073

1,105

1,231

1,274

1,133

3.5

29.6

273

303

297

322

285

296

-11.5

4.4

-50.0

75.0

-33.3

-80.0

1,270

1,389

1,421

1,570

1,568

1,444

-0.1

23.5

77.4

77.2

77.8

78.4

81.3

78.5

3.6

5.0

Six-County Total Other CA County Out of State Out of Country First-Time Freshmen Total

% F R O M S I X-CO U N T Y R EG I O N

HIGHLIGHTS •

Over the past five years, an average of 721 first-time freshmen from Stanislaus County enrolled at Stanislaus State, over three times the number from Merced County, the next largest county source.

•

The proportion of first-time freshmen from the six-county service region has increased by about four percentage points over the past five years.

•

-100.0

An average of 79% of first-time freshmen are from the University’s six-county region - 81.3% in fall 2019 - a clear indication that the University is serving its designated region.

TABLE 6.20 | College-Going Rate by County for High School Completers in Stanislaus State’s Six-County Region, 4-Year Trend

S I X-CO UNT Y S ERVI C E R EG I O N 1

2014-15

2015-16

2016-17

% POINT CHANGE

2017-18

1 Year

4 Year

Calaveras

52.7

57.3

50.6

61.5

10.9

8.8

San Joaquin

62.4

65.9

62.7

60.7

-2.0

-1.7

Tuolumne

56.6

55.1

52.6

60.6

8.0

4.0

Merced

63.2

65.0

62.8

60.5

-2.3

-2.7

Stanislaus

58.6

60.0

58.9

59.3

0.4

0.7

Mariposa

57.4

58.6

50.7

54.1

3.4

-3.3

60.8

63.3

60.9

60.2

-0.7

-0.6

64.5

66.9

65.2

64.4

-0.8

-0.1

Six-County Total

CA LI FO R NI A

Table 6.20 & Table 6.21 Source: California Department of Education, DataQuest, College-Going Rate for California High School Students by Postsecondary Institution Type. Retrieved from https://dq.cde.ca.gov/dataquest/dataquest.asp on July 29, 2019. Table 6.20 & Table 6.21 Notes: The rate of high school completers who enrolled in a postsecondary institution of higher education (e.g., college or university) within 12 months of completing high school. For more information about the College-Going Rate, visit https://www.cde.ca.gov/ds/sd/sd/cgrinfo.asp. Total includes California public, charter, and alternative high schools. The 2018-19 college-going rates not available at the time of publication. 1. Sorted by 2017-18 college-going rate in descending order

BOOK OF TRENDS • 2019-2020 136

TABLE 6.21 | College-Going Rate by County and Postsecondary Institution Type for Regional High School Completers, 2017-18 E N R O L L E D I N -STAT E HIGH SCHOOL COMPLETERS

HIGH SCHOOL COMPLETERS ENROLLED IN COLLEGE

COLLEGEGOING RATE

E N R O L L E D O UT- O F- STATE

UNIVERSITY OF CALIFORNIA

CALIFORNIA STATE UNIVERSITY

CALIFORNIA COMMUNITY COLLEGE

PRIVATE 2-YEAR AND 4-YEAR COLLEGE

4-YEAR COLLEGE (PUBLIC/ PRIVATE)

2-YEAR COLLEGE (PUBLIC/ PRIVATE)

COUNTY 1 434

267

61.5

6.0

13.1

66.3

4.1

9.0

1.5

10,301

6,253

60.7

7.0

16.0

64.8

6.6

4.7

1.0

515

312

60.6

3.8

8.0

78.2

3.2

5.4

1.3

Merced

4,047

2,443

60.4

9.1

18.8

67.2

1.2

2.9

0.7

Stanislaus

7,451

4,421

59.3

7.4

26.4

58.1

2.3

5.1

0.7

Mariposa

54.1

13.2

11.3

58.5

5.7

7.5

3.8

Six-County Total

22,846

13,749

60.2

7.5

19.6

63.4

4.1

4.6

0.9

Six-County Charter School Subset

2,648

1,263

47.7

7.3

13.8

63.6

7.7

6.8

0.9

439,211

282,740

64.4

11.0

18.7

55.1

4.9

9.5

0.7

Calaveras San Joaquin Tuolumne

CALIFO RN IA

HIGHLIGHTS •

The college-going rate for Stan State’s service region was 60.2 for 2017-18 high school completers. This is 4.2 percentage points lower than the state-wide rate.

•

Among the University’s service region, Calaveras County has the highest college-going rate at 61.5 and one of the region’s lowest number of high school completers, while San Joaquin County had the second highest college-going rate at 60.7 and the largest number of high school completers. Mariposa County has the lowest collegegoing rate in the region and the smallest number of high school completers.

1. Sorted by College-going rate in descending order

137 STANISLAUS STATE • CSUSTAN.EDU

•

The majority of high school completers in the six-county region who enrolled in postsecondary education enrolled at a California community college (63.4%) and the next largest percentage enrolled at a CSU campus (19.6%).

•

Stanislaus County had the largest proportion of high school completers enrolling at a CSU campus (26.4%), followed by Merced County (18.8%).

E NRO LLME NT MANAG E ME NT • SECTION 6 TABLE 6.22 | Fall Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

CO MMUNI TY CO L L E G E 1

% CHANGE 1 Year

5 Year

2,768

2,785

2,962

2,839

2,873

1.2

3.8

Merced College

11,178

11,473

11,556

11,869

11,840

-0.2

5.9

Modesto Junior College

17,593

17,721

17,979

18,111

18,066

-0.2

2.7

San Joaquin Delta College

17,213

17,433

17,282

17,420

18,870

8.3

9.6

TOTA L

48,752

49,412

49,779

50,239

51,649

2.8

5.9

Columbia College

TABLE 6.23 | Spring Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend

Spring 2016

Spring 2017

Spring 2018

Spring 2019

Spring 2020

CO MMUNI TY CO L L E G E 1

% CHANGE 1 Year

5 Year

2,793

2,758

2,831

2,800

2,633

-6.0

-5.7

Merced College

10,835

10,884

11,651

11,670

11,006

-5.7

1.6

Modesto Junior College

17,271

16,931

16,957

17,472

16,841

-3.6

-2.5

San Joaquin Delta College

17,097

16,604

16,304

16,187

17,537

8.3

2.6

TOTA L

47,996

47,177

47,743

48,129

48,017

-0.2

0.0

Columbia College

TABLE 6.24 | Annual Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend

CO MMUNI TY CO L L E G E 1

Annual 2015-16

Annual 2016-17

Annual 2017-18

Annual 2018-19

Annual 2019-20

% CHANGE 1 Year

5 Year

4,009

3,999

4,078

4,000

3,947

-1.3

-1.5

Merced College

14,775

15,378

16,349

16,762

16,396

-2.2

11.0

Modesto Junior College

24,149

24,423

24,557

25,232

25,437

0.8

5.3

San Joaquin Delta College

23,942

23,892

23,628

23,683

26,086

10.1

9.0

TOTA L

66,875

67,692

68,612

69,677

71,866

3.1

7.5

Columbia College

Table 6.22, Table 6.23 & Table 6.24 Source: California Community College Chancellor’s Office, Management Information Systems Data Mart, Annual/Term Student Count Report, Retrieved from http://datamart.cccco.edu/Students/Student_Term_Annual_Count.aspx Table 6.22, Table 6.23 & Table 6.24 Notes: Total student enrollments included; not limited to “4-year college bound.” 1. Sorted in alphabetical order

BOOK OF TRENDS • 2019-2020 138

TABLE 6.25 | Entering Fall First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend

CO MMUNI T Y CO LLEGE 1

Distance from campus

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HANGE

5-Year Average

Fall 2019

1 Year

5 Year

Modesto Junior College

12.7 mi

373

385

391

311

505

393

62.4

35.4

Merced College

25.3 mi

212

257

244

199

370

256

85.9

74.5

San Joaquin Delta College

42.6 mi

101

159

140

156

202

152

29.5

100.0

Columbia College

46.0 mi

0.0

-33.3

Las Positas College

54.7 mi

10.0

-15.4

TO P 5 TOTA L

726

845

827

694

1,106

840

59.4

52.3

CCCT2 Total

846

987

938

839

1,299

982

54.8

53.5

% of Top 5 of Total CCCT

85.8

85.6

88.2

82.7

85.1

85.5

Total First-Time Transfers (FTT)

922

1,078

1,018

949

1,354

1,064

42.7

46.9

% of CCCT of FTT Total

91.8

91.6

92.1

88.4

95.9

92.3

% O F TO P 5 O F TOTAL

78.7

78.4

81.2

73.1

81.7

78.9

TABLE 6.26 | Entering Spring First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend

CO MMUNI T Y CO LLEGE 1

Distance from campus

Spring 2016

Spring 2017

Spring 2018

Spring 2019

Spring 2020

% C HANGE

5-Year Average

1 Year

5 Year

Modesto Junior College

12.7 mi

162

179

201

151

138

166

-8.6

-14.8

Merced College

25.3 mi

148

103

5.7

-1.1

San Joaquin Delta College

42.6 mi

-5.0

24.6

Columbia College

46.0 mi

50.0

-40.0

Las Positas College

54.7 mi

120.0

57.1

TO P 5 TOTA L

333

374

446

327

323

361

-1.2

-3.0

CCCT2 Total

381

418

519

399

391

422

-2.0

2.6

% of Top 5 of Total CCCT

87.4

89.5

85.9

82.0

82.6

85.5

Total First-Time Transfers (FTT)

427

462

581

458

460

478

0.4

7.7

% OF CCCT Total of FTT Total

89.2

90.5

89.3

87.1

85.0

88.3

% O F TO P 5 O F TOTAL

78.0

81.0

76.8

71.4

70.2

75.5

HIGHLIGHTS •

Over the past five years, 9 out of 10 first-time transfers on average were from a California community college. The percentage from a CA community college slightly decreased in the last year, from 91.2% to 88.0%.

•

On average, 85% of California community college transfer students to Stanislaus are from one of the top five feeder institutions. Four out of the five top feeder institutions are located in the University’s service region with the exception of Las Positas College located in Alameda County which borders San Joaquin County.

139 STANISLAUS STATE • CSUSTAN.EDU

•

For the second consecutive year there has been a decline in the number of California community college transfers to Stanislaus in the fall and overall first-time transfer students in general.

E NRO LLME NT MANAG E ME NT • SECTION 6 TABLE 6.27 | Annual Entering First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend

CO MMUNI TY CO L L E G E 1

Distance from campus

2015-16

2016-17

2017-18

2018-19

2019-20

5-Year Average

% CHANGE 1 Year

5 Year

Modesto Junior College

12.7 mi

535

564

592

462

643

559

39.2

20.2

Merced College

25.3 mi

305

353

392

286

462

360

61.5

51.5

San Joaquin Delta College

42.6 mi

162

250

221

236

278

229

17.8

71.6

Columbia College

46.0 mi

9.1

-35.1

Las Positas College

54.7 mi

46.7

10.0

TO P 5 TOTA L

1,059

1,219

1,273

1,021

1,429

1,200

40.0

34.9

CCCT2 Total

1,227

1,405

1,457

1,238

1,690

1,403

36.5

37.7

86.3

86.8

87.4

82.5

84.6

85.5

1,349

1,540

1,598

1,407

1,814

1,542

28.9

34.5

% OF CCCT Total of FTT Total

91.0

91.2

88.0

93.2

91.0

% O F TO P 5 O F TOTAL

78.5

79.2

79.7

72.6

78.8

77.9

% of Top 5 of Total CCCT Total First-Time Transfers (FTT)

TABLE 6.27A | Annual State- and Self-Support Degree-Seeking First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend

CO MMUNI TY CO L L E G E 1

Distance from campus

2015-16

2016-17

2017-18

2018-19

2019-20

5-Year Average

% CHANGE 1 Year

5 Year

Modesto Junior College

12.7 mi

547

591

610

486

668

580

37.4

22.1

Merced College

25.3 mi

307

362

399

295

467

366

58.3

52.1

San Joaquin Delta College

42.6 mi

207

296

253

278

326

272

17.3

57.5

Columbia College

46.0 mi

4.3

-36.8

Las Positas College

54.7 mi

37.5

-4.3

TO P 5 TOTA L

1,122

1,303

1,331

1,098

1,507

1,272

37.2

34.3

CCCT2 Total

1,295

1,505

1,526

1,334

1,787

1,489

34.0

38.0

86.6

87.2

82.3

84.3

85.4

1,420

1,646

1,672

1,516

1,912

1,633

26.1

34.6

% OF CCCT Total of FTT Total

91.2

91.4

91.3

88.0

93.5

91.2

% O F TO P 5 O F TOTAL

79.0

79.2

79.6

72.4

78.8

77.9

% of Top 5 of Total CCCT Total First-Time Transfers (FTT)

Table 6.25, Table 6.26, Table 6.27 & Table 6.27A Source: CSU Enrollment Reporting System-Student (ERSS) data files 1. Sorted by 5 year average in descending order 2. California Community College Transfer

BOOK OF TRENDS • 2019-2020 140

TABLE 6.28 | California Community College Transfer Pathway to Stanislaus State, 5-Year Trend Fall 2015 ADT Transfer on guaranteed pathway

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

5 Year

113

129

141

356

1.5

8.1

ADT Transfer not on guaranteed pathway

258

327

346

219

313

0.4

0.2

ADT TOTA L

297

440

475

360

669

0.9

1.3

Transfer with AA or AS

191

199

186

251

100

-0.6

-0.5

Transfer with no degree

358

348

277

228

530

1.3

0.5

TOTAL

846

987

938

839

1,299

0.5

TABLE 6.29 | Modesto Junior College Transfer Pathway to Stanislaus State, 5-Year Trend Fall 2015 ADT Transfer on guaranteed pathway

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

5 Year

119

1.7

13.9

ADT Transfer not on guaranteed pathway

117

136

151

128

0.4

0.1

ADT TOTA L

125

169

191

135

247

0.8

1.0

-0.6

Transfer with no degree

158

147

125

226

1.7

0.4

TOTAL

373

385

391

311

505

0.6

0.4

Transfer with AA or AS

TABLE 6.30 | Merced College Transfer Pathway to Stanislaus State, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

5 Year

ADT Transfer on guaranteed pathway

126

2.3

5.3

ADT Transfer not on guaranteed pathway

0.5

0.3

ADT TOTA L

133

145

103

223

1.2

1.4

Transfer with AA or AS

-0.3

Transfer with no degree

128

0.9

0.4

212

257

244

199

370

0.9

0.7

TOTAL

141 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 6 TABLE 6.31 | San Joaquin Delta College Transfer Pathway to Stanislaus State, 5-Year Trend Fall 2015 ADT Transfer on guaranteed pathway

Fall 2016

Fall 2017

Fall 2018

% C HANGE

Fall 2019

1 Year

5 Year

0.5

4.0

ADT Transfer not on guaranteed pathway

-0.1

0.7

A DT TOTA L

0.1

1.4

Transfer with AA or AS

-0.6

-0.3

Transfer with no degree

109

2.8

2.2

101

159

140

156

202

0.3

1.0

TOTA L

TABLE 6.32 | Partner Community College Transfer Pathway to Stanislaus State, 5-Year Trend Fall 2015 ADT Transfer on guaranteed pathway

Fall 2016

Fall 2017

Fall 2018

% C HANGE

Fall 2019

1 Year

5 Year

105

102

275

1.7

7.1

ADT Transfer not on guaranteed pathway

209

259

282

192

258

0.3

0.2

A DT TOTA L

243

356

387

294

533

0.8

1.2

Transfer with AA or AS

157

151

156

191

-0.6

-0.5

Transfer with no degree

286

294

232

181

463

1.6

0.6

TOTA L 1

686

801

775

666

1,077

0.6

FIG. 6.32 |

Partner Community College Transfers to Stanislaus State, Fall 2019

43%

Transfer with no degree

26%

ADT Transfer on guaranteed pathway

24%

ADT Transfer not on guaranteed pathway

Transfer with AA or AS

Table 6.28, Table 6.29, Table 6.30, Table 6.31 & Table 6.32 Source: CSU Office of the Chancellor, Institutional Research and Analyses, Enrollment: Student Origin Dashboard, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html 1. Partner college total includes Modesto Junior College, Merced College, and San Joaquin Delta College.

BOOK OF TRENDS • 2019-2020 142

Stanislaus State’s Warriors on the Way (WOW) Program

Created to inspire and energize students who see themselves as future Warriors. BACKGROUND Evidence of a strong intersegmental cause for regional collaboration to increase college-going rates and graduation rates is seen championed with the California State University systemwide’s push to raise 4-year degree attainment and transfer graduation rates (see Table 6.33) through Graduation Rate Initiatives. Similarly, the California Community College systemwide are pursuing goals that prepare transfer students to succeed in 4-year degree programs through initiatives like Guided Pathways, College Promise/Dual Enrollment, 15-to-Finish and the new CCC Funding Formula. These policy initiatives coupled with the region’s higher education leaders and proponents will to address the region’s low educational attainment (see Table 6.34) were the catalyst for meaningful

Foundation. The College Futures Foundation awarded the University a total of $864,000 in grant funding, including a six-month planning grant award in the amount of $186,000 during 2018-19, and a two-year implementation grant award in the amount of $678,000 effective 2019-20. A portion of the grant is funded by the James Irvine Foundation in partnership with the College Futures Foundation to increase postsecondary success for California’s low-income students. Stanislaus State has committed an additional $292,188 for the two-year WOW implementation phase.

change. Stanislaus State’s vision for a reimagined Warriors on the Way (WOW)1 program – one that would create a seamless ecosystem for students who traverse the boundaries of local community colleges to Stan State – came to fruition with collaborative support from the campus community, regional community college partners, and regional and state partnerships, including the College Futures

TABLE 6.33 | Stanislaus State Graduation Initiative Goals for Transfer Students Current rate (As of Spring 2020)

GI 202 5 MET R I C

Percentage Points Difference to Reach 2025 Goal

Goal by 2025

Transfer 2-Year Graduation Rate

45.4% - 2017 cohort

45% - 2023 cohort

-0.4

Transfer 4-Year Graduation Rate

76.9% - 2015 cohort

78% - 2021 cohort

1.1

TABLE 6.34 | Stanislaus State’s Service Region’s Educational Attainment by County, 2014-2018

Population 25+ years

Bachelor’s degree

CO U NT Y

Graduate or Professional degree

Total bachelor’s degree or higher % of Total Population 25+ Years

Stanislaus

339,918

39,083

18,440

57,523

16.9

San Joaquin

458,237

57,633

26,853

84,486

18.4

Merced

158,034

14,395

7,656

22,051

14.0

Calaveras

34,602

4,386

2,088

6,474

18.7

Mariposa

13,659

1,997

1,200

3,197

23.4

Tuolumne

41,123

5,286

2,952

8,238

20.0

1,045,573

122,780

59,189

181,969

17.4

SIX-COUNTY TOTAL

The percentage of the six-county region’s population with a bachelor’s degree or higher is 17.4%, compared to 33.3% for the State of California. Additionally, the percent of persons in poverty in the larger counties in the University’s service area are higher than the statewide percent: 23.0% Merced County, 15.5% San Joaquin County, 14.0% Stanislaus County, and 13.3% California2.

Table 6.33 Source: CSU Student Success Dashboard: Are We on Track to Reach our Goals, Retrieved from https://csusuccess.dashboards.calstate.edu/public/gigoal-trajectories Table 6.34 Source: U.S. Census Bureau, 2013-2017 American Community Survey 5-Year Estimates, Retrieved from https://www.census.gov/acs/www/data/datatables-and-tools/data-profiles/2018/. 1. The new WOW program expands the scope of students served and faculty and staff involvement at all four institutions, from prospective STEM transfers in the WOW 2 STEM program to all prospective transfers, with an emphasis on the top transfer majors. 2. U.S. Census Bureau, Quick Facts, Retrieved from https://www.census.gov/quickfacts/fact/table/US/PST0452173 on August 31, 2020

143 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 6

WARRIORS ON THE WAY (WOW) GRANT PURPOSE, OUTCOMES AND MILESTONES The Warriors on the Way (WOW) program will provide a clear pathway for prospective Stan State transfers in collaboration with our regional community college partners – San Joaquin Delta College, Modesto Junior College (MJC), and Merced College – by promoting the Associate Degree for Transfer (ADT) program to increase the number of ADT transfers to Stan State and increase Stan State’s transfer retention and graduation rates. This will require a combination of activities and institutional and community involvement geared at meeting our institutional, regional and systemwide policy goals and objectives, as well as improving the region’s educational attainment. The grant outcomes and milestones for the two-year grant period are as follows: Outcome 1: Develop and implement expanded Warriors on the Way (WOW) program through which CSU Stanislaus, Modesto Junior College, San Joaquin Delta College, and Merced College will partner to increase the number of ADT transfer students and increase transfer retention and graduation rates. Outcome 2: Increase in number of students registering for the WOW program upon entering the community college or within the first semester. Outcome 3: Strengthened collaboration among the four partnering institutions by working to share experiences of their students and their institutions to improve support for transfer students and streamline transfer pathways. Milestone 1: By June 2020: a. Organize and host high school registration events at partner college campuses. b. Recruit and hire key personnel (e.g., admissions counselors, WOW advisor). c. Develop and implement the Warriors on the Way peer mentoring program. d. Host WOW informational sessions at partner community colleges. Milestone 2: By June 2021: a. Develop and implement WOW student programming at Stanislaus State and partner community colleges. b. Update and implement communications plan and materials for Stanislaus State and partner community colleges. c. Organize and host up to two joint faculty events per semester, and up to four annual joint professional development opportunities for Stanislaus State and partner community college faculty.

BOOK OF TRENDS • 2019-2020 144

WARRIORS ON THE WAY (WOW) UPDATE Recruitment & Student Outreach

327 Total number of new WOW students as of Spring 2020.

WOW Information Sessions conducted in-person and

WOW students have successfully submitted a Stan

via Zoom for Spring 2020 and Fall 2020.

State admissions application for Fall 2021.

• Increase the number of students who sign up within their first year at the

WARRIORS ON THE WAY (WOW) CONTACT INFORMATION

community college;

For more information on the WOW Transfer Partnerships with Community

• Continue application, drop-in Zoom sessions and What’s Next workshops for

Colleges, including signed Memorandum of Understanding documents, please

Fall 2021 and Spring 2021 applicants to ensure high matriculation rate;

visit https://www.csustan.edu/spemi/wow-transfer-partnerships-community-

GOALS FOR THE NEXT 6 MONTHS

• Upcoming WOW exclusive events: -Liberal Studies and Integrated Teaching Credential Option (ITCO) presentation -Health Science program presentation

colleges For general inquiries about the WOW program, contact Noelia Gonzalez, Assistant Vice President for Enrollment Management at wowprogram@csustan.edu or visit www.csustan.edu/wow. For inquiries specific to the WOW program partnerships with regional community

-Business Administration info session

colleges, contact Lidia Sanchez Flores, WOW Lead Admissions Counselor at

-Stanislaus State virtual tour

lsanchez1@csustan.edu.

PROGRAM HIGHLIGHTS WOW Admissions Counselors hired for Merced College and MJC- January 2020; • Over 15 application workshops held virtually for Spring-Fall 2021 applicants; • Developed partnerships with EOPS, CalWORKs, STEM Success, Delta College Success Coaches, MJC TRIO, Access & Outreach, and Veteran Services; • Reached out to 251 local first-time freshmen applicants who were denied admission to Stan State and redirected them to their local community college; • Over 30 outreach events attended: -African American Conference -MJC Free Lunch of Wednesdays (FLOW) Events

FIG. 6.35 |

Intent to Apply, Fall 2021

-Stockton Campus Winter Summit -Delta College Dream Conference -2nd Annual WOW Faculty Meeting -Merced College Spring 2020 Welcome Week -Special program presentations

175

130 MERCED COLLEGE SAN JOAQUIN DELTA COLLEGE MODESTO JUNIOR COLLEGE

176

145 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 6

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BOOK OF TRENDS • 2019-2020 146

147

STANISLAUS STATE • CSUSTAN.EDU

SE CTIO N

DEGREES AWARDED AND RETENTION & GRADUATION RATES

Photo: Graduates receiving their diplomas at the first commencement held at the Turlock High School Auditorium. Year: Unknown

BOOK OF TRENDS • 2019-2020

148

TABLE 7.1 | Degrees Awarded by Degree Level and Gender, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C HA NGE

2019-20

1 Year

5 Year

BACH E LO R’ S 1,208

1,303

1,431

1,555

1,562

0.5

29.3

621

703

746

744

808

8.6

30.1

Bachelor’s Total

1,829

2,006

2,177

2,299

2,370

3.1

29.6

% Female

66.0

65.0

65.7

67.6

65.9

214

219

259

224

282

25.9

31.8

Female Male

MASTE R’ S Female

22.5

6.1

Master’s Total

296

314

345

295

369

25.1

24.7

% Female

72.0

70.0

75.1

75.9

76.4

100.0

-63.6

100.0

0.0

Doctorate Total

100.0

-41.2

% Female

64.7

64.3

40.0

1,433

1,531

1,699

1,781

1,848

3.8

29.0

709

803

837

818

901

10.1

27.1

2,142

2,334

2,536

2,599

2,749

5.8

28.3

66.9

65.6

67.0

68.5

67.2

Male

DO CTOR AT E Female Male

TOTAL Female Male

TOTAL % Female

FIG. 7.1B | Total Degrees Awarded by Gender, 2019-20

FIG. 7.1A | Ratio of Undergraduate to Graduate Degrees Awarded, 5-Year Trend

32.8%

100

Male

RATIO

67.2%

Female

40 20 0

2015-16

2016-17

2017-18

2018-19

2019-20

COLLEGE YEAR

KEY:

UNDERGRADUATE (BACHELOR’S) GRADUATE (MASTER’S + DOCTORATE)

HIGHLIGHTS •

Over the past five years, the number of degrees awarded increased by 28.3% overall, increasing 29.6% at the bachelor’s level and increasing 24.7% at the master’s level.

•

On average, about 86% of total degrees awarded are bachelor’s degrees. The percentage of bachelor’s degrees of total degrees in 2019-20 (86.2%) reflects a decrease of two percentage points compared to the prior year.

•

On average, 67% of all degree recipients are female. There is a higher proportion of degrees awarded to females at the master’s level (74%).

Table 7.1 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.1 Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

149

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 TABLE 7.2 | Degrees Awarded by Degree Level and Underrepresented Minority (URM) Status, 5-Year Trend

2015-16

2016-17

2017-18

2018-19

% C HANGE

2019-20

1 Year

5 Year

B ACHELO R’ S 794

929

1,032

1,209

1,228

1.6

54.7

1,035

1,077

1,145

1,090

1,142

4.8

10.3

Bachelor’s Total

1,829

2,006

2,177

2,299

2,370

3.1

29.6

% URM

43.4

46.3

47.4

52.6

51.8

117

132

144

123

169

37.4

44.4

URM Non-URM

MAST ER’ S URM

179

182

201

172

200

16.3

11.7

Master’s Total

296

314

345

295

369

25.1

24.7

% URM

39.5

42.0

41.7

45.8

Non-URM

D O CTO R AT E URM

33.3

-55.6

Non-URM

200.0

-25.0

100.0

-41.2

Doctorate Total

% URM

52.9

21.4

14.3

60.0

40.0

920

1,064

1,178

1,335

1,401

4.9

52.3

Non-URM

1,222

1,270

1,358

1,264

1,348

6.6

10.3

TOTA L

2,142

2,334

2,536

2,599

2,749

5.8

28.3

43.0

45.6

46.5

51.4

51.0

TOTA L URM

% URM

HIGHLIGHTS •

Over the past five years, degrees awarded to traditionally underrepresented minorities increased by 52.3% overall, increasing by 54.7% at the bachelor’s level and 44.4% at the master’s level.

FIG. 7.2 | Degrees Awarded by

URM Status, 2019-20

FIG. 7.3 |

•

In the most recent year, over half of degrees were awarded to traditionally underrepresented minorities, 51.0% overall and 51.8% at the undergraduate level. This continued trend will contribute to the University’s efforts to close the URM equity gap.

Ratio of Bachelor’s Degrees Awarded to First Generation and Non-First Generation Students, 5-Year Trend

51.0% 49.0%

URM

RATIO

100

KEY: % FIRST GENERATION 1 % NON-FIRST GENERATION/ UNKNOWN

Non-URM 0

2015-16

2016-17

2017-18

2018-19

2019-20

COLLEGE YEAR Table 7.2 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.2 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Traditionally Underrepresented Minority (URM) category includes students self-reported as American Indian or Alaskan Native, Black or African American, and Hispanic/ Latino. Fig. 7.3 Sources: CSU Enrollment Reporting System-Application (ERSA) data files; CSU Enrollment Reporting System-Degrees (ERSD) data files Fig. 7.3 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. 1. First-Generation (1st Gen) includes students who reported their parent(s)/guardian(s) highest level of education on the CSU undergraduate admission application as less than a four-year college degree. The majority of self-support students do not submit a CSU undergraduate admission application therefore are categorized as Unknown. The percentages of first generation students may be slightly lower than previously reported due to revised methodology. It is important to note that there are a variety of ways to define first generation. This definition is consistent with the definition used by the National Survey of Student Engagement (NSSE) and the Federal TRIO program definition.

BOOK OF TRENDS • 2019-2020

150

TABLE 7.4 | Degrees Awarded by College and Degree Level, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C HA N GE

2019-20

1 Year

CAH SS Bachelor’s Master’s CAHSS Total

5 Year

573

632

741

766

777

1.4

35.6

17.1

10.8

610

675

772

801

818

2.1

34.1

398

408

438

411

-6.2

3.3

0.0

28.6

447

463

477

501

474

-5.4

6.0

CBA Bachelor’s Master’s CBA Total

CO E K S W Bachelor’s

263

309

294

319

351

10.0

33.5

Master’s

168

184

196

154

205

33.1

22.0

Doctorate COEKSW Total

100.0

-41.2

448

507

504

478

566

18.4

26.3

595

657

734

776

831

7.1

39.7

CO S Bachelor’s Master’s COS Total

39.5

42.9

637

689

783

819

891

8.8

39.9

1,829

2,006

2,177

2,299

2,370

3.1

29.6

296

314

345

295

369

25.1

24.7

100.0

-41.2

2,142

2,334

2,536

2,599

2,749

5.8

28.3

TOTAL Bachelor’s Master’s Doctorate

TOTAL

HIGHLIGHTS •

The College of Science awarded the largest number of degrees in recent years, and has the largest five-year total (3,819), followed closely by the College of the Arts, Humanities and Social Sciences with a five-year total of 3,676.

•

The College of Education, Kinesiology and Social Work had the largest one-year percent increase in total degrees awarded at 18.4%, and at the bachelor’s level at 10.0%. The College of Science had the largest oneyear percent increase at the master’s level at almost 40%.

•

The College of Science had the largest five-year increase in total degrees awarded and at both the bachelor’s and master’s level.

FIG. 7.4 | Total Degrees Awarded by College, 2019-20

32.4%

17.2%

KEY:

CAHSS

COS

CBA

29.8%

20.6%

COEKSW

Table 7.4 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.4 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Headcounts by college based on first major for undergraduate students with multiple majors.

151

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 TABLE 7.5A | Degrees Awarded by College, First Majors, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C H AN GE

2019-20

1 Year

CO LLEG E

5 Year

CAHSS

610

675

772

801

818

2.1

34.1

CBA

447

463

477

501

474

-5.4

6.0

COEKSW

448

507

504

478

566

18.4

26.3

COS

637

689

783

819

891

8.8

39.9

2,142

2,334

2,536

2,599

2,749

5.8

28.3

TOTA L

TABLE 7.5B | Degrees Awarded by College, Second Majors, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C H AN GE

2019-20 1 Year

CO LLEG E 25

CAHSS

CBA

18.2

4.0

COEKSW

5 Year

0.0

COS

50.0

0.0

TOTA L

30.3

7.5

TABLE 7.5C | Degrees Awarded by College, First and Second Majors, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C H AN GE

2019-20

1 Year

CO LLEG E

5 Year

CAHSS

635

700

798

823

844

2.6

32.9

CBA

447

463

478

501

475

-5.2

6.3

COEKSW

448

510

504

479

567

18.4

26.6

COS

652

702

789

829

906

9.3

39.0

2,182

2,375

2,569

2,632

2,792

6.1

28.0

TOTA L

HIGHLIGHTS •

On average, less than 2% of bachelor degree completers are awarded a second major. The percentage has been on a downward trend over the past five years, decreasing from 1.9% in 2015-16 to 1.3% in 2018-19, and slightly increasing to 1.6% in 2019-20.

•

The large majority of second majors are in the College of the Arts, Humanities, and Social Sciences. Around 61% of second majors had a second major awarded in a CAHSS degree program in 2019-20.

Table 7.5A, Table 7.5B & Table 7.5C Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.5A Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Headcounts by college based on first major for undergraduate students with multiple majors. Table 7.5B Note: Annual unduplicated headcount of second majors awarded, summer through spring. Table 7.5C Note: Annual headcount of first and second majors awarded, summer through spring.

BOOK OF TRENDS • 2019-2020

152

TABLE 7.6A | CAHSS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

BACH E LO R’ S

2015-16

2016-17

2017-18

2018-19

% C HA NGE

2019-20

1 Year

5 Year

Agriculture1

-54.1

-5.6

Anthropology

33.3

-7.7

Applied Leadership Art

-30.3

15.0

Communication Studies

-3.8

2.7

150

175

178

200

222

11.0

48.0

100.0

157.1

6.4

13.6

100.0

Criminal Justice Economics English Ethnic Studies French2

Gender Studies

0.0

200.0

Geography

0.0

10.0

History

26.7

119.2

Music

-62.5

-66.7

Philosophy

-60.0

-33.3

Political Science

-16.7

-13.0

Social Sciences

1.6

53.7

116

138

147

161

167

3.7

44.0

-9.1

53.8

Sociology Spanish

Special Major 5

-28.6

0.0

573

632

741

766

777

1.4

35.6

-40.0

-25.0

English

-43.8

-18.2

History

60.0

33.3

Interdisciplinary Studies - HS

100.0

-33.3

137.5

46.2

17.1

10.8

610

675

772

801

818

2.1

34.1

Theatre Arts Bachelor’s Total

MASTE R’ S Criminal Justice

Public Administration Master’s Total

TOTAL

Table 7.6A Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.6A Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. 1. The BA in Agricultural Studies degree program changed to a BS in Agriculture in 2016-17. 2. The BA in French was discontinued 2006-07.

153

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 TABLE 7.6B | CAHSS Second Majors by Degree Program, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% CHANGE

2019-20

1 Year

B ACHELO R’ S Art

Communication Studies

Criminal Justice

Economics

English

0.0

-50.0

0.0

-50.0

0.0

100.0

1 6

20.0

Ethnic Studies

Gender Studies

Geography

History Music

-50.0

Philosophy Political Science

5 Year

100.0

Social Sciences Sociology

100.0

-66.7

Spanish

50.0

200.0

18.2

4.0

Theatre Arts

TOTA L

HIGHLIGHTS •

CAHSS offers the largest number of bachelor degree programs at Stan State, and had the second highest number of degree completers in 2019-20.

•

The undergraduate programs in CAHSS with the highest number of degrees awarded in the last year include Criminal Justice, Sociology, and Communication Studies. Degrees awarded in these three programs combined account for approximately 58% of CAHSS’s total bachelor’s degrees awarded.

•

Master’s degrees awarded in CAHSS in 2019-20 increased by 17.1% compared to the previous year.

•

The large majority of second majors awarded are CAHSS degrees, primarily Spanish, Ethnic Studies, Sociology and Political Science over the last five years.

Table 7.6B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.6B Note: Annual unduplicated headcount of second majors awarded, summer through spring.

BOOK OF TRENDS • 2019-2020

154

TABLE 7.7A | CBA Degrees Awarded by Degree Level and Degree Program, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C HA NGE

2019-20

1 Year

BACH E LO R’ S 395

Business Administration

408

407

CIS1

5 Year

438

411

-6.2

4.1

398

408

438

411

-6.2

3.3

Business Administration (Evening MBA)

-10.0

17.4

Executive MBA

4.8

16.7

180.0

0.0

28.6

447

463

477

501

474

-5.4

6.0

Bachelor’s Total

MASTE R’ S

Online MBA Master’s Total

TOTAL

TABLE 7.7B | CBA Second Majors by Degree Program, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C HA NGE

2019-20

1 Year

BACH E LO R’ S 1

Business Administration

TOTAL

HIGHLIGHTS •

The College of Business Administration (CBA) currently offers one undergraduate degree program in Business Administration (BSBA). BSBA degrees awarded represent nearly 87% of CBA’s total degrees awarded in 2019-20.

•

Total MBA degrees awarded represent 13.3% of CBA’s total degrees awarded in 2019-20, including the Evening MBA with 42.9% of the MBA total, the Executive MBA program with 34.9% of the MBA total, and the Online MBA program with 22.2% of the MBA total.

•

5 Year

1 0

The largest number of bachelor’s degrees awarded University-wide in 2019-20 were BSBA degrees, accounting for 17.3% of the total bachelor’s degrees awarded.

Table 7.7A & Table 7.7B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.7A Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Table 7.7B Notes: Annual unduplicated headcount of second majors awarded, summer through spring. 1. The BS in Computer Information Systems (CIS) was discontinued and replaced with a CIS concentration in the BS in Business Administration (BSBA) degree program.

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STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 TABLE 7.8A | COEKSW Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

2015-16

2016-17

2017-18

2018-19

% C H ANGE

2019-20

1 Year

B ACHELO R’ S

5 Year

Exercise Science1 86

118

106

121

234

93.4

172.1

177

191

188

198

105

-47.0

-40.7

263

309

294

319

351

10.0

33.5

Education

112

118

111

116

4.5

3.6

Social Work

101

107.0

58.9

168

184

196

154

205

33.1

22.0

100.0

-41.2

100.0

-41.2

448

507

504

478

566

18.4

26.3

Kinesiology Liberal Studies Bachelor’s Total

MAST ER’ S

Master’s Total

D O CTO R AT E Educational Leadership Doctorate Total

TOTA L

TABLE 7.8B | COEKSW Second Majors by Degree Program, 5-Year Trend

2015-16

2016-17

2017-18

2018-19

% C H ANGE

2019-20

1 Year

B ACHELO R’ S Liberal Studies

TOTA L

HIGHLIGHTS •

The number of bachelor’s degrees awarded in Kinesiology significantly increased in the last five years. The total number of CBA’s bachelor degrees awarded accounted for 14.8% of Stan State’s total bachelor’s degrees awarded in 2019-20.

•

5 Year

0.0

Over half (51.8%) of master’s degree awarded in 2019-20 were in COEKSW’s Education and Social Work programs.

Table 7.8A & Table 7.8B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.8A Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Table 7.8B Note: Annual unduplicated headcount of second majors awarded, summer through spring. 1. The BS in Exercise Science was implemented in 2019.

BOOK OF TRENDS • 2019-2020

156

TABLE 7.8C | Teaching Credentials Awarded, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% C HA NGE

2019-20

1 Year

TYP E 84

3.8

3.4

3.0

4.1

N/A

116

154

153

156

195

4.7

5.9

5.6

2.8

N/A

2.5

1.8

2.7

2.8

N/A

222

247

248

278

329

% of CSU Total

4.0

4.3

4.2

4.6

N/A

Total with Intern Credentials Issued

225

261

271

312

357

Single Subject % of CSU Single Subject Total Multiple Subject % of CSU Multiple Subject Total Special Education % of CSU Special Education Total

TOTAL

HIGHLIGHTS •

The number of special education and multiple subject credentials awarded has significantly increased in the last five years, approximately 68%. In contrast, single subject credentials only slightly decreased by 15.5% over the same time period.

•

5 Year 2.1

15.5

25.0

68.1

37.0

68.2

18.3

48.2

The proportion of single subject credentials issued for the Stanislaus campus of the CSU total increased by slightly over one percentage point from 2017-18 to 2018-19.

Table 7.8C Sources: CSU Office of the Chancellor, Teaching Credentials Issued Dashboard, Retrieved from https://www2.calstate.edu/data-center/institutionalresearch-analyses/Pages/graduation-and-success.aspx; Stanislaus State Credential Services Office (number of estimated recommended credentials for 2019-20). Table 7.8C Notes: The number of Multiple Subject, Single Subject and Special Education teaching credentials issued with effective dates between July 1 and June 30 in a college year (includes summer, fall and spring semesters), upon the recommendation of a California institution of higher education with a Commission-accredited program. The numbers include individuals who received their initial California credential (first time) and those who previously held a different type of document such as an emergency permit (new type). This report includes individuals who received preliminary and professional clear credentials. The 2019-20 CSU total counts not available at the time of publication.

157

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 TABLE 7.9A | COS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend 2015-16

2016-17

2017-18

2018-19

% CHANGE

2019-20

1 Year

B ACHELO R’ S

5 Year

Biological Sciences

102

128

110

-14.1

20.9

Chemistry

-26.7

-54.2

Child Development

-13.8

33.3

Cognitive Studies

0.0

-42.9

Computer Science

59.5

81.1

Geology

-10.0

Health Science1 Mathematics Nursing Physical Sciences Physics Psychology Bachelor’s Total

0.0

3.4

29.6

75.0

113

132

121

125

135

8.0

19.5

0.0

100.0

175.0

120.0

245

279

298

326

362

11.0

47.8

595

657

734

776

831

7.1

39.7

50.0

200.0

37.5

-87.5

MAST ER’ S Ecology and Sustainability

Genetic Counseling

Interdisciplinary Studies: Child Development Interdisciplinary Studies - NS Nursing Psychology Master’s Total

TOTA L

1 6

425.0

250.0

14.3

-7.7

39.5

42.9

637

689

783

819

891

8.8

39.9

Table 7.9A Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.9A Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. 1. The BS in Health Science self-support degree program implemented in 2013.

BOOK OF TRENDS • 2019-2020

158

TABLE 7.9B | COS Second Majors by Degree Program, 5-Year Trend

BACH E LO R’ S

2015-16

2016-17

2017-18

2018-19 1

Biological Sciences

Child Development

Cognitive Studies

1 1

5 Year 0.0

1 1 1

Nursing 1

Physics

1 Year

Chemistry

Computer Science

% C HANGE

2019-20

Psychology

42.9

-23.1

TOTAL

50.0

0.0

HIGHLIGHTS •

About 35% of the total bachelor’s degrees awarded in 2019-20 were in COS programs, with the highest number of degrees awarded in Psychology (44% of COS bachelor’s total), Biological Sciences (16% of COS bachelor’s total), and Nursing (13% of COS bachelor’s total).

•

Approximately 93% of COS degrees awarded in 2019-20 were bachelor’s degrees.

•

COS awards the second largest number of second majors on average, about 31% over the past five years and 34% in the most recent year.

Table 7.9B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.9B Note: Annual unduplicated headcount of second majors awarded, summer through spring.

159

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 TABLE 7.10 | Self-Support Degrees Awarded by Degree Level, 5-Year Trend

2015-16

2016-17

2017-18

2018-19

2019-20

5-Year Total

B ACHELO R’ S

% C H ANGE 1 Year

5 Year

Self-Support Degrees

108

140

142

151

605

6.3

135.9

% of Bachelor’s Total

3.5

5.4

6.4

6.2

6.4

5.7

2.7

82.0

1,829

2,006

2,177

2,299

2,371

10,682

3.1

29.6

275

49.0

114.7

11.5

24.1

16.6

19.8

17.0

19.2

72.0

296

314

345

295

369

1,619

25.1

24.7

0.0

100.0

-41.2

Self-Support Degrees

144

223

192

224

881

16.7

128.6

% of Total

4.6

6.2

8.8

7.4

8.1

7.1

10.1

77.1

2,142

2,334

2,536

2,599

2,750

12,361

5.8

28.4

Bachelor’s Total

MAST ER’ S Self-Support Degrees % of Master’s Total Master’s Total

D O CTO R AT E Self-Support Degrees % of Doctorate Total Doctorate Total

TOTA L

Total

HIGHLIGHTS •

On average, 5.7% of all bachelor’s degrees awarded and 17.0% of all master’s degrees awarded are in self-support degree programs.

•

In the past year, the percentage of self-support degrees of total degrees awarded increased by over three percentage points at the master’s level and 0.2 percentage points at the bachelor’s level.

•

The number of self-support bachelor’s degrees has been on an upward trend, while the number of self-support master’s degrees has fluctuated over the past five years.

Table 7.10 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.10 Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

BOOK OF TRENDS • 2019-2020

160

TABLE 7.11 | First-Time Full-Time Freshman Retention and Graduation Rates Summary, Fall Cohort Trends, 2009-2019 Cohorts

ENTERING FIRST-TIME FULL-TIME FRESHMAN BY FALL COHORT Fall 2009

Fall 2010

798

998

Fall 2011

Fall 2012

1,192

1,082

Fall 2013

Fall 2014

1,181

1,198

Fall 2015 1,220

Fall 2016 1,330

Fall 2017 1,362

Fall 2018

Fall 2019

1,508

1,505

RETENTION RATES (%) BY COHORT 1-YEAR Fall 2009

Fall 2010

85.7

86.9

Fall 2011 82.5

Fall 2012 87.2

Fall 2013

Fall 2014

84.7

81.4

Fall 2015 85.0

Fall 2016 80.5

Fall 2017 81.6

Fall 2018

Fall 2019

82.7

2-YEAR Fall 2009

Fall 2010

75.7

76.8

Fall 2011 72.7

Fall 2012 77.8

Fall 2013

Fall 2014

75.4

73.9

Fall 2015 74.2

Fall 2016 71.1

Fall 2017 73.8

Fall 2018 75.0

3-YEAR Fall 2009

Fall 2010

69.7

70.7

Fall 2011 65.2

Fall 2012 69.4

Fall 2013

Fall 2014

68.2

Fall 2015 66.6

Fall 2016 65.5

Fall 2017 68.6

CUMULATIVE GRADUATION RATES (%) BY COHORT 4-YEAR 1 Fall 2009

Fall 2010

15.5

15.6

Fall 2011 11.5

Fall 2012 14.3

Fall 2013

Fall 2014

18.5

19.4

Fall 2015 18.9

Fall 2016 24.8

5-YEAR Fall 2009

Fall 2010

43.1

44.5

Fall 2011 39.3

Fall 2012 44.9

Fall 2013

Fall 2014 46.6

46.7

Fall 2015 47.6

6-YEAR 1 Fall 2009

Fall 2010

54.9

57.1

Fall 2011 52.8

Fall 2012 58.0

Fall 2013

HIGHLIGHTS •

Fall 2014

58.7

The University’s first-time freshmen six-year graduation rate had been on an increasing trend for two consecutive years but the most recent rate decreased by 1.4 percentage points compared to the prior cohort year.

57.3

•

The one-year retention rate increased by nearly four percentage points, and the two-year retention rate increased by over one percentage point compared to the prior cohort year.

Table 7.11 & Table 7.12 Source: CSU Office of the Chancellor, Institutional Research & Analyses, Graduation and Success Dashboard, http://asd.calstate.edu/ dashboard/graduation-success.html Table 7.11 & Table 7.12 Notes: The above rates may slightly differ from the University’s internal retention and graduation rates previously reported in this table. 1. CSU Graduation Initiative (GI) 2025 metric - one of six metrics with established goals - see Fig. 7.14 for specific goals.

161

STANISLAUS STATE • CSUSTAN.EDU

86.6

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 TABLE 7.12 | Community College First-Time Transfer Retention and Graduation Rates Summary, Fall Cohort Trends, 2009-2019 Cohorts

ENTERING CCC FIRST-TIME TRANSFERS 2 BY FALL COHORT Fall 2009

Fall 2010

732

889

Fall 2011

Fall 2012

994

736

Fall 2013

Fall 2014

1,009

854

Fall 2015

Fall 2016

845

986

Fall 2017 953

Fall 2018

Fall 2019

887

1,348

RETENTION RATES (%) BY COHORT 1-YEAR Fall 2009

Fall 2010

84.7

85.3

Fall 2011 81.5

Fall 2012 85.7

Fall 2013

Fall 2014

87.4

85.1

Fall 2015

Fall 2016

85.4

87.6

Fall 2017 88.4

Fall 2018

Fall 2019

86.0

89.8

2-YEAR Fall 2009

Fall 2010

52.9

49.8

Fall 2011 49.8

Fall 2012 52.3

Fall 2013

Fall 2014

49.0

47.2

Fall 2015

Fall 2016

47.1

44.1

Fall 2017 36.7

Fall 2018 35.4

3-YEAR Fall 2009

Fall 2010

20.5

17.7

Fall 2011 17.2

Fall 2012 15.2

Fall 2013

Fall 2014

14.7

12.8

Fall 2015

Fall 2016

12.2

11.3

Fall 2017 10.5

CUMULATIVE GRADUATION RATES (%) BY COHORT 2-YEAR 1 Fall 2009

Fall 2010

27.2

30.9

Fall 2011 27.3

Fall 2012 30.2

Fall 2013

Fall 2014

32.5

35.1

Fall 2015

Fall 2016

36.0

38.7

Fall 2017 45.4

Fall 2018 48.6

3-YEAR Fall 2009

Fall 2010

56.6

60.4

Fall 2011 56.9

Fall 2012 65.5

Fall 2013

Fall 2014

65.6

68.7

Fall 2015

Fall 2016

68.6

69.7

Fall 2017 71.6

4-YEAR 1 Fall 2009

Fall 2010

69.9

HIGHLIGHTS •

72.7

Fall 2011 67.8

Fall 2012 76.2

Fall 2013

Fall 2014

75.3

The University’s first-time transfer two-year graduation rate increased by over three percentage points compared to the previous cohort year, the three-year graduation rate increased by almost two percentage points, and the four-year graduation rate decreased by about one percentage point.

77.8

Fall 2015

Fall 2016

76.9

78.2

2. The transfer counts and retention and graduation rates are for the California Community College (CCC) sophomore level and above transfer student subset; includes transfers enrolled full- or part-time at entry. Starting fall 2017, the transfer student cohort includes self-support degree-seeking first-time transfer students.

BOOK OF TRENDS • 2019-2020

162

TABLE 7.13 | Graduation Initiative (GI) 2025 Metrics and Progress with CSU Institutions Comparisons, Through Summer 2020 G R AD UAT I ON RAT ES ( % ) CSU CA MPUS

P ERC ENTAGE P OINTS

4 YR FTF

6 YR FTF

2 YR T RA N

4 YR T RA N

U RM GA P

P E LL GAP

Fall 2016 Cohort

Fall 2014 Cohort

Fall 2018 Cohort

Fall 2016 Cohort

Fall 2014 Cohort

Monterey Bay

37.3

60.5

60.4

81.4

-0.5

4.6

San Francisco

27.2

55.2

47.7

75.5

9.8

1.3

STAN I S LAUS

24.8

57.3

48.6

78.2

5.6

1.5

San Bernardino

24.6

58.7

56.5

80.4

2.7

2.9

Bakersfield

21.6

46.3

45.2

74.4

7.9

4.7

Fresno

21.4

57.5

37.0

77.4

2.7

9.8

East Bay

12.5

46.8

37.4

73.6

13.1

12.0

CSU TOTA L

30.9

62.4

43.5

78.9

10.5

9.2

P ROGRESS TOWA RD 2 02 5 GOA L CSU CA MPUS

Monterey Bay

4 YR FTF

6 YR FTF

2 YR T RA N

4 YR T RA N

U RM GA P

P E LL GAP

Fall 2016 Cohort

Fall 2014 Cohort

Fall 2018 Cohort

Fall 2016 Cohort

Fall 2014 Cohort

Good

Limited

San Francisco

Good

Limited

Good

Limited

Moderate

STAN I S LAUS

Good

Limited

Good

Moderate

Good

San Bernardino

Good

Moderate

Good

Bakersfield

Moderate

Good

Limited

Fresno

Moderate

Limited

Good

Limited

Moderate

Limited

Good

Moderate

Good

Limited

East Bay

CSU TOTA L

HIGHLIGHTS •

Stanislaus State achieved good progress in four of the six GI metrics relative to the campus’ interim targets.

•

The Stanislaus campus freshmen four-year graduation rate is currently the third highest among its CSU peers.

•

Stanislaus State’s Pell equity gap is the lowest among its CSU peers, tied with San Francisco, and is significantly lower than the CSU total.

Table 7.13 Source: CSU Student Success Dashboard, Graduation Initiative 2025: Goal Trajectories, Retrieved from https://csusuccess.dashboards.calstate.edu/ public/gi-goal-trajectories Table 7.13 Notes: Graduation rates reflect bachelor degree completion through summer 2020. Good Progress: Most recent gap or graduation rate is greater than 1% point below the interim target for the most recent graduating cohort. Moderate Progress: Most recent gap or graduation rate is greater than 3% points below the interim target, but less than 1% point below this target. Limited Progress: Most recent gap or graduation rate is more than 3% points below the interim target. 1. Sorted by 4 YR FTF graduation rate in descending order

163

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 FIG. 7.14 | Graduation Initiative 2025 Metrics: Graduation Rates, Equity Gaps and Goals, 5-Year Trend FIRST-TIME FRESHMAN 4-YEAR GRADUATION RATE

FIRST-TIME FRESHMAN 6-YEAR GRADUATION RATE

70 GOAL = 37%

30 24.8

18.5

19.4

18.9

GRADUATION RATE (%)

GOAL = 65%

58.0

57.1

58.7 57.3

BASELINE = 54.9% ( 2009-15 )

52.8

14.3

BASELINE = 11.5% ( 2011-15 )

10 2012-16

2013-17

2014-18

FIRST-TIME TRANSFER 2-YEAR GRADUATION RATE 50

2016-20

2015-19

2010-16

2011-17

2012-18

2014-20

2013-19

FIRST-TIME TRANSFER 4-YEAR GRADUATION RATE 85

48.6 45.4

38.7 35.1

36.0

BASELINE = 32.5% ( 2013-15 )

2014-16

2015-17

2016-18

2017-19

GRADUATION RATE (%)

GOAL = 45%

URM GAP 1

78.2

76.9

76.2 75.3

BASELINE = 67.8% ( 2011-15 )

2018-20

77.8

GOAL = 78%

2012-16

2013-17

2014-18

2015-19

2016-20

PELL GAP 1

8 5.6

BASELINE = 5.0 ( 2009-15 )

4 2.1

1.9

2 0

PERCENTAGE POINTS

6.3

5.0

3.6 2.3

1.6

BASELINE = 2.4 ( 2009-15 ) 1.5

0.0

GOAL = 0 GOAL = 0

GOAL = 0 0.0

-4.7

-5.0

-2 2010-16

2011-17

2012-18

2013-19

2014-20

2010-16

2011-17

2012-18

2013-19

2014-20

Table 7.14 Source: CSU Student Success Dashboard, Graduation Initiative 2025: Goal Trajectories, Retrieved from https://csusuccess.dashboards.calstate.edu/public/ app/dashboard/goals/forecasts.php Table 7.14 Notes: Graduation rates through 2019-20 (degree completions through summer 2020) as of October 2020. The x-axis displays the entering fall cohort year through the ending year relevant to the metric. The graduation rates represent undergraduate students from the entering fall cohort year who were cleared for graduation by the summer term of the ending year displayed. The rates displayed above are based on CSU systemwide reporting; internal rates may be slightly different. Baseline data represent the year the CSU designated as the baseline for the 2025 Graduation Initiative. 1. The equity gaps represent the difference between the 6-year graduation rate of the URM and non-URM, and Pell and non-Pell students. Declines in the URM and Pell gaps indicate progress toward achieving equity.

BOOK OF TRENDS • 2019-2020

164

TABLE 7.15 | NCAA-Reported Student-Athlete Graduation Rates, 5-Year Trend E NT ERING FA L L C OHORT STU DE NT-ATHLET ES

Fall 2009

Fall 2010

Fall 2011

% P OINT CHANGE

Fall 2012

Fall 2013

1 Year

5 Year

Entering Cohort

6-Year Graduation Rate (%)

-1

Four-Class Average1 (%)

-4

798

998

1,192

1,082

1,181

6-Year Graduation Rate (%)

Four-Class Average1 (%)

AL L STUD ENTS Entering Cohort

HIGHLIGHTS •

Graduation rates for student-athletes reported to the National Collegiate Athletic Association (NCAA) represent a small fraction of the entering full-time first-time freshmen cohort, about 3% on average.

•

The student-athlete graduation rate increased significantly after a two year decline, increasing by 18 percentage points for the fall 2013 cohort compared to the prior cohort year. The overall 2013 freshmen cohort graduation rate increased by one percentage point compared to the prior cohort year.

•

The four-class average graduation rate for student-athletes is the same as the overall freshmen four-class average.

Table 7.15 Source: Stanislaus State Office of Institutional Effectiveness & Analytics, as reported to the National Collegiate Athletic Association (NCAA) Table 7.15 Notes: Student-athlete headcounts and graduation rates are a subset of the total full-time first-time freshmen cohort, as reported to IPEDS. Only studentathletes enrolled full-time at entry and awarded athletic aid during their entering year are eligible to be included in the annual submission of graduation rates to the NCAA. Visit https://warriorathletics.com/sports/2014/5/9/GEN_0509144319.aspx for additional information on student-athlete graduation and academic success rates. 1. The Four-Class Average is the average graduation rate for the current cohort year and the three prior cohort years.

165

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 TABLE 7.16 | On-Campus Housing Resident Graduation Rates Compared to Non-Housing Residents, 5-Year Trend

ENTERING FALL COHORT H O U S ING R ES I D ENT

Fall 2010

Fall 2011

Fall 2012

Fall 2013

% P OINT CHANGE

Fall 2014

Fall 2015

Fall 2016

1 Year

5 Year

292

304

257

254

339

325

339

4-Year Graduation Rate (%)

5-Year Graduation Rate (%)

6-Year Graduation Rate (%)

706

888

825

927

859

895

991

4-Year Graduation Rate (%)

-1

5-Year Graduation Rate (%)

-1

6-Year Graduation Rate (%)

Entering Cohort

-2

N O N -H OUS I NG R ES I D EN T Entering Cohort

HIGHLIGHTS •

The four-year graduation rate for on-campus housing residents has been higher than non-housing in the last five consecutive years.

•

The four-year graduation rate for on-campus housing residents increased by 17 percentage points and the five-year graduation rate increased by 16 percentage points in the past five years.

Table 7.16 Source: Institutional Effectiveness & Analytics; Housing & Residential Life Table 7.16 Notes: Housing residents and non-housing residents enrolled full-time at entry. The combined housing resident and non-housing resident headcount represents the entering full-time first-time freshmen cohort. Housing status based on entering term.

BOOK OF TRENDS • 2019-2020

166

S EC T I O N

FACULTY AND STAFF

Photo: Stanislaus State College Entrance Sign Year: Unknown

167 STANISLAUS STATE •

CSUSTAN.EDU

BOOK OF TRENDS • 2019-2020

168

TABLE 8.1 | Faculty and Staff Headcount, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

FACU LTY 1

5 Year

Full-Time

294

307

320

340

355

4.4

20.7

Part-Time

260

300

312

327

339

3.7

30.4

554

607

632

667

694

4.0

25.3

Full-Time

484

492

524

536

555

3.5

14.7

Part-Time

-22.9

-35.7

526

539

567

571

582

1.9

10.6

1,080

1,146

1,199

1,238

1,276

3.1

18.1

Faculty Total

STAFF 2

Staff Total

TOTAL 3

HIGHLIGHTS •

Stanislaus State employed 1,276 faculty and staff as of fall 2019. The total number of employees increased by 196 (18.1%) compared to fall 2015.

•

Over the past five years, while there were increases in both faculty and staff, the increase in faculty was significantly higher. Part-time faculty had the largest five year percent increase at 30.4%.

Table 8.1 Source: IPEDS Human Resources Surveys Table 8.1 Notes: Employees on the payroll as of October 1. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. 2. Staff includes all employees who are not ‘faculty’ as defined above. Graduate assistants included in staff counts. 3. Total employees exclude student employees, other intermittent or casual employees, and extension or summer session faculty.

169 STANISLAUS STATE • CSUSTAN.EDU

FACULT Y AND STAFF • SECTION 8

TABLE 8.2A | Faculty and Staff Headcount with CSU Peer Institutions Comparisons, Fall 2019 F U L L-T I M E

PA RT-T IM E FAC ULTY TOTA L

CSU CAMPUS 1

FACULTY

STAFF

FACULTY

STA F F TOTA L

TOTA L

STAFF

Fresno

787

1,089

634

1,421

1,113

2,534

STANISLAUS

355

555

339

694

582

1,276

San Francisco

870

1,477

903

151

1,773

1,628

3,401

Bakersfield

318

593

329

647

630

1,277

San Bernardino

505

1,075

505

1,010

1,108

2,118

East Bay

383

845

469

852

912

1,764

Monterey Bay

227

551

241

468

591

1,059

13,494

24,877

14,188

1,204

27,682

26,081

53,763

CSU TOTAL 2

TABLE 8.2B | Percentage of Faculty and Staff Headcount with CSU Peer Institutions Comparisons, Fall 2019 F U L L-T I M E

PA RT-T IM E FAC ULTY TOTA L

CSU CAMPUS 1

FAC U LT Y

STAF F

FAC ULTY

STAF F TOTAL

STA F F

Fresno

31.1

43.0

25.0

0.9

56.1

43.9

STANISLAUS

27.8

43.5

26.6

2.1

54.4

45.6

San Francisco

25.6

43.4

26.6

4.4

52.1

47.9

Bakersfield

24.9

46.4

25.8

2.9

50.7

49.3

San Bernardino

23.8

50.8

23.8

1.6

47.7

52.3

East Bay

21.7

47.9

26.6

3.8

48.3

51.7

Monterey Bay

21.4

52.0

22.8

3.8

44.2

55.8

CSU TOTAL 2

25.1

46.3

26.4

2.2

51.5

48.5

HIGHLIGHTS •

Stanislaus has the second highest proportion of full-time faculty (27.8%) in comparison to its CSU peers, following Fresno at 31.1%.

•

There are higher percentages of faculty than staff at Stanislaus, Fresno, San Francisco, and Bakersfield campuses.

Table 8.2A & Table 8.2B Source: CSU Systemwide Human Resources, CSU Employee Profile, Retrieved from https://www2.calstate.edu/csu-system/faculty-staff/ employee-profile Table 8.2A & Table 8.2B Notes: See definitions of faculty and staff on the previous page. Table includes all employees with the exception of student employees, other intermittent or casual employees, and faculty teaching in extension, special sessions, and summer sessions. Graduate assistants are excluded from staff counts. Fulltime includes individuals employed 100% time, including full-time employees on leave with pay. Part-time includes employees whose assignments are less than 100% time. 1. Sorted by % full-time faculty in descending order 2. CSU Total includes Chancellor’s Office staff.

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TABLE 8.3 | Faculty Headcount by Academic Rank, 5-Year Trend % CHANGE Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019 1 Year

ACADE MI C R A NK

5 Year

134

140

141

144

151

4.9

12.7

Associate Professor

17.0

5.8

Assistant Professor

-4.6

27.7

251

268

272

278

289

4.0

15.1

Lecturer

303

339

360

389

405

4.1

33.7

TOTAL

554

607

632

667

694

4.0

25.3

Professor

Tenured/Tenure-Track Faculty Total

HIGHLIGHTS •

Over the past five years, the largest increase in tenure-track faculty was at the assistant professor rank with an increase of 18 faculty (27.7%). This reflects the hiring of new faculty to respond to the increasing student population.

•

The number of lecturers increased the most at 102 (33.7%) compared to fall 2015.

•

While the number of associate professors increased slightly, the number of professors increased almost 13% over the past five years, reflecting the promotion of associate professors to full professors.

Table 8.3 Source: IPEDS Human Resources Surveys Table 8.3 Notes: Employees on the payroll as of October 31. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty.

171 STANISLAUS STATE • CSUSTAN.EDU

FACULT Y AND STAFF • SECTION 8 TABLE 8.4 | Full-Time Equivalent Students and Faculty, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

% C HA NGE 1 Year

5 Year

FU LL-TI ME EQ UI VAL E N TS ( F T E ) Students

7,776.6

8,241.2

8,521.0

8,760.2

9,216.5

5.2

18.5

Lecturers

149.7

164.7

170.5

188.8

200.3

6.1

33.8

Tenure-Track (TT)

240.6

254.7

259.9

269.9

279.3

3.5

16.1

All Faculty (Lecturers+TT)

390.3

419.4

430.4

458.7

479.6

4.6

22.9

FIG. 8.4A |

Student to Faculty Ratio, 5-Year Trend

40 32.3%

32.4%

32.8%

32.5%

33.0%

19.9%

19.6%

19.8%

19.1%

19.2%

2015

2016

2017 FALL TERM

2018

2019

RATIO

KEY:

FIG. 8.4B |

STUDENT TO ALL FACULTY STUDENT TO TENURE-TRACK FACULTY Tenure Density, 5-Year Trend

100

DENSITY

61.6%

60.7%

2015

2016

60.4%

58.8%

58.2%

2018

2019

2017 FALL TERM

Table 8.4 Source: CSU Office of the Chancellor, Systemwide Human Resources, February 2020 (based on October snapshot; Institutional Research and Analyses Fall Enrollment Summary) Table 8.4 Notes: Student FTE data from CSU Institutional Research & Analyses based on census enrollment files. Faculty FTE as of October 31 each year. Tenure density defined as tenure track FTE divided by total instructional FTE. Includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors. Includes active faculty; excludes leave without pay. Tenure status based on class code. Source data: CIRS AN file

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TABLE 8.5 | Tenure Density with CSU Peer Institutions Comparisons, 5-Year Trend

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

CSU CA MPUS 1

% P OINT C HA N GE 1 Year

5 Year

San Francisco

63.0

62.9

61.9

61.5

59.5

-2.0

-3.5

East Bay

55.6

57.1

57.0

59.7

58.2

-1.5

2.6

STAN IS LAUS

61.6

60.7

60.4

58.8

58.2

-0.6

-3.4

Fresno

56.0

56.3

55.7

56.8

57.2

0.4

1.2

San Bernardino

56.0

58.2

56.6

56.2

55.0

-1.2

-1.0

Monterey Bay

44.2

50.7

50.4

52.2

1.8

8.0

Bakersfield

54.0

55.4

51.9

53.3

51.2

-2.1

-2.8

CSU TOTA L

55.9

56.0

55.7

55.9

55.3

-0.6

HIGHLIGHTS •

Stanislaus State has the second highest tenure density along with East Bay among its CSU peers at 58.2% (as of fall 2019), following San Francisco at 59.5%. Stan State’s tenure density has been consistently higher than CSU systemwide tenure density over the past five years.

•

Over the past five years, tenure density has declined systemwide and for Stanislaus and some of its CSU peers.

Table 8.5 Source: CSU Office of the Chancellor, Systemwide Human Resources, February 2020 (based on October snapshot; Institutional Research and Analyses Fall Enrollment Summary) Table 8.5 Notes: FTE as of October 31 each year. Tenure density defined as tenure track FTE divided by total instructional FTE. Includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors. Includes active faculty; excludes leave without pay. Tenure status based on class code. Source data: CIRS AN file 1. Sorted by Fall 2019 tenure density in descending order

173 STANISLAUS STATE • CSUSTAN.EDU

FACULT Y AND STAFF • SECTION 8 TABLE 8.6 | Student to All Faculty Ratio (SFR) with CSU Peer Institutions Comparisons, 5-Year Trend

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

CS U CA MPUS 1

RAT IO C HANGE 1 Year

5 Year

STA NI S LAUS

19.9

19.6

19.8

19.1

19.2

0.1

-0.7

Monterey Bay

20.1

19.9

21.6

20.7

19.3

-1.4

-0.8

San Francisco

21.8

20.4

21.1

19.9

-1.2

-1.9

Fresno

22.2

21.6

20.9

20.5

0.0

-1.7

East Bay

23.5

23.8

23.3

21.9

21.7

-0.2

-1.8

Bakersfield

26.0

22.2

21.8

21.7

22.1

0.4

-3.9

San Bernardino

25.5

26.1

25.7

25.1

24.8

-0.3

-0.7

CS U TOTA L

22.5

22.1

21.8

21.5

-0.3

-1.0

HIGHLIGHTS •

Stanislaus is often commended for its small class sizes, and this is evident with its consistently low student to faculty ratio (SFR). In fact, Stanislaus has the lowest SFR compared to its CSU peers and systemwide.

•

The SFR for Stanislaus and all CSU peers and systemwide declined over the past five years.

Table 8.6 Source: CSU Office of the Chancellor, Systemwide Human Resources, February 2020 (based on October snapshot; Institutional Research and Analyses Fall Enrollment Summary) Table 8.6 Notes: The student to faculty ratio (SFR) is the student FTE divided by faculty FTE. FTE as of October 31 each year. Faculty FTE includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors. Includes active faculty; excludes leave without pay. Source data: CIRS AN file 1. Sorted by Fall 2019 SFR in ascending order

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TABLE 8.7 | Faculty Headcount by Race/Ethnicity, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

R ACE /ETHNI CI TY American Indian or Alaskan Native

% D IST RIBUTION

5 Year

2015

2019

0.0

-33.3

0.5

0.3

Asian

1.5

8.1

11.2

9.7

Black or African American

14.8

93.8

2.9

4.5

Hispanic/Latino

10.1

77.6

8.8

12.5

0.0

0.2

0.1

131

150

161

175

188

7.4

43.5

23.6

27.1

Non-Resident Alien

25.0

11.1

1.6

1.4

Two or More Races

25.0

1.4

0.0

59.3

4.9

6.2

White

379

410

416

433

443

2.3

16.9

68.4

63.8

TOTAL

554

607

632

667

694

4.0

25.3

100.0

Native Hawaiian or Other Pacific Islander

Minority Total

Unknown

TABLE 8.8 | Faculty Headcount by Gender, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

GE N DER

% C HA NGE 1 Year

% D IST RIBUTION

5 Year

2015

2019

Female

282

302

328

343

374

9.0

32.6

50.9

53.9

Male

272

305

304

324

320

-1.2

17.6

49.1

46.1

TOTAL

554

607

632

667

694

4.0

25.3

100.0

HIGHLIGHTS •

In fall 2019, about 26% of Stan State faculty were ethnic minorities, and over 54% faculty were female.

•

Over the past five years there was a 4.6 percentage point decrease of White faculty and a 3.7 percentage point increase of minority faculty, primarily Hispanic/Latino and Black or African Americans.

•

The number of minority faculty increased by 57 (43.5%) and the number of White faculty increased by 64 (16.9%) since fall 2015. The increase in minority faculty supports the University’s diversity efforts.

Table 8.7 & Table 8.8 Source: IPEDS Human Resources Surveys Table 8.7 & Table 8.8 Notes: Employees on the payroll as of October 31. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. Data includes full- and part-time faculty. Non-Resident Alien category added to be consistent with student enrollment data, therefore counts by self-reported race or ethnicity may have changed slightly for 2014 through 2017.

175 STANISLAUS STATE • CSUSTAN.EDU

FACULT Y AND STAFF • SECTION 8 TABLE 8.9 | Staff Headcount by Race/Ethnicity, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

R ACE/ETHNI CI TY

% D ISTRIBUTION

5 Year

2015

2019

American Indian or Alaskan Native

0.0

-20.0

1.9

1.4

Asian

-2.6

19.4

5.9

6.4

Black or African American

-14.3

5.9

3.2

3.1

Hispanic/Latino

112

124

131

142

145

2.1

29.5

21.3

24.9

200.0

0.2

0.5

171

185

196

210

211

0.5

23.4

32.5

36.3

33.3

60.0

1.0

1.4

34.1

57.1

6.7

9.5

White

315

324

314

308

-1.9

-2.2

59.9

52.9

TOTA L

526

539

567

571

582

1.9

10.6

100.0

Native Hawaiian or Other Pacific Islander

Minority Total Non-Resident Alien Two or More Races Unknown

TABLE 8.10 | Staff Headcount by Gender, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

G END ER

% C HA NGE 1 Year

% D ISTRIBUTION

5 Year

2015

2019

Female

332

345

371

370

376

1.6

13.3

63.1

64.6

Male

194

196

201

206

2.5

6.2

36.9

35.4

TOTA L

526

539

567

571

582

1.9

10.6

100.0

HIGHLIGHTS •

In fall 2019, approximately 37% of Stan State staff members were minorities and approximately 65% of staff members were female.

•

Over the past five years, the largest increase in minority staff members were Hispanic/Latino at 29.5%. As of fall 2019, approximately onefourth of all staff are Hispanic/Latino.

•

Along with increases in minority faculty, increases in women and minority staff further support the University’s diversity efforts.

Table 8.9 & Table 8.10 Source: IPEDS Human Resources Surveys Table 8.9 & Table 8.10 Notes: Employees on the payroll as of October 31. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. Data includes full- and part-time faculty. Non-Resident Alien category added to be consistent with student enrollment data, therefore counts by self-reported race or ethnicity may have changed slightly for 2014 through 2017.

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TABLE 8.11 | Stockton Campus Faculty Headcount, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

FACU LTY 1 68

% Stockton Faculty of All Faculty

12.3

11.9

12.8

11.8

9.8

Stockton-only Faculty

% Stockton-only of All Faculty

1.6

1.8

2.2

3.4

3.0

% Stockton-only of Stockton Faculty

13.2

15.3

17.3

29.1

30.9

Stockton Faculty

5 Year -13.9

0.0

-8.7

133.3

TABLE 8.12 | Stockton Campus Staff Headcount, 5-Year Trend Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE

Fall 2019

1 Year

STAFF 2 Stockton Staff % Stockton Staff of All Staff

1.0

0.7

0.9

1.2

5 Year 40.0

40.0

HIGHLIGHTS •

The number of faculty who taught at least one course at the Stockton Campus decreased by 13.9% in the past year, while the number of students enrolled at the Stockton Campus increased by 10% (section 2).

•

The percentage of faculty who taught exclusively at the Stockton Campus in the fall significantly increased over the past five years. As of fall 2019, 30.9% of Stockton faculty taught all of their courses at the Stockton location, compared to 18.3% of students who took all of their classes at the Stockton Campus (section 2).

•

The number of Stockton Campus staff has been mostly unchanged over the past five years, consisting of the Dean of the Stockton Campus and administrative support staff. A Warriors on the Way (WOW) program counselor is housed primarily at the Stockton Campus for a two-year period, 2019-20 and 2020-21.

Table 8.11 & Table 8.12 Sources: IPEDS Human Resources Surveys; Stanislaus State Office of Institutional Effectiveness and Analytics; Stanislaus State Department of Human Resources, Equal Opportunity, and Compliance Table 8.11 & Table 8.12 Notes: Employees on the payroll as of October 31. Consistent with the Stockton student methodology, Stockton Campus faculty represent the unduplicated headcount that taught at least one course at the Stockton location. Stockton-only faculty represent the unduplicated headcount that taught all courses at the Stockton location. 1. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. 2. Staff includes all employees who are not ‘faculty’ as defined above. Graduate assistants included in staff counts.

177 STANISLAUS STATE • CSUSTAN.EDU

FACULT Y AND STAFF • SECTION 8 TABLE 8.13 | New Full-Time Hires by Racial and Ethnic Minority Status, 11/1/2018 - 10/31/2019 Faculty

MI NO R I T Y STAT U S

Staff

Total

27.8

30.6

30.0

Other

72.2

69.4

70.0

TOTA L

100.0

Minority

TABLE 8.14 | New Full-Time Hires by Gender, 11/1/2018 - 10/31/2019 Faculty

G END ER Female Male

TOTA L

Staff

Total

55.6

59.7

58.7

44.4

40.3

41.3

100.0

HIGHLIGHTS •

Stanislaus State hired 80 full-time permanent positions between November 1, 2018 and October 31, 2019, including 18 (22.5%) faculty and 62 (77.5%) staff.

•

About twenty-eight percent of newly hired faculty were minorities and about 56% were female.

•

Approximately 31% of newly hired staff were minorities and about 60% were female.

•

Overall, 30% of newly hired employees were minorities and 58.7% were female.

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“It’s important that you be thinking about what you can do to open doors for others. Because when you open doors for others, you are making it possible for everybody to advance.” D R . M ARVAL E N E H U G H E S , F O R M E R STA N I S L AU S STAT E P R E S I D E N T F R OM AUG U ST 1 9 9 4 TO J U N E 2 005 , AT THE D E D I CAT I O N C E R E M O N Y O F T HE UNI V E R S I T Y R E F L E C T I N G P O N D I N HER HO NOR , S E P T E M B E R 2 9, 2 01 7

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STANISLAUS STATE • CSUSTAN.EDU

SE CTIO N

STRATEGIC PLANNING A Sense of Place, Inclusion, Transformation, and Future University Strategic Plan 2017-2025 Tracking Year 3 (2019-20)

Photo: New Library Building Year: 1965

BOOK OF TRENDS • 2019-2020

180

Top Achievements by Administrative Division, 2019-20 DIVISION OF ACADEMIC AFFAIRS

1. Faculty of Color Retention Grant On Friday, October 2, 2020, Stanislaus State hosted a campus-wide forum titled “Centering Faculty of Color: Building a Critical Campus for Social Change.” The Office of the Chancellor provided funding for the event. Dr. Kilolo Brodie, Dr. Xamuel Bañales, Dr. Jose Diaz-Garayua, Dr. Michelle Soto-Peña, and Dr. Paul Wright planned and organized the event with support from the Office of Faculty Affairs. Dr. Melina Abdullah (CSULA) and Dr. Daniel Solorzano (UCLA) delivered keynote addresses and led breakout sessions for the eighty-five campus community participants. Following the event, faculty organizers delivered to President Junn a list of ten recommendations collected from the speakers and participants to inform ongoing work toward social justice and equity at Stan State.

2. Research and Grants Many impactful Research, Scholarship, and Creative Activity (RSCA) projects received external funding this year. A few highlights include a grant to Academic Affairs from the California Volunteers to create an AmeriCorps Civic Volunteers program at Stanislaus State. Up to 47 students will enter into a civic-engaged fellowship during the spring of 2021. Dr. Erin Hughes was awarded a Humanities for All Project grant from California Humanities for the project “Tell Our Stories: Artifacts from the Assyrian Genocide.” The exhibit will engage Stanislaus State and the wider community to explore the oral history and historical artifacts that tell the story of the Assyrians’ experience resettling in California. A collaborate National Science Foundation (NSF) grant supports Dr. Cueponcaxochitl Moreno-Sandoval’s research into incorporating ancestral knowledge systems and computer science disciplines to co-create positive learning ecologies for marginalized communities, especially women of color, towards sustainable computing.

3. Math Enrollments To encourage continuing students to complete their general education math requirement, in summer 2020 Stanislaus State added a series of state-side math courses. In total, 118 continuing students enrolled in these courses, and 100 (84.7%) passed. Of these 118 students, 91 had received a tuition waiver, which was made available to students who had demonstrated financial need, thanks to support from the Chancellor’s Office. Of these 91 students, 77 students (84.6%) passed the course. Of the additional 27 students who did not receive waivers, 23 students (85.2%) passed the course. Additionally, 83 incoming freshmen received waivers to take math courses via open university in the summer. Of these 83 students, 58 (69.9%) passed the course. Between the continuing students and incoming freshmen, an additional 158 students completed a math course, a result of offering these students the option to take math coursework over summer and providing tuition waivers.

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STANISLAUS STATE • CSUSTAN.EDU

4. Faculty Professional Development Trainings The Office of Academic Technology (OAT) and the Faculty Center for Excellence in Teaching and Learning (FCETL) offered many instructional training opportunities (synchronous and asynchronous and online) this year. A few highlights include the Virtual Summers and Fall Institute partially funded by the Innovations Mini Grant received from the Chancellor’s Office in support of recruiting Faculty Ambassadors for Canvas to assist their fellow colleagues as the transition from the current learning management system (LMS) Blackboard to Canvas. Over 300 unique participants completed remote/online workshops such as the Online Teaching Certificate offered through Quality Matters, the Online Learning Consortium, Remote Instructional Support training, Association of College and University Educators (ACUE) and the self-paced asynchronous Canvas 101 courses.

5. The Civic Action Fellows Program In February 2020, Stanislaus State was approved as one of eight California colleges to participate in the 2019 AmeriCorps Service Fellowship Pilot – a partnership between AmeriCorps and California Volunteers. The Civic Action Fellows Program at Stanislaus State will address the region’s education equity challenges through a program to increase college readiness, enrollment, and completion in Stanislaus County. The internship design, dosage, target populations, and Fellow roles are a direct result of collaboration with community partners and have been built in response to community needs. The 47 Stanislaus State fellows will work with both Stanislaus State staff as well as Learning Directors at regional high schools and Stanislaus Cradle 2 Career workgroups to provide Near Peer mentor support to Stanislaus County K-12 and Stanislaus State students and act as a resource for College and Career Readiness for K-12 students and their families. AmeriCorps Civic Action Fellows will receive civic engagement training, mentoring skill development, social justice, and leadership skills. The Civic Action Fellows program represents collaboration across many campus divisions (i.e., Academic Affairs, SPEMI, and Student Affairs) as well as an array of community partners (Stanislaus County Office of Education, Ceres Unified School District, College Futures, Stanislaus Cradle to Career) - all working towards student success for both the Fellows as well as the students they will work to support. The campus program officially kicked off on December 11, 2020, with a swearing-in ceremony and launched with student orientation and training on January 4, 2021.

S TR ATEGIC PL AN N IN G • SECTION 9

DIVISION OF BUSINESS & FINANCE

1. Converted to Microsoft Office 365 Suite All faculty, staff and students have been converted to Microsoft Office 365 Suite to allow better collaboration and consolidate support on campus.

2. Zoom Training The Office of Academic Technology (OAT) and the Office of Information Technology (OIT) produced hundreds of hours of training videos and Zoom support to help faculty, staff and students move to a virtual environment.

3. Canvas Selection and Implementation The Office of Information Technology worked with campus stakeholders to make Canvas selection and start implementing Canvas, which supports the Accessibility initiative and instructional needs on campus.

4. University Student Union Construction and Library Renovations

Facilities completed the construction of the University Student Union in January 2020. Library Renovation is under construction with demolition and installation of temporary space completed.

5. University Police Department (UPD) Completed the Accreditation Process

UPD is the third CSU in the system to become accredited through the International Association of Campus Law Enforcement Administrators (IACLEA). UPD received a Certificate of Congressional Recognition from U.S. Congressman Josh Harder (District 10) for the achievement.

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DIVISION OF STUDENT AFFAIRS

1. CareerReadyU President Junn established the CareerReadyU program that is a collaboration between the divisions of Student Affairs, Academic Affairs, and Strategic Planning, Enrollment Management, and Innovation. CareerReadyU is a free program that provides students opportunities to integrate their academic experience with professional experience in a variety of ways, including programs that connect them with alumni and employers. It is also a formal partnership between the University and regional employers and/or organizations to identify opportunities for career-focused learning that will send career-ready graduates into the regional workforce. The Career & Professional Development office assumed responsibility for CareerReadyU; the first steps were taken to create a more robust staffing model to support the program; stakeholders and collaborators created the student participation program that was piloted in fall 2020; and nearly twenty businesses and agencies signed on to become founding partners.

2. Developed and Enhanced Services at the Stockton Campus

Departments across the Student Affairs Division developed and enhanced programs and services available at the Stockton Campus. In the Academic Success Center, a Student Success Coordinator was hired to both support the Warriors on the Way partnership with San Joaquin Delta College and to create a peer-coaching program in connection with Stockton Scholars and College Possible. In addition to holding office hours, meeting with students, supporting student organizations, and promoting department services, Student Leadership and Development offered a Warrior Leadership Program cohort at the Stockton Campus and recruited Stockton students to attend the 2nd Annual two-day Dr. Marvalene Hughes Leadership Conference resulting in 38% of the attendees being Stockton students. The Diversity Center held programs in Stockton a few times each month and undocumented student services held appointments with immigration attorneys. The Learning Commons expanded online tutoring and supplemental instruction by moving the services online due to COVID-19. Online tutoring will continue when in person tutoring resumes. Service increased with a Basic Needs Coordinator onsite monthly to provide CalFresh pre-screenings or process CalFresh applications. Other Basic Needs events, such as the Pop-Up Warrior Food Pantry, were implemented in partnership with Associated Students Inc. and the Student Center, so that Stockton Campus students had access to food resources. Stockton Campus students received on campus resources and community referrals to aid with food and housing security. Campus recreation renovated, staffed, and opened three work-out spaces (cardio room, weight room, and group exercise/stretching room) at the Stockton Campus.

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3. Dedicated Support for First Generation Students and Other Special Populations

The Educational Opportunity Program (EOP) redesigned the Summer Bridge program, and for the first time, a first year seminar (MDIS) course was offered. The Freshman Success Program was developed in the Academic Success Center, the Alpha Honor Society for first generation students was chartered at Stan State, and the first cohort of the President’s First Generation Scholarship was fully funded. TRIO Student Support Services led the coordination of the celebrations of First Generation Week; culminating with a brunch on November 8, the third annual National First Generation College Celebration Day, and Stan State was invited to participate in the First Scholars program through National Association of Student Personnel Administrators’ (NASPA) Center for First Generation Student Success. The first year of Project Rebound (for formerly incarcerated students) was successful and led to Stan State’s inclusion in the statewide consortium in addition to $125,000 in funding. The Promise Scholars (former foster youth) pipeline, through relationships with high schools and community colleges was developed and yielded almost double the number of students participating. Undocumented Student Services created robust programs and outreach, provided ally training, offered legal services, and developed several community partnerships.

S TR ATEGIC PL AN N IN G • SECTION 9

DIVISION OF STUDENT AFFAIRS

4. Basic Needs Program The Care Manager position was developed to serve as a single point of contact for all of the Basic Needs programs on campus, including the Warrior Food Pantry; Food Distribution; CalFresh application assistance; the Campus Cares student emergency fund; emergency housing placements; emergency meal cards; and non-clinical case management. The Care Manager partnered with on and off campus groups to maintain and expand the Basic Needs programs aimed to address students’ food and housing insecurity. Several partnerships were developed with on and off campus groups; some share information about their services and connect students to the resources, some provide financial resources, and all support student success. Such partnerships included United Samaritans Foundation; Stanislaus County Office of Education; and Center for Human Services. The California Faculty Association (CFA), the Sociology Department Chair, the Economics Department Chair and other faculty helped to increase awareness of and support for the Basic Needs programs. Highlights include the Food Distribution program that is made possible by the generous support from the CFA and United Samaritans Foundation; and the Basic Needs Participatory Action Research being conducted on campus through the Center for Public Policy Studies. Students, faculty, staff and the community could also get involved in the Basic Needs events on campus such as the Food Box Distributions, the Campus Cares Fair (where campus and community partners hosted informational booths in the Quad about the resources available to students), and the bi-annual Warrior Food Pantry Drives; all campus constituents actively got involved by donating product to support the Warrior Food Pantry. The newly developed communication plan incorporated various platforms: signage, social media, informational tabling events and a Basic Needs Alerts messaging system in which students can opt-in to receive text messages or sign-up to receive email alerts about the various basic needs programs. Basic Needs partnered with the CFA, and other faculty, to promote awareness of the Basic Needs programs through in-class presentations, syllabus statements or Blackboard announcements. Support services for underrepresented and diverse groups were enhanced, and students were provided with additional resources to help meet their needs outside of the classroom and promote their academic success. In addition to significantly increasing awareness and utilization of services, other notable accomplishments include being awarded a Food Establishment Category Change allowing the Warrior Food Pantry to stock and distribute protein, dairy, and fresh produce; and Basic Needs was awarded a grant in the amount of $640,000 to expand partnerships and serve additional students.

5. Facilities Improvements Related to Student Success The University Student Center opened a new Student Center building celebrating the opening in January 2020. At the Stockton Campus, Campus Recreation renovated, staffed, and opened three workout spaces (cardio room, weight room, and group exercise/stretching room), and Associated Students, Inc. (ASI) and the University Student Center identified space to renovate for offices/programming/services and for student lounge/study space. Campus Recreation, the Student Health Center, Health Education and Promotion, and Housing and Residential Life commissioned a feasibility study to explore partnerships, capacity, expansion, and collaboration to promote wellness more globally. Housing and Residential Life worked with campus partners to improve the Information Technology infrastructure (WiFi improvements) and the HVAC efficiency. The Student Health Center is working with an engineering firm to evaluate the HVAC and make recommendations for improvements.

6. Leveraged Technology for Student Success Across the Student Affairs division, numerous technology tools have been implemented to facilitate student success. Stan State is implementing Educational Advisory Board (EAB), a coordinated care network that will facilitate shared notes and information about advisees and allow for robust data collection and communication to target audiences of students. The Academic Success Center and Career and Professional Development were initially involved with additional programs and departments being included as additional functionality is developed. Student Leadership and Development (SLD) implemented Titus Link, which is a multi-part video series provided to new first year and transfer students communicating resources and services across campus. WarriorHub was also implemented by SLD; it is a registration and communication platform that supports more than 1,500 students involved in student organizations. The Learning Commons implemented StanTutor which facilitates online scheduling, matching, and tracking of individual, group and walk-in tutoring sessions. Tutoring and supplemental instruction were also offered online. Basic Needs implemented an opt-in text alert system to communicate information related to food and housing security. Multiple departments implemented an online chat function to serve as the online “front desk.” The division improved processes and efficiency by implementing Adobe Sign across all departments. Web page redesign has resulted in an Advising Hub where students can get information about all majors and programs on one main page. A similar one stop page is being developed for all services to students across campus. In addition to utilizing Zoom for video conferencing/meetings, several departments are also using Whova, an event platform more conducive to large events with hundreds of attendees. Campus Recreation continued offering Intramural Sports by creating several E-sports leagues, and they, in addition to most departments, utilized social media to a great extent, and Instagram and Facebook live were utilized for live programming including for 25 scheduled group exercise classes each week and daily access to personal trainers.

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DIVISION OF STRATEGIC PLANNING, ENROLLMENT MANAGEMENT & INNOVATION (SPEMI)

1. Enrollment Management Committee (EMC) The EMC adapted Stan State’s enrollment practices to the evolving needs of current and prospective students during the pandemic. This included delivering in-the-moment policy adjustments during a lockdown for fall 2020 and fall 2021 students. Prospective students were impacted by the following issues: enrollment deadlines, cancellation of standardized testing, changes in grading and future admissions criteria, unforeseen financial and health insecurities, requests for admissions deferrals, etc. The EMC pushed for new campus wide partnerships to be born in the summer of 2020 and worked collaboratively with all divisions in achieving enrollment targets and maintaining the current demographic character of students. The joint efforts of many divisions and the EMC has resulted in a fall 2020 student headcount of about 10,800 students, which is approximately 3% higher than the prior year. Continuing students are expected to increase by approximately 9%. The EMC’s focus has now shifted to deliberating on the right size for the University’s student body.

2. New practice of pre-registering students in selected GE Math and English courses

In 2019-20, the Office of Enrollment Services made major strides in revamping key enrollment practices. The reform is now expected to lead to more incoming freshmen and continuing students completing General Education (GE) area A2 (Written Communication) and B4 (Mathematics/Quantitative Reasoning) requirements in a timely manner for on-time graduation. Enrollment Services partnered with Academic Affairs and Student Affairs, to identify students who needed to be preregistered, ensured seat availability, and handled the communication to notify students. This pre-registration in critical courses is expected to result in higher degree attainment on campus.

3. CARES Act funding Over $6 million in Coronavirus Aid, Relief, and Economic Security (CARES) Act funding was processed by the Financial Aid Office to over 7,000 students. The office collaborated with Student Financials and the Office of Information Technology to establish a simple process that quickly delivered the funds to students.

4. Start Strong Campaign Admissions and Outreach Services (AOS) assumed a lead planning role in the development of the Start Strong campaign, created to avoid summer melt and mitigate the impact of COVID‐19 on fall enrollment. AOS implemented evidence‐based strategies to address risk factors that lead to summer attrition. The comprehensive campaign utilized social media in innovative ways to engage students and families with meaningful content. The metrics of engagement for the Start Strong campaign have been positive. For example, as of July 21, 2020, the first Instagram post reached an audience of 1,787 and produced 9,527 unique engagements. The first livestream video published on YouTube regarding financial aid has received 788 views.

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5. Campus support for data driven policy analysis

through the Office of Institutional Effectiveness & Analytics (IEA)

IEA is concluding another successful year in the development and dissemination of studies related to academic programs, administrative initiatives, staffing and enrollment management. It continues to maintain dashboards in the student success series that include the following: retention and graduation rates, student program tracking, student cohort course outcomes and achievement gaps in GE Area A2 (Written Communication) and B4 (Mathematics/Quantitative Reasoning), admissions, enrollment, first‐time freshmen, Community College transfer, and academic unit profiles. In 2019-20, IEA assisted the Campus Cares Program to better understand the needs of students utilizing the Warrior Food Pantry, CalFresh, and food distribution. It also partnered with Academic Affairs to develop a new High Impact Practices (HIPs) Dashboard to track student participation in HIPs.

6. New automated processes in Enrollment Services and the Financial Aid and Scholarship Office (FASO)

The onset of COVID‐19 required Enrollment Services to identify and automate processes, create access to online forms, automate workflow, and initiate changes to become paperless. Students are now able to conduct business, have their questions answered, and submit documents online. The FASO implemented a new process allowing students to upload their documents directly to a secure site so that they no longer have to fax, mail, or drop off documents in person. Tracking reports were moved to Microsoft Office Teams so financial aid advisors can work remotely. All staff transitioned to being able to log into the phone system during their assigned time and answer phone calls and emails from home. FASO is now communicating more than ever with students on a regular basis via email, student portal, and social media with important information.

7. Warriors on the Way (WOW) Program Three new staff were hired for the WOW program dedicated to serve transfer students at the three local community colleges: Merced, Modesto, and San Joaquin Delta. During the pandemic the WOW and other admissions counselors continued to meet with transfer students virtually. WOW and AOS counselors continue to offer application workshops and “What’s Next” presentations at local community colleges to support transfer students with the transfer and enrollment process. WOW registrants increased from 241 in mid‐August 2019 to 668 as of June 2020 (230 at Modesto Junior College, 128 at Merced College, and 310 at San Joaquin Delta College). Enrollment numbers continue to grow from local community colleges.

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DIVISION OF UNIVERSITY ADVANCEMENT

1. Brand Refresh Energized the University Brand and exemplified Warrior Pride through message pillars and new design elements, incorporating brand messaging in all internal and external communication, such as stories of impact, success and transformation.

2. First Generation Students Fully funded six Presidential First Generation Central Valley Scholars, receiving support from more than 250 donors – individual, corporate and foundation. President Junn was the first to fund a four-year student award at $50,000. Wrote and published the stories of the inaugural cohort of Central Valley First Generation Presidential Scholarship recipients.

3. Student Basic Needs Raised $133,528.74 from over 250 donors toward the University’s Basic Need initiatives, using direct appeals (Student Call Center; Stan Magazine; Year End Giving), major gift proposals, storytelling and social media.

4. Diversity, Equity & Inclusion Communications and Public Affairs initiated #StanUp social media campaign, promoting and celebrating student voices and social activism, addressing social injustices nationwide & supporting Black Lives Matter (BLM) movement.

5. University Speaker Series/Events Executed a successful 2019/2020 Champions of the American Dream honoring Jeff Grover. This event is designed to inspire students by honoring the entrepreneurial and community spirit of local leaders. Provided event leadership, speaker coordination and overall logistical management for “We can all Create Light” a memorial and tribute to the Holocaust and its survivors. This event was brought forward by the Advanced Studies in Education Department at Stanislaus State and University Advancement brought in the Congregation Beth Shalom in Modesto as a community partner.

6. Commencement 2020 Communications and Public Affairs worked with Alumni Affairs and Student Affairs to develop and implement a virtual celebration of Spring 2020 graduates. Shared student stories with home-town media 23 student accomplishments on Merit, receiving more than 25K shares and engagement via social media among legislators, media and high school counselors. Alumni Affairs illuminated Warrior Pride during the 2020 Commencement season by serving up congratulatory lawn signs, GradPack giveaways, a gift of sunglasses sporting the University’s refreshed Brand, and video “Kudos” from alumni sharing encouraging and inspiring messages.

7. Sustainability Digitized all donor files and agreements improving accessibility and search capacity while reducing the use of paper and files.

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Selected Strategic Planning Objectives, Strategies, and Actions and Outcomes by Division: Tracking Year-2 (2019-20) The following provides a summary of actions taken by administrative division in support of the stated strategy (left side), and applicable consequential outcomes (right side).

GOAL 1

BE STUDENT READY

GOAL 1 • Be a student-ready University.

OBJECTIVE A Plan, implement, refine and institutionalize five or more specialized high-quality programs and services that collectively offer wide accessibility and provide support to all of our students, though some may focus on a specific set of needs (e.g., freshman, transfer, graduate students, first-generation, underserved and underrepresented minorities, Pell-eligible).

STRATEGY 1A1: Establish and implement a first-generation student success program. ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Admissions & Outreach Services (AOS); Financial Aid & Scholarship Office (FASO) The Financial Aid office served 2,491 students and parents during the 201920 Free Application for Federal Student Aid (FAFSA) and California Dream Act Application (CADAA) workshops. The workshops were conducted at local high schools as well as campus locations and are conducted in English and Spanish. While most of the workshops occurred during the fall term, a number of workshops were held during spring 2020. Due to COVID-19, these workshops were moved to a virtual format. Financial Aid also held Financial Wellness workshops online via Zoom. The Financial Aid and Scholarship Office also collaborated with the Warrior Welcome and Start Strong campaigns for prospective fall 2020 students. Interactive workshops/presentations via YouTube live were conducted where students were able to ask questions in real time. The Admissions and Outreach Services office continues to serve the local community. During 2019-20, multiple early outreach workshops, admissions workshops, California State University (CSU) Information workshops, school visits, and on-campus tours were offered. AOS also participated in parent programming with the Parent Institute for Quality Education (PIQE) and the Parent Summit with community partners. Warriors on the Way (WOW) counselors also worked with prospective transfer students to ensure that students are aware of their higher education options and how to complete the Associate Degree for Transfer (ADT) at the community college and transfer to Stan State.

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The FAFSA and CADAA information is available to students and also Spanish speaking parents. Students learned about the financial aid process, requirements, and next steps. Students and parents learned about the CSU and the multiple pathways to get here.

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continued from previous page ACTIONS

OUTCOMES

STUDENT AFFAIRS Academic Success Center (ASC) 2019-20 was the first year functioning under a newly reorganized ASC, which re-established the Educational Opportunity Program (EOP) as a standalone program in line with the rest of the California State University (CSU).

Dedicated Educational Opportunity Program (EOP) advisors built community and program identity among first-time students through strengthened programming and delivery of a First-Year Seminar course. A transfer cohort was admitted for the first time.

Freshman Success Program (FSP) was established as a sister program to the Educational Opportunity Program (EOP). Freshmen not being served by EOP or Student Support Services (SSS) were targeted.

Two hundred twenty-one first-time freshmen voluntarily signed up and established a connection with a peer mentor and developed an advising relationship with the ASC.

First-Gen Fridays were established as a pilot co-curricular project lead by an ASC advisor.

Promote first-gen identity and empowerment of students, staff and faculty.

Health Education & Promotion (HEP) More students and staff are trained in suicide prevention and these types of training provide a new skill set to first-generation students as well as other students.

Housing & Residential Life (HRL) Co-developed and facilitated the campus’ initial First-Generation Student Success Celebration in November 2019.

This partnership resulted in a more efficient use of divisional resources, and the programs offered reflected the perspective and teamwork from the Housing and Residential Life and Academic Success Center.

Psychological Counseling Services (PCS) First-generation specific workshops, and supplemental readings by counselors were held to address population needs in PCS. Additional Continuing Education Units (CEUs) training was completed by counselors with specific emphasis on equity and inclusion, also addressing systemic racism.

Knowledge and utilization of counseling services by students through campus stakeholder referrals, i.e., Diversity Center and Student Health Center; Increased headcount for population specific workshops and groups; Black Lives Matter (BLM) statement on the PCS landing page; PCS staff engagement in Spanish-speaking formats

TRIO Student Support Services (SSS) SSS transitioned to remote operations in light of COVID-19. The inherent design of the awarded grant proposal outlining TRIO SSS programming and services leverages in-person interactions and touch points to engage students, build relationships, and foster connections critical to supporting students’ individual needs. Research supports the added benefit to underrepresented students that comes from personalized interactions. COVID-19 required the program to completely redo the interaction model to support students through the added challenges of accessing their education, as well as campus services. All professional staff immediately transitioned to remote environments with zero downtime for students. The department also maintained clear communication with students leading up to and through the remote operations transition; minimizing stress and anxiety. Student personnel also made the remote transition after professional staff. The program was able to maintain all critical services required by the grant and stay on track with delivery of services including advising, writing/tutoring support, peer mentoring, workshops, and program outreach and intake. Peer Mentoring was also extended into summer to facilitate added social emotional support.

Student contact with the program by students remained consistent through and after the transition to remote services. Student advising and services remained on consistent and student had a support system to navigate campus changes to remote services and online learning. Additionally, peer programming was expanded into summer. Peer mentors offered workshops and hosted walk-in hours to facilitate student engagement. Ninety-nine percent of active SSS students completed spring 2020 in good academic standing.

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GOAL 1

BE STUDENT READY

Provide Question, Persuade, Refer (QPR) suicide prevention training to Peer Mentors. Provide room for first-generation student sessions.

continued from previous page ACTIONS

OUTCOMES

TRIO SSS submitted and was awarded a grant to continue program funding from 2020-25. The 2020 SSS proposal builds on momentum from prior successes to address gaps in student attainment by low-income, firstgeneration and disabled students as well as underrepresented minorities. The project contributes to students’ increased social, emotional, and intellectual growth, which fosters self-efficacy, resilience, and persistence critical to attaining educational and professional goals. The project leverages student-centered, data-driven programming to facilitate engagement during early years on campus along with critically timed academic support throughout the college experience. Student services and resources use a holistic, responsive approach to mitigate the diverse and unique barriers experienced by undergraduates from disadvantaged and underrepresented backgrounds.

The program design is rooted in research-based best practices for student success, which correlate to increased retention, persistence, and degree completion for underrepresented students. The project's continued need, identified objectives, and operational plan use a data-driven approach that considers current student demographics, equity and achievement gaps, and campus infrastructure at Stan State. In addition to project objectives, the project includes a logic model and evaluation plan with added qualitative and quantitative metrics to facilitate responsive programming, high-quality services, and outcome measurement.

Stan State was invited to participate in the First Scholars program through the National Association of Student Personnel Administrators’ (NASPA) Center for First-Generation Student Success.

BE STUDENT READY

GOAL 1

Vice President of Student Affairs (VPSA) A cross-divisional team was identified to participate; Stan State is part of the program’s second cohort.

UNIVERSITY ADVANCEMENT Development Fully funded and helped launched six Presidential First Generation Scholars from the Central Valley. Special notes from the cohort will be shared with each of the donors that contributed to those initiated.

Introduced first generation students to the donor and alumni community, with more than 250 donors to the program over the past three years. President Junn was one of the first to fund a four-year student at $50,000.

Communications & Public Affairs (C&PA) Communications and Public Affairs created a communication series on inaugural Presidential First Generation Scholars from the Central Valley.

The communication series raised awareness of the first generation college student population at Stanislaus State through storytelling and on multiple communication platforms.

STRATEGY 1A2: Close achievement gaps through strong developmental education

programming (e.g., Early Start, Summer Bridge, winter session mathematics, stretch English). ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA) Collaborated with the Mathematics Department and Enrollment Services to pre-register students in their first semester (fall 2019) of stretch math or their second semester (spring 2020).

Approximately 200 students stayed on track to complete their General Education (GE) math requirement.

Associate Vice President for Academic Affairs (AVPAA); University Extended Education (UEE) Summer 2020, collaborated with the Mathematics Department, Enrollment Services, Financial Aid, Academic Success Center, and University Extended Education to offer 15 summer math classes, instructional support and financial support to new and continuing students.

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Summer 2020 total enrollments were 311 (175 for continuing students; 136 for first-time freshmen). Continuing students enrolled in their first or second stretch math class to make progress toward meeting their GE math requirement; received scholarships designated for stateside summer classes. First-time freshmen received open university waivers.

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continued from previous page ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) Participated in the Executive Order (EO) 1110 Year-3 Chancellor’s Office planning meetings with the campus team and provided key performance indicators (KPI) and additional data to inform student success discussions.

Informed campus leadership of student cohort course outcomes and achievement gaps in General Education (GE) Area A2 (Written Communication) and B4 (Mathematics/Quantitative Reasoning).

Updated dashboards in the Student Success series:

IEA dashboards aim to provide campus users timely access to graduation and retention rates and equity gaps, and inform campus users of current and projected graduation rates with on-demand tracking of progress toward achieving the six Graduation Initiative goals.

• •

Retention and Graduation Rates Dashboard Projected Graduation Rates Dashboard

STUDENT AFFAIRS Learning Commons (LC)

LC adapted how services were provided in response to COVID-19, ensuring tutoring and SI were available in an online format for the spring semester.

Moving all the support services (tutoring, writing tutoring, SI) online provided the opportunity for services to be available to both Turlock and Stockton students. Online services broaden the reach, providing access to students who may not have access to campus for tutoring or SI.

Testing Services moved to quickly eliminate roadblocks for Stan State students by implementing remote testing for the Assessment Technologies Institute (ATI)/Test of Essential Academic Skills (TEAS) exam.

Working closely with ATI, the Testing Office received the necessary training and began scheduling exams. Therefore, improving responsiveness to the students’ needs to take the test for Nursing Admissions.

Health Education & Promotion (HEP) HEP provided workshops on the following: Stress Time Management Building a Healthier You Happiness Trap Question, Persuade, Refer (QPR) Mental Health First Aid Step UP SafeTALK (an evidence-based suicide prevention program) Healthy Relationships and Staying Safe in College.

• • • • • • • • •

These workshops help students to develop resilience and give them skills to confront daily challenges in life.

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GOAL 1

Tutoring Center offered support with course content in individual and group tutoring and walk-in math tutoring, serving approximately 585 students. Tutoring Center provided summer math tutoring specific for the math supported courses. The Writing Center provided writing support through individual tutoring appointments (124 students), same-day tutoring (226 students), online writing tutoring (68 students - spring only), Writing Proficiency Screening Test (WPST) workshops (57 students), and workshops for English 1006 (576 students). SI expanded, adding two new courses in spring 2020, Chemistry 2100 and Physics 2250, and additional sections for History 2600 and Political Science 1201. For a total of 37 sections up from the 31 sections in the fall serving approximately 1,746 students in fall and spring. The Testing Office collaborated with the WPST Office and Nursing Program to provide timely administration of the WPST and Assessment Technologies Institute (ATI) tests. Offering three WPST exams testing 2,317 Stan State students, and eight Assessment Technologies Institute (ATI)/Test of Essential Academic Skills (TEAS) exams testing 175 potential Nursing students. The Testing Office provides students with various testing resources required for admission, placement, and graduation requirements.

BE STUDENT READY

LC provided free academic support to all enrolled Stan State students through multiple programs: Tutoring Center, Writing Center, Supplemental Instruction (SI), and the Testing Office. Tutoring appointments in both course content and writing were offered. SI support was provided to select historically difficult courses. The Testing Office provided students with a variety of services required for admission, placement, and graduation requirements.

STRATEGY 1A3: Create specialized programs to improve the success of underrepresented male students.

ACTIONS

OUTCOMES

STUDENT AFFAIRS Diversity Center The Diversity Center hired a Program Coordinator for the Male Success Initiative to help support students who identify as males of color.

The Diversity Center increased partnerships with on and off campus stakeholders who support the Male Success Initiative’s mission.

STRATEGY 1A4: Enhance Financial Aid services and implement access to, and delivery of, Financial Literacy Education opportunities for students.

GOAL 1

BE STUDENT READY

ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Financial Aid & Scholarship Office (FASO) The Financial Wellness program has enhanced trainings for peer mentors. Peer mentors now meet one-on-one with students to discuss their different budgeting options. They have worked closely with other departments to conduct workshops for various diverse student groups, as well as maintain the social media platform to provide as much information as possible to students. Financial Wellness workshops were held virtually and one-onone meetings were held via Zoom due to COVID-19. Peer mentors are also constantly updating social media to ensure students have the most up-todate information on deadlines, the availability of advising on Zoom, and budgeting tips. Peer mentors are also able to answer emails from home to ensure students are receiving timely responses to their inquiries.

Student attendance at workshops continues to increase and one-on-one appointments with the Peer Mentors are also very popular. Students have provided positive feedback when meeting with peer mentors and discussing different budget options. Students have been responsive on the availability of information via social media platforms. The number of followers on Instagram have grown to almost 1,900.

STUDENT AFFAIRS Academic Success Center (ASC) Summer Bridge was redesigned to serve all Educational Opportunity Program (EOP) freshmen of approximately 260 (an increase from only 40 students).

ASC supported the transition of EOP freshmen who identify as first-generation and low-income.

Disability Resource Services (DRS) DRS re-established a connection with the Department of Rehabilitation.

Re-establishing the connection with the Department of Rehabilitation will enable students with disabilities who are less than full-time due to a disability to have financial support with tuition and books.

Diversity Center The Diversity Center promoted the campus Financial Aid and Scholarship Office. Regularly referred and helped students review resources, such as financial literacy education opportunities relating to the Dream Act.

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The Diversity Center increased partnerships with on and off campus stakeholders who support the students’ financial wellness. The Diversity Center collaborated with the Financial Aid and Scholarship Office to provide workshops related to the Dream Act and scholarships available for undocumented students.

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continued from previous page ACTIONS

OUTCOMES

Housing & Residential Life (HRL) HRL reviewed procedures relating to the online Housing application. After research and confirmation of compliance with Title 5, HRL eliminated the requirement for a completed financial guarantor form for anyone 18-24 years old. Eliminating this requirement removed a barrier for students who may not have access to an adult who will accept financial responsibility. HRL implemented Portal X for the online Housing application. HRL integrated Microsoft Office 365 with Resident Assistants (RA) and Peer Academic Leaders (PAL). Microsoft Office 365 programs utilized include Teams, SharePoint, Forms, etc.

Eliminating the financial guarantor requirement removed a barrier for students who may not have access to an adult who will accept financial responsibility. Removing this requirement also resulted in a more accessible entry for Promise Scholars into on-campus Housing.

Student Health Center (SHC)

Student Leadership & Development (SLD) As part of the online Titus Link Pre-Orientation, SLD provided two pages/ slides with both Financial Aid and Financial Wellness information through text and videos. Offered a Financial Wellness workshop at all First-Year and Transfer orientations and provided a booth for Financial Wellness staff at the Campus Showcases. SLD held two monthly Warrior Leadership Programs (WLP) focusing on financial resources and provided for WLP credit.

SLD increased the number of opportunities to increase students’ understanding of Financial Aid Services and Wellness.

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GOAL 1

Students are afforded the opportunity to manage their health at little to no cost. The SCH takes a proactive role in student health. “Almost 30% of the students surveyed cited stress as having a negative impact on academic performance. Approximately 19% of the students surveyed felt that sleep difficulties and anxiety affected academic performance and 13.9% felt that acute illnesses such as colds and sore throats had a negative impact on academic achievement (American College Health Association, 2014).” As a result of the Student Health Center taking a proactive role in student health, can positively affect the issues reported. The Student Health Center plays a role in education and health and wellness.

BE STUDENT READY

Students can see a provider with no co-pays or deductibles. Biannually SHC has a Sexually Transmitted Infection (STI) bundles performed at no cost to the student. The SHC offers flu shots and Tuberculosis (TB) skin tests are administered to all Stan State students free of charge. A full pharmacy is available to Stan State students, where all medications are sold at cost to the students. Cold care kits are offered at no cost. These kits contain supplies that assist students in managing symptoms of the common cold.

STRATEGY 1A5: Reassess and reimagine orientation services and specialized programs for all

new students (e.g., expand freshman year experience, transfer support program, graduate student success programs). ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA) AVPAA collaborated with the Academic Success Center, Faculty Director for Advising, Associate Vice President of Student Success (AVPSS), and academic departments to develop an Advising Hub website as a one-stop advising resource for incoming students.

All incoming first-year and transfer students had access to advising resources in advance of attending New Student Orientation. This was particularly important given that New Student Orientation (NSO) were delivered virtually this summer.

Associate Vice President for Academic Affairs (AVPAA); Center for Excellence in Graduate Education (CEGE)

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

BE STUDENT READY

GOAL 1

AVPAA and CEGE redesigned the Graduate Student Welcome event for fall 2019 to increase engagement.

Admissions & Outreach Services (AOS) AOS assumed a lead planning role in the development of the Start Strong campaign, created to avoid summer melt and mitigate the impact of COVID-19 on fall enrollment. AOS implemented evidence-based strategies to address risk factors that lead to summer attrition. The comprehensive campaign utilized social media in innovative ways to engage students and families with meaningful content. All student interactions were virtual where advisors were able to log in to their sessions/presentations from home. Additionally, AOS secured a grant from the Chancellor’s Office through the Early Assessment Program to support incoming and continuing students with summer math courses. Funds were used to hire math tutors that offered online support to students enrolled in a stretch summer math course.

The metrics of engagement for the Start Strong campaign have been positive. For example, as of July 21, the first Instagram post reached an audience of 1,787 and produced 9,527 unique engagements. The first livestream video published on YouTube regarding financial aid has received 788 views.

STUDENT AFFAIRS Health Education & Promotion (HEP) HEP participates in the training of student orientation leaders. Sessions conducted at New Student Orientation (NSO) include Community Standards, Health and Wellness, and Parent sessions. HEP also participates in Showcase with tabling events for Title IX and Health Education. In addition, HEP participates in International Student Orientation programs. HEP contributes information to the student handbook.

Sessions conducted by HEP staff provide an orientation to campus resources and help to welcome new students to campus.

Student Leadership & Development (SLD) SLD created an online Titus Link Pre-Orientation program introducing students to Being a Warrior. SLD provided an overview of campus life and key campus resources. SLD created a Transition Program that included a three week Warrior Weeks of Welcome program in fall 2019, providing students with the opportunity to attend over 35 programs as part of the campus integration at the start of the fall term.

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SLD expanded the information and resources that could be shared with incoming students and provided a resource that students could utilize throughout their careers at Stan State.

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STRATEGY 1A6: Develop an array of experiences, programs and services that increase opportunities for students to develop a sense of engagement and connectedness that enhance student life on campus. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Academic Technology (OAT) Developed a comprehensive and aggressive instructional continuity plan during COVID-19, subsequently rolled out various workshops for virtual instruction to strengthen faculty’s portfolio in online teachings such as Quality Matters, Online Learning Consortium, Virtual Summer, and Fall Institutes, and Canvas Self-Paced Courses. Also, transitioned to Canvas, a more robust Learning Management System Platform.

Admitted nearly 700 faculty participants across the board with all of the trainings offered to-date. For a comprehensive report: Office of Academic

Technology (OAT) REPORT 2019-2020

Office of Service Learning (OSL)

BUSINESS & FINANCE University Police Department (UPD) University Police presented one session of the Citizen Academy in fall 2019. Due to COVID-19, the spring 2020 semester academy was canceled. UPD is working to create content that can be provided online for fall 2020 and beyond as needed.

Community support and connection

UPD partnered with Criminal Justice faculty during the fall 2019 semester to pilot this program with five students who were incorporated into the California POST Entry-Level Law Enforcement Test Battery (PELLETB) test.

The pilot was successful and will be used as a template for future offerings of the PELLETB to students.

UPD partnered to hold Rape Aggression Defense courses.

UPD presented two Rape Aggression Defense sessions in the 2019-20 academic year, one in fall 2019 and one in spring 2020. UPD continues to partner with the City of Turlock to bolster relationships between the campus and the community.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services This year the Academic Success Center (ASC)/Warriors on the Way (WOW) partnered with Student Affairs and Academic Affairs and developed the Start Strong Campaign. This campaign was a set of online workshops through YouTube Live to ensure that admitted students were engaged over the summer months to reduce summer melt. The workshops consisted of a Financial Aid Workshop, two family forums (one in Spanish), a student panel, and a faculty panel. Sessions were recorded and were available for viewing at a later date. The workshops were also captioned. The workshops were advertised on social media and there were giveaways to encourage student attendance.

Admissions & Outreach Services (AOS) is still holding the workshops and they have been very successful, especially the financial aid video which has been viewed over 700 times.

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Approximately 200 students visited the booth at New Student Orientation (NSO) to receive information about various academic community-based programs and volunteer opportunities. Through the support for Science in Our Community, 341 students had the opportunity to volunteer with K-12 students (due to COVID-19, approximately ten events were canceled in spring 2020).

BE STUDENT READY

OSL enhanced ways for students to connect by hosting multiple outreach opportunities via New Student Orientation, Science, Technology, Engineering, and Mathematics (STEM) Ambassador information tables in the quad and the science buildings, and promoting the Science in Our Community program to the campus community.

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STUDENT AFFAIRS Academic Success Center (ASC) ASC collaborated to charter Alpha Alpha Alpha (Tri-Alpha) first-gen honor society. Several advisors from the ASC/Educational Opportunity Program (EOP) and the director (serving as the co-advisor) partnered with Academic Affairs to charter the chapter.

ASC helped charter the first West Coast chapter of Tri-Alpha. Two hundred fifteen eligible inductees initiated memberships.

Campus Recreation

GOAL 1

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Campus Recreation supported students’ physical and mental health and wellness by providing students opportunities to develop a sense of engagement and connectedness that enhances student life on campus through Group X, Informal Recreation, Intramural Sports, Open Swim, and Outdoor Adventure. A majority of these programs transitioned to virtual settings as the pandemic closures began.

Students were able to feel connected with one another through their fitness and health journey. Students were able to receive services virtually after the closure due to the COVID-19 pandemic.

Career & Professional Development Center (CPDC) Fostered academic integration and provided career development: ”Don’t cancel the class” program Co-developed and delivered Design Thinking curriculum with faculty Encouraged career assignments on the syllabus.

• • •

The CPDC conducted nine classroom presentations, which included 299 students. In 2019-20, 62 students served through University Extended Education (UEE) Career by Design, Design Your Stan State (DYSS) and Designing Your Tomorrow (DYT) courses. DYSS is offered in fall serving freshmen and sophomores and DYT is offered in spring serving juniors and seniors. Both Multidisciplinary Studies (MDIS) courses provide two units of General Education Area E (Lifelong Learning and Self‐Development). The Career by Design course was open to all students and was for 1.5 Continuing Education Units (CEU) through UEE and the Innovation Grant (student $50 fee was waived). Seventy-two students were served through classroom assignments.

Diversity Center The Diversity Center provided educational programs, workshops, and holistic activities that reflect social justice, equity, critical thinking, self-reflection, and empathy—They established and identified resources for Undocumented students at both the Turlock and Stockton Campuses. This includes legal services, workshops, trainings, conference opportunities, and social activities to help create a supported environment. Identified resources in the Stockton community to best support undocumented Stockton students. Developed Diversity Volunteer/Intern project, which provided students with an opportunity to volunteer/intern at the center and support diversity and

Cultivated a safe, trusting, and supportive space for students—established relationships and connectedness amongst volunteers and increased partnerships with on campus stakeholders.

social justice themed activities on campus. Housing & Residential Life (HRL) Implemented Social Justice Living Learning Community (LLC), supported an inaugural cohort of 16 students.

Sessions conducted by Health Education and Promotion (HEP) staff provide an orientation to campus resources and help to welcome new students to campus.

Learning Commons (LC) LC reintroduced professional development and training programs for the Instructional Student Assistants (tutors and Supplemental Instruction Leaders). Student Assistants were connected to a variety of campus opportunities by utilizing campus events and workshops for professional development. Student assistants attended a minimum of one campus workshop or programming each month.

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These activities allow for professional development while developing a sense of connection, increase campus engagement, and build capacity while supporting and enhancing current events/programming on campus.

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Student Conduct Developed, disseminated, interpreted, and enforced institutional policies and procedures regarding student and group/organizational behavioral expectations. Provided learning experiences for students whose conduct was not consistent with institutional expectations and students who were active within the student conduct system. Protected the rights of students who had been victims of misconduct and those accused of misconduct.

No conduct cases resulted in hearings this academic year. Provided many meetings and consultations with students to provide learning opportunities and experiences for students whose conduct was not and was borderline a violation with the Student Code of Conduct. Provided resources, advisement, and complex problem solving to students in conduct, care cases, issues, and other complex student needs. Provided enhanced Hearing Officers Training and provided consultation and advisement with co-developed plans to assist students in need, crisis, or disruption. Student Conduct provided training to the Stockton Campus Dean’s staff on StanCares, reporting, students with emergencies and crisis, and navigational case study discussions.

Student Leadership & Development (SLD) Transitioned the Student Organization community management platform from StanSync (OrgSync) to Warrior Hub (Campus Labs Engage) and launched the new platform to all incoming and current students. Warrior Hub will better inform students about Student Organization activities and events. SLD coordinated the 1st annual campus-wide “Warrior Welcome Weeks” (August 18th – 30th, 2019) in collaboration with Student Affairs, Academic Affairs, and other campus departments. On the first day of fall classes, students were invited to a new evening event featuring a welcome from the Vice President of Student Affairs, as well as an opportunity to meet peers, enjoy free food before classes, and the ability to participate in interactive activities. SLD also partnered with Associated Students, Inc. (ASI) to implement “Stan Splash” a day with waterslide inflatables, volleyball, a plunge pool, and free tacos during STAN Week in September. Finally, the Warrior Leadership Program expanded, enabling students to complete the program at the Stockton Campus.

Created multiple ways for students to develop connections to the campus community.

Vice President of Student Affairs (VPSA) Project Rebound (a program for formerly incarcerated students) was launched through a partnership with Academic Affairs and Student Affairs. To build upon first year success, Stan State applied to become part of the statewide consortium.

Stan State was accepted into the statewide consortium, which also brings $125,000 to support the formally incarcerated student population.

UNIVERSITY ADVANCEMENT Operations Employed student callers through Ruffalo Noel Levitz (RNL) for the fall 2019 call season.

Provided student employment while creating a culture of philanthropy on the campus.

Alumni Engagement Hosted “Warrior Wisdom” featuring Stan State alumni. The panel, facilitated by Director of Alumni Engagement Karlha Davies, included Rachelle Currie, a 2002 Warrior Athletics Hall of Fame inductee and Associate Director of Haven Women’s Center of Stanislaus; Leng Power, a 2019 Outstanding Woman of Stanislaus County Awardee and homeless and housing manager for Stanislaus County Community Services Agency; Janet Nunez-Pineda, a Modesto Bee “20 Under 40” awardee and manager of Stanislaus County Behavioral Health and Recovery Services; Chris Murphy, CEO of Sierra Pacific Warehouse Group and publisher of ModestoView; and Alejandro Serrato, brewmaster and co-owner of Contentment Brewing Company in Modesto.

This event seeks to enhance student success through engagement with professionals who have graduated from the University.

All Participation in the “Warriors at Work” initiated to support students holding student/work-study positions.

Developing a tradition of support and mentoring for student employees.

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OBJECTIVE B Enhance or establish five or more institutional structures and/or activities that support building intrapersonal connections and resources by fostering important aspects of the educational experience outside of formal teaching settings, such as development of authentic relationships, a culture of care, sense of belongingness for students, faculty, staff and the community.

STRATEGY 1B1: Increase student and faculty participation in one of several mentoring

opportunities available (i.e., Honors, Student Engagement in Research, Scholarship and Creative Activity, and Faculty Mentor Program). ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA) AVPAA reimagined the New Student Orientation (NSO) for freshmen and transfer students during summer 2020. Part of this work was a consequence of COVID-19 and the need for virtual orientation, and some ideas came from an external review of NSO by Student Affairs. Academic clubs in the College of Science established “Cram Night,” an evening long program with students and faculty to help students prepare for finals. College of Business Administration (CBA) CBA created a Business Student Advisory Council to offer students additional opportunities for engagement and leadership. Colleges; Office of Research & Sponsored Program (ORSP) ORSP increased funding for the Faculty Mentor Program (FMP). ORSP maintained funding for Student Engagement in Research, Scholarship and Creative Activity (SERSCA) - provided administrative support in ORSP.

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Pre-registration for math and English courses for entering students

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STRATEGY 1B2: Enhance and implement more affinity organizations and clubs (e.g., Latino/a Faculty and Staff Association, African-American Faculty and Staff Association, Asian and Pacific Islander Faculty and Staff Association, Women’s Center). ACTIONS

OUTCOMES

OFFICE OF THE PRESIDENT Establishment of the Asian Pacific Islander Faculty & Staff Association Formalized organization and elected officers Hosted regular meetings Hosted a year end potluck

• • •

The Asian Pacific Islander Faculty & Staff Association aims to: Promote a campus climate that is sensitive, representative, and fair to all ethnic groups, including, for example, Asian, Asian-American, Southeast Asian, Pacific Islander, Asian Indian, and other Asian groups through a variety of efforts. Provide support and input in the fair recruitment or hiring, retention, and promotion of Asian students, faculty, staff, and administrators on campus. Respond proactively to the needs of the growing Asian student body, with a commitment to broadening and deepening the curriculum with regard to Asian issues. Build strong, effective linkages with the University administration and with the surrounding community at large. Create a social support network of partnerships and personal friendships among the members of the organization. Encourage and empower individuals in the organization to become more actively involved in important University, community, professional, and political service with the purpose of creating a more harmonious and diverse community.

• • •

• •

STUDENT AFFAIRS Diversity Center Undocumented student services helped students establish the “Undocumented Student” Organization (USO).

Increased visibility on campus and generated interest from other students who identified as undocumented. USO students also established the first “Undocu-Grad.”

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STRATEGY 1B3: Increase the number of, and participation in, academic and other university events for students, faculty, staff, and the community. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of Business Administration (CBA) Champions of the American Dream gathered over 300 students, faculty, staff, and community members.

OSL continues to raise awareness of service learning opportunities and successes by supporting innovative programs and outreach efforts across the campus and the community. This outreach includes the VISTA member outreach efforts for community-based programs. Outstanding communitybased programs supported by OSL include various Science, Technology, Engineering, and Mathematics (STEM) programs (Science Day, Ace the Grade, etc.), United Samaritans Foundation’s Legacy of Hope Fundraiser. Due to COIVD-19, Cesar E. Chavez Celebration and Turlock Head Start Fitness Clinic were canceled.

BE STUDENT READY

GOAL 1

Office of Service Learning (OSL) Approximately 58,762 hours of service were completed by faculty, staff, and students involved in general community service or course-related service.

STUDENT AFFAIRS Basic Needs Basic Needs developed various opportunities for students, faculty, staff, and the community to get involved in the Basic Needs events on campus. These volunteer opportunities focused on awareness, education, fundraising, and implementation of services to address food and housing insecurities. Such events included the Food Box Distributions, where faculty, staff and students operationalized the distributions twice a month. The Campus Cares Fair, where campus and community partners hosted informational booths in the Quad about the resources available to students. Lastly, the bi-annual Warrior Food Pantry Drives, in which all campus constituents actively got involved by donating products to support the Warrior Food Pantry.

Increased awareness and visibility of the Basic Needs programs available to students both on and off campus, and increased campus involvement in the Basic Needs programs.

Career & Professional Development Center (CPDC) CPDC provided connections to employers, jobs, and internship opportunities (job and internship database, tables in the quad, on campus interviews (OCI), job fairs, information sessions, etc.)

CPDC provided 6,026 students and alumni job and internship connection related opportunities via HIREStanState, OCI, job fairs, panel discussions, tabling, and other recruitment events in the 2019-20 academic year.

Diversity Center The Diversity Center participated in New Student Orientation, New Graduate Orientation, and Warrior Wednesdays. Co-hosted/co-sponsored first annual First Gen Week activities, presented Diversity 101 workshops for New Student Orientations, and participated in the first Warrior Tuesdays at the Stockton Campus.

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Increased participation in University events for the on and off campus communities.

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continued from previous page ACTIONS

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Transitioning to Warrior Hub created a central location where student organizations and departments can advertise meetings, workshops, and events, which increased campus events and student engagement.

The brunch was hosted in the Faculty Development Center and included 47 students and 21 faculty and staff. Story sharing and networking offered students an opportunity to connect with other students, faculty, and staff from first-generation backgrounds to increase a sense of belonging and connection to the campus. Research shows that sense of belonging influences factors related to academic performance as well as attitudes and satisfaction, creating an intrinsic connection to retention, persistence, and graduation.

STRATEGY 1B4: Utilize/adopt research findings and scholarship on belongingness and growth

mindset.

ACTIONS

OUTCOMES

STUDENT AFFAIRS Athletics Increased competitive successes across all programs to compete for championships in the California Collegiate Athletic Association’s (CCAA) and national rankings.

Competitive success with ten sports making post-season competition.

Health Education & Promotion (HEP) An evidence-based peer-to-peer model is used for the Peer Health Educator (PHE) program as well as the Prevention, Education, Empower, and Relief (PEER) Project. .

This program provides peer to peer model of instruction and leadership opportunities for students.

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SSS co-sponsored #CelebrateFirstGen events with various departments in Student Affairs to host three days of programming for first-gen students at the Turlock and Stockton Campuses. Each campus had a quad tabling event with photo booth and the opportunity to share their story. The final day of programming was a first-gen student, staff, and faculty networking brunch.

BE STUDENT READY

TRIO Student Support Services (SSS)

STRATEGY 1B5: Foster the use of the Faculty Development Center for academic and social events, and grow the number of and participation in faculty development opportunities. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Faculty Affairs; Faculty Center for Excellence in Teaching and Learning (FCETL) Continued expansion of faculty development programs and outreach, created new forms of remote instructional support in responding to the COVID-19 pandemic.

Fall 2019 FCETL attendance was 721. Spring 2020 FCETL attendance (including remote instructional support) was 1,038. The 2019-20 attendance represents a 44% increase over 2018-19.

Office of the Provost; Faculty Center for Excellence in Teaching & Learning (FCETL); Office of Academic Technology (OAT)

GOAL 1

BE STUDENT READY

Increased opportunities for, and participation in, faculty development opportunities through FCETL and the new Office of Academic Technology.

Hired a Director for Academic Technology, student assistants, and in process of hiring a new instructional designer focused on access. Increased funding for summer training for faculty in support of virtual instruction. Approximately 650 faculty members (not distinct individuals) participated in professional development opportunities in summer 2020.

STRATEGY 1B6: Develop a wellness model that builds resilience through health education, mental health education, recreation and wellness coaches; and promotes club sports and intramural sports. ACTIONS

OUTCOMES

STUDENT AFFAIRS Diversity Center The Diversity Center implemented a mindfulness corner that includes positive affirmations, journals, and stress relieving toys for students. The Diversity Center promoted and referred students to on campus wellness programs on announcement boards and social media. The Diversity Center Co-hosted an outdoor Zumba class for social justice activity for the campus community during COVID-19.

Cultivated a healthy space for students and the campus community. Established a positive environment which lifted morale and helped increase awareness surrounding health.

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HEP provides numerous health and wellness activities, including workshops, training seminars, and other outreach activities focusing on nutrition, physical activity, sexual health, stress management, mental wellness, suicide prevention, alcohol/drug awareness, sexual violence prevention, and healthy relationships. Communication strategies include person to person, webbased (website), social media, and passive programming.

All HEP workshops are offered to support students with wellness and health topics relevant to the student’s life.

HEP provides opportunities by overseeing the Peer Health Educators and Stan Together student groups. Interns through the Master in Social Work program are used for the Prevention, Education, Empower, and Relief (PEER) Project. The Kinesiology department has interns working with HEP.

The partnerships with both interns and clubs provide leadership opportunities and a sense of belonging to the campus.

The PEER Project and Kinesiology interns are utilized in the HEP department.

The partnerships with both interns and clubs provide leadership opportunities and a sense of belonging to the campus. It also allows the HEP department to work collaboratively with faculty members.

Supplemental Instruction offered outside the classroom through various health and wellness outreach activities on campus

All HEP workshops are offered to support students with wellness and health topics relevant to their life.

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STRATEGY 1B7: Create and support study abroad opportunities for more students. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS International Education Student attendance in study abroad information sessions increased by 148% from 172 participants in 2018-19 to 427 participants in 2019-20. Students participating in study abroad increased by 19% from 36 participants in 2018-19 to 43 participants in 2019-20. For fall 2020, 30 students had planned to participate but had to cancel due to COVID-19. Two outbound and two inbound NSE participants were scheduled for fall 2020.

Office of the Provost; International Education Reclassified Director for Study Abroad (Administrator); highlighted this goal in International Education. A memorandum of understanding (MOU) with Victoria University of Wellington.

Almost met the goal of increasing the percentage of students participating in study abroad 1% this year over the last academic year. COVID-19 may have impacted the achievement this year and perhaps the next academic year, given travel restrictions.

UNIVERSITY ADVANCEMENT Alumni Engagement Participation in the systemwide alumni visit to London in fall 2019, connecting with Stan State alumni and discovering ways to identify study abroad partnerships with alumni working abroad.

Alumni living abroad can help support the University’s study abroad programs.

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In fall 2019, International Education joined the National Student Exchange (NSE), which provides opportunities for students, including Deferred Action for Childhood Arrivals (DACA) students, to study “away” within the United States. In spring 2020, International Education joined a professional organization, Diversity Abroad, which provides information, training, and promotional materials focused on increasing the number of underrepresented students who wish to study abroad. In fall 2019, International Education worked with University Advancement to help promote scholarship opportunities for students. In spring 2020, International Education developed a 3-year Study Abroad Plan that includes initiatives to enhance faculty-led programs, including more Universities Studies Abroad Consortium (USAC). Study Abroad promotional materials were improved and expanded, including developing a scholarship brochure and an exchange brochure.

STRATEGY 1B8: Continue to seek ways to address students’ food and housing insecurity. ACTIONS

OUTCOMES

STUDENT AFFAIRS Basic Needs Student Affairs developed the Care Manager position to serve as a single point of contact for all Basic Needs programs on campus. The Care Manager partnered with on and off campus groups to maintain and expand the Basic Needs programs to address students’ food and housing insecurity. Such programs include the Warrior Food Pantry, Food Distribution, CalFresh application assistance, the Campus Cares student emergency fund, emergency housing placements, emergency meal cards, and non-clinical case management.

Increased student utilization of the Basic Needs programs and decreased the impact that food and housing insecurities have on academic success.

Students are becoming increasingly aware of the importance of professional attire for the interview process and workplace. However, students can face challenges affording professional clothing, which can affect their self-esteem, financial wellness, and career readiness. CPDC collaborated with corporate and campus partners to establish the Warrior Wardrobe to address student success by minimizing the financial barriers students face when preparing for interviews. CPDC also partners with the JCPenney Suit Up event to provide an opportunity to purchase new professional clothes at a significantly discounted price. The innovation grant offered financial resources to purchase additional items for the wardrobe.

BE STUDENT READY

GOAL 1

Career & Professional Development Center (CPDC) Warrior Wardrobe – 140 students and alumni benefited from this program in fall 2019 and spring 2020.

Health Education & Promotion (HEP) The University’s food pantry is located within the HEP office area and one staff member has been allocated 75% of her time to support the pantry. Programming for nutrition and a Healthier You is provided by Health Educators.

Under HEP’s supervision the pantry increased the usage by 136% from the previous semester. The number of student visits increased 148% from the previous semester.

Housing & Residential Life (HRL) HRL collaborated with Capital Planning & Facilities Management (CPFM), Institutional Effectiveness and Analytics (IEA), Vice President for Student Affairs (VPSA), and Admissions and Outreach Services (AOS) on an Affordable Student Housing Plan.

The collaboration resulted in a comprehensive plan, with recognition from the Chancellor’s Office for some of HRL’s business practices and processes.

Meal plan communication to returning residents who transitioned from higher meal plans in the prior academic year to a lower meal plan for the current academic year. Included information regarding the prior year’s meal plan, in contrast with the upcoming year meal plan choice.

The meal plan communication was implemented to address food insecurity. In the most recent two year period, the percentage of students satisfied with the meal plan communication based on the Resident Satisfaction Surveys increased five percentage points from fall 2016 (38%) to fall 2018 (43%). This outreach also helped create an awareness of on-and off-campus food resources for residents.

UNIVERSITY ADVANCEMENT Development; Operations; Communications & Public Affairs (C&PA) Received nearly 300 contributions toward the University’s Basic Needs initiatives using direct appeals (Student Call Center; Stan Magazine; Year End Giving), major gift proposals, storytelling and social media.

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Prepared to meet the increased demand.

S TR ATEGIC PL AN N IN G • SECTION 9

STRATEGY 1B9: Institutionalize a co-curricular transcript that denotes students’ co-curricular achievements, awards, certificates and integrated student professional development programs (e.g., soft skills certificates for students). ACTIONS

OUTCOMES

STUDENT AFFAIRS Health Education & Promotion (HEP) HEP provides numerous health and wellness workshops in conjunction with Student Leadership & Development (SLD).

HEP staff works closely with SLD as well as other departments to provide workshops and trainings to all students.

Student Leadership Development (SLD) Warrior Hub provides students the opportunity to create a comprehensive co-curricular transcript.

STRATEGY 1B10: Expand the number and variety of programs, certificates and workshops

offered to our students that can be noted in a co-curricular transcript. ACTIONS

OUTCOMES

STUDENT AFFAIRS Health Education & Promotion (HEP) Workshops are available, such as nutrition, physical activity, sexual health, stress management, mental wellness, suicide prevention, alcohol/drug awareness, sexual violence prevention, and healthy relationships. HEP works closely with Student Leadership & Development (SLD) to incorporate the workshops into their co-curricular workshop program.

All HEP workshops are offered to support students with wellness and health topics relevant to the student’s life.

Student Leadership & Development (SLD) SLD expanded the Warrior Leadership Program to include a track fully available at the Stockton Campus eliminating the need for students enrolled in Stockton to come to Turlock to participate in the program.

SLD offers programs, workshops, and certificates to students.

Student Organization Workshops created additional workshops for New Student Orientation (NSO), including event planning, Warrior Hub, and establishing student organizations.

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SLD added a co-curricular transcript functionality to Warrior Hub platform for the 2020-21 academic year. Students can track their co-curricular activity and engagement through this module, creating a co-curricular transcript that can be printed out to complement their academic transcript. Students were also encouraged to continue using Warrior Hub to record their student engagement, including membership to student organizations, awards and certificates, volunteer hours, and participation in the Warrior Leadership Program (WLP).

STRATEGY 1B11: Increase opportunities for students to engage in formal and informal educational and career mentorship with alumni in person and virtually (e.g., Dinners for Warriors, Warrior Wisdom, networking, online mentoring). ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA); Student Success; Community Partnerships Collaborated with Career Services and the Associate Vice President of Student Success (AVPSS) to develop the framework for CareerReadyU.

CareerReadyU was introduced to incoming students at the summer 2020 New Student Orientation (NSO).

AVPAA established a partnership with the National Ag Science Center to advance outreach to the Agricultural community.

AVPAA hired a director for the Ag Science Center at Stanislaus State.

STUDENT AFFAIRS Career & Professional Development Center (CPDC)

GOAL 1

BE STUDENT READY

CPDC provided quality career education to students and alumni.

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Of those who completed the Point of Service – Career Counseling Survey , 100% Strongly Agreed/Agreed that they increased knowledge in the topic they were seeking. CPDC served 1,605 students through career education opportunities, including walk-ins, appointments, online chat, workshops, and events.

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STRATEGY 1B12: Prepare students for future success through opportunities advancing responsible leadership (e.g., ASI, USU, student organizations, residential life, Athletics). Warrior Wisdom, networking events, online mentoring). ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Admissions & Outreach Services (AOS) The Financial Wellness program has enhanced trainings for peer mentors. Peer mentors now meet one-on-one with students to discuss their different budgeting options. Additionally, AOS continues to hire and train dozens of student assistants across various functional areas - University Ambassadors, Social Media assistants, Early Outreach Ambassadors, Front Desk Receptionists, Warriors on the Way (WOW) Ambassadors, and Early Assessment Program (EAP) Ambassadors. All the students have also been working remotely due to COVID-19. They respond to emails and handle social media accounts.

The peer mentors have improved their knowledge and can utilize their training as achievements that they include in their resume. These student assistants develop professional skills and mentorship opportunities while also expanding their social capital, increasing their post-graduation success opportunities.

Diversity Center The Diversity Center coordinated efforts and identified students to attend the annual Hispanic Association for Colleges and Universities (HACU) conference, CSU Males of Color Forum, and Undocu-leadership conference.

The Diversity Center provided support for students seeking leadership opportunities on and off campus.

Health Education & Promotion (HEP) Peer Health Educators, Prevention, Education, Empower, and Relief (PEER) Project, and Stan Together are student lead experiences offering leadership experience.

These programs provide leadership opportunities for students through a variety of activities and events.

Learning Commons (LC) Instructional Student Assistants engaged in on-going professional development and leadership opportunities during their appointment in the LC. A Supplemental Instruction (SI) Mentors Intern Position was established.

Students are given opportunities to develop their tutoring skills and prepare for future professions through peer meetings, workshops, and training. The SI Mentor Intern position prepares students for future opportunities through hands-on career-related and experiential leadership.

Student Leadership & Development (SLD) Leadership Conference: Created a conference committee comprised of two faculty, two staff, one student, and two community members. SLD held the 2nd Annual two-day Dr. Marvalene Hughes Leadership Conference in October 2019. The conference was intentionally marketed to both the Turlock (21 attendees) and Stockton Campuses (8 attendees). It was a similar format to the prior year and had a very positive response with 100% of the attendees rating the conference as Excellent (61%), Very Good (35%) or Good (4%), and all were recommending the conference to friends. Warrior Leadership Program: SLD designed and implemented the Warrior Leadership Program (WLP) in 2019-20, offering 100 programs on both the Turlock and Stockton Campuses. SLD Recruited a Leadership Development Intern to promote and expand the Warrior Leadership Program.

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Provides monthly and yearly workshops to develop and build leadership skills.

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STUDENT AFFAIRS

OBJECTIVE C G R AD UAT I O N I N I T IAT IV E GOA L S

BE STUDENT READY

GOAL 1

By 2025, we will meet and exceed our CSU graduation rate goals: STAN STAT E G OAL S

2025

Most Recent (2019-20)*

Freshman 4 yr Grad Rate

37%

25%

Freshman 6 yr Grad Rate

65%

57%

Transfer 2 yr Grad Rate

45%

49%

Transfer 4 yr Grad Rate

78%

GAP URM

6% points

GAP Pell

2% points

*Preliminary as of October 2020

STRATEGY 1C1: Assess and build on the encouraging outcomes from the first year of GREAT

funded student success initiatives. Implement strategies from the long term plan (https://www. csustan.edu/great). Because the strategic plan covers an eight-year period and work on the graduation initiative is ever evolving, these strategies represent a starting point but will also evolve over time. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA) AVPAA Collaborated with the Associate Vice President of Student Services (AVPSS) to identify data-driven successful strategies for improving graduation rates.

Presented work in progress and suggestions for future steps to the Provost’s Advisory Council and Student Affairs Leadership Team.

Cross-Divisional Collaboration Graduation Initiative (GI) 2025 Data Review

GI 2025 data for this academic year needs to be reviewed to determine success/achievements. There are concerns with the impact COVID-19 and the abrupt pivot to virtual instruction in spring 2020 might have had on students’ progress to graduation. It will be important to review/analyze the data in conjunction with systemwide data.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) Updated the Retention and Graduation Rates Dashboard

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This dashboard provides campus users timely access to graduation and retention rates and equity gaps and informs campus users of current and projected graduation rates with on-demand tracking of progress toward achieving the six Graduation Initiative goals.

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continued from previous page ACTIONS

OUTCOMES

STUDENT AFFAIRS Athletics Students benefit by having access to a full-time Academics Advisor within the Athletics program.

Student-athlete graduation rates from the 2013-14 cohort year increased by 18% while the academic success rate increased by 4%.

Health Education & Promotion (HEP) HEP staff serve on the Graduation Rate Excellence and Assessment Team (GREAT) Health and Wellness committee. The initiatives are being developed and will evolve in the next few years.

STRATEGY 1C2: Incorporate identification of on-the-cusp cohorts by Institutional Effectiveness

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA) On-the-Cusp (OTC) occurred in fall 2019 but not spring 2020

Based on experiences the past three years, in the next AY (2020-2021) a plan is in development to transition OTC to an On Pace program for First-Year Students.

Continued the OTC program and evaluated effectiveness. Developed plan to refine program logistics to improve effectiveness and cost efficiency.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Provide a list of students to advisors, and ensure that STAN degree progress reports are up-to-date and reflect the most current course information.

Evaluators are currently clearing degrees and will have to see if the lists provided and the intrusive on-the-cusp advising were successful efforts and the number of students awarded degrees increased. There was an increase in the number of students approved for a winter and summer waiver of classes.

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ACTIONS

BE STUDENT READY

& Analytics, intrusive advising in the academic departments, and early graduation evaluations performed by Enrollment Services established during the first year of GI 2025 implementation into regular practices.

STRATEGY 1C3: Increase responsiveness of class schedules around student needs, including

courses offered, times courses are offered, locations courses are offered, and modality courses are offered. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Academic Senate, Various Department Representatives An ad-hoc committee through the Academic Senate was formed fall 2019 to review the course scheduling modules. A comparative analysis of Stan State to 19 sister campuses was completed.

A voluntary 7am start time was implemented for fall 2020.

Associate Vice President for Academic Affairs (AVPAA)

GOAL 1

BE STUDENT READY

Institutionalized the Class Scheduling Work Group, chaired by the AVPAA and Associate Vice President of Student Services (AVPSS), to ensure the class schedule is responsive to student needs, especially incoming first-years and transfers. Developed a waitlist report to analyze class needs better.

Analysis of waitlists and other data has helped ensure a more strategic approach to adding course sections.

Associate Vice President for Academic Affairs (AVPAA); Colleges COVID-19 changed the landscape in terms of course scheduling. It will be very important to analyze the data from spring, summer, and fall 2020 to determine how primarily virtual instruction impacted students’ mean unit load, completion, retention, and progress to degree.

STRATEGY 1C4: Increase emphasis on leveraging of winter and summer sessions, including use of the waiver program.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA); Colleges AVPAA collaborated with the Mathematics Department, Enrollment Services, Financial Aid, Academic Success Center, and University Extended Education to offer summer math courses, instructional support, and financial support to new and continuing students.

Three hundred eleven students enrolled in their first or second stretch math course to make progress toward meeting their General Education (GE) math requirement.

Associate Vice President for Academic Affairs (AVPAA); University Extended Education (UEE) Due to COVID-19, the course schedule became more responsive, given classroom availability was no longer an issue. It will be essential to track, evaluate, and discuss the data from summer 2020 and fall 2020. University Extended Education (UEE) UEE increased the number of sections offered in summer 2019 (284) in comparison to summer 2018 (249), an increase of 14% (35 sections). UEE increased the number of waiver enrollments in summer 2019 (332) in comparison to summer 2018 (182), an increase of 82% (150 enrollments). In addition to waivers, continued to offer need-based scholarships ($175,000 for summer 2020). Increased the number of sections offered winter 2020 (88) in comparison to 2019 (77), an increase of 14% (11).

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Summer 2020 courses were all offered virtually and summer enrollments were up for UEE; math courses were offered state-side as well.

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continued from previous page ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) IEA consulted with college deans to collect feedback to improve the usability of the General Education (GE) Course Demand Dashboard.

Input from college deans has helped continuously improve the GE Course Demand Analysis Dashboard.

STRATEGY 1C7: Collaborate on P-20 initiatives to ensure seamless and successful transfer to

Stan State (e.g., Outreach, parent programs, New Student Orientation). ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Admissions & Outreach Services (AOS)

STUDENT AFFAIRS Academic Success Center (ASC) ASC collaborated on the Warriors on the Way (WOW) program, hiring a Student Success Coordinator and Transfer Peer Mentors.

ASC expanded capacity to support all transfer students at the Stockton Campus and overall WOW transfer students.

Representative(s) of the ASC participated on the Stanislaus County StanFutures Action Team supporting county efforts to improve the college going and success of young men of color.

ASC partnered with regional high schools to support the transition and connection with Stan State.

Disability Resource Services (DRS) DRS opened communication with sister offices at San Joaquin Delta College and Modesto Junior College.

Opening communications with sister offices will help facilitate student transfers between institutions minimizing disruption to academic and wellbeing support.

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WOW registrants increased from 241 in mid-August 2019 to 668 as of June 2020 (230 at MJC, 128 at Merced College, and 310 at Delta College). Enrollment numbers continue to grow from local community colleges.

BE STUDENT READY

AOS hired three new staff members for the Warriors on the Way (WOW) program dedicated to serving WOW participants at three local community colleges: Merced College, Modesto Junior College (MJC), and San Joaquin Delta College. In addition to staffing local community colleges with WOW counselors, AOS also sends an admission counselor to advise the general transfer population on a bi-weekly basis. These transfer services have not been interrupted due to COVID-19. Both WOW counselors and admissions counselors continue to meet with transfer students virtually. WOW and AOS counselors continue to offer application workshops and “What’s Next” presentations at local community colleges to support transfer students’ transfer and enrollment process. In addition, admission counselors have facilitated transfer training sessions for community college counselors, ensuring that they are up-to-date with current admission practices.

continued from previous page ACTIONS

OUTCOMES

Diversity Center The Diversity Center collaborated with Stanislaus County Office of Education and local K-12 high school college events. The Diversity Center provided outreach to K-12 parents and High School counselors regarding resources provided by the Diversity Center, including undocumented services. Supported on campus New Student Orientations and promoted campus resources to incoming first-time freshmen and first-time transfer students.

The Diversity Center increased visibility and awareness of campus resources and services to incoming students and their families.

Health Education & Promotion (HEP)

GOAL 1

BE STUDENT READY

HEP participates in the training of student orientation leaders. Sessions conducted at NSO include Community Standards, Health and Wellness, and Parent sessions. HEP also participates in Showcase with tabling events for Title IX and Health Education. In addition, HEP participates in International Student Orientation programs. HEP contributes information to the student handbook.

HEP staff works closely with Student Leadership & Development (SLD) and is a collaborative partner for New Student Orientation (NSO). Multiple sessions are conducted by HEP staff. HEP also provides training of their student leaders prior to NSO.

Student Leadership & Development (SLD) SLD created an online Pre-Orientation program that introduces students to being a Warrior, providing an overview of campus life and key campus resources reviews.

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Expanded the information and resources that could be shared with incoming students. Provided a resource that students could utilize throughout their careers at Stan State.

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STRATEGY 1C8: Expand the use of affordable course materials. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Faculty Affairs Faculty Affairs promoted affordable course material adoption.

Faculty adopting affordable course materials increased from 44 to 64; total number of courses impacted increased from 66 to 107; total dollar amount saved $558,204.

BUSINESS AND FINANCE Financial & Support Services No analysis was done in 2019-20 due to staffing changes and lack of resources.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of the Provost; Deans; Office of Research & Sponsored Programs (ORSP) Continue to promote student and faculty collaboration on research, in particular. College of the Arts, Humanities and Social Sciences (CAHSS) Grew the Summer University Extended Education (UEE) schedule; continued support for on-the-cusp advising cohorts consistent with the goals of the graduation initiative. Contributed to the comprehensive General Education (GE) batch recertification process, achieving recertification for CAHSS courses serving nine GE areas; offered responsive fall and spring course schedules with sufficient course options and sections to meet student demand that far exceeded initial projections. Partnered with Class Scheduling Workgroup to ensure adequate supply of courses to serve the needs of incoming freshmen and transfers. Continued to emphasize and fine tune academic advising practices to facilitate student progress toward graduation and achievement of program learning objectives; completed college-level assessment of ten academic program reviews utilizing rigorous review criteria. Provided nearly $50K in college-based Research, Scholarship and Creative Activity (RSCA) support for faculty research and scholarship, and over $40K in college-based support for professional travel to present academic scholarship at professional conferences; supported successful virtual delivery of the spring 2020 Honors/McNair Capstone Research Conference, featuring 39 student presenters.

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STRATEGY 1C9: Support and encourage more student and faculty collaborative research and

scholarship.

GOAL 1

BE STUDENT READY

OBJECTIVE D Increase graduate student enrollments to represent approximately 20% of total student body headcount (stateside).

STRATEGY 1D1: Through consultation with departments and market research, determine which

programs have the greatest potential to grow graduate enrollments. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of Business Administration (CBA) Full implementation of concentration in Business Analytics in the Master of Business Administration (MBA) program. Approval of Human Resources concentration in Online MBA to start in fall 2020. College of the Arts, Humanities and Social Sciences (CAHSS) Initiated program-level planning to increase graduate student enrollments in all four graduate programs within the college (English, History, Criminal Justice, and Public Administration); secured reaccreditation for the Master of Public Administration (MPA) program.. Associate Vice President for Academic Affairs (AVPAA); Academic Programs Approved the new Graduate Certificate in Nonprofit Management (selfsupport) and Human Resource Management Concentration in Business Administration (Online MBA) Note: Online MBA program is administered through UEE (self-support).

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Expanded career opportunities for graduate students in Public Administration and Business Administration.

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STRATEGY 1D3: Improve the pipeline of students moving from Stan State’s baccalaureate programs to our master’s and doctoral programs, with an emphasis on graduate programs with acute student under-representation based on gender and ethnicity. ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) Validation ongoing for the Graduate Student Retention and Graduation Rate Dashboard.

Routine tracking of the University’s undergraduate to graduate pipeline helps inform campus leadership of post-graduate outcomes, including what graduate programs students enroll in and where.

IEA tracks the pipeline of students from undergraduate to graduate programs; summary counts are available in the Graduate Studies and Research section of the University’s Book of Trends. IEA tracks post-graduate outcomes using internal and external data sources, including the National Student Clearinghouse Student Tracker service.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of Arts, Humanities and Social Sciences (CAHSS) Provided substantial support for faculty engaged in scholarly projects, including assigned-time awards and summer stipends to support high-level scholarly activity.

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for graduate education in recognition of faculty supervising students’ projects, theses and dissertations; maintaining high levels of scholarly contributions/ creative accomplishments; and facilitating a scholarly graduate level culture/environment of rigor and scholarly attainment.

BE STUDENT READY

STRATEGY 1D4: Implement appropriate workloads for faculty who have significant responsibilities

GOAL 1

BE STUDENT READY

OBJECTIVE E Implement and institutionalize five or more cutting-edge advising and professional services and programs for students.

STRATEGY 1E1: Consistently and prominently promote the 30 units (Think 30) per year to achieve the goals of the Finish in Four campaign. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of Business Administration (CBA) CBA Student Success Center has emphasized, “Think 30” in materials, social media, and advising sessions.

University Extended Education (UEE) Promotions materials for summer and winter sessions prominently promote “Finish Faster” and “Think 30.”

STUDENT AFFAIRS Student Leadership & Development (SLD) As part of the online Titus Link Pre-Orientation, SLD introduced the “Think 30” campaign to students in the Academics section.

Encourages students to complete 30 units a year.

STRATEGY 1E2: Implement recommendations of the Advising Task Force, including one-to-one faculty advising with students. ACTIONS

OUTCOMES

STUDENT AFFAIRS Academic Success Center (ASC) Completed an Advising Needs Assessment (by Inside Track) to help inform the Advising Practices Workgroup which is continuing the work of the Advising Task Force.

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An Advising Summit was planned but postponed due to the COVID-19 pandemic and will be rescheduled for the upcoming academic year.

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STRATEGY 1E3: Develop a programming and communications plan for informing students about campus resources.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA) AVPAA co-led the launch and implementation of the Educational Advisory Board (Education Technology, Services, and Research) in the Academic Success Center and other student support services units.

Implemented in June, EAB is already being used for appointment scheduling in the Academic Success Center (ASC) and identifying and reaching out to struggling students.

AVPAA collaborated with the Academic Success Center, Faculty Director for Advising, Associate Vice President for Student Services (AVPSS), and academic departments to develop an Advising Hub website as a one-stop advising resource for incoming students.

All incoming first-year and transfer students had access to advising resources in advance of attending New Student Orientation (NSO). Advance advising was particularly important given that NSOs were delivered virtually this summer.

Associate Vice President for Academic Affairs (AVPAA); Academic Accreditation (AA) Faculty, staff and student usage will be evaluated over the course of Academic Year 2020-21.

STUDENT AFFAIRS Basic Needs Basic Needs developed a communication plan to inform students about the food and housing security services available to them on campus. This plan incorporated various platforms: signage, social media, informational tabling events, and a Basic Needs Alerts messaging system. Students can opt-in to receive text messages or sign-up to receive email alerts about the various basic needs programs. In addition, Basic Needs partnered with the California Faculty Association, and other faculty across campus, to promote awareness of the Basic Needs programs through in-class presentations, syllabus statements, or Blackboard announcements.

Basic Needs enhanced student knowledge of the resources that are available to them. Specifically, the Basic Needs Alerts messaging system resulted in over 800 students subscribing to receive updates about the Basic Needs programs in the Fiscal Year 2019-20.

Disability Resource Services (DRS) DRS held the first New Student Orientation. The program focused on the department’s services, how the department works on behalf of students, and information dissemination about on and off-campus partners.

DRS improved student awareness of DRS services as well as how to work with other campus partners to provide comprehensive services for all students. DRS also introduced students to community partners to help them get an even better sense of who “the people in their neighborhood” are and what resources are available to them.

Diversity Center The Diversity Center developed and launched the Diversity and Undocumented Student services webpages and e-newsletters. Regularly promoted campus-wide activities via physical postings, social media postings, and via email. An e-newsletter sign up list was created.

Increased visibility and awareness of campus resources and services for the campus community.

Health Education & Promotion (HEP) HEP’s health communication program promotes campus resources through outreach activities, social media, tabling events, emails and websites. For example, HEP promotes physical health through the Student Recreation Center (SRC) and Student Health 101.

HEP uses social media as a form of student communication on health and wellness topics. There are many resources for students via HEP’s Instagram and webpage. The content incorporates evidence-based information.

HEP health communication program promoted campus resources through outreach activities, social media, tabling events, emails, and websites.

HEP provided additional resources to students by successfully utilizing social media as a form of student communication regarding health and wellness topics. The content incorporated evidence-based information.

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Joined Educational Advisory Board (EAB) Student Success Consortium. Piloting EAB currently with the Academic Success Center. This project requires cross-divisional partnerships.

continued from previous page ACTIONS

OUTCOMES

SLD expanded the information and resources that could be shared with incoming students. SLD provided a resource that students could utilize throughout their careers at Stan State.

Vice President of Student Affairs (VPSA) VPSA held virtual open forums with students to improve communication about resources and changes in service delivery.

Though the virtual open forums were intended for students, faculty and staff also attended. Feedback received was helpful, and this format will continue to be utilized to reach out to students.

UNIVERSITY ADVANCEMENT Collaborated with student assistants, Admissions & Outreach Services and Student Affairs to refine and reenvision student communications, Warrior Weekly, weekly video event roundup and social messaging. Worked with faculty and students to produce a safety podcast. Utilized students to produce video blogs to help students navigate campus resources and changes during onset of COVID-19 pandemic.

BE STUDENT READY

GOAL 1

Communication & Public Affairs (C&PA) Via University Communication Advisory Group, worked with Advising and Student Affairs to support and reinforce communications with students; posting info in MyStanState Portal, messages on social and direct emails. Assisted in promotion, support and integration of texting function. Developed close collaboration with Student Affairs resulting in ongoing daily coordination on student communication. Enhanced student communication outreach and response.

STRATEGY 1E4: Resurrect and institutionalize a Career Development Center. ACTIONS

OUTCOMES

STUDENT AFFAIRS Career & Professional Development Center (CPDC)

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CPDC developed and maintained positive employer relations, highlighting recruiters that are alumni.

CPDC served 2,176 employers in recruitment and education-related opportunities via HIREStanState powered by Handshake (new platform), On Campus Interviews, job fairs, workshops, panel discussions, tabling, and other recruitment events in the 2019-20 academic year. Recruiters that are Stan State alumni receive ribbons at the fair to identify them to students.

CPDC assisted students with career decision-making. Utilized tools such as online assessments, workshops, appointments, and events to support career exploration.

Five hundred thirty-nine students took the ‘Focus 2’ assessments. Sixty-one students attended ‘Choosing a Major’ workshop. One hundred twenty-three students participated in the ‘Fall in Love with Your Major’ event.

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STRATEGY 1E5: Institutionalize comprehensive, integrated student professional development programs (e.g., soft skills certificates for students). ACTIONS

OUTCOMES

STUDENT AFFAIRS Health Education & Promotion (HEP) HEP offered certificate programs such as Question, Persuade, Refer (QPR), Mental Health First Aid, and safeTALK to students.

HEP continues to provide workshops to help students develop these soft skills while enrolled.

Student Leadership & Development (SLD) SLD provides monthly and yearly workshops to develop and build leadership skills.

STRATEGY 1E6: Utilize the Alumni Association in collaboration with the Career Development

Center to prepare students for the workplace through informational interviews and job shadowing. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Alumni Engagement Organized involvement from the Alumni Council on the Career Closet.

Supporting student basic needs.

STRATEGY 1E7: Provide academic and career advisors for each college, contingent on demonstrated need and adequate funding. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of the Provost; Deans Obtained base budget for three Student Success Professionals (SSP) (Academic Advisors in Colleges) and one-time funding for a fourth SSP. The three based funded academic advisors were removed due to budget cuts.

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SLD created a Leadership Conference Committee comprised of two faculty, two staff, one student, and two community members. SLD held the second Annual two-day Dr. Marvalene Hughes Leadership Conference in October 2019. The conference was intentionally marketed to both the Turlock (21 attendees) and Stockton Campuses (eight attendees). Attendee satisfaction includes a 100% response rate. Overall satisfaction rates were: Excellent (61%), Very Good (35%) or Good (4%) with the conference to friends. Re-designed and implemented the Warrior Leadership Program (WLP) in 2019-20, offering 100 programs on both the Turlock and Stockton Campuses. SLD recruited a Leadership Development intern to promote and expand the Warrior Leadership Program.

GOAL 2

TRANSFORMATIONAL LEARNING

GOAL 2 • Provide transformational learning experiences driven by faculty success.

OBJECTIVE A Provide three or more support programs to enable faculty to integrate the science of learning throughout the curriculum.

STRATEGY 2A1: Explore best practices in transformational learning–deep, constructive, and meaningful learning that goes beyond simple knowledge acquisition and supports the critical ways in which learners consciously make meaning of their lives. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Faculty Affairs; Faculty Center for Excellence in Teaching and Learning (FCETL) Faculty Affairs and FCETL launched the Association of College and University Educators (ACUE) certificate program in Effective College Instruction. The program includes training in course design, active learning, and higher order thinking. [See also 2D5]

Thirty faculty members enrolled in the ongoing program.

Office of Service Learning (OSL) OSL supports best practices by providing in-class Risk Management (RM) sessions, meeting with students one-on-one to finalize RM documentation, and conducting site visits to community agencies as needed.

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HRL implemented the Social Justice Living Learning Community (LLC), supported an inaugural cohort of 16 students.

The planning and implementation strengthened collaboration between HRL and Ethnic Studies. Participating students reported positive satisfaction with the LLC and shared that the LLC supported their small-group discussion engagement.

HRL implemented an orientation program for faculty roles associated with the LLC within Housing.

The program and check-in facilitated connections and collaboration among faculty with shared experiences of teaching LLC connected courses.

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STRATEGY 2A2: Embrace innovation and creativity by promoting and supporting experimentation without professional consequences (e.g., IDEAS). ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

STRATEGY 2A4: Develop leadership opportunities for students both through curriculum and courses and activities.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Service Learning (OSL) OSL develop leadership opportunities for students by meeting with faculty, community agencies, and students to develop community-based learning activities. OSL also supports students leading activities and workshops for the community through the Science in Our Community, Science, Technology, Engineering, and Mathematics (STEM) programs.

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The Innovate, Design, Excel & Assess for Success (IDEAS) program developed and implemented in 2017-18 promotes inclusive innovation and growth, and is aimed at finding local solutions for local problems. This program offers small amounts of seed money to pilot test innovation in individual units that promote the goals of the University’s strategic plan. More information can be found at https://www.csustan.edu/spemi. The IDEAS program was suspended in its third year due to the COVID-19 pandemic. It is likely that the IDEAS program will continue after the pandemic conditions subside and the campus budgets are more stable in the future. Every effort will be made to resume programming in 2021-22. [See also 3E4]

GOAL 2

TRANSFORMATIONAL LEARNING

OBJECTIVE B Ensure every student participates in at least three High Impact Practices (HIPs) before graduation (three for undergraduates and one for graduate students).

STRATEGY 2B1: Increase student participation in study abroad and study away opportunities. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS International Education [See also 1B7]

STRATEGY 2B2: Create and implement a system for measuring participation and assessing impact of Experiential Learning and High Impact Practices on retention/graduation. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Service Learning (OSL) OSL support faculty in courses and programs seeking to continue developing curriculum and/or community partnerships that support HIPs. Some examples are the Pathways to Success Mentor Program and Volunteer Income Tax Assistance (VITA) program.

BUSINESS AND FINANCE Financial & Support Services The intern position was posted for both fall 2019 and spring 2020. Financial & Support Services had one student express interest in the spring of 2020, but the deadline to enroll had passed.

Given the situation with COVID-19 and staff working remotely, this internship will be deferred until the campus is repopulated.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) IEA partnered with Academic Affairs to develop a new High Impact Practices (HIPs) Dashboard to track student participation in HIPs. The development of the dashboard is currently on hold and is expected to be published in 2020-21. Updated dashboards in the Student Success series: Retention and Graduation Rates Dashboard) Student Program Tracking Dashboard

Provide campus users with timely access to graduation and retention rates.

The University’s CSU Analytics Certificate Program’s team project will utilize results from the 2019 Beginning College of Student Engagement (BCSSE) and the 2020 National Survey of Student Engagement (NSSE) to identify how engagement and participation in HIPs impact student persistence.

Project will resume in fall 2020 when 2019-20 BCSSE and NSSE results are available.

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STRATEGY 2B3: Develop comprehensive bookend community engagement/internship

opportunities for more programs that provide field and work experiences to students throughout their educational experience. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of Business Administration (CBA) All business majors participate in at least five High Impact Practices (HIPs): Service Learning (BUS 2090), Intensive Writing (BUS 2090, BUS 3100), Global Learning (MGT 3400), Capstone (MGT 4900), and Collaborative Assignments (throughout).

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TRANSFORMATIONAL LEARNING

BOOK OF TRENDS • 2019-2020

GOAL 2

TRANSFORMATIONAL LEARNING

OBJECTIVE C Implement at least three programs that leverage technology to help faculty improve student learning and access.

STRATEGY 2C1: Create regular opportunities for professional development for faculty to use technology to support/enhance exploration of growth and change in teaching practices, that effectively leverage new tools available for teaching and learning. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Academic Technology (OAT) OAT transitioned to Canvas summer 2020, created an Office of Academic Technology website with faculty offerings, created a generic oat@csustan. edu email so that faculty can direct questions to the office. OAT introduced and implemented Ally Accessibility, Panopto Lecture Capture and Recording tools, Flipgrid, Hypothesis Annotation Tool, e-Portfolio, and looking to integrate LinkedIn Learning as well (video tutorials). OAT also launched a Canvas Student Guide and Graduate Student Orientation modules within Canvas for all students to improve student learning and success.

Faculty have requested for external integration technology tools much more seamlessly in Canvas. Continue to receive requests for workshops/trainings that supports the exploration and enhancement of faculty teaching and student learning such as Padlet. Padlet is an online virtual “bulletin” board, where students and teachers can collaborate, reflect, share links, and pictures in a secure location.

Office of the Provost; Office of Academic Technology (OAT); Office of Information Technology (OIT) Due to COVID-19 and the need to teach using virtual modalities, there has been a significant investment of new technology for faculty, staff, and students.

BUSINESS AND FINANCE Office of Information Technology (OIT) OIT renewed license for LinkedIn Learning, added the link to MyStanState portal and promoted to faculty during New Faculty Orientation (NFO).

Approximately 365 users access LinkedIn Learning.

OIT negotiated with Adobe to allow for Adobe products’ free usage for the Academic Year (AY) 2020-21.

Adobe Creative Cloud Suite is free for all staff, faculty, and students for AY 2020-21.

OIT created training videos for faculty use of technology-enhanced active learning classrooms (TEALC).

Unsure if TEALC will be used during 2020-21 due to the pandemic.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) IEA provided regular training and guidance to library faculty to incorporate Qualtrics Survey Software as a teaching/evaluating resource to better understand students’ learning outcomes.

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Qualtrics is a regularly utilized tool by library faculty to improve student learning.

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STRATEGY 2C2: Locate Instructional Designers in the Faculty Development Center so they are accessible to faculty to integrate technology into their teaching. ACTIONS

OUTCOMES

BUSINESS AND FINANCE Office of Information Technology (OIT) Two instructional designers transferred to The Office of Academic Technology (OAT). Six work-study students moved to OAT for course material conversion.

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TRANSFORMATIONAL LEARNING

BOOK OF TRENDS • 2019-2020

GOAL 2

TRANSFORMATIONAL LEARNING

OBJECTIVE D Promote, support and celebrate faculty excellence.

STRATEGY 2D1: Increase tenure density and percentage of tenure/tenure track faculty to parttime faculty from 60.7% to 70%. ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) Tenure density trends are displayed in the Faculty and Staff section of the University’s Book of Trends, along with tenure density at peer CSU campuses.

Data to inform and support decision-making; data transparency

STRATEGY 2D2: Support cross-disciplinary and inter-disciplinary teaching and research projects.

ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) The Academic Unit Profile displays course enrollment trends, including student-to-faculty ratio (SFR) and average class size by course.

Data to inform and support decision-making; data transparency

STRATEGY 2D4: Maintain low student to faculty ratios and class size necessary for transformational learning.

ACTIONS

OUTCOMES

STUDENT AFFAIRS Athletics Many student-athletes benefited from the move to online learning mid-year. Additionally, the approval of extended deadlines for grading options was helpful.

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Athletics completed the 2019-20 academic year with the highest annual and semester GPA earned for the department on record.

S TR ATEGIC PL AN N IN G • SECTION 9

STRATEGY 2D5: Support professional development opportunities for tenured/tenure track faculty members annually. ACTIONS

OUTCOMES

Thirty faculty members enrolled in the ongoing program.

Office of the Provost; University Extended Education (UEE); Colleges; Library

STRATEGY 2D7: Expand basic administrative and technological support for faculty (e.g., updated computers, software, adequate office space). ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Service Learning (OSL) OSL offered Risk Management Workshops for faculty - four in the beginning of fall and five in the beginning of spring. OSL also held walk-in workshops and one-on-one appointments to assist faculty with utilizing the StanServes S4 website for student placements.

BUSINESS AND FINANCE Office of Information Technology (OIT) All faculty, staff and students have been converted to Microsoft Office 365.

Upon project completion, faculty, staff, and students can better collaborate in the Microsoft Office 365 software.

Client Service, The Office of Academic Technology (OAT) and Faculty Center for Excellence in Teaching and Learning (FCETL) have produced hundreds of hours of training videos and Zoom sessions for faculty development and staff training.

Ongoing. Several hundred faculty hours and staff have been completed— about 375 hours of training via website recording alone.

Automated workflows have been created for a large variety of processes, including but not limited to Telecommuting, leaves, ad hoc reporting, financial aid document uploads, and grade changes. Over 60 workflows are currently in queue.

Workflow efficiencies and elimination of paper processes

Accessible Technology Initiative (ATI) Executive Committee Charter was created and approved. ATI budget monies were approved for three ATI positions. One time dollars for consulting and software approved.

Ally accessibility software purchased and deployed with Canvas. Ten faculty advocates for ATI enlisted, and six student assistants hired for faculty course conversion.

Identified all Windows 7 machines on campus and replaced them with workstations/laptops that can run Windows 10 and have the ability to be encrypted. About 400 PC laptops and 100 MacBook Pros purchased and configured.

Increased security and efficiencies

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The Provost and UEE continued to provide $200,000 to the colleges and library distributed to each based on full-time equivalent faculty (FTF). UEE also provided an additional $400,000 ($100,000 each to the colleges, Provost, Office of Academic Technology, and the Faculty Center for Excellence in Teaching and Learning) for COVID-19 related professional development.

GOAL 2

TRANSFORMATIONAL LEARNING

OBJECTIVE E Champion diversity and inclusion in all that we do as a campus community.

STRATEGY 2E1: Create and sustain a diverse campus community through recruitment, hiring

and retention of underrepresented faculty and staff, and enrollment, retention and graduation of underrepresented students (e.g., competitive salaries). ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of the Arts, Humanities and Social Sciences (CAHSS) CAHSS completed six tenure-track searches, with all five hires adding enrichment to the increasingly diverse college faculty. Each search included diversity candidates among the campus finalists. Faculty Affairs Expanded advertising in venues targeting diverse audiences of job seekers (Diverse Issues in Higher Education, Hispanic Outlook on Higher Education), required diversity statements from all applicants for tenure-track faculty appointments, sent recruiting team to Black Doctoral Network annual meeting.

Accurate demographic data reflecting the outcome of 2019-20 recruitments are not available until fall 2020.

Faculty Affairs submitted a proposal for Chancellor’s Office grant funding to support retention of Faculty of Color.

Received $30,000 funded for programs in 2020-21. Program planning currently ongoing.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) IEA routinely updates dashboards in its Student Success series that display student demographics data, including the Student Program Tracking Dashboard and the Retention and Graduation Rates Dashboard, as well as employee demographics data in the Faculty and Staff Trends Dashboard.

Data to inform and support decision-making; data transparency

Demographic data for new and continuing students, as well as new hires and all employees are displayed in the Faculty and Staff section of the University’s Book of Trends publication.

STUDENT AFFAIRS Psychological Counseling Services (PCS) Active and on-going recruitment of counseling faculty reflective of, and cognizant within diversity theories, counseling models, and communication practices.

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Increase diversity in the applicant pool for open counselor positions (hiring paused due to COVID-19).

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continued from previous page ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT All Review, update and create job descriptions to reflect a priority to a diverse, equitable and inclusive environment. Also, each manager was assigned Diversity, Equity & Inclusion goals.

Increased dialogue that leads to greater understanding and action. Adopted the framework of cultural humility, committing to lifelong learning and self reflection.

STRATEGY 2E2: Develop and broaden curriculum that reflects diversity, equity, inclusion, and social justice in all academic disciplines and through the General Education Program (GE Goal 3; Baccalaureate Learning Goals 4 and 5). ACTIONS

OUTCOMES

Office of Service Learning (OSL) OSL works to develop opportunities and partnerships with diverse populations on and off campus. OSL does this by working with 33 different service learning and internship courses to provide student placements across various study fields.

OFFICE OF THE PRESIDENT The Deutsche Runde (German Roundtable) The Deutsche Runde is committed to bringing together members of the German-speaking faculty, staff, students, alumni, and community members to: Promote an environment to speak the German language and discuss its culture; Promote a campus climate that is sensitive, representative, and fair to all ethnic groups with the purpose of creating a more harmonious and diverse community that includes students; Create and promote a continued sense of community and leadership opportunities among the members of the Deutsche Runde; Continue in building strong and proactive linkages between the University and German-speakers in the region.

Black Faculty and Staff Association (BFSA)

• • • • •

Hosted regular BFSA meetings Co-hosted a Fall Welcome Black event with the Black Student Union (BSU) to foster a sense of belonging and meet and greet Black faculty, staff, and students. Organized a video recognition of Black Graduates with the Black Student Union. Increased use of webpage, and Facebook page to promote BFSA, engage faculty and staff, share resources, and other information regarding events and activities on campus and within the community. Participated in the National Association for the Advancement of Colored People (NAACP) Stockton Branch’s Martin Luther King Walk to support Health and Wellness programs in the Stockton/San Joaquin area.

Provide for solidarity and fellowship in the community of academics, administrators and staff of African descent. Promote awareness and advocacy of equal access for Black faculty and staff; and advise, support, counsel, and assist Black students.

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ACADEMIC AFFAIRS

STRATEGY 2E3: Create a campus culture that welcomes, supports, includes and values all campus community members. ACTIONS

OUTCOMES

STUDENT AFFAIRS Campus Recreation Campus Recreation teamed up with multiple departments and student organizations to promote and participate in events and activities.

Campus Recreation reached out to more students and participated in other events by teaming up with other departments and servicing students who would not have originally looked to the Campus Recreation department for services.

The Diversity Center posted welcoming signs that reflect diversity, created welcoming signs that use inclusive language, decorated office space with posters that reflect underrepresented communities, and created a mindfulness corner. .

TRANSFORMATIONAL LEARNING

GOAL 2

Diversity Center The Diversity Center created a safe, inclusive space for students, staff, and faculty.

Student Leadership & Development (SLD) SLD coordinated welcome booths at various campus locations for the first three days of fall 2019. Students were greeted by staff from various departments, provided campus maps, and had their questions answered. SLD expanded the Warrior Leadership Program (WLP) to offer at least one or two Diversity and Inclusion workshops for WLP credit.

SLD provided opportunities for students to increase their understanding and learn about diversity and inclusion.

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA) Tell Stan State Stories

Increase volume of shared experiences, stories and events of diverse events on campus. Promoted events internally and externally. Helped coordinate the town hall discussions with Black Faculty and Staff Association & Black Student Union to support students of color during the aftermath of deaths of George Floyd, Breonna Taylor and Ahmaud Arbery. An estimated 30-40 black students and faculty and staff attended. Promoted President’s Commission of Diversity & Inclusion virtual meetings with more than 90 from across campus participating on open virtual meetings. Supported Women in Leadership bimonthly events.

Development Increasing the number of gifts from and for diverse populations and organizations.

STRATEGY 2E4: Build community partnerships and increase outreach, collaboration and communication between the University and underrepresented and diverse groups from the local and regional communities. ACTIONS

OUTCOMES

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The StanFutures group’s work acted as a foundation for a grant proposal submission for the California Volunteers/AmeriCorps Civic Action Fellow grant. Stanislaus State was selected as one of the partnering institutions and is currently in the Planning Phase of the grant. Partnerships with Stanislaus County K-12 sites have been established for placement of the 47 minimum time Civic Action Fellows in spring 2021, with recruitment and training occurring remotely over fall 2020.

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continued from previous page ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Admissions & Outreach Services (AOS); Financial Aid & Scholarships Office (FASO) Stan Futures has created mindsets and the next steps to create positive change in the community. These have been informed by quantitative and qualitative data collection. Survey results from the Yo Puedo College and Career Readiness Bootcamp show that participants’ college knowledge increased.

Institutional Effectiveness & Analytics (IEA) IEA’s public facing dashboards, including the Enrollment Dashboard, First-Time Freshmen Dashboard, Community College Transfer Dashboard, are routinely updated and available at https://www.csustan.edu/iea/ institutional-data.

These dashboards provide transparency for campus constituents and timely access to enrollment, graduation and retention rates, as well as inform and support decision-making.

The Enrollment Management section of the University’s Book of Trends provides information on the University’s regional pipeline, educational attainment, and college-going rates to better understand the need for higher education in the service region and is available at https://www. csustan.edu/spemi/book-trends.

Data to inform and support decision-making; data transparency

STUDENT AFFAIRS Basic Needs Basic Needs developed and strengthened community partnerships with local non-profits organizations. Various organizations hosted on campus tabling events to share information about their services and connect students to the resources. Such partnerships included the United Samaritans Foundation, Stanislaus County Office of Education, and Center for Human Services.

Support services for underrepresented and diverse groups were enhanced, and students were provided with additional resources to help meet their needs outside of the classroom and promote their academic success. Specifically, four students were connected to free childcare services.

Career & Professional Development Center (CPDC) The Career and Professional Development Center (CPDC) ensures reaching out to diverse facilitators and alumni when bringing off-campus parties to participate in CPDC events.

CPDC hosted three Hispanic Association for Colleges and Universities (HACU) informational sessions for students in 2019-20.

Diversity Center The Diversity Center established new community partnerships with K-12 partners and regional non-profit organizations that support the mission of supporting underrepresented communities.

Helped increase partnerships so students can connect to outside of campus.

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA) Increased reputation and external recognition of events, programs, initiatives and success stories at Stanislaus State. Increased brand recognition in the target markets and among internal stakeholders.

Partnered with the President’s Commission on Diversity & Inclusion on various initiatives. Initiated #StanUp social campaign promoting and celebrating student voices and social activism addressing social injustices nationwide & supporting Black Lives Mater (BLM) movement.

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AOS continues to be active members of the Stan Futures Committee of the Stanislaus County Office of Education. This committee is focused on providing equitable access to education and post-secondary options for all students, with a special focus on boys of color. In addition, AOS, through the Early Outreach Program, hosted the Yo Puedo College and Career Readiness Bootcamp, a three day college awareness camp for youth of the local area. Participants learned about the various systems of post-secondary education, their admission requirements, and what life looks like with a college degree. AOS also built a strong partnership with Merced County 4-H, and participated in their annual “Juntos Virtual Academy” offering bilingual outreach services to students and families. AOS also attended three Black Student College fairs and attended two Super Sunday events. The Financial Aid and Scholarship Office has also partnered with the California Student Opportunity and Access Program (Cal-SOAP) to offer financial aid workshops in the six-county service area.

continued from previous page ACTIONS Brought to life the tone and tenor of the “We can all Create Light” through creatives and a successful strategic communications plan execution. It was all made even more special when Kristina Stamper volunteered her time to learn and sing alongside the Congregation Beth Shalom choir.

OUTCOMES Large support and participation from members of the external community as well as internally.

Operations Enhance the donor database coding capabilities to provide for additional and more targeted segmentation and communication.

Improve the capabilities to communicate with specific segments of the alumni population.

Vice President Office

GOAL 2

TRANSFORMATIONAL LEARNING

Formation of the Community Engagement Workgroup to ensure broad and diverse engagement across the region and helping to oversee how the University uses financial resources to engage with the region.

Increased support of diversity- and underrepresented organizations and causes.

University Events Provided event leadership, speaker coordination and overall logistical management for “We can all Create Light” a memorial and tribute to the Holocaust and its survivors. This event was brought forward by the Advanced Studies in Education Department at Stanislaus State and later joined by the Congregation Beth Shalom in Modesto.

STRATEGY 2E6: Develop mentoring programs that retain women and underrepresented minorities on campus. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of Science (COS) Students participating in faculty-led research projects.

Increased the number of students participating in faculty-led research projects. Expanded and revised summer program incoming students to meet faculty and get research experience.

Office of Service Learning (OSL) OSL continues to assist underrepresented minorities on campus through various events, programs, and service learning courses such as Ace the Grade, Criminal Justice Mentor program, Science, Technology, Engineering, and Mathematics (STEM) Ambassadors, and continuing STEM programming virtually.

OFFICE OF THE PRESIDENT Women’s Campus Connection Women’s Campus Connection hosted two local speakers during the 2019-20 academic year: Marian Kaanon, President and Chief Executive Officer of Stanislaus Community Foundation, and Kristina Hacker, Editor of the Turlock Journal. Facilitate campus women leaders to collaborate and coordinate distinguished women to speak to faculty, staff, administrators and students about their stories and/or reflections on leadership.

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Staff, faculty, administrators, and students were afforded the opportunity to collaborate, network, and learn about successful women leaders.

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STRATEGY 2E7: Build on our status as a Hispanic Serving Institution. ACTIONS

OUTCOMES

Chicanx Latinx Faculty and Staff Association (CLFSA) Promoting and collaborating on Chicanx/Latinx student issues such as the success of Chicanx/Latinx students at Stanislaus State (this includes retention and graduation rates); Advocating to increase the number of Chicanx/Latinx faculty and staff to better match the demographic makeup of Stanislaus State students; Developing a social and professional network of Chicanx/ Latinx faculty and staff at Stanislaus State to better inform the campus community on topics and issues relevant to Stan State; Promoting and supporting Chicanx/Latinx Faculty & Staff well-being, gender inclusivity and understanding of intersectionality for all members.

Diversity Center The Diversity Center hosted workshops and activities for Hispanic Heritage month as well as other months following. Created materials and information in both English and Spanish for students and families.

The Diversity Center increased the number of educational workshops and programs that support students who identify as Hispanic/Latino.

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STUDENT AFFAIRS

GOAL 2

TRANSFORMATIONAL LEARNING

OBJECTIVE F Create three or more new University processes and practices that support increased Research, Scholarship and Creative Activities (RSCA).

STRATEGY 2F4: Collaborate with University Advancement to develop and strengthen

philanthropic resources to support Research, Scholarship, and Creative Activity (RSCA), teaching and public service. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Operations Increase in funding activity for RSCA.

STRATEGY 2F5: Renew university focus on Graduate Education. ACTIONS ACADEMIC AFFAIRS Office of the Provost; Graduate Council Graduate Education was one of the Planning Fall 2020 & Beyond Subcommittees.

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OUTCOMES

S TR ATEGIC PL AN N IN G • SECTION 9

GOAL 3 • Boldly pursue innovation and creativity.

STRATEGY 3A1: Use data in campus information systems to improve enrollment and student

success initiatives at both the undergraduate and graduate level. ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) The Student Success Initiatives section in the Book of Trends highlights various programs that promote student success. The Enrollment Management section includes trends on the University’s regional pipeline, degree attainment rates, and college-going rates to better understand the need for higher education in the service region and programs that aim to help students persist.

Data to inform and support decision-making; data transparency

Institutional Effectiveness & Analytics (IEA) Updated dashboards in the Student Success series: Retention and Graduation Rates Dashboard Student Success Dashboard

• •

Provide campus users with timely access to graduation and retention rates.

STRATEGY 3A2: Develop a think-tank of individuals comprised of campus, community, and

business leaders to develop public and private entrepreneurial activities that support the strategic plan and the community. ACTIONS

OUTCOMES

OFFICE OF THE PRESIDENT President’s Community Ambassador Council The President’s Community Ambassador Council was convened two times during the 2019-20 Academic Year.

The President’s Community Ambassador Council collected community feedback on campus initiatives such as CareerReadyU, Graduation Initiative, Branding Campaign and Governmental Relations.

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GOAL 3

Focus the campus on building a visionary future that will promote innovation and entrepreneurial initiatives, information technology, data-informed decision-making, and comparisons with other institutions. Build at least four new high-quality programs, including cutting edge interdisciplinary programs.

INNOVATION & CREATIVITY

OBJECTIVE A

STRATEGY 3A3: Develop a speaker series to support public and private entrepreneurial activity on campus that promotes best practices and innovation from peer institutions. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT University Events Successful 2019 Champions of the American Dream.

Champions of the American Dream honors the entrepreneurial and community spirit of innovative leaders from the Central Valley. The event also offers the opportunity for honorees to share their insight and expertise, along with stories of tenacity and hard work, with Stan State students, local community college and high school students and the community.

Communication & Public Affairs (C&PA)

GOAL 3

INNOVATION & CREATIVITY

Successful development and delivery of strategic communications and marketing plan.

STRATEGY 3A4: Increase investments in information technology. ACTIONS

OUTCOMES

BUSINESS AND FINANCE Office of Information Technology (OIT) Ten classrooms upgraded during 2020 spring semester and summer session

Increased tech in classrooms

Fifty percent of University systems and utilization are now cloud based.

Increased access, reliability and security posture

Fiber backbone installed. Disaster recovery site set up at Sacramento State University.

Backup site live should the library data center suffer failure. OIT turned a one million dollar project into a $100,000 project by leveraging internal & Chancellor’s Office resources.

The phishing campaign was implemented and deployed.

The phishing failure rate has dropped from 22% to <4%.

Doubled indoor WiFi capacity.

Dramatic improvement of WiFi availability connectivity and capacity.

Doubled outdoor WiFi Aps to 68.

Improved WiFi availability in common outdoor spaces and parking lots.

Installed blue lights as part of USC and Residential WiFi upgrade.

Improved safety across campus.

Office of Information Technology (OIT); Facilities Outdoor WiFi, campus-wide that provides needed capacity; Number of Outdoor Wireless Access points (WAPs)

Facilities Services installed the infrastructure for 51 exterior WAPs across campus. OIT added WiFi routers - process continues.

Expanded WiFi in parking lots for more access to students, faculty, and staff. Office of Information Technology (OIT); University Police Department (UPD); Facilities In progress – Initial planning meetings have begun.

During spring 2020, OIT worked to extend WiFi into several parking areas, utilizing both buildings and blue lights.

Replace the emergency blue light system with current technology that includes an outdoor public address system, video surveillance, and WiFi access.

The first of the updated blue light phones are currently being installed in the Residence Life Village.

With University Police as the lead, planning meetings and product research is being conducted so that equipment can be ordered.

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Develop four new academic pathways and programs (e.g., undergraduate as well as graduate, interdisciplinary) that are responsive to community needs and that prepare students for a dynamic workplace with emergent new professions.

STRATEGY 3B1: Expand the number and variety of certificates offered to our students and success

initiatives at both the undergraduate and graduate level. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA); Academic Programs Approved the Graduate Certificate in Non-Profit Management. The AVPAA - Academic Programs revised the graduate program in Biological Sciences to attract a broader range of graduate students.

Pilot Program for Master of Science (MS) in Biology approved and in the catalog.

Working with University Extended Education (UEE) and the College of Education, Kinesiology and Social Work (COEKSW) continued planning graduate program in Math Education. University Extended Education (UEE); College of the Arts, Humanities, and Social Sciences (CAHSS) An online academic certificate program in Non-Profit Management was approved and will launch in spring 2021. This is a standalone certificate that can be used as a “stackable credential” for admission into the Master of Public Administration (MPA) program.

STRATEGY 3B2: Explore the possibility of developing a fully online baccalaureate completion program.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS University Extended Education (UEE); College of Business Administration (CBA) Completed initial marketing research investigating the possibility of creating a fully online degree completion program in business/ management.

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OBJECTIVE B

STRATEGY 3B3: Encourage the development of collaborative, multi-disciplinary degrees based on the demand for evolving and emergent skill sets and expertise. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA); Academic Programs Approved the following undergraduate curricular options: Creative Media B.A. (Pilot Program) Cybersecurity Concentration in Computer Science B.S. Cybersecurity Minor Human Resource Management Concentration in Business Administration (Online MBA) Public Health Promotion B.S. (elevation of Health Promotion Concentration in Kinesiology) Pre-Law Minor

• • • • • • • •

College of Business Administration (CBA)

GOAL 3

INNOVATION & CREATIVITY

Full implementation of Business Analytics concentration in MBA

OBJECTIVE C Improve investment in infrastructure, emphasizing the creation of physical and virtual spaces that optimize available contemporary tools and technology.

STRATEGY 3C1: Upgrade faculty and staff personal computers on a 3- to 4-year cycle. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of the Provost; Deans; Office of Information Technology (OIT) In the process of reaching out to faculty who were not included in the computer refresh program. [See strategy 2D7]

BUSINESS AND FINANCE Office of Information Technology (OIT) One hundred twenty workstations replaced with new workstations or laptops.

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Increased flexibility for telecommuting staff.

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STRATEGY 3C3: Improve organizational responsiveness through technology and elimination of procedural roadblocks.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Service Learning (OSL) The OSL is working on improving office workflow and has installed a bulk mailing process from the Stan Serves S4 system to reach community partners and faculty. The OSL has developed a more user-friendly memorandum of understanding (MOU) template currently being reviewed by the Contracts Office and General Counsel. Additionally, the OSL is working with Risk Management, OIT, and the Contracts Offices to move the MOU process of review and signatures from a paper format to an online electronic format through S4.

BUSINESS AND FINANCE Office of Information Technology (OIT) OIT Governance has been established but will undergo a redesign over the fall 2020 semester.

OIT Governance improved portfolio and project management.

TeamDynamix (TDx), a work order system, was customized and deployed.

OIT improved portfolio management, project management, ticketing, knowledge base, and service catalog.

STUDENT AFFAIRS Academic Success Center (ASC) ASC implemented a live chat program to provide students easy access to speak with a member of the ASC offices.

ASC created a new means of communication for students to reach the ASC office, given remote operations. Hours of operation were expanded through chat.

Campus Recreation Flawlessly and creatively moved the Campus Recreation program from in-person to virtual operations due to the pandemic. Campus Recreation offered online access to classes through zoom, Intermural sports via E-Sports gaming events, and Fitness Instruction via live Questions & Answer sessions.

Students received and are continuing to receive services virtually.

Psychological Counseling Services (PCS) PCS is exploring card swipe technology drawing from PeopleSoft for the faster and more accurate intake of student information at check-in. In support of this, iPads were used to complete intake assessments enabling faster data upload to the department software program. In response to COVID-19 operations, the department successfully transitioned to telehealth and Zoom formats. Planning to transition the department software from Titanium to Point and Click (PnC) is in process and will improve administrative functionality. Through a Mental Health Grant through the Chancellor’s Office, the department was able to implement Therapy Assistance Online (TAO) Connect, a program to support the provision of service.

PCS increased accessibility for both Turlock and Stockton students. PCS created virtual mechanisms for client intake and assessment. More collaborative and holistic technology platform transitioning PCS to PnC for Electronic Medical Records (EMR) capabilities, providing more synergy between the Student Health Center (SHC) and PCS for shared client/patient interaction and treatment. There is 24/7 accessible services and resources for students using TAO Connect for resources and resilience-based skill development.

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STRATEGY 3C4: Increase classroom space to reduce scheduling barriers and support timely

graduation.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Continue to work with the CSU Chancellor’s Office on Bizzini Hall replacement building and Acacia replacement building.

No specific achievement yet, but Facilities sustained conversation.

BUSINESS AND FINANCE Facilities

GOAL 3

INNOVATION & CREATIVITY

Complete feasibility study, obtain funding and construct new building

Feasibility studies completed, including programmed space for instruction, faculty offices, and full University services at Stockton and a new classroom building on the main campus. Submitted projects to Chancellor’s Office with a Five-Year Capital Plan for funding. Pending prioritization and funding of projects at the Chancellor’s Office.

OBJECTIVE D Improve information technology annually.

STRATEGY 3D1: Provide professional development for faculty who want to use technology to

support/enhance their teaching, research, scholarship, creative activities, and service. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Academic Technology (OAT) Started recruiting faculty ambassadors for Canvas (FAC) to champion the adoption of Canvas usage. FAC works with faculty within their colleges to assist their colleagues in the Canvas transition. Also started recruiting a number of faculty to be Ally Champions who can assist the OAT office in promoting diversity, equity, and inclusion in making sure online content (particularly) in Canvas is accessible for all learners. Also initiated Faculty Liaison for the OAT office that will serve as the point-of-contact between OAT and their respective colleges. Office of the Provost; Deans; Office of Information Technology (OIT) Already noted - substantial investment ($400,000) to provide professional development for faculty through Faculty Center for Excellence in Teaching and Learning (FCETL), Office of Academic Technology (OAT), Association of College and University Educators (ACUE), Quality Matters (QM), Online Learning Consortium (OLC) to prepare to integrate technology into fall courses. Office of the Provost; University Extended Education (UEE); Colleges [See 2D5]

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OAT successfully recruited 20 FACs, 5 Ally Champions, and one faculty liaison for OAT. These are service-oriented opportunities designed to assist other faculty in using technology, given the current virtual environment.

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continued from previous page ACTIONS

OUTCOMES

BUSINESS AND FINANCE Office of Information Technology (OIT) Working with faculty and deans for $4M NSF grant ($800k for Stan State). Major instrumentation and High Performance Computing (HPC) cluster. Partnering with University of California, San Diego (UCSD).

Improved research posture.

OIT and Office of Academic Technology (OAT) have been working together to produce instructional videos, workshops, and webinars on available technologies and pedagogies.

Improved Distance Learning instruction

STRATEGY 3D2: Explore strategies to increase use and integration of campus technology with student devices.

OUTCOMES

BUSINESS AND FINANCE Office of Information Technology (OIT) All New Student Orientations (NSOs) were virtual this year for the fall 2020 cohort.

Safety and access for all new students.

Chatbot have been deployed to Advising Services, Financial Aid, Library and coming soon to OIT service desk.

Increased student support

STUDENT AFFAIRS Basic Needs Partnered with Associated Students Inc. to utilize the Textedly, a texting platform, to implement the Basic Needs Alerts messaging system. This service allows students to opt-in to receive text messages alerts about the various Basic Needs programs.

Students were able to receive reminders and updates about the Basic Needs services directly to their cell phones. Specifically, 494 students subscribed to receive this service in the Fiscal Year 2019-20.

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INNOVATION & CREATIVITY

ACTIONS

STRATEGY 3D3: Harness the power of social, mobile, and video technologies to enhance University functions.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Service Learning (OSL) OSL utilizes social media to share information about the programs offered. OSL maintains the website to display information to the campus community accurately.

BUSINESS AND FINANCE Facilities Digital Signage installed in the new University Student Center.

Seven digital signs for occupant use were installed throughout the University Student Center.

Office of Information Technology (OIT) Ninety percent adoption of Zoom for online instruction

All courses are now online/virtual.

STUDENT AFFAIRS Housing & Residential Life (HRL) Efficiently transitioned housing processes and services into a hybrid model, incorporating mobile and video technologies into collaborative projects and tasks.

Leveraged additional communication modes to increase reach and participation in programs and events.

Student Health Center (SHC) Through the power of social media and the SHC portal, the SHC increased the number of appointments provided since 2018-19. Both the number of unique student appointments, as well as the overall appointment volume increased.

The outcome of having the SHC be more visible through the portal and social media is an increased number of students aware of the resources and services the SHC offers. Improved health can be beneficial to graduation success.

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA) Connect University Digitally

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Enhanced communication with campus constituencies, using various modules to engage and interact. Facilitated weekly Virtual Office Hours with President, a Town Hall on COVID-19, (consistently averaging 38 or more participants) live brand soft launch including a video performance by the Chamber singers (250 participants with more than 2,000 views of the recording on social media). Implemented social media campaigns to increase dialogue with students. Used students to produce video roundup of campus events for students. Incorporated use of text to share critical information as needed. Worked with Biology Professors to product Facebook live of Lily Blooming (an estimated 200 people tuning in over the two day stream).

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Foster increased creativity, innovation and entrepreneurship.

STRATEGY 3E2: Develop cross-disciplinary emphases, degrees or programs that directly

engage with the local problems of our region in the Central Valley and Sierra Nevada foothills. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA) Piloting Creative Media Major

STRATEGY 3E3: Create a campus culture that welcomes, supports, includes and values all

campus community members. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of the Arts, Humanities and Social Sciences (CAHSS) CAHSS supported numerous diversity and social justice-themed events, including the 6th Annual Conference on Social Justice in the Central Valley, Indigenous Peoples Day Celebrations, Black History Month and Black Power Matters presentations, a Geographic Information System (GIS) Day symposium, and a Climate Action Symposium. CAHSS supported the completion of a diversity-themed campus mural and provided continuing support for the Sarguis Modern Assyrian Heritage Project. CAHSS continued building and developing community partnerships. Secured grant support to initiate and host the Central Valley’s only regional site for the California Global Education Project (serving professional development objectives of middle school and high school teachers). Continued successful student mentorship program linking Criminal Justice students to at-risk students in Turlock Unified School District. CAHSS supported numerous internship and service learning placements within local communities. CAHSS continued to meet objectives critical to the success of the federallyfunded TRiO McNair Scholars Program, securing annual funding to support another cohort of underrepresented students dedicated to securing admission to doctoral-level graduate studies.

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GOAL 3

INNOVATION & CREATIVITY

OBJECTIVE E

STRATEGY 3E4: Create a process by which students, faculty and staff can share their best ideas with the campus community. ACTIONS

OUTCOMES

BUSINESS AND FINANCE Auxiliary & Business Services (ABS); Commercial Operation ABS has entered into a contract with its concessionaire that provides four paid internships each academic year that includes sustainability and wellness, culinary, finance and marketing.

Providing the opportunity for students to gain transferrable job skills.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) The Innovate, Design, Excel & Assess for Success (IDEAS) program developed and implemented in 2017-18 promotes inclusive innovation and growth, and aims to find local solutions for local problems. This program offers small amounts of seed money to pilot test innovation in individual units that promote the university’s strategic plan’s goals. More information can be found at https://www.csustan.edu/spemi. The IDEAS program was suspended in its third year due to the COVID-19 pandemic. The IDEAS program will likely continue after the pandemic conditions subside and the campus budgets are more stable in the future. Every effort will be made to resume programming in 2021-22. [See also 2A2]

STUDENT AFFAIRS Housing & Residential Life (HRL) In response to the Residence Halls Repopulation Fall 2020 group, developed Housing workgroups comprised of members from each functional team to review policies and procedures and research and adapt them to comply with county, state and federal guidelines in a COVID-19 environment.

Structuring and implementing these groups engendered teamwork and promoted participation and input from all team members, resulting in more rounded and developed processes. Communication throughout the entire Housing team improved as a result of these workgroups.

Housing and Residential Life developed an Application Committee, comprised of members of the operations and residential life teams. This committee facilitated the migration of the legacy online application for Housing residents to a new platform.

This collaboration helped produce an application that was better structured and tailored to the applicants.

STRATEGY 3E5: Promote University Extended Education as a viable way to grow graduate

education and increase the number of programs highly responsive to the workforce needs of the Central Valley. ACTIONS

ACADEMIC AFFAIRS University Extended Education (UEE) Added a Human Resource Management (HRM) concentration to the online MBA program to begin fall 2020. Launch of an online academic certificate in non-profit management to begin spring 2021. UEE completed marketing research to explore the possibility of offering a graduate degree in Math Education.

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OUTCOMES

S TR ATEGIC PL AN N IN G • SECTION 9

Recognize and celebrate achievements - and HAVE FUN!

STRATEGY 3F1: Enhance and build upon current events on campus (e.g., Author Recognition, Faculty Awards, Commencement). ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Service Learning (OSL) OSL started a news bulletin, Faculty Stars of Service, to highlight the outstanding community engaged service provided by faculty extending their work into the community or teaching service learning courses. In spring 2020, three bulletins were created to highlight service activities conducted in fall 2019.

STUDENT AFFAIRS Housing & Residential Life (HRL) Adapted recognition and developmental programs and events for residents and staff to virtual and remote environments to maintain the goals of appreciating staff efforts and celebrating student accomplishments.

Promoted staff and residential engagement and creativity, had fun!

Student Leadership & Development (SLD) SLD coordinated the 1st annual Campus-wide “Warrior Welcome Weeks” (August 18th – 30th, 2019) in collaboration with Student Affairs, Academic Affairs, and other campus departments offering 35 programs with student attendance in the hundreds.

Increased campus events and student engagement.

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA)

• • • •

Instituted Merit for student achievements Increased exposure and reputation of external events, programs, initiatives and success stories at Stanislaus Increased awareness among faculty, staff, and student of University strategic priorities, program, events State Increase of Warrior Pride in staff, faculty, and alumni

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GOAL 3

INNOVATION & CREATIVITY

OBJECTIVE F

continued from previous page ACTIONS

OUTCOMES

Alumni Engagement Hosted Stanislaus State Employee Alumni luncheon in partnership with Associated Student Inc. during Founders Week.

Building pride and employee engagement.

STRATEGY 3F2: Create and support events on campus developed/designed to provide opportunities for social interaction (e.g., Staff picnic, Faculty BBQ, Family picnic). ACTIONS

OUTCOMES

STUDENT AFFAIRS Throughout the year, the Diversity Center hosted monthly Undocu-socials for Undocu-students to build community. The Diversity Center supported campus events, including athletic games, Warrior Wednesdays, Warrior Tuesdays, and student club events.

INNOVATION & CREATIVITY

GOAL 3

Diversity Center

Vice President of Student Affairs (VPSA); Division wide Created regular division-wide meetings and celebrations, including a kick-off each semester, a year-end celebration, monthly check-ins and updates, and monthly “Let’s Do Lunch,” unstructured time for staff to interact informally.

These events have improved communication within the division as a whole, created community and a sense of belonging within the division, and built trust with division leadership.

STRATEGY 3F3: Increase campus participation in convocation and commencement by capitalizing on the joyful atmosphere built into such university-wide events. ACTIONS

OUTCOMES

STUDENT AFFAIRS Vice President of Student Affairs (VPSA) As the 2020 commencement ceremonies were postponed, several departments collaborated to survey graduates, analyze findings, and meet student requests to the extent possible. Student Affairs, Alumni Engagement, and Communications and Public Affairs teamed up to create a celebratory online environment for the Class of 2020.

Students graduating were able to receive their honor cords, pick up grad packs, order regalia, receive congratulatory lawn signs, see their names listed on a redesigned commencement website, see many grad profiles, use a snapchat filter, use themed sticker GIFs, and watch congratulatory videos from the campus community.

UNIVERSITY ADVANCEMENT Vice President Office Created an Honorary Doctorate Review Committee comprised of faculty, staff, students and community representatives. This committee also implemented a general call for nominations to broaden the diversity of nominations.

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Policy and governance enhanced.

S TR ATEGIC PL AN N IN G • SECTION 9

GOAL 4 • Hone administrative efficacy through thoughtful stewardship of resources.

Improve at least 10 or more administrative practices and processes.

STRATEGY 4A1: Optimize academic scheduling with attention to degree completion, effective use of space, student and faculty needs and financial efficiency. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS All; Academic Senate An ad-hoc committee through the Academic Senate was formed in fall 2019 to review the course scheduling modules. A comparative analysis of Stan State to 19 sister campuses was completed.

Worked collaboratively with the Office of Information Technology (OIT) during COVID-19 in handling tech checkout process and equipment, chaired the faculty teaching and academic technology COVID-19, assist in the process for equipment checkouts, and creating a comprehensive Faculty Teaching and Academic Technology (FTAT) report documenting action items and accomplishments to-date. Foster collaboration and partnerships with the library and disability resource services to offer collective resources and training to faculty at-large.

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GOAL 4

ADMINISTRATIVE EFFICACY

OBJECTIVE A

continued from previous page ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Pre-registration of math for continuing undergraduate students and preregistration of math and English for incoming freshmen. Continuing Students - Ensure continuing students enrolled in a stretch math class are pre-registered in the subsequent stretch math class the following semester. Initiated conversations and gathered appropriate parties to discuss pre-registration objective, plan for implementation, and execution. Participants included Enrollment Services, Mathematics Department faculty, Academic Success Center, and Academic Affairs. Objective outlined including list of continuing students that required pre-registration. Worked with Mathematics Department chairperson to ensure sufficient number of seats to accommodate students requiring pre-registration. Communicated to students regarding their pre-registration and set up process to handle calls regarding student questions. Analyze final grades and completion rates of the pre-registered students, and document outcomes. Set up process to ensure the pre-registration of continuing students occurs regularly and identify students prior to pre-registration so that math class pre-registration can be announced to students while they are in their current class.

• • •

ADMINISTRATIVE EFFICACY

GOAL 4

• • • •

First Time Freshmen - Ensure incoming freshmen are pre-registered in the appropriate math class, based on student math level, and the appropriate English class, based on directed self-placement recommendations, in their entering term. Together with the Academic Success Center, the Faculty fellows and Student Affairs, identified the courses required to pre-register students. Pre-registered incoming freshmen into appropriate math and English courses while considering major foundation courses and ensuring that pre-registered classes do not overlap with these courses. Communicated to all incoming students the pre-registered courses, the importance of ensuring that they remain in these classes, and how to build a schedule around these courses. Review the math and English course pre-registrations and note additional courses that will be needed for next year’s new student orientation.

• • • •

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This process aims to ensure first-year students enroll in the appropriate math and English courses in an effort to increase the number of students who complete GE area A2 (Written Communication) and B4 (Mathematics/ Quantitative Reasoning) requirements in their first year. The effectiveness of pre-registration will be measured by the course completion rates after the fall 2020 and spring 2021 semesters and comparison with prior cohort years.

S TR ATEGIC PL AN N IN G • SECTION 9

STRATEGY 4A2: Pursue paperless business processes, automate manual processes and implement web-based systems that improve work-flow. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Faculty Affairs Continued implementation and training for Common Human Resources System (CHRS) Recruiting.

All faculty recruiting is now completed through a paperless process.

Office of Service Learning (OSL) OSL has continued utilizing StanServes S4 to maintain and collect student forms for service learning courses and academic internships. OSL also utilizes S4 for the Community Partnership Request form to assess risk factors with community agencies.

Using these paperless processes assist OSL in tracking student placements and has increased community agencies responses. Both of these features on S4 has reduced the amount of time staff use for data entry, allowing more time to pursue new partnerships and increase community-based learning.

COVID-19 has created an environment conducive to the speeding improvement of many business practices.

Academic Affairs, for example, is using InfoReady to respond to faculty requests to resume the Research, Scholarship, and Creative Activity (RSCA).

University Extended Education (UEE) UEE now uses Adobe Sign for all pay letters (500+ per year).

BUSINESS AND FINANCE Financial & Support Services Budget Office and Post Award teams targeted.

Budget office was transitioned to paperless journal entries January 2020, Post Award team moved closed and active grant files to paperless process.

Met with the Office of Information Technology (OIT) spring of 2020 to discuss the project’s preliminary scope. Expect to review scope document fall 2020.

Financial & Support Services have started meeting about needs and with COVID-19 have temporarily created Adobe sign to support some business processes that needed to be paperless immediately.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Enrollment Services identified several processes that were in line for automation, and while a fast turnaround for these processes was not planned, the onset of COVID-19 required Enrollment Services to quickly identify and automate processes, access to online forms, automated workflow, and change in providing documents to the campus community.

The process to quickly become paperless allowed regular processes to move more quickly through departments with less paper, utilizing Microsoft Office Teams share drives with assistance from the Office of Information Technology, staff identified and utilized a consolidated tracking form for graduating students, and made most online forms paperless. In addition, together with OIT, particular processes were identified that could become streamlined with back-end workflow. Enrollment Services also reached out to CSU San Bernardino to inquire about an automated Change of Grade process, and together with Fresno State and CSU East Bay will begin to build this process using the PeopleSoft Workflow Application.

STUDENT AFFAIRS Housing & Residential Life (HRL) Developed an electronic and touchless move-out process.

This process was developed to reduce person-to-person contact in COVID-19 environment. Other results include automating a process and reducing paper consumption in the department.

Developed an opening and closing resource manual for Student Office Assistants working at the front desk.

Housing and Residential Life is consistent in the service to residents, regardless of who opens or closes the front desk. This resource is used as a tool in training as well.

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GOAL 4

ADMINISTRATIVE EFFICACY

Office of the Provost, Office of Research & Sponsored Programs (ORSP)

continued from previous page ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Operations Digitized all Donor Agreements and Records (goal set for 2019-20 and completed).

Improved accessibility and support of the University’s sustainability initiative.

STRATEGY 4A3: Deploy technology to automate business processes that reduce redundancies

and save time.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

GOAL 4

ADMINISTRATIVE EFFICACY

Office of Service Learning (OSL) The Chancellor’s Office is developing a common course attribute to better identify and capture data on service learning and community engaged activities in a uniformed manner across the CSU. In fall 2019, OSL was asked to participate in the pilot program to identify courses with either of the two attributes used in the new framework: CSLI (service learning) or CCEL (other community engaged learning). The OSL uses automatic processes to use bulk email feature in S4 to notify agencies when a Memorandums of Understanding (MOU) expires and requests the agencies to renew their MOU.

The feature of bulk email on S4 was extremely instrumental in spring 2020 as OSL was able to notify all agencies with service learning and/or academic internship placements of the immediate suspension of all in-person activities due to COVID-19.

BUSINESS AND FINANCE Office of Information Technology (OIT) Adobe, BPLogix and Paperless system are now live. About 18 new workflows were developed during the pandemic.

Improved paperless workflow.

All staff, faculty, and students have been migrated to Microsoft Office 365.

A common campus wide system. Improved efficiencies.

PageUp migration complete.

Improved recruiting activities for the campus.

Continue to improve business process across the campus University Police Department (UPD)

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Body Worn Cameras complete; Vehicle Cameras in progress

Body worn cameras have been received and deployed. All UPD sworn staff are issued Axon BWC’s and are in compliance with systemwide policy. Vehicle mounted cameras have been received and will be installed in fall 2020 and link with the new Tritech CAD/RMS system to automatically categorize video.

University Police is meeting with technology providers for permitless parking and exploring ways to integrate systems with Parking Management Bureau.

Still in progress

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STRATEGY 4A4: Consolidate or redesign business services on campus for greater efficiency (e.g., merging positions or combining common functions in multiple offices). ACTIONS

OUTCOMES

BUSINESS AND FINANCE Facilities Worked with the Office of Information Technology (OIT) in the development of a paperless Key Database. Implemented upgrade to Facilities Maintenance Information system (FMM) from on premise to cloud based database.

Paperless key request system was implemented in fall 2019. FMM system has improved software reliability and functionality, while releasing OIT staff from maintenance of hardware and software. At the time paperless Key/ Card request is generated, it automatically populates the employee data, such as employee ID number, email, contact information, employee’s supervisor’s name and contact information, and employee’s department and department ID from HR’s PeopleSoft. Once the requester completes the key /card request, it automatically routes it electronically for approvals in this order. Piloting implementation of a paperless Facilities work order request system.

In June 2020, UPD completed the accreditation process.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Cross trained the Records staff with the Admissions staff so that each area can assist during peak times, as the peaks are different in both areas. For approximately eight months both Admissions and Records have complemented each other’s work, ensuring that internal and external deadlines are met.

The Chancellor’s Office required that all fall 2020 decisions be made by April 15, and Stanislaus met this deadline with time to spare, in spite of the COVID-19 work from home interruption. In addition, Stanislaus is one of the few campuses that provides a degree progress report to all incoming transfer students with their coursework articulated so that students know what classes to take toward their major.

Financial Aid and Scholarship Office (FASO) The Financial Aid and Scholarship Office (FASO) has made significant changes to ensure the ability to continue to serve students while working remotely due to COVID-19. A new process has been implemented so students are able to upload their documents directly to a secure site so that they no longer have to fax, mail, or drop documents off. Reports are on Microsoft Office Teams so financial aid advisors are able to work on reports remotely. All staff are now able to log into the phone system during their assigned time and answer phone calls from home, as well as respond to student emails from home. Advisors are coming into the office on a rotating schedule to process paperwork and have developed a secure system to take documents home so that they can keep up with the workload. FASO is communicating with students on a regular basis via email, student portal, and social media with important information. FASO simplified the summer awarding process so students no longer need to submit a request for summer aid, and the Parent Loan process was also simplified and automated.

Service to current and prospective students continues at a high level. Students are able to continue to conduct business, have their questions answered, and submit documents online. This ensures staff are able to process files, award students, and disburse funds in a timely manner.

Over $6 million in Coronavirus Aid, Relief, and Economic Security (CARES) Act funding has been processed to over 7,000 students. The Financial Aid office collaborated with Student Financials and Office of Information Technology (OIT) to establish a simple process that quickly delivered the funds to students.

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GOAL 4

ADMINISTRATIVE EFFICACY

University Police Department (UPD)

continued from previous page ACTIONS

OUTCOMES

Admissions and Outreach Services (AOS) also redesigned the appeal process and it is now fully online. Students are able to submit appeal requests online along with all supporting documents. All yield activities - Warrior Welcome workshops - were moved online. AOS also collaborated with Student Affairs and Academic Affairs on the Start Strong campaign in order to mitigate summer melt of new freshmen and transfer students.

STUDENT AFFAIRS Vice President of Student Affairs (VPSA)

GOAL 4

ADMINISTRATIVE EFFICACY

Audited and restructured internal division processes and clarified roles and responsibilities; centralized many processes for ease of tracking and expanding capacity with existing support staff; created two working groups of administrative support staff and communication staff. Both groups routinely meet.

The communication in the division has improved; due to COVID-19, many dates and deadlines were added to the administrative support staff’s already full plates; the centralization and improvements in tracking and communication have helped the division directors and staff do their work more efficiently.

STRATEGY 4A5: Select software and hardware to optimize cost and related training, and reduce unnecessary proliferation of individually selected technologies. ACTIONS

OUTCOMES

BUSINESS AND FINANCE Office of Information Technology (Office of Information Technology (OIT) New Technology Acquisition Review (TAR) process has been developed and is being reviewed.

Accessible Technology Initiative (ATI), security and OIT compliance with the purchase of any new software or hardware. Increased efficiencies and security posture.

STUDENT AFFAIRS Academic Success Center (ASC) Implemented Educational Advisory Board (EAB) Navigate ahead of schedule for campus wide advising.

Ready to go live for fall in nine advising areas: Academic Success Center (ASC), Educational Opportunity Program (EOP), Promise Scholars, Athletics, Project Rebound, Stockton Campus, Student Success Center-Business, Student Support Services (SSS), and Housing and Residential Life.

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA) Implemented Cerkl as a platform for internal communications Implemented Merit to share student achievements with families, legislators, hometown media

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Implemented Cerkl as a platform for internal communications. Implemented use of InMotion management tool for creative projects. Implemented Merit to share student achievements resulting 23 achievements shared, 96% of students opening with more than 25,000 page views and 7.4 million viewing on social media. Separated StanNews from Stan Events & Announcements (SEA) with 74% of recipients opening StanNews and 86% opening SEA.

S TR ATEGIC PL AN N IN G • SECTION 9

STRATEGY 4A6: Develop collaborative written resources for various roles and duties across campus. ACTIONS

OUTCOMES

BUSINESS AND FINANCE Financial & Support Services Pilot Campus training was scheduled for March and April of 2020, canceled due to COVID-19.

Will move to spring 2021 and consider virtual training versus in person.

STUDENT AFFAIRS Vice President of Student Affairs (VPSA) Developed a division-wide employee on-boarding check-list, which was adapted to address on-boarding in a virtual work environment. Provided sample multi-week.

The on-boarding checklist was being utilized several times. Direct employee feedback will be sought to refine content and timing further.

Improve and implement at least six budgeting and financial innovations.

STRATEGY 4B3: Reinvigorate the Academic Program Review (APR) and Support Unit Review

(SUR) processes and use findings to inform budgeting across the institution. Similarly, utilize Delaware Study benchmarks for peer institutions in understanding the disciplinary needs of individual academic programs. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA); Assessment and Accreditation The Academic Program Review (APR) process has been further streamlined for tracking through integration in the Curriculog management system.

The APR process, which is concluded in a meeting with the Provost, has provided a valuable tool for departmental self-assessment, college-level decision making, and institutional-level budget prioritization based on findings and discussions.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) The Academic Unit Profile (AUP) was designed to support programs undergoing the APR process.

Data to inform and support decision-making; data transparency

In addition to the AUP, IEA provides supplemental data for degree programs as needed.

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GOAL 4

ADMINISTRATIVE EFFICACY

OBJECTIVE B

GOAL 4

ADMINISTRATIVE EFFICACY

OBJECTIVE C Create new and expand existing external revenue sources for the University by diversifying fiscal resources.

STRATEGY 4C2: Compete and win a larger portion of CSU and State educational resources that become available (e.g., Graduation Initiative 2025 and Innovation Funds). ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA) Highlighted stories of impact, aligned with strategic priorities shared with Chancellor’s Office, external audiences and in STAN Magazine.

STRATEGY 4C4: Increase individual and corporate gifts. ACTIONS

OUTCOMES

Basic Needs partnered with University Advancement to develop presentations, proposals, and videos to help raise funds to support the Basic Needs programs.

More than $94,000 raised for the Campus Cares funds that contributed to supporting students’ basic needs.

STUDENT AFFAIRS Basic Needs

UNIVERSITY ADVANCEMENT Development Stanislaus State is on track to conclude a five-year (2016/2017-2020/2021) $15 million fundraising target Chancellor White established for President Junn. Total raised since President Junn’s arrival is projected at $14,337,478, placing the campus at approximately 96 percent of goal with one year remaining.

On track for successful completion of $15 million in five year target.

STRATEGY 4C5: Launch a capital campaign. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Development Completed a comprehensive campaign readiness assessment, identifying organizational and functional strengths and challenges in preparation for a successful campaign.

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Improvement measures were taken to sustain and grow the University’s philanthropic endowment by adjusting the approach to investment management and oversight, updating the investment policy and growing and diversifying the Foundation Board Finance & Investment Committee.

S TR ATEGIC PL AN N IN G • SECTION 9

STRATEGY 4C6: Involve the faculty, staff and community directly in fundraising. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Operations Partnered with faculty and staff to launch and promote micro campaigns in 2019/2020, raising Launch micro campaigns in support

Building the institution’s culture of philanthropy.

STRATEGY 4D1: Establish and charge the Campus Master Plan, Academic Space Planning

Committee (ASPC), University Budget Advisory Committee (UBAC), and other appropriate shared governance committees to improve, renovate and modernize classroom and laboratory buildings. a. Renovate and modernize buildings such as the Library, Child Development Center, and Student Union. Design spaces as “hubs” for innovation, culture and student and community-ready spaces. b. Renovate and modernize classroom and laboratory and applied studio space. ACTIONS

OUTCOMES

BUSINESS AND FINANCE Facilities Consultation with campus non-state operations and Campus Facilities Master Planning Committee for the development of projects. Working with a developer at Stockton Campus to explore alternatives for a new classroom building at University Park.

Development of Five Year Capital Plan with a priority list of projects for development.

UNIVERSITY ADVANCEMENT Development Established naming valuation methodology and applied to new opportunities in the renovated Vasche Library.

For $250,000, the Vasche Foyer was named after Turlock residents John and Jeani Ferrari raising dollars toward improving the renovation with upgraded sustainable furnishings and an agricultural-roots-themed wall mural. The generous gift also includes funding for programming relating to farmland sustainability.

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GOAL 4

Enhance the aesthetics, accessibility, and functionality of our campus facilities.

ADMINISTRATIVE EFFICACY

OBJECTIVE D

STRATEGY 4D2: Rigorously maintain existing buildings and promptly address campus service requests.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Library The library renovation proceeded in earnest in 2019-20, with completion targeted for summer 2021.

The library will be a state of the art multi-functional library with multiple academic partners such as the Academic Success Center and the Learning Commons. Seating for over 1,000 and an event space are among the many renovation features.

BUSINESS AND FINANCE Tracking of campus deferred maintenance needs through Deferred and Capital Renewal database. Submittal of priority project to Chancellor’s Office and campus for funding.

ADMINISTRATIVE EFFICACY

GOAL 4

Facilities Facilities secured $25,719,000 from the Chancellor’s Office and $1,150,000 from the one-time campus funding for the 2019-20 Deferred Maintenance and Infrastructure Improvement projects. Various Americans With Disabilities Act (ADA) projects were completed, and Drama buildings air handler replacements. Projects underway include improvements in Cafeteria/ Main Dining, Campus-Wide Electrical Vault replacement, various ADA improvements, and the Child Development Center design.

STRATEGY 4D3: Expand efforts to create a pleasant safe campus for all students, staff and faculty. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of Academic Technology (OAT) OAT worked with faculty members to upgrade and renovate DemergassoBava Hall (DBH) and several classrooms in Bizzini Hall. OAT also worked with the Office of Information Technology (OIT) to coordinate the installation of several Zoom Conference Spaces in Demergasso-Bava Hall (DBH). OAT is involved several stakeholders in IT AV renovation at South Dining Hall.

South Dining Hall completed. DBH and Bizzini Hall in-progress. The goal is to implement some Active Learning Spaces on-campus, at least.

BUSINESS AND FINANCE Facilities Researched, prepared and submitted documentation for major capital project financing for University Student Center, Library Renovation, parking structure, and Classroom Building II.

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Facilities completed the construction of the University Student Union in January 2020. Library Renovation is under construction with demolition and installation of temporary space completed. 2020-21 funding request of $236,622,000 for Major Capital Academic projects and $16,954,000 for Deferred Maintenance/Infrastructure Improvement projects submitted to Chancellor’s Office.

S TR ATEGIC PL AN N IN G • SECTION 9

STRATEGY 4D5: Increase the University’s commitment to building a “green” campus through enhanced sustainability efforts. Take steps annually to reduce waste and energy consumption. ACTIONS

OUTCOMES

Facilities continued efforts in waste diversion, energy conservation, and the conversion of pathway interior/exterior building lights to Light Emitting Diode (LED).

Approximately 56% anticipated waste diverted from the waste stream. Lighting savings of $88,880/808,963kWh/183 metric tons of carbon were realized with the replacement of 11,650+ indoor LED lights and 280+ outdoor LED lights.

BUSINESS & FINANCE Facilities

STUDENT AFFAIRS Student Health Center (SHC) Developed a 10-year Maintenance/Upgrade Plan for Health and Wellness facilities. Collaborated with Housing, Basic Needs, Psychological Counseling Services (PCS), and Student Recreation retaining an external consultant to complete a Health and Wellness and Housing needs assessment.

Upgrading the facilities will allow the health center to serve more students holistically. Developing a ten year maintenance upgrade will allow for growth and ensure that the SHC facilities are safe for staff and students.

Build three enrollment management strategies that provide sound financial foundations for meeting the University’s mission.

STRATEGY 4E1: Pursue enrollment management that promotes the institutional mission of

providing student access and inclusion for the campus as a whole, which includes the Stockton Campus and Extended Education programs. ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) Updated existing dashboards: Admissions Dashboard Enrollment Dashboard First-Time Freshmen Dashboard Community College Transfer Dashboard Academic Unit Profile Retention and Graduation Rates Dashboard

• • • • • •

Information on the University’s regional pipeline, educational attainment rates, and college-going rates to examine further the need for higher education in the service region.

Provide campus users with timely access to admission, enrollment, and persistence rate trends and the ability to disaggregate for certain groups of students.

Data to inform and support decision-making; data transparency

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GOAL 4

ADMINISTRATIVE EFFICACY

OBJECTIVE E

STRATEGY 4E2: Maintain enrollment initiatives that aim to provide high-quality academic programs and expand new programs so the campus remains responsive to the needs of the region. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS University Extended Education (UEE) Fall 2020, UEE added a second cohort for the health science degree program at the Turlock Campus and a second cohort of the Bachelor of Arts in Social Sciences (BASS) program at the Stockton Campus.

Both new cohorts are projected to be at full capacity (25+ students).

STRATEGY 4E3: Promote the attainment of Chancellor’s Office goals and Graduation Initiatives ACTIONS

ADMINISTRATIVE EFFICACY

GOAL 4

through campus enrollment practices.

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA) Developed plan and received Chancellor’s Office approval for impaction status for Pre-Nursing.

Most Pre-Nursing students are not admitted to the Pre-Licensure Nursing program, which is already impacted and thus has to change course after up to two years on the Pre-Nursing track, slowing their time to degree. Impaction status will enable the re-direction of students not admitted to the Pre-Nursing program to other majors, facilitating more timely pathways to degree completion.

STRATEGY 4E4: Develop robust schedules through SmartPlanner and Induced Course Load

Matrix (ICLM).

ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) The Induced Course Load Matrix (ICLM) uses past enrollment trends to predict the future. However, during the COVID-19 pandemic, assumptions from prior years became unreliable. It is hoped that ICLM methodology is employed in projecting enrollments in 2021-22 and beyond..

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Fortify and grow at least two programs for staff development.

STRATEGY 4F2: Recruit and attract talented staff to Stanislaus State with competitive compensation packages.

ACTIONS

OUTCOMES

STUDENT AFFAIRS Psychological Counseling Services (PCS) PCS posted opportunities in professional associations related to social work, clinical counseling, and psychological associations to attract a diverse and talented counselor applicant pool.

Over a dozen applicants from diverse backgrounds, experiences, and perspectives applied for two Counselor openings. Interviews were completed, and two offers were ready but postponed due to COVID-19.

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ADMINISTRATIVE EFFICACY

OBJECTIVE F

GOAL 5

COMMUNITY RELATIONS

GOAL 5 • Forge and strengthen bonds with our communities rooted in a shared future.

OBJECTIVE A Fulfill our commitment to meet the higher education needs of the Stockton community through increased investment in the Stockton Campus.

STRATEGY 5A1: Develop a robust strategic plan for the Stockton Campus that is reflective of the community and the University. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA) In collaboration with Dean of Stockton Campus, identified and shared more Stockton specific stories in internal and external communications. Promoted recognition of Stockton as a branch campus and viable option in the San Joaquin region. C&PA produced a case study on the potential expansion of the Stockton Campus.

C&PA coordinated several Warrior on the Way (WOW) events and open houses. C&PA produced Stockton specific videos and advertised WOW in Stockton Record, Port of Call, and other local media.

STRATEGY 5A2: Galvanize and strengthen educational and business partnerships with the

greater Stockton community. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of the Provost; Student Affairs; Project Rebound at Stan State Stan State is one of five additional CSUs admitted to the Project Rebound Consortium. Grant funds will allow the hiring of a coordinator for the Stockton Campus and provide operating dollars.

Project Rebound at the Stockton Campus will launch in fall 2020.

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA) Participated in Stockton Day at the Park, and attended and supported Stockton Campus Open Houses. Supported Warriors on the Way (WOW) initiatives at Stockton Campus. Held brand focus groups, presentations, and creative sessions specific to Stockton Campus, inviting students, alumni, K-12 educators, and local community members and businesses. Alumni Engagement Partnered with the Stockton Campus to support the Class of 2020.

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Provided 80 Grad Packs of alumni swag to the Class of 2020 in Stockton.

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STRATEGY 5A3: Identify opportunities that encourage innovation within the Stockton community, and promote curricular and co-curricular community engagement. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of the Arts, Humanities and Social Sciences (CAHSS) Established successful stateside cohort of Criminal Justice majors (Law Enforcement concentration); continued successful Stockton cohort delivery of self-support degree completion program for Social Sciences majors; developed program articulation initiatives with San Joaquin Delta College programs in the social sciences in support of the Warriors on the Way (WOW) initiative. Office of Academic Technology (OAT)

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GOAL 5

OAT hired several students for the office and Ally Accessibility Remediation program. OAT launched in-house programs such as the Virtual Summer and Fall Institutes as well as Canvas Self-Paced Courses. OAT offered training opportunities to Stockton faculty as well.

The LMS transition was a monumental achievement with Academic Technology and Learning Committee assistance. The campus is poised to handle virtual instruction with its user-friendly platform and easy integration with apps. The launch of the OAT office was also critical to the university’s mission and vision, especially in the midst of the pandemic. Part of the Graduation Rate Excellence and Assessment Team (GREAT) Stockton Work Group is to enhance technology for teaching and learning in the classroom and the virtual environment.

COMMUNITY RELATIONS

OAT transitioned to Canvas Learning Management System (LMS), which passed an Academic Senate resolution. Built the Office of Academic Technology website, and introducing its services and presence to the faculty, launched several workshops/training opportunities for faculty.

STRATEGY 5A5: Integrate more student support services at the Stockton Campus. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS College of Business Administration (CBA) Addition of one Student Services Professional (SSP-II) in the College of Business Administration (CBA) Student Success Center to serve the specific needs of Stockton Students

Library

GOAL 5

COMMUNITY RELATIONS

Spring 2020 initiated recruitment for Stockton Campus Librarian and renewed planning for a larger library space and a new core collection of print materials to supplement online resources.

The University Library focused and sustained efforts towards meeting the information and research needs of students and faculty of the Stockton Campus. A larger space addresses study and collaboration needs, and a core collection provides an additional level of materials supporting the curriculum.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Provide weekly in-person advising and evaluation reviews for graduation for students at the Stockton Campus.

Provided graduation application/process workshops and met regularly with students from all majors in Stockton to review academic records in preparation for graduation.

Institutional Effectiveness & Analytics (IEA) IEA provides ongoing data support for the College Possible program, which aims to increase college-going rates of Stockton Unified high school graduates. IEA provides support with student tracking and persistence rates for program participants.

STUDENT AFFAIRS Basic Needs Service to students at the Stockton Campus increased with a Basic Needs Coordinator onsite the first Thursday of each month to provide CalFresh pre-screenings or process CalFresh applications. In addition, other Basic Needs events, such as the Pop-Up Warrior Food Pantry, were implemented in partnership with Associated Students Inc. and the Student Center, so that Stockton Campus students had access to food resources.

Stockton Campus students received on campus resources and community referrals to aid with food and housing security.

Campus Recreation Campus recreation renovated and opened three work-out spaces (cardio room, weight room, and group exercise/stretching room) at the Stockton Campus. Services were available for varying hours and days as an initial assessment of usage was made and feedback collected.

Services were available at the beginning of January and then moved online with the move to remote learning.

Learning Commons (LC) Expanded online tutoring to be available to Stockton students who cannot attend the Turlock campus for tutoring appointments. Simultaneously administered the Writing Proficiency Screening Test (WPST) at both Turlock and Stockton Campuses four times a year.

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The Learning Commons moved all tutoring and Supplemental Instruction (SI) online due to COVID-19 in spring 2020. The LC continues to provide tutoring and SI to all students both at Stockton and Turlock Campuses. Online tutoring will continue when in-person tutoring resumes.

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continued from previous page ACTIONS

OUTCOMES

Student Leadership and Development (SLD) SLD committed to sending staff to the Stockton Campus at least three times a month to hold office hours, present workshops, meet with students, support student organizations, and promote department services. Fall 2019 offered a full Warrior Leadership Program (WLP) cohort at the Stockton Campus. Intentionally recruited Stockton Campus students to attend the 2nd Annual two-day (Day 1 in Turlock and Day 2 in Stockton) Dr. Marvalene Hughes Leadership Conference in October 2019, resulting in 38% of the attendees being Stockton students.

Provided more staff to assist Stockton students. Increased number of programs and services offered to Stockton students.

STRATEGY 5A6: Expand the number of residential faculty and staff at the Stockton Campus to support enrollment growth.

Hired another tenure-track Business Faculty member who starts Academic Year 2020-21.

It is important to continue to build the business program as well as other undergraduate programs at the Stockton Campus.

ACADEMIC AFFAIRS

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) The number of Stockton faculty and staff are published in the Faculty and Staff section of the Book of Trends. Warriors on the Way (WOW) advisor placed at the Stockton Campus effective fall 2019.

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GOAL 5

OUTCOMES

COMMUNITY RELATIONS

ACTIONS

GOAL 5

COMMUNITY RELATIONS

OBJECTIVE B Advance the University through our increased connections to the region.

STRATEGY 5B1: Grow the pool of stakeholders and experts who can advocate on behalf of the CSU system and Stanislaus State for increased and sustained state, federal and private foundation support. ACTIONS

OUTCOMES

OFFICE OF THE PRESIDENT Governmental Relations Participated in the virtual systemwide Advocacy Day Built a website landing page Increased campus-wide communication regarding Federal & State Advocacy

• • •

STUDENT AFFAIRS Athletics Attendance was higher in most sports before the pandemic. Also, athletics secured new donors/sponsors, including the largest sponsorship agreement in school history at five years, $125,000.

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Community service involvement hours exceeded the expected annual goal, including adding new community partnerships.

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STRATEGY 5B2: Increase exposure of the University and its faculty, programs, and services via regional and national news outlets. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS University Extended Education (UEE) Dr. Debra Tavernier, Director of the School of Nursing, was the recipient of the McAleer Award, a CSU award given to a faculty member who has shown exemplary achievement and support of Extended Education programs. In fall 2020, a BASS (Bachelor of Arts in Social Sciences, self-support program) graduate/alumni was honored by the CSU Office of the Chancellor in their “Celebrating the Adult Learner” initiative. This student has also been selected to be the “face of the adult learner” in a statewide promotional campaign during Fiscal Year 2020-21.

Basic Needs Partnered with University Advancement through the Communications & Public Affairs (C&PA) team to inform local newspapers about the Basic Needs programs. Such news outlets include The Modesto Bee and Turlock Journal.

Multiple newspaper articles highlighted the Basic Needs programs that are available to students and enhanced community awareness of the reality of food and housing insecurity for college students.

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA) Tell Stan State Story Continued proactive media outreach increasing local and regional media coverage. Placed emphasis on getting Stan State news shared in News at the CSU Ensured web slider always contains a faculty or student achievement, success story Always included faculty and student success stories in key presidential remarks

• • •

Continued to share weekly Daybook with media. Garnered media coverage of Coronavirus Aid, Relief and Economic Security (CARES) Act distribution in Los Angeles (LA) Times and EdSource. Implemented personalized pitches when stories warranted. Used social media to promote regional and local stories to media.

•

STRATEGY 5B3: Establish and develop more avenues for delivering insightful and consistent messages on University initiatives and successes. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA) Tell Stan State Story Implemented Merit Increased activity on social Utilized MyStanPortal to share messages Separated StanNews from Stan Events and Announcements Utilized more targeted video messaging

• • • • •

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COMMUNITY RELATIONS

STUDENT AFFAIRS

STRATEGY 5B4: Distinguish the University as a worthy recipient of public and private resources by developing and executing cohesive and creative branding, marketing and communication strategies. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS University Extended Education (UEE) Recipients of numerous (29) marketing awards from Educational Advertising Awards, Educational Digital Marketing Awards, MarCom Awards, Hermes Creative Awards, and University Professional and Continuing Education Awards.

STUDENT AFFAIRS Psychological Counseling Services (PCS)

GOAL 5

COMMUNITY RELATIONS

Successfully applied for a Mental Health Grant from the Chancellor’s Office, receiving an award of $125,000 to support student services in mental health.

A Therapy Assistance Online (TAO) Connect resource subscription has been added to the portfolio, funded by the grant. PCS is in the beginning months of an 18 month utilization and reporting cycle.

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA) Energize University Brand Begin incorporating brand messaging in all internal and external communications, web, presidential remarks.

• •

Soft launch of brand in April 2020. Included outreach to alumni and mention of our community focus.

Increased sharing of brand stories of impact, success and transformation, and exemplifying Warrior Pride in staff, faculty, alumni Increased adoption and usage of brand guidelines and message pillars among Stanislaus State departments, offices and programs

Foundation Board Successfully completed the evaluation and selection of the Foundation’s investment management services, transitioning the organization to a Custom Investment Outsourcing (CIO) model, also known as an Outside Chief Investment Officer or OCIO. This was a comprehensive process with hefty compliance considerations and procurement protocols. It was also an expedited effort that included a full board training (Sept. 2019); drafting and finalizing of the Request for Proposal (Oct. 2019); screening, interviewing and scoring finalists (Nov. thru Dec. 2019); selection of firm (January 2020) and Board adoption (March 2020).

STRATEGY 5B5: Develop and launch a transformational giving initiative that includes naming and seed-funding conventions for new and existing facilities and programs. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Development Established naming valuation methodology and created naming opportunities for University Library.

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The naming valuation methodology allows for consistency and equality in how valuing naming opportunities, creating a best practice to prepare for a campaign.

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STRATEGY 5B6: Capitalize on current and future graduate programs to strengthen the connections between the University and our community partners. ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Office of the Provost; Deans; University Extended Education (UEE) There are two to three graduate programs hoped to be launched at the Stockton Campus, but base funding is required.

No achievements to date and plans are on hold during the discussion of a new building or renovation of space.

University Extended Education (UEE); College of Science (COS); College of Business Administration (CBA) Launch of Human Resource Management concentration in Online Master of Business Administration (OMBA) fall 2020; Launch of Online Academic Non-profit Management Certificate spring 2021; Completion of marketing research to launch a graduate program in math education within the next one to three years.

the reach and maximize opportunities for private support. ACTIONS

OUTCOMES

STUDENT AFFAIRS Basic Needs Collaborated with the California Faculty Association (CFA), the Sociology Department Chair, the Economics Department Chair, and other faculty to increase awareness and support of the Basic Needs programs. Such collaborations include the Food Distribution program made possible by the generous support from the CFA, United Samaritans Foundation, and the Basic Needs Participatory Action Research, which is implemented on campus through the Center for Public Policy Studies.

Expanded monetary contributions to the Basic Needs programs, enhanced Basic Needs research on campus, and promoted awareness of students’ available food and housing resources.

UNIVERSITY ADVANCEMENT Operations Launched the Deans Ambassadors Program with an emphasis on stewardship; Held regular meetings and provided monthly donor reports.

Establishing baseline for tracking outcomes.

Communications & Public Affairs (C&PA) Tell Stan State Story Continued outreach to deans to learn, share and support scholarly activity, research and programs Share those stories with internal audiences and pitch to media

•

Donor Giving stories are written and shared regularly on the Web and in print.

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COMMUNITY RELATIONS

STRATEGY 5B7: Fortify partnerships with deans, department chairs and faculty that will extend

STRATEGY 5B8: Increase the exposure of our alumni who contribute to the vitality of the region through marketing and personalized engagement. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Alumni Engagement Warrior Wisdom Programming and Highlights of Alumni in Quarterly Alumni Newsletter.

Hosted “Warrior Wisdom” featuring Stan State alumni. The panel, facilitated by Director of Alumni Engagement Karlha Davies, included Rachelle Currie, a 2002 Warrior Athletics Hall of Fame inductee and Associate Director of Haven Women’s Center of Stanislaus; Leng Power, a 2019 Outstanding Woman of Stanislaus County Awardee and homeless and housing manager for Stanislaus County Community Services Agency; Janet Nunez-Pineda, a Modesto Bee “20 Under 40” awardee and manager of Stanislaus County Behavioral Health and Recovery Services; Chris Murphy, CEO of Sierra Pacific Warehouse Group and publisher of ModestoView; and Alejandro Serrato, brewmaster and co-owner of Contentment Brewing Company in Modesto.

Communication & Public Affairs (C&PA)

GOAL 5

COMMUNITY RELATIONS

Energize University Brand

OBJECTIVE C Build on our current partnerships and increase responsiveness to the Central Valley, Sierra Nevada foothills and surrounding regions.

STRATEGY 5C1: Become a cultural center for the Central Valley. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT University Events We Can All Create Light event.

Communication & Public Affairs (C&PA) Energize University Brand

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Institutionalized events calendar and submission process.

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STRATEGY 5C2: Create opportunities to place students in internships with local agencies and businesses.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA); Student Success and Community Partnerships Stanislaus State has been selected to participate in the California Volunteers Civic Action Fellows pilot for 2020-21. The Civic Action Fellows pilot was developed based on existing relationships with Stanislaus County K-12 sites and will focus on career readiness and college eligibility/support areas.

As part of the grant, Stanislaus State Civic Action Fellows will be placed at various regional sites in spring 2021 to act as peer mentors for postsecondary success, or the individual will work on campus supporting Science, Technology, Engineering, and Mathematics (STEM) success. Several of the Fellows will also participate as student co-leads on the various Stanislaus Cradle to Career Action Teams.

Office of Service Learning (OSL) The purpose is to create strong relations with local non-profits and other agencies in Stanislaus County organizations such as United Samaritans and many school districts.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Launch of CareerReadyU and establishing and strengthening partnerships with community leaders and organizations. Institutional Effectiveness & Analytics (IEA) IEA assisted Career & Professional Development with designing and administering the CareerReadyU Interest Form and Welcome Form to inform new and continuing students of the program and collect feedback from prospective participants.

STUDENT AFFAIRS Career & Professional Development Center (CPDC) President Junn established the CareerReadyU program that is a collaboration between the divisions of Student Affairs, Academic Affairs, and Strategic Planning, Enrollment Management, and Innovation. CareerReadyU is a free program that provides students opportunities to integrate their academic experience with professional experience in a variety of ways, including programs that connect them with alumni and employers. It is also a formal partnership between the University and regional employers and/or organizations to identify career-focused learning opportunities that will send career-ready graduates into the regional workforce.

CPDC assumed responsibility for CareerReadyU. The first step in a more robust staffing model to support the program was implemented. Stakeholders and collaborators created the student participation program, which is being piloted in fall 2020. Nearly twenty businesses and agencies signed on to become founding partners.

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COMMUNITY RELATIONS

Maintain and develop Memorandums of Understanding with community agencies within Stanislaus County and stay connected to the community by co-hosting the Turlock Community Collaborative.

STRATEGY 5C3: Increase and maintain our presence in local civic groups, and identify opportunities to contribute to regional projects and programs. ACTIONS

OUTCOMES

In addition to representation on the leadership team, the StanFutures Action Team includes campus representation from Student Affairs and Enrollment Management. The StanFutures Action Team is now dividing into subgroups based on established critical shifts and priorities, which will likely result in additional campus involvement around areas of Building Relevancy and Meaning, Mindsets/Youth Agency, and Mental Health.

Develop and maintain partnerships with local and state government agencies and representatives.

COMMUNITY RELATIONS

GOAL 5

Office of Service Learning (OSL)

BUSINESS AND FINANCE University Police Department (UPD) New Tritech CAD/RMS System

The new Tritech CAD/RMS system went into use in July 2020. UPD is now identifying and updated reporting procedures and processes to match the new system.

New Motorola P25 compliant digital radio system

The new Motorola P25 compliant digital radio system is now in use by University Police and Building Marshals. The new system provides a significantly increased building penetration and a larger geographic coverage area. The partnership with the University and the City of Turlock allows for seamless communications between emergency first responders within the city.

STUDENT AFFAIRS Diversity Center The Diversity Center is participating and collaborating with statewide non-profit agencies to increase civic engagement specifically regarding Census and voter registration projects. The Diversity Center collaborated on Census outreach efforts and efforts related to Undocumented Services and resources. This includes partners such as Mi Familia Vota, Immigrant legal defense, Immigrant Legal Resource Center (ILRC), The Coalition for Humane Immigrant Rights of Los Angeles (CHIRLA), Jakara Movement, Communities for a New California (CNC), and the CA Census.

Increased and participated regularly in meetings and projects related to Census 2020 in the local region.

UNIVERSITY ADVANCEMENT Vice President Office Developed and maintained a community engagement tracking system. Formed a community engagement workgroup to review engagement opportunities in the region and identify culturally diverse organizations.

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Ensure that Stan State is serving all areas of the service region thoughtfully and thoroughly.

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STRATEGY 5C4: Identify opportunities to partner with regional efforts to improve educational outcomes for the region’s youth (K-12). ACTIONS

OUTCOMES

ACADEMIC AFFAIRS Associate Vice President for Academic Affairs (AVPAA); Student Success and Community Partnerships The Student Success and Community Partnerships Specialist serves as colead of the StanFutures group of the Stanislaus Cradle to Career Partnership. This group’s working goal focuses on increasing college enrollment and completion for Stanislaus County students, particularly African-American and Latino males and males from low-income households. As this group divides into subgroups to tackle the issues of Building Relevancy and Meaning, Mindsets/Youth Agency, and Mental Health, there will be additional opportunities to build the movement by inviting others to join.

Stanislaus State was selected as one of the partnering institutions for the California Volunteers Civic Action Fellows grant and is currently in the Planning Phase. Partnerships with Stanislaus County K-12 sites have been established for placement of many of the 47 Civic Action Fellows in spring 2021, with recruitment and training occurring remotely over fall 2020. As a campus, the anticipate positive outcomes for the middle school and high school mentees and their families, but for the Civic Action Fellows.

Support the efforts of the Science in Our Community program to reach and host events for K-12 students.

Three hundred forty-one Stan State students had the opportunity to engage with over 2,000 K-12 students and their families from 67 school sites in the region through the Science in Our Community program.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Admissions & Outreach Services (AOS) AOS continues to support the Parent Institute for Quality Education (PIQE), an organization that offers parent education workshops designed to improve the educational outcomes of their students. AOS offers bilingual college access presentations to meet the needs of the linguistically diverse community.

Continued collaboration with local organizations.

Institutional Effectiveness & Analytics (IEA) IEA responds to data requests from Stan Futures, including summary enrollment data by high school attended, gender, and race/ethnicity for Stanislaus County High School graduates who enroll at Stan State.

This information supports data-driven decision-making.

STUDENT AFFAIRS Academic Success Center (ASC) The Promise Scholars coordinator developed new relationships with local high schools, county offices of education, and community colleges to establish a pipeline for (former) foster youth.

ASC created awareness of the program and need fundraising of $9,620.

STRATEGY 5C5: Create a pool of expert guest lecturers made up of alumni, government, civic,

nonprofit, and industry leaders. Involve them in the life of our University by inviting them to guest lecture in appropriate courses so they have opportunities to interact with students and faculty. ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Communication & Public Affairs (C&PA) Speaker Website

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COMMUNITY RELATIONS

Office of Service Learning (OSL)

NOTES 1.

Most of the data in the admission, enrollment, and degrees awarded sections are based on the Enrollment Reporting System files of the CSU Chancellor’s Office, Division of Institutional Research and Analyses. The admission and enrollment figures represent state-supported data, unless otherwise noted. The degrees awarded figures include both state- and self-supported degree completions. See Data Sources of Information for additional information about the publication’s data sources.

The fall term is generally representative of the academic year. Most enrollment, admission, and employee data tables and charts display a fiveyear fall trend or the most recent fall semester, unless otherwise noted.

The fall term is a snapshot of census date enrollment, defined as the twentieth day of actual instruction. Enrollments are in terms of the net number of students actively enrolled on the census date. See the Census Date definition in the glossary for more information.

Only officially enrolled students are included in the enrollment counts. Students who have taken a leave of absence or temporarily stopped out, dropped out, transferred out, or graduate students who have completed their coursework and working on their thesis, dissertation, project or preparing for comprehensive exams, are not included in the enrollment counts.

The composition of colleges in the Book of Trends may differ from other internal reports: 1) Data disaggregated at the college level represent first/ primary majors as of the reporting snapshot date, unless otherwise noted. 2) All certificate-seeking, interdisciplinary degree seeking, and Pre-Nursing students are included in the Undeclared/Other category.

Disclaimer: There may be slight differences between Stanislaus State’s online dashboards and reports, data officially reported to oversight agencies, and data published in the Book of Trends due to different reporting criteria, guidelines, definitions, and/or dates.

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The Office of Institutional Effectiveness and Analytics within the SPEMI division is committed to providing the University community and its constituents with timely access to data. The data presented in the Book of Trends is the most recent available at the time of publication. Official fall enrollment data are generally available for analysis at the end of the fall semester, while official fall enrollment data for other institutions (for comparisons purposes) is generally available during the following spring semester.

ACRONYMS & ABBREVIATIONS College Acronyms

C AHSS: College of the Arts, Humanities and Social Sciences

COEKSW: College of Education, Kinesiology and Social Work

CBA: College of Business Administration

COS: College of Science

Administrative Divisions Acronyms

AA: Academic Affairs B&F: Business and Finance HREOC: Human Resources, Equal Opportunity and Compliance SPEMI: Strategic Planning, Enrollment Management and Innovation

UA: University Advancement

Other Commonly Used Acronyms and Abbreviations

ADT: Associate Degree for Transfer

IEA: (Office of ) Institutional Effectiveness & Analytics

AY: Academic Year or Aid Year (see Glossary for details)

IPEDS: Integrated Postsecondary Education Data System

CCC T: California Community College Transfer(s)

(see Data Sources for details)

CO: CSU Office of the Chancellor or Chancellor’s Office

MUL: Mean Unit Load

C Y: College Year (see Glossary for details)

SCH: Student Credit Hour(s)

ERSX: CSU Enrollment Reporting System (see Data Sources for details)

SCU: Student Credit Unit(s)

FAFSA: Free Application for Federal Student Aid

UEE: University Extended Education

FTES: Full-Time Equivalent Student (see Glossary for details)

URM: Traditionally Underrepresented Minority; includes American Indian or Alaska Native, Black or African American, and Hispanic/Latino race/ ethnicity categories

FTF: First-Time Freshman FT T: First-Time (undergraduate) Transfer GI: Graduation Initiative 2025

WOW: Warriors on the Way transfer program (see the Enrollment Management section for details)

HIP: High Impact Practice HSI: Hispanic-Serving Institution (see Glossary for details)

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DATA SOURCES OF INFORMATION C ALIFORNIA COMMUNIT Y COLLEGES CHANCELLOR’S OFFICE, MANAGEMENT INFORMATION SYSTEMS DATA MART: http://datamart.cccco.edu/Students/Student_Term_Annual_Count. aspx

CSU EMPLOYEE PROFILE: https://www2.calstate.edu/csu-system/ faculty-staff/employee-profile

CSU ENROLLMENT DASHBOARD: http://asd.calstate.edu/ dashboard/enrollment-live.html

CSU ENROLLMENT REPORTING SYSTEM (ERS): ENROLLMENT REPORTING SYSTEM, APPLIC ANTS (ERSA): This CSU database provides information on each applicant during the college year, whether or not the applicant enrolled. The principal purpose of ERSA is to provide the basis for comprehensive analysis of applications and admissions and their relation to CSU enrollment. Information from this database can be used to provide performance reports to feeder schools and colleges and is a source of data relating to proposed changes in admission criteria.

ENROLLMENT REPORTING SYSTEM, DEGREE (ERSD): This CSU database provides information on each degree awarded during the college year and on degree recipients. The ERSD provides the capability to create and maintain a single database containing information pertinent to all student granted degrees by any of the CSU campuses during a single college year. Information can be obtained on degree recipients on the basis of sex, ethnicity and age.

ENROLLMENT REPORTING SYSTEM, OFF-C AMPUS CENTERS (ERSO) : This CSU database provides enrollment data for each enrolled student each term of the college year at designated off-campus centers. Note that units attempted at off-campus centers are included in both the Off-Campus Enrollment file and the Enrollment Reporting System Student file (ERSS).

ENROLLMENT REPORTING SYSTEM, STUDENT (ERSS): This CSU database provides enrollment data for each enrolled student each term of the college year. The CSU is required to report on various characteristics of students enrolled in the system. The information is used to support state budget requests, respond to federal information requests and to support research requirements. Information from this source can be obtained by ethnicity, major, citizenship, residence, gender, and age.

CSU INSTITUTIONAL RESEARCH AND ANALYSES, REPORTS & ANALYTICS: https://www2.calstate.edu/data-center/ institutional-research-analyses/Pages/reports-and-analytics.aspx

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CSU STUDENT SUCCESS DASHBOARD: https://csusuccess. dashboards.calstate.edu/public/app/dashboard/dashboard-index.php

INTEGR ATED POSTSECONDARY EDUC ATION DATA SYSTEM (IPEDS): A system of surveys established as the core postsecondary education data collection program for the National Center of Education Statistics (NCES). IPEDS Data Center: https://nces.ed.gov/ipeds/ datacenter/login.aspx

PEOPLESOFT: Stanislaus State’s student data system implemented fall 2008.

GLOSSARY OF TERMS

A AC ADEMIC YEAR (AY): An annual period beginning with the fall semester and ending with the spring semester. Summer sessions are not included in the Academic Year. (See also College year) AC ADEMIC YEAR FTES (FULL-TIME EQUIVALENT STUDENT): The sum of state-supported fall, winter, and spring term headcount enrollment divided by two. (Different calculation prior to AY 2010-11)

AC ADEMIC YEAR HEADCOUNT: The sum of state-supported fall, winter, and spring term full-time equivalent student (FTES) enrollment divided by two.

ADMISSION YIELD R ATES ADMIT R ATE: Percent of applicants who were admitted. ADMIT YIELD: Percent of admits who enrolled. APPLIC ANT YIELD : Percent of applicants who enrolled. ADMIT TED STUDENT: A student who has been formally admitted to the university.

AID YEAR: A particular period of time for financial aid awards, from July 1 through June 30 (fall through summer term) ANNUAL FTES: A measurement of full-time equivalent students, which is equal to 30 semester units for undergraduate and postbaccalaureate students and 24 semester units for graduate students. Annual FTES for the college year provides the base for the total support budget and is equal to the academic year plus the annual FTES for the summer quarter for campuses on year-round operations. See also Term FTES.

APPLIC ANT: A student who has submitted a CSU admission application to the University.

ASSISTANT PROFESSOR: See Rank ASSOCIATE PROFESSOR: See Rank

C C ADAA: California Dream Act Application. The CADAA allows students

CERTIFIC ATE-SEEKING: Postbaccalaureate students enrolled exclusively in a postbaccalaureate/graduate certificate program. The certificate-seeking enrollment count is typically no more than 2-3 students in a fall term and are included in the Undeclared/Other and postbac categories. CL ASSIFIC ATION: See Student Level COHORT T YPES: Retention and graduation rates are primarily reported for two cohort types: first-time freshmen and first-time transfer students. FULL-TIME FIRST-TIME FRESHMEN COHORTS: The full-time first-time freshmen cohorts include students enrolled in at least 12 units as of the entering fall term census date, and include students who attended college for the first time in the prior summer term and students who entered with advanced standing. The freshmen rates follow the NCES IPEDS methodology for defining entering freshmen cohorts. FIRST-TIME TR ANSFER COHORTS: The first-time transfer cohorts include first-time transfer students from a California Community College enrolled full- or part-time as of the entering fall term census date and entering at the sophomore level and above. The transfer rates follow the Consortium for Student Retention Data Exchange (CSRDE) conventions for transfer cohort definition (https://csrde.ou.edu/). COLLEGE: Data reported by college are disaggregated based on the current four-college structure, e.g., College of the Arts, Humanities and Social Sciences, College of Business Administration, College of Education, Kinesiology and Social Work, and College of Science. The Undeclared/Other category includes interdisciplinary degree programs, Pre-Nursing students, and all other undeclared/unclassified students, unless otherwise noted. COLLEGE YEAR (C Y): The complete academic year. Includes summer, fall and spring semesters. Summer begins the college year. CONTINUING STUDENT: A student who had units attempted at this campus during the prior term of the regular sessions at the same level, e.g., undergraduate, graduate. COST OF AT TENDANCE (COA): The total amount (not including grants and scholarships) that it will cost to go to school during the school year. COA includes tuition and fees; housing and meals; and allowances for books, supplies, transportation, loan fees, and dependent care. It also includes miscellaneous and personal expenses, such as an allowance for the rental or purchase of a personal computer; costs related to a disability; and reasonable costs for eligible study-abroad programs. For students attending less than half-time, the COA includes tuition and fees; an allowance for books, supplies, and transportation; and dependent care expenses. (Definition source: https://collegecost.ed.gov/ shopping_sheet.pdf )

enrolled in eligible California Colleges, Universities and Career Education Programs to apply for state financial aid, and is unrelated to the federal Deferred Action for Childhood Arrivals (DACA) program. (http://dream.csac.ca.gov/).

CENSUS DATE: The date official enrollment is taken for the CSU. The census date for the summer, fall, and spring semester is at the end of four weeks following the first day of instruction. The end of the fourth week is defined as the twentieth day of actual instruction. Enrollments are in terms of the net number of students actively enrolled on the census date.

CREDENTIAL-SEEKING STUDENT: A postbaccalaureate student admitted and enrolled in a CSU CCTC-Approved credential or subject matter waiver program as of census date (students concurrently enrolled in a master’s or doctorate degree program are excluded). CREDIT UNIT: A measure describing coursework at institutions of higher learning. The term unit means a semester unit. CSU (C AMPUS) TOTAL: Includes all 23 CSU campuses, including Stanislaus. Summer Arts, International Programs, and CalState TEACH

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enrollments are not included in the CSU campus total. Most data tables and charts in this publication reflect the CSU campus total unless noted otherwise.

CSU SYSTEMWIDE TOTAL: Includes all 23 CSU campuses in addition to Summer Arts, International Programs, and CalState TEACH.

D DEGREE LE VEL: See Degrees and Degree Program Level

the black racial groups of Africa (except those of Hispanic origin).

ASIAN AMERIC AN: All persons descending from any of the original peoples of the Far East, Southeast Asian or the Indian subcontinent. For example, this includes China, Japan, Korea, Cambodia, Laos, Vietnam, Taiwan, Indian, or Thailand. Also includes all persons having origins in any of the original people of Asia not listed above. HISPANIC/L ATINO (INCLUDES THE FOLLOWING C ATEGORIES):

DEGREE PROGR AM: A CSU-approved degree program that identifies a student’s primary degree program or major in which the student stated on their CSU admission application and/or enrolled in as of census date.

CHIC ANO (MEXIC AN AMERIC AN, MEXIC AN): All persons descending from any of the original people of Mexico. L ATINO: All persons descending from any of the original peoples

DEGREES (AWARDED OR CONFERRED): Generally reported for the

of Mexico, Central America, South America, Cuba, Puerto Rico, Caribbean Islands, and all other persons having origins in any of the original people of the Caribbean Islands, or other persons of Spanish or Latino origin.

College Year.

BACHELOR’S : An undergraduate degree granted for the completion of an undergraduate program of study.

PACIFIC ISL ANDER: All persons descending from any of the original people of the Pacific Islands (except Filipinos). This includes Hawaii, Samoa, Tahiti, Guam, Fiji and the Marshall Islands.

MASTER’S: An earned degree carrying the title of Master requiring the student to complete a study program beyond the bachelor’s degree. There are several kinds, including Master of Arts (M.A.), Master of Science (M.S.), or a professionally oriented program such as a Master of Business Administration (M.B.A.).

DOC TOR ATE: An earned degree carrying the title Doctor. Stanislaus State offers a Doctor of Education program. DEGREE PROGR AM LE VEL: Classification by the level of program rather than the level of student. Primarily, this affects postbaccalaureate students who are seeking a second bachelor’s degree, as they are recorded in the undergraduate program level.

DEGREE SEEKING: Students enrolled in courses for credit who are recognized by the institution as seeking a degree or other formal award. For IPEDS reporting, transitory/visiting students are considered non degree-seeking.

E ENROLLMENT (HEADCOUNT): The actual number of students enrolled, generally as of the term census date; a total count of the student body. The headcount enrollment is an unduplicated count, unless otherwise noted. ENROLLMENT STATUS: Classification of the current enrollment of a student as related to some prior enrollment or indicates the admission category for new students. Distinguishes between first time, continuing, returning, and transitory/visiting students. E THNICIT Y: See Ethnic/Racial groups ETHNIC/R ACIAL GROUPS AMERIC AN INDIAN OR AL ASK AN NATIVE : All persons having origins in any of the original people of North America, and who maintain cultural identification through tribal affiliation or community recognition.

AFRIC AN AMERIC AN OR BL ACK: All persons with origins in any of

275 STANISLAUS STATE • CSUSTAN.EDU

SOUTHEAST ASIANS: All persons descending from any of the original people of Laos, Cambodia, Thai, Vietnam, and all other persons having origins in any of the people of Southeast Asia. WHITE (NON-L ATINO OR NON-HISPANIC): All persons descending from any of the original people of Europe, North America, North Africa, and the Middle East (except those of Hispanic origin).

OTHER: All persons who do not fall into any of the above categories. NO RESPONSE: Respondents not surveyed or who do not mark a choice of codes from the list provided.

DECLINE TO STATE: All persons who overtly decline to identify themselves with any ethnic category.

NONRESIDENT ALIEN: Non-U.S. citizens of any ethnicity. EXCLUSIVE APPLIC ANTS: Applicants who apply to only one CSU campus.

F FACULT Y: All regular instructional faculty, including department chairs and lecturers. Excludes librarians, coaches and counselors. Also excludes extension or summer session faculty. See Rank for additional information about instructional faculty. FAFSA: Free Application for Federal Student Aid FIRST-GENER ATION COLLEGE STUDENT : Students who reported their parent(s)/guardian(s) highest level of education on the CSU admission application as less than a four-year college degree. This definition is most

consistent with the Federal TRIO program’s first generation criteria and is used in this publication.

FIRST-TIME FRESHMAN (FTF): A student who has not previously enrolled in an institution of higher education, but may have earned some college units prior to matriculation. Also referred to as new freshman or entering freshman/student. FIRST-YEAR: A student who is classified as a freshman, with fewer than 30 accumulated semester credit units as of census date. Also referred to as Freshman. FISC AL YEAR: A period of time for financial reporting, starting July 1 and ending June 30.

FRESHMAN: See First-Year FULL-LOAD: An undergraduate student enrolled in at least 15 units in a term. FULL-TIME EMPLOYEES: Individuals employed “100% time”; includes full-time employees on leave with pay.

FULL-TIME EQUIVALENT STUDENT (FTES): A unit of measurement equal to 15 semester units per term for undergraduate or postbaccalaureate students and 12 semester units for graduate students. FTES is reached by dividing total semester hours (or units attempted) by 15, and 12 for graduate students (e.g., master’s, doctoral). FULL-TIME GR ADUATE/POSTBAC: A graduate or postbaccalaureate student attempting 9 or more semester credit units as of census date is considered full-time for enrollment reporting purposes. FULL-TIME UNDERGR ADUATE: An undergraduate student attempting 12 or more semester credit units as of census date is considered full-time for enrollment reporting purposes.

G GENDER: Indicates the gender of a student or employee (e.g., female, male) as self-reported on the CSU admission application or employment paperwork. Effective fall 2017, new applicants/entrants/employees have the option to self-report their sexual orientation, gender identity, and gender expression in addition to their legal sex. GEOGR APHIC ORIGIN: For California residents, the origin of the student is the country of residence at the time of application. For nonresidents who are U.S. citizens, the geographic origin is the state or U.S. possession in which the student resided at the time of application. For nonresident noncitizens, the origin is the country of citizenship. GR ADUATE STUDENT : A student who holds a baccalaureate or equivalent degree who has been officially admitted to a master’s or doctorate degree program as of census date. Students concurrently enrolled in a credential program are only included in the Graduate category. GR ADUATION R ATE: Graduation rate generally refers to the proportion of entering students who earned a degree in a specified number of years. All graduation rate computations reflect degrees earned through the summer,

e.g., the six-year graduation rate for the fall 2011 cohort reflects the percent of the cohort earning their degree in summer 2017 or earlier. Reported rates are for degrees earned at the Stanislaus campus. See Cohort Types for additional information.

H HEADCOUNT ENROLLMENT: See Enrollment HISPANIC-SERVING INSTITUTION (HSI): An institution of higher education that (1) is an eligible institution, and (2) has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application. Retrieved from https://www2.ed.gov/programs/idueshsi/definition. html.

I INSTITUTION OF ORIGIN: Identifies the student’s institution of origin, or the institution attended by the student immediately prior to enrolling in the CSU, whether it be a high school, community college, university, or other. Also referred to as Origin Institution. INTERDISCIPLINARY DEGREE PROGR AMS: Special Major (BA/BS) and Interdisciplinary Studies (MA/MS) are interdisciplinary degree programs; enrollments are reported in the Undeclared/Other category unless otherwise noted.

L LEC TURER/LEC TURE R ANK: Includes all instructional Faculty with temporary appointments only (non-tenure track).

M MATRICUL ATION T YPE: Identifies whether a student is matriculated in a state-supported program or a self-supported (UEE) degree program. MINORIT Y: American Indian or Alaska Native, Asian American, Black or African American, Pacific Islander, and Hispanic/Latino race/ethnicity categories. MEAN UNIT LOAD (MUL): Total term units attempted divided by the total headcount enrollment.

MULTIPLE SUBJEC T TEACHING CREDENTIAL: The multiple subject teaching credential authorizes the teaching credential holder to teach in public elementary schools in a self-contained classroom teaching all subjects.

N NE W GR ADUATE STUDENT: A postbaccalaureate student who enters a graduate program.

NE W STUDENT: An individual attending a CSU campus as a matriculated student for the first time.

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NON-RESIDENT (FOR FEE PURPOSES): A student with a Residence Status of “N” (another state or U.S. possession), “F” (foreign country) or “W” (Western Undergraduate Exchange (WUE).

R R ANK (FACULT Y)

NON-RESIDENT ALIEN: A student who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and who does not have the right to remain indefinitely.

TENURE/TENURE TR ACK FACULT Y: Includes Professors, Associate Professors, and Assistant Professors.

NON-UNDERREPRESENTED MINORIT Y (NON-URM): Asian, Pacific Islander, White, Two or More Races, Nonresident alien, and Unknown race/ ethnicity categories.

PROFESSOR: Tenured faculty member on the highest rung on the faculty tenure ladder. Includes persons appointed as Lecturer D. ASSOCIATE PROFESSOR: Tenured faculty member. Includes

faculty appointed as Lecturer C.

OFFICIAL OFF-C AMPUS CENTER: The Stanislaus State-Stockton

ASSISTANT PROFESSOR: Probationary faculty member. A faculty member’s first rung on the tenure-track ladder. Includes faculty appointed as Lecturer B.

Campus is the only official off-campus center. Stockton enrollment headcounts and FTES include students who are enrolled in one or more courses at the Stockton Campus as of census date.

R ACE/E THNICIT Y: See Ethnic/Racial groups

ORIGIN INSTITUTION: See Institution of Origin

RESIDENT: Identifies a student’s residence status for fee purposes.

OTHER (FACULT Y R ANK): Includes Administrators and Volunteers who

RE TENTION R ATE: A measure of the rate at which students persist in their educational program at an institution, expressed as a percentage. For four-year institutions, this is the percentage of first-time degree-seeking undergraduates who enrolled in the subsequent fall term(s) as of census date. Also referred to as Continuation Rate. See Cohort Types for additional details.

volunteer their time.

P PART-TIME EMPLOYEES: Includes employees whose assignments are less than “100% time.”

PART-TIME GR ADUATE/POSTBACC AL AUREATE: A postbaccalaureate student attempting less than 9 semester units as of census date is considered part-time for enrollment reporting purposes.

PART-TIME UNDERGR ADUATE: An undergraduate student attempting less than 12 semester credit units as of census date is considered part-time for enrollment reporting purposes.

PELL GR ANT: The federal Pell Grant program. Generally used as a proxy for low-income status.

RE TURNING STUDENT: A former student returning at the same level, e.g., undergraduate, graduate, after an absence of one or more terms of the regular sessions who had no units attempted at another postsecondary institution during the absence from the campus. Returning students are combined with returning transfers in the “Returning” category in this publication. RE TURNING TR ANSFER: A former student returning at the same level, e.g., undergraduate, graduate, after an absence of one or more terms of the regular sessions who had units attempted at another postsecondary institution during the absence from the campus. Returning students are combined with returning transfers in the “Returning” category in this publication.

PELL GR ANT ELIGIBLE: Students who meet the University and federal guidelines. Eligibility does not indicate if a student was awarded/received a Pell Grant.

PELL GR ANT RECIPIENT/AWARD: Students who meet the University and federal guidelines and were awarded/received a Pell Grant for a particular term or aid year. PERSISTENCE R ATE: A tracking rate which is the sum of those continuing as undergraduates plus those who earned a degree during a defined period of years. Also referred to as Tracking Rate.

POSTBACC AL AUREATE STUDENT: A student who holds a baccalaureate or equivalent degree who is not enrolled in a graduate program. PROFESSOR: See Rank

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(SIX-COUNT Y) SERVICE REGION: The University’s surrounding sixcounty region, including the Valley region of Stanislaus, San Joaquin, and Merced counties, and the foothill region of Mariposa, Calaveras, and Tuolumne counties. Also referred to as the (six-county) service area. SINGLE SUBJEC T CREDENTIAL: The single subject teaching credential authorizes the teaching credential holder to teach the specific subject(s) named on the credential in departmentalized classes, such as those in middle schools and high schools, in grades P-12, or in classes organized primarily for adults. SPECIAL EDUC ATION TEACHING CREDENTIAL: The special education (education specialist instruction) authorizes the teaching credential holder to teach in the disability areas of specialization, such as Mild/Moderate Disabilities, Moderate/Severe Disabilities, Deaf and Hard of Hearing, Visual Impairments, Physical and Health Impairments, and Early Childhood Special Education.

STAFF EMPLOYEES: Refers to all employees who are not ‘faculty’ as previously defined.

STATE-SUPPORT(ED) STUDENT: A student matriculated into a statesupported program and attempting units in state-supported courses. STUDENT CREDIT HOURS (SCH): The amount of credit a student is given for completing a class during a semester in a typical lecture class, with the number of units equal to the number of class hours per week. For example, a three-unit class will be 45 hours during a 15-week semester. Classes may be scheduled to meet once, twice or three times per week, depending on the number of credit units. Also referred to as student credit units (SCU). STUDENT LE VEL: The current academic level of a student as of the term census date, classified by level on the basis of total units earned. Also referred to as Classification or Academic Level. FRESHMAN/FIRST-YEAR: A student with fewer than 30 accumulated semester credit units.

SOPHOMORE: A student with 30 to fewer than 60 accumulated semester credit units.

JUNIOR: A student with 60 to fewer than 90 accumulated semester credit units.

SENIOR: A student with 90 or more accumulated semester credit units. POSTBACC AL AUREATE : A student who holds a baccalaureate or its equivalent and it not enrolled in a graduate degree program. GR ADUATE: A student who holds a baccalaureate or its equivalent and enrolled in a graduate degree program.

T TENURE DENSIT Y: Tenure-track FTE divided by total instructional FTE. Includes instructional faculty; excludes coaches, counselors, and librarians. Includes active faculty; excludes leave without pay. Tenure status based on class code. Source data: CIRS AN file.

TENURED/TENURE-TR ACK FACULT Y: Includes Professors, Associate Professors, and Assistant Professors.

PROFESSOR: Tenured faculty member on the highest rung on the faculty tenure ladder. Includes persons appointed as Lecturer D.

ASSOCIATE PROFESSOR: Tenured faculty member. Includes faculty appointed as Lecturer C.

ASSISTANT PROFESSOR: Probationary faculty member. A faculty member’s first rung on the tenure-track ladder. Includes faculty appointed as Lecturer B. TERM FTES: A measurement of full-time equivalent students. It is equivalent to 12 semester units per term for graduate students and 15 for all other students. See also Annual FTES.

TOTAL UNITS AT TEMPTED: The sum of lower division, upper division, and graduate units attempted for which the student is actively enrolled at the census date for the current term. Audit units are excluded. TR ANSFER STUDENT: A student new to the regular session of this campus who is not a first-time freshman, does not hold a baccalaureate degree or equivalent from any institution, and has earned course credit from another postsecondary institution. TR ANSFER UNITS: For undergraduate students, the total transferable units earned at all colleges or universities other than the CSU campus at which the student is enrolled. For postbaccalaureate students, the total transferable units earned at all colleges, prior to transfer and subsequent to receiving a baccalaureate degree. TR ANSITORY/VISITING STUDENT: A student who is admitted under special procedures but who has continuing status at another institution.

U UNDERGR ADUATE STUDENT: A student not holding an acceptable baccalaureate degree. The student is classified based on the total units earned, including those earned at the current campus. The undergraduate category in this publication includes postbaccalaureate students seeking a second bachelor’s degree, consistent with the IPEDS reporting definition, unless otherwise noted. UNDERREPRESENTED MINORIT Y (URM): Traditionally Underrepresented minority include American Indian or Alaska Native, Black or African American, and Hispanic/Latino race/ethnicity categories, per CSU Office of the Chancellor for Graduation Initiative purposes. UNIT LOAD: The total number of units attempted for which the student is actively enrolled at the census date for the current term. Also referred to as (Total) Units Attempted. UNIVERSIT Y EX TENDED EDUC ATION (UEE) TERMS (FROM EXECUTIVE ORDER 1099): CERTIFIC ATE PROGR AMS: A certificate program provides a set of learning experiences concentrated in a specific set of educational goals. At the discretion of the campus, academic credit earned in certificate programs may be awarded at the graduate and undergraduate levels. Certificate programs may grant Continuing Education Units (CEUs) or academic credit; or they may include non-credit offerings. (EO 806) CONTINUING EDUC ATION UNIT (CEU): Distinct from the semester or quarter unit defined in Title 5 section 40103, the CEU is a flexible unit of measurement for non-academic credit in extended education activities. One CEU is defined as ten hours of participation in an organized extended education experience under responsible sponsorship, capable direction and qualified instruction. CEUs can be used to record an individual’s participation in non-credit courses, programs, and activities, which may include various forms of independent and informal study. CONTR AC T CREDIT: Contract credit is that for which an administrative fee is charged but no instructional costs are paid through CSU extended education. Contract credit shall apply to special sessions credit and extension credit. For example, contract credit is awarded for contracted

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professional development, as for teacher training when the CSU does not provide the actual instruction but does administer the awarding of credit. Contracted activities may also include non-credit for a specific audience, such as employees of a company. No more than 24 semester units of contract credit may be applied toward the degree. (Title 5 section 40407)

EX TENDED EDUC ATION: Extended education is a means whereby the instructional courses and programs of the CSU can be provided on a selfsupport basis at times and in locations not supported by the CSU Operating Fund. Examples of extended education include but are not limited to: interim sessions between college year terms; course and degree program offerings scheduled at military bases, employment locations, organizations, correctional facilities, and other distant locations; and instructional programs for a specific client group requiring special services or scheduling accommodations. EX TENSION CREDIT: Extension credit is often associated with professional development activities and is awarded (with limitations) for self-support courses, conferences, workshops and seminars. Title 5 section 40407 establishes limits for the application of extension credit toward CSU degrees and residency requirements. MATRICUL ATED STUDENT: A matriculated student is a student who has, through normal procedures, been admitted formally at a CSU campus to pursue an authorized degree, credential or certificate (for academic credit) and who is enrolled in or is expected to enroll in courses. A student may be matriculated through state-support university enrollment or through selfsupport extended education enrollment, or both. OPEN UNIVERSIT Y: Open University (also called “open enrollment”) allows non-matriculated individuals paying self-support fees to enroll in state-supported course offerings on a space-available basis—after reasonable steps have been taken to provide full enrollment opportunity to eligible state-support matriculated students. (Title 5 section 40202; EO 805) SELF-SUPPORT MODE: Instruction offered through self-support mode does not receive state general fund appropriations and instead collects non-state student fees that are adequate to meet the cost of maintaining operation in the long run. Such fees shall be required pursuant to rules and regulations prescribed by the trustees, including but not limited to fee policies such as Executive Order 1054 and Education Code section 89708. SPECIAL SESSIONS: As defined in Education Code section 89708, Special Sessions are self-supporting instructional programs conducted by the California State University. For the sake of consistency in this executive order, “extended education” shall be the term used, primarily, for instruction that does not receive state appropriations.

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Appendix A Economic Report, 2020

Th e R e g i o n a l E co n o m i c I m p a c t o f C a l i f o r n i a S t a t e U n i ve r s i t y, Stanislaus By Gökçe Soydemir, Ph.D. Department of Accounting & Finance, College of Business Administration, California State University, Stanislaus June 2020

Introduction Many residents of the more populated urban counties in the state are moving to the San Joaquin Valley and the foothill counties as either part-time or full-time residents. With growth has come an interest in more public and private services and new employment opportunities for residents. In this growth environment, the role of educational institutions such as California State University, Stanislaus (University) is becoming ever important given that education attainment levels are very low and the ratio of unskilled to skilled workers exceeds seventy percent in the region. The mandated service area of the University is comprised of six counties, Calaveras, Mariposa, Merced, San Joaquin, Stanislaus, and Tuolumne. The University is a major economic driver of the regional economy. The purpose of this study is to investigate the extent of the economic impact the University has on these six counties by conducting an input-output analysis. Total economic impact is calculated using an input-output model which includes spending, labor income expenditures, and the value-added to the six-county region. However, it is worth keeping in mind that the impact of the University goes beyond the numbers stated here due to other activities of the University. Noteworthy is that any movement of induced effects outside of this region to another county not included in the region would be considered a leakage. Total economic impact is the compilation of direct and induced impacts resulting from operations of the University. Direct impact is all direct effects of the institution emanating from the spending in the region, which include direct employees, employee spending, and spending by the institution. Induced economic impact is the change that occurs from the direct effect by way of re-spending of income earned by employees. This component is recirculated through the household spending patterns creating additional local economic activity.

Regional Impact

Table -1Direct and Induced Employment and Sales Impact Impact Type

Jobs

Sales

Direct Effect

2,099

$155,228,366

Induced Effect

602

$91,046,527

Total Effect

2,701

$246,274,893

Table 2 reports a summary of the impact of the University on labor income and value added categorized according to the top ten sectors by employment effect. The University’s impact sustains sectors most notably as limited-service restaurants, hospitals, full-service restaurants, individual and family services, retail, physician offices, real estate and religious organizations. When the top ten sectors are categorized according to value added, other sectors such as owner occupied dwellings, monetary and depository institutions, and tenant occupied housing appear as noteworthy sectors. From a total value added point of view, the top ten sectors include automotive repair and maintenance, nursing and community care facilities, and output patient care centers. After employment and payroll education, hospitals make up the biggest proportion of labor income and value added in the region followed by physician offices. The University generates about $170 million labor income in the region. These activities and sectors correspond to the creation of $209 million value added on the regional economy.

Table 1 reports a summary of the economic impacts of the University. As noted earlier, the calculated impacts are for the entire six-county region and not for Stanislaus County. The University’s impact sustains about 2,700 jobs in the region of which 22 percent is induced and 78 percent is direct. The University generates a total impact of $246 million on the regional economy of which approximately $91 million is induced and $155 million is direct impact. It is important to note that the University improves life in non-monetary ways in the region by way of research, arts and community service. The University also sponsors athletic and other events extending the regional social benefit beyond the quantifiable impacts.

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280

Concluding Remarks

Table -2Top Ten Sectors by Employment Impact on Labor Income and Value Added Categorical Description

Jobs

Labor Income

Value Added

Employment and payroll education

2,099

142,273,475

155,228,367

Limited-service restaurants

1,043,226

1,691,445

Hospitals

2,850,264

3,398,523

Full-service restaurants

720,811

1,100,122

Individual and family services

553,859

544,282

Retail - General merchandise stores

628,782

1,044,267

Retail - Food and beverage stores

770,878

1,108,730

Offices of physicians

1,932,576

2,362,809

Real estate

520,433

1,308,371

Religious organizations

720,785

216,217

This study provides policy makers, public officials, citizens, media outlets and community leaders with a statistical snapshot of the impact of California State University, Stanislaus on the regional economy. From a structural viewpoint, the University serves to close several significant discrepancies that exist relative to state and nation. Closing the discrepancies in educational attainment levels of the region is one such task. The critical Nursing Program of the University serves to narrow the health discrepancies of region relative to state and nation. Thus, the University plays an important role to develop a local skilled workforce of which the region seriously lacks. The University also helps diversify the local economy to make it relatively more resilient against any economic downturns. At the same time, the University helps improve quality of life by way of empowering first generation students. In all, the workforce of the region deserves an equal standard of living as those living in other more developed regions of the state and the nation who have relatively better employment opportunities, higher wages, and greater housing accommodations and affordability. The University serves an important role to help attain this goal for local residents by starting a path towards degree attainment and working in jobs that require high skills.

Table 3 reports the resulting impact of the University on local and state tax revenues. Local sales tax revenues from the University’s impact amount to about $2.6 million yearly. Property taxes constitute about $2.2 million of total tax revenues collected. Each year, the economic impact of the University generates more than $12 million in total tax revenues.

Table -3Impact on Tax Revenues

References

Tax Type

Revenue

Sales Tax

$2,593,870

Property Tax

$2,200,593

Doan, T. (1988). “RATS User’s Manual.” Evanston, Illinois: VAR Econometrics. Diebold, F. X. (2003). “Elements of Forecasting,” South Western College Publishing IMPLAN, (2017), Input & Output Analysis

Total State and Local Tax

$12,855,684

281 STANISLAUS STATE • CSUSTAN.EDU

Soydemir, G. (2019) “San Joaquin Valley Business Forecast Report,” California State University, Stanislaus Publication

The Office of Institutional Effectiveness and Analytics (IEA)

The survey administration schedule for an 8-year period is

oversees the administration of university-wide assessment-related

provided below. University-wide survey results are available at

surveys conducted on a routine basis. IEA collaborates with the Office of Assessment and other institutional researchers university-

https://www.csustan.edu/iea/survey-data.

wide to collect, analyze, summarize and disseminate meaningful survey data.

SURVEY TITLE Graduating Senior Survey* Graduate School Exit Survey*

SURVEY POPULATION

FREQUENCY

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

2019-20

2020-21

Undergraduate students who applied for

Annually

✓

Annually

✓

graduation Master’s students who applied for graduation

National Survey of

All first-year

Student

and graduating

Engagement

seniors

Every 3

✓

years

(NSSE) Faculty Survey of Student Engagement

All Instructional

Every 3

staff

years

(FSEE) Beginning College

All incoming

Survey of

first-year and

To be

Student

transfer

determined

Engagement

students

✓

(BCSSE) Remote Learning Check-In Survey

All currently enrolled students

One Time: Spring 2020 and Fall 2020

✓

IEA assists the campus community with conducting a variety of surveys using Qualtrics Labs, Inc. web survey software for various purposes, including but not limited to academic program review, assessment, support unit review, and other evaluation purposes. Those surveys may be conducted on a one-time or routine basis, and results are typically not publicly available due to small sample size, survey purpose, or sensitivity of the data.

*Campus developed survey

BOOK OF TRENDS • 2019-2020

282

Future Plans STUDENT SUCCESS RESEARCH OPPORTUNITY FOR FACULTY SCHOLARS AND STUDENT SUCCESS MENTEES In collaboration with the Division of Strategic Planning, Enrollment Management and Innovation (SPEMI), the Office of the Provost has created a mentorship opportunity for tenured and tenure track faculty with expertise in qualitative data analysis/research methods to work with two Student Success Assistants and office staff in reviewing open-ended data from university surveys. In this model, two faculty scholars (Criminal Justice and Sociology) provided two graduate student assistants (History and Child Development) with qualitative research methods training and designed the research questions and methodology for analyzing the open-ended questions. Using institutional National Survey of Student Engagement (NSSE) data, the group analyzed the NSSE engagement indicators (NSSE, 2019) using open coding techniques and compared those indicators among cohorts (2011, 2014, and 2017). The Student Success Assistants developed an initial coding framework for open-ended responses using free codes and then recoded with the faculty mentors to develop a hierarchical coding framework. Results from student open-ended responses tended to reflect codes/indicators such as Student/Faculty Interaction, Supportive Su Environment, and Quality of Campus Interactions. Findings were presented to the GREAT Steering Committee to be utilized in the subcommittee explorations around student success and will continue to be reviewed, as more cohorts are surveyed, to understand which practices, programming, and opportunities may be essential elements contributing to student success over time. The Office of the Provost will continue to engage this Faculty Scholar/student research model as it proved to be a very successful approach to directly engage both students and faculty in institutional research and assessment processes.

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Division of Strategic Planning, Enrollment Management & Innovation One University Circle | Turlock, CA 95382 www.csustan.edu/spemi