Book of Trends: The Sum of Our Success by Stanislaus State

Book of Trends THE SUM OF OUR SUCCESS

2017-2018

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 John Tillman, Ph.D. Senior Director for Analytic Studies and Innovation Ashlea Eaton, M.A. Administrative Analyst Office of Institutional Research Jovonte Willis, M.S. Interim Director for Institutional Research and Business Intelligence Lisa Fields, M.P.A. Research Analyst Department of Anthropology, Geography & Ethnic Studies Eugene Barrera, M.C.P. Lecturer and GIS Consultant Office of Communications & Public Affairs Steven Caballero Senior Graphic Designer (Cover and Comparison Icon Design) SPEMI Contact Information: Mary Stuart Rogers Educational Services Gateway Building Office: MSR 250 Phone: (209) 667-3997 Website: https://www.csustan.edu/spemi

2 / STANISLAUS STATE // CSUSTAN.EDU

A Letter from the Vice President

Division of Strategic Planning, Enrollment Management and Innovation I am pleased to introduce a new annual publication that speaks to our recent past and also provides a glimpse into what is yet to come. It captures highlights from recent

current 2018 book, student affairs’ programming is captured in

years and lets us imagine the future that lies ahead in 2018-19 and

faculty and student awards and accomplishments. Compiling this

beyond. The purpose of this book is to tell our story, sometimes

information will begin now and continue throughout the coming

in numbers and in other instances it focuses on the stories that

year. These awards will be noteworthy for many reasons, including

emerge from the significant work that people do.

the fact that they arise in a setting as unique and distinctive as

the last section on strategic planning. Another idea for expanded coverage in the 2019 edition will be an enhanced section on

Stanislaus State. This edition provides pertinent facts and figures in one single and readily accessible format. In recent years web-based dashboards

It is my sincere hope that you will share your ideas for improving

have made it possible to quickly disseminate campus information

this book by reaching me or others in the SPEMI division. No one

in customizable reports. Dashboards represents a tremendous

person can tell the whole story of a campus community alone.

leap forward, however there still remains a need to build a

The work that goes into producing this publication will be fruitful

context and to explore the value of data in a thoughtful manner.

if it helps us be better informed, form new partnerships, address

A special feature of this publication is that it provides highlights

unspoken reservations, and be inspired to see new potential in

based on feedback from those who are closest to the source of

what we do together.

the data. The highlights in this book were drafted and circulated to deans, department heads, directors and others for further consultation and feedback. The final curated highlights represent an assimilation of the points of view put forward by the campus community. Future editions of this book will build on refining this process further. This book is a work in progress that will be enhanced in future years to further reflect the perspectives and needs of the campus community.

I want to recognize the significant contributions and tireless efforts of several individuals in creating the University’s first Book of Trends. It took over a year to produce this book. During this period Dr. John Tillman, Mr. Jovonte Willis, Ms. Lisa Fields, Ms. Ashlea Eaton, Mr. Eugene Barrera, and Never Boring’s graphic designer Ms. Bianca Ancheta worked countless hours to turn ideas into reality. To this outstanding team my indebtedness is substantial. Ms. Lisa Fields in particular prepared first drafts,

In telling the campus story in numbers, the book examines trends

assembled data, and read and edited multiple versions of each

to provide a perspective on how we have changed and grown.

page in the book. She stayed genuinely enthusiastic from the

The book focuses on an in-depth examination of our standing

beginning until the end. Her forbearance and heavy lifting kept

in the past year with respect to certain frequently requested

the team moving along over a very long period of time.

indicators on students, faculty, personnel, academic programs, strategic planning, advancement and finances. When possible, the book includes comparisons with CSU peer institutions that inform our understanding of our progress or makes us to aspire higher goals in the future. Relevant regional demographic and

I want to express my great appreciation to Dr. Helene Caudill for investing her time in reading drafts and helping to edit and shape the book with meticulous care. Her expertise and knowledge of the University translated into very valuable advice.

economic information for our six-county region is included

Finally, I want to thank President Ellen Junn for being an unfailing

where appropriate. Finally, selected summary information

source of encouragement and support. She pushed me to explore

from predictive and comparative analysis is summarized in this

new ways in telling the campus story. I want to thank her for

publication.

enthusiastically championing my work.

An inaugural book is hardly ever complete in pulling together

Sincerely,

all key campus highlights. I would like to offer my sincerest apologies to offices and functions whose work is not noted in this book because of constraints of either time or space. Next year’s publication will have a spotlight on the individual programs

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

offered through the Division of Student Affairs. However, in this

BOOK OF TRENDS // 2017-2018 / 3

Table of Contents 1

INTRODUCTION AND OVERVIEW OF STANISLAUS STATE University Leadership California State University Board of Trustees University Governance Faculty Awards & Honors Accolades Accreditation University History, Selected Highlights Stanislaus State's CSU Comparison Group Table 1.1: Stanislaus State's CSU Peer Institutions with Selected Indicators Map of Stanislaus State's CSU Comparison Campuses 2

10 10 11 12 13 13 14-15 16 16 17

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS

Total Enrollment Table 2.1: California State University, Stanislaus Headcount and Full-Time Equivalent Student (FTES) Enrollment Compared to CSU Campus Total, Historical Trends 20 Table 2.2: California State University, Stanislaus-Stockton Center Headcount and Full-Time Equivalent Student (FTES) Enrollment Compared to Stanislaus State Total, Historical Trends 22 Table 2.3: Enrollment by Degree Level and Academic Level, 5-Year Trend 23 Table 2.4: Enrollment by Degree Level and Academic Level with CSU Peer Institution Comparisons, Fall 2017 24 Table 2.5: Enrollment by Degree Level, Gender, and Race/Ethnicity, Fall 2017 25 Table 2.6: Enrollment by Degree Level and Race/Ethnicity with CSU Campus Total and 6-County Service Region Population Comparisons, Fall 2017 26 Table 2.7: Enrollment by Race/Ethnicity with CSU Peer Institution Comparisons, Fall 2017 27 Map of Total Enrollment by Residence Location in the 6-County Service Region, Fall 2017 28 Table 2.8: Enrollment by Student Level and Geographic Origin, 5-Year Trend 29 Table 2.9: Enrollment by Enrollment Status, 5-Year Trend 30 Table 2.10: Undergraduate Enrollment by College and Enrollment Status, 5-Year Trend 31 Table 2.11: Graduate/Postbac Enrollment by College and Enrollment Status, 5-Year Trend 32 Table 2.12: Undergraduate Enrollment by Enrollment Status and Full-Time and Part-Time Status, 5-Year Trend 33 Table 2.13: Graduate/Postbac Enrollment by Enrollment Status and Full-Time and Part-Time Status, 5-Year Trend 34 New Student Enrollment Table 2.14: New Undergraduate Student Enrollment with CSU Total Comparison, 5-Year Trend 35 Table 2.15: New Undergraduate Student Enrollment with CSU Peer Institution Comparisons, Fall 2017 35 Table 2.16: Entering Fall First-Time Freshmen by Top 10 Feeder High Schools, 5-Year Trend 36 Table 2.17: Entering Fall First-Time Freshmen by High School Location, 5-Five Year Trend 37 Map of First-Time Full-Time Freshmen by Residence Location in the 6-County Service Region, Fall 2017 38 Table 2.18: Entering Fall First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend 39 Maps of First-Time Transfers from MJC, Delta, and Merced College by Residence Location in the 6-County Service Region, Fall 2017 40-41 Table 2.19: Entering ADT Students by Top Three Feeder Institutions, Fall 2017 42 Map of New ADT Students by Residence Location in the 6-County Service Region, Fall 2017 42 Table 2.20: Entering Spring First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend 43 Table 2.21-2.23: Enrollment of California Community Colleges in the University's Service Region, 5-Year Trend 43-44 Enrollment Details Table 2.24: Total Enrollment, Student Credit Hours, and Mean Unit Load (MUL) by College and Academic Level, Fall 2017 45 Table 2.25: MUL by Degree Level and Academic Level with CSU Peer Institution Comparisons, Fall 2017 46 Table 2.26: Undergraduate Enrollment, Student Credit Hours, and MUL by College, 5-Year Trend 47 Table 2.27: Total Enrollment by College, 5-Year Trend 48 Table 2.28: Full-Time Enrollment by College and Degree Level, Fall 2017 49 Table 2.29: Full-Time and Part-Time Enrollment by Student Level, 5-Year Trend 50 Table 2.30: Total Enrollment by College, Age, and Gender, Fall 2017 51 Table 2.31: Average Age by Student Level with CSU Peer Institution Comparisons, Fall 2017 52 Table 2.32-2.34: Fall, Spring and Annualized Student Credit Units by College, 5-Year Trend 53 Table 2.35: First-Generation College Student Undergraduate Enrollment by College, 5-Year Trend 54 Table 2.36: Percentage of Undergraduate First-Generation College Students with CSU Peer Institution Comparisons, Fall 2017 5454 Table 2.37: Pell Eligible Undergraduate Enrollment by College, 5-Year Trend 55 Table 2.38: Percentage of Undergraduate Pell Recipients with CSU Peer Institution Comparisons, Fall 2016 55 Stockton-Center Enrollment Table 2.39: Stockton Center Headcount Enrollment by Student Level, 5-Year Trend 56 Table 2.40: Stockton Center FTES Enrollment by Student Level, 5-Year Trend 56 Map of Stockton Center Enrollment by Residence Location in the 6-County Service Region, Fall 2017 57

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Map of Stockton Center Exclusive Enrollment by Residence Location in the 6-County Service Region, Fall 2017 On-Campus Residents and Student-Athlete Enrollment Table 2.41: On-Campus Housing Residents, 5-Year Trend Table 2.42: Full-Time Undergraduate Degree-Seeking Student-Athletes by Race/Ethnicity, 5-Year Trend Table 2.43: Full-Time Undergraduate Degree-Seeking Student-Athletes by Gender, 5-Year Trend UEE Enrollment Table 2.44: University Extended Education (UEE) Enrollment Summary by Program, 5-Year Trend Table 2.45: UEE Enrollment Summary by Program and Student/Course Type, 5-Year Trend

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS State- and Self-Supported Student Enrollment Table 3.1A-3.1B: Enrollment by College and Program Level, 5-Year Trend Table 3.2A-3.2B: CAHSS Enrollment by Program Level and Primary Major/Program, 5-Year Trend Table 3.3A-3.3B: CBA Enrollment by Program Level and Primary Major/Program, 5-Year Trend Table 3.4A-3.4B: COEKSW Enrollment by Program Level and Primary Major/Program, 5-Year Trend Table 3.5A-3.5B: COS Enrollment by Program Level and Primary Major/Program, 5-Year Trend Table 3.6A: Undeclared/Other Enrollment by Program Level and Primary Major/Program, 5-Year Trend Maps of CAHSS, CBA, COEKSW and COS Enrollment by Residence Location in the 6-County Service Region, Fall 2017 Map of Nursing Student Enrollment in the 6-County Service Region, Fall 2017 Table 3.7-3.8: New Undergraduate Student Enrollment by College, Major and Student Type, 5-Year Trend Library Services Table 3.9: Library Electronic Resources Usage, 5-Year Trend Fig. 3.10: Library Materials and Laptop Usage, 5-Year Trend Fig. 3.11: Library Gate Count, 5-Year Trend Table 3.12: Research Consultation at the Reference Desk, 4-Year Trend

58 59 60 60 61 62

66-67 68-69 70 71 72-73 74 75-78 78 79-80 82 83 83 83

GRADUATE STUDIES AND RESEARCH

Graduate Studies Graduate Degree Programs and Concentrations, AY 2017-18 Table 4.1: Graduate/Postbac Enrollment by Source of Funding and Program Level, 5-Year Trend Table 4.2: Graduate Enrollment by Source of Funding, 5-Year Trend Map of Graduate Student Enrollment by Residence Location in the 6-County Service Region, Fall 2017 Map of Credential Student Enrollment by Residence Location in the 6-County Service Region, Fall 2017 Table 4.3: Stanislaus State's Graduate Degree Programs Offered at CSU Peer Institutions, AY 2017-18 Table 4.4: State-Supported Graduate Enrollment by Discipline Division with CSU Peer Institution Comparisons, Fall 2017 Table 4.5: CAHSS Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend Table 4.6: CBA Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend Table 4.7: COEKSW Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend Table 4.8: COS Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend Table 4.9: Interdisciplinary Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend Table 4.10: Percentage of Full-Time Graduate/Postbac Enrollment and of Total Enrollment with CSU Peer Institution Comparisons, Fall 2017 Table 4.11: Percentage of Female Graduate/Postbac Enrollment with CSU Peer Institution Comparisons, Fall 2017 Table 4.12: Graduate Degrees Awarded by Degree Level, 5-Year Trend Table 4.13: Graduate Degrees Awarded by Degree Level with CSU Peer Institution Comparisons, CY 2016-17 Table 4.14: Graduate Degrees Awarded by Degree Level and Degree Program, 5-Year Trend Table 4.15: Graduate Degrees Awarded by Degree Level and Discipline Division with CSU Peer Institution Comparisons, CY 2016-17 Research Table 4.16: Grant Submissions by Department/Division, 5-Year Trend Table 4.17: Awarded Grants by Department/Division, 5-Year Trend Table 4.18: Proposal Submissions and Grant Awards, 5-Year Trend Table 4.19A: Grant Expenditures by Award Type/Source, 5-Year Trend Table 4.19B: Grant Expenditures by Account Category, 5-Year Trend Table 4.19C: Grant Expenditures by Department, 5-Year Trend Table 4.20: Grant Indirect Cost (IDC) Recovery by Source of the Grant Funding, 5-Year Trend Office of Research & Sponsored Programs Grant and Contract Awards, FY 2017-18 Stanislaus State's Centers & Institutes

This marker

86-87 88 89 90 90 91 92 93 94 95 97 98 99 99 100 101 102 103 104 104 105 105 106 107 108 109-116 117

indentifies tables and charts that contain comparison data, a comparison of Stanislaus State and its CSU comparison

group (see page 18 for details) and/or CSU systemwide. BOOK OF TRENDS // 2017-2018 / 5

UNIVERSITY ADVANCEMENT University Advancement Performance Metrics: Philanthropic/Advancement Activity Table 5.1: Philanthropic/Advancement Activity Performance Metrics, 5-Year Trend University Foundation Board Alumni Advisory Council Map of Stanislaus State Alumni in California by County, 1960 to 2018 Highlights of Alumni Activity Highlights of Communications & Public Affairs Fig. 5.1: Selected Stan State Headlines, AY 2017-18 6

120 122 123 123 124 125 125

ENROLLMENT MANAGEMENT

Table 6.1: FTES Enrollment Targets and Actuals, 5-Year Trend Admissions Table 6.2: First-Time Freshman Applications, Admissions and Enrollment, 5-Year Trend Table 6.3: First-Time Transfer Applications, Admissions and Enrollment, 5-Year Trend Table 6.4: First-Time Freshman Applications and Admissions with CSU Peer Institution Comparisons, Fall 2017 Table 6.5: First-Time Transfer Applications and Admissions with CSU Peer Institution Comparisons, Fall 2017 Table 6.6: Percentage of First-Time Freshman Applicants Exclusively Applying to Stanislaus with CSU Peer Institution Comparisons, Fall 2017 Table 6.7: Percentage of First-Time Transfer Applicants Exclusively Applying to Stanislaus with CSU Peer Institution Comparisons, Fall 2017 Map of On-Campus Residents by Permanent Residence Location in CA, Fall 2017 Map of Student-Athletes by Permanent Residence Location in CA, Fall 2017 Financial Aid Table 6.8: Undergraduate Cost of Attendance, 5-Year Trend Table 6.9A: Financial Aid Disbursed by Type of Aid, 5-Year Trend Table 6.9B: Financial Aid Disbursed by Program, 5-Year Trend Table 6.10: Percentage of All Undergraduates Awarded Aid by Select Type of Aid, with CSU Peer Institution Comparisons, 2015-16 Table 6.11: Percentage of First-Time, Full-Time Freshmen Awarded Aid by Select Type of Aid, with CSU Peer Institution Comparisons, 2015-16 Enrollment Management Tools Enrollment Management Tools Overview Academic Unit Profile (AUP) Summary Course Demand Analysis for General Education Summary Induced Course Load Matrix (ICLM) Summary Retention and Graduation Dashboard Summary Student Success Tracking/HIPs Dashboard Summary Delaware Study Dashboard Summary

DEGREES AWARDED AND RETENTION & GRADUATION RATES Degrees Awarded Table 7.1: Degrees Awarded by Degree Level and Gender, 5-Year Trend Table 7.2: Degrees Awarded by Degree Level and Underrepresented Minority (URM) Status, 5-Year Trend Map of All Degree Recipients by Residence Location in the 6-County Service Region, with Regional Median Household Income, CY 2016-17 Table 7.3: Bachelor Degrees Awarded to First-Generation College Students, 5-Year Trend Map of Graduate Degree Recipients by Residence Location in the 6-County Service Region, with Regional Degree Attainment, CY 2016-17 Table 7.4: Degrees Awarded by College and Degree Level, 5-Year Trend 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 7.9A-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 2008-2017 Cohorts Table 7.12: First-Time Transfer Retention and Graduation Rates Summary, Fall 2008-2017 Cohorts Table 7.13: Graduation Initiative 2025 Metrics and Progress with CSU Peer Institution Comparisons, Through 2016-17 Fig. 7.14: Graduation Initiative 2025 Metrics: Graduation Rates, Equity Gaps, and Goals, 5-Year Trend Table 7.15: Full-Time First-Time Freshmen Student-Athlete 6-Year Graduation Rates, 5-Year Trend

128 129 130 131 131 132 132 133 134 135 136 137 138 139 140 141 142 143 144 145 145

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148 149 150 151 151 152 153 154-155 156 157 158 159 160 161 162 163 164

FACULTY AND STAFF

Table 8.1: Employee Headcount by Primary Occupation and Full-Time and Part-Time Status, 5-Year Trend Table 8.2A-8.2B: Employee Headcount by Primary Occupation and Full-Time and Part-Time Status with CSU Peer Institution Comparisons, Fall 2017 Table 8.3: Faculty by Academic Rank, 5-Year Trend Table 8.4A-8.4B: Full-Time Faculty by Academic Rank with CSU Peer Institution Comparisons, Fall 2017 Table 8.5: Tenure Density with CSU Peer Institution Comparisons, 5-Year Trend Table 8.6: Faculty by Race/Ethnicity, 5-Year Trend Table 8.7: Faculty by Gender, 5-Year Trend Table 8.8: Staff by Race/Ethnicity, 5-Year Trend Table 8.9: Staff by Gender, 5-Year Trend

168 169 170 171 172 172 173 174 175

UNIVERSITY BUDGET AND FINANCE

Table 9.1: Statement of Revenues, Expenditures and Changes in Net Position, 5-Year Trend Table 9.2: Percentage of Instructional Expenditures of Total Expenditures with CSU Peer Institution Comparisons, 5-Year Trend Table 9.3: Percentage of Student Grants and Scholarship Expenditures of Total Expenditures with CSU Peer Institution Comparisons, 5-Year Trend Fig. 9.4: Percent Distribution of Core Revenues by Source with CSU Peer Institution Comparisons, FY 2016 University Extended Education Fee Revenue and Reserves Table 9.5: Extended Education Fee Revenue with CSU Peer Institution Comparisons, 5-Year Trend Table 9.6: Extended Education Reserves with CSU Peer Institution Comparisons, 5-Year Trend

STRATEGIC PLANNING Top Achievements by Administrative Division, AY 2017-18 Academic Affairs Student Affairs Business & Finance Strategic Planning, Enrollment Management & Innovation University Advancement Human Resources, Equal Opportunity, and Compliance Selected Strategic Planning Objectives, Strategies, Actions and Consequential Outcomes by Division: Tracking Year-1 (2017-18) Notes Acronyms & Abbreviations Data Sources of Information Glossary of Terms Appendix A: Curricular Highlights, 2017-18

178-179 180 181 181 182 183

This marker

186 187 187 188 189 189 190-229 230 231 232 233-239 240-245

indentifies tables and charts that contain comparison data, a comparison of Stanislaus State and its CSU comparison

group (see page 18 for details) and/or CSU systemwide. BOOK OF TRENDS // 2017-2018 / 7

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SE CTIO N O NE

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

Part of the campus identity comes from its

knows who they are and shares a strong

location in the Central Valley, with its rural

bond of Warrior pride in the work of

setting, diverse population and cultural

the University. Students, faculty, staff

traditions. There is a symbiotic relationship

and administrators know that University

between the campus and the community

programs change studentsâ&#x20AC;&#x2122; lives and shape

it serves, along with a deep sense of

the Central Valley in fundamental ways.

responsibility for strengthening the Central

Together, Stanislaus State overcomes continual challenges to provide educational access to a geographically large sixcounty region of students who are often underserved and at-risk in numerous ways. The community has seen the institution mature in stature, grow its enrollment, raise the quality of its programs, sustain high faculty density, and yield student graduation rates higher than nearly half of the institutions in the 23-campus CSU system. Interwoven with this identity is the knowledge that the campus stands

Valley by advancing the competitiveness of the region. The sense of place includes the Universityâ&#x20AC;&#x2122;s success in building sustainable and vibrant communities. Values and culture define this sense of place and expand the campus identity beyond the Central Valley and the state. Campus programs are simultaneously global in scope and vision as well as rooted in the Valley. Collectively, these sentiments contribute to Warrior pride. There is a special feeling and an exceptional spirit essential to being a Warrior.

out as a physical space, known as one

Warrior pride links the campus community

of the regionâ&#x20AC;&#x2122;s picturesque treasures,

to its past traditions and provides a

with campus buildings set among lakes,

launching pad to a future where the

a reflection pond and waterfowl in a truly

University is a place of unbounded

park-like setting.

opportunity and innovation.

BOOK OF TRENDS // 2017-2018 / 9

University Leadership, Academic Year 2017-18 PRESIDENT’S CABINET

Ellen Junn, Ph.D. President

Kimberly Greer, Ph.D.

Provost/Vice President for Academic Affairs

Darrell Haydon, Ed.D.

Vice President for Business & Finance

Suzanne Espinoza, Ph.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

Thy Monaco, J.D.

General Counsel

Neisha Rhodes, B.A.

Director for Presidential Initiatives

Nina Palomino, M.A.

Special Assistant to the President

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

ACADEMIC AFFAIRS LEADERSHIP Shawna Young, Ed.D

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 Center

Helene Caudill, Ph.D.

Dean, Extended and International Education

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

Dean, University Library

Amanda Theis, B.A.

Academic Operations Specialist

For a current list of Academic Affairs Leadership, visit csustan.edu/provost/academic-affairs-leadership.

CALIFORNIA STATE UNIVERSITY BOARD OF TRUSTEES For a current list of the CSU’s Board of Trustees, visit calstate.edu/BOT.

10 / STANISLAUS STATE // CSUSTAN.EDU

INTRODUCTION // SECTION 1

University Governance, Academic Year 2017-18 2017-18 SENATE EXECUTIVE COMMITTEE

2018-19 SENATE EXECUTIVE COMMITTEE

Cathlin Davis, Ph.D.

Speaker

Chris Nagel, Ph.D.

Speaker

Chris Nagel, Ph.D.

Speaker-Elect

Steven Filling, Ph.D.

Speaker-Elect

Gerard Wellman, Ph.D.

Clerk

Lisa Mariona, M.P.A.

Clerk

Bill Foreman, Ph.D.

Chair of Faculty Affairs Committee

Keith Nainby, Ph.D.

Chair of Faculty Affairs Committee

Mark Thompson, Ph.D.

Chair of University Education Policies Committee

Betsy Eudey, Ph.D.

Chair of University Education Policies Committee

Richard Weikart, Ph.D.

Chair of Faculty Budget Advisory Committee

Andrew Dorsey, Ph.D.

Chair of Faculty Budget Advisory Committee

Andrew Dorsey, Ph.D.

Chair of Graduate Council

Matthew Cover, Ph.D.

Chair of Graduate Council

Steven Filling, Ph.D.

State-Wide Academic Senator

Steven Filling, Ph.D.

State-Wide Academic Senator

Ann Strahm, Ph.D.

State-Wide Academic Senator

Ann Strahm, Ph.D.

State-Wide Academic Senator

CJ Chaney, B.A.

Staff Council Co-Chair

Denise Harteau, B.S.

Becki Woodall, B.S.

Staff Council Co-Chair

Christi Jantz

Cheryl Sweeten

Staff Council Secretary

Susan Jordan

Angie Raposo

Staff Council Treasurer

Lisa Medina, M.B.A.

STAFF COUNCIL

Renee Brown

Veronica Parra, M.S.W.

Cindy Browning, B.S.

Ilene Ruesga, A.S.

Anallely Andrade Calderon, B.A.

Carrie Sonke, B.S.

Christina Freitas

Jeannie Thompson, B.S.

Monica Teicheira, B.S.

Carmen Garcia, B.S.

STUDENT GOVERNMENT, ASI BOARD OF DIRECTORS Brandon Demers

President

Sandra Lezama

Director for College of Business Administration

Maria Marquez

Vice President

Jimmye Absood

J. Gilberto Acuna

Director at Large

Director for College of Education, Kinesiology and Social Work

A’Kia Buford

Director for Athletics

Merril Mathew

Director for College of Science

Nancy Medina

Director for Environment

Michelle Nugaray

Mi’shaye Venerable

Director for Diversity

Director for College of the Arts, Humanities and Social Sciences

Vacant

ASI Secretary

Alessandra Ramirez

Director for Student Clubs and Organizations

Dean of Students

Emma Roots

Director for Housing and Residential Life

Matthew Lopez-Phillips, M.S.

Director for Stockton Center

Karen Koner, Ph.D.

Vacant

Faculty Representative

Katie Jaycox

Director for Graduate Students

BOOK OF TRENDS // 2017-2018 / 11

Faculty Awards & Honors, Through Academic Year 2017-18 OUTSTANDING SERVICE IN FACULTY GOVERNANCE

OUTSTANDING COMMUNITY SERVICE AWARD

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

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 2014-2015 2015-2016 2016-2017 2017-2018 2017-2018

Mark Thompson Steven Filling Renae Floyd Paul O’Brien No Applicants Betsy Eudey Lynn Johnson Cathlin Davis Stuart Sims David Lindsay

ELIZABETH ANNE B. PAPAGEORGE FACULTY DEVELOPMENT AWARD 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2010-2011 2011-2012 2012-2013 2013-2014 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Marjorie Sanchez-Walker Shuo Wang Betsy Eudey Molly Crumpton-Winter Eric Houk Ellen Bell Jung-Ha An Richard Wallace Marina Gerson Anne Weisenberg Peggy Hauselt Choong-Min Kang Donna Andrews Jennifer (Jey) Strangfeld Daniel Soodjinda Christopher Claus Alison McNally

Viji Sundar Sara Garfield Jane Howard Horacio Ferriz Shane Phillips Charles Floyd Steven Filling Not Awarded Jennifer Helzer Dave Colnic Jessica Gomula Donna Andrews Janice Herring Susan Neufeld Tim Helfer No Applicants Eric Broadwater Stefani Overman-Tsai

OUTSTANDING RESEARCH, SCHOLARLY AND CREATIVE ACTIVITY AWARD 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

Robert Cunningham Stephen Schoenthaler Not Awarded Hope Werness Richard Weikart Nancy Taniguchi Joan Wink Zbigniew Gackowski Harold Stanislaw Viji Sundar Samuel Regalado Bret Carroll Arnold Schmidt Jesse Wolfe

2014-2015 2015-2016 2016-2017 2017-2018

Sari Miller-Antonio David Olivant Elvin Aleman Choong-Min Kang

SOURCE: Stanislaus State Office of the Academic Senate, As of June 13, 2018

12 / STANISLAUS STATE // CSUSTAN.EDU

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

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 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

INTRODUCTION // SECTION 1

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 csustan.edu/about/point-pride/accolades for more information. Princeton Review's “Best Colleges” list for 13th straight year Ranked No. 1 value-added public college in the nation by Money Magazine in its list of “Value-Added All-Stars” Included on list of “America’s Best Value Colleges” by Forbes 22nd consecutive year on U.S. News & World Report’s “Best Colleges in the West” rankings Listed as one of the 15 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” – moving up to the No. 1 spot in 2018 Named a Social Mobility Innovator for fourth 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. 2 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 Ranked No. 5 in the nation for Upward Mobility in a study commissioned by the National Public Radio Earned Carnegie Foundation Recognition for Community Engagement School of Nursing included in the America’s Best Nursing Schools – West Region published by NursJournal.org

2018 2017, 2015 2017 2017 2017, 2016, 2015 2018, 2017, 2016, 2015 2017 2017 2017 2016 2016 2015 2015 2015

Accreditation INSTITUTIONAL ACCREDITATION Stanislaus State received its first full accreditation in 1965 and full re-accreditations in 1999 and 2010 from the following:

WASC Senior College and University Commission (WSCUC) 985 Atlantic Avenue, Suite 100, Alameda, CA 94501 www.wascsenior.org Stanislaus State is currently undergoing its WSCUC 2018-19 Reaffirmation of Accreditation.

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

College of the Arts, Humanities, and Social Sciences 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

College of Business Administration

College of Science

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

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

College of Education, Kinesiology & Social Work Education: California Commission on Teacher Credentialing Social Work: Council on Social Work Education

BOOK OF TRENDS // 2017-2018 / 13

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 Universityâ&#x20AC;&#x2122;s pivotal firsts and other historical events over the last 50+ years.

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; twoyear 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:

Menâ&#x20AC;&#x2122;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.

For additional information visit csustan.edu/50th/timeline.

14 / STANISLAUS STATE // CSUSTAN.EDU

INTRODUCTION // SECTION 1

1989:

Universityâ&#x20AC;&#x2122;s athletic program moved up from NCAA Division III to Division II.

1991:

University received a maximum 10-year reaccreditation 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:

Universityâ&#x20AC;&#x2122;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.

BOOK OF TRENDS // 2017-2018 / 15

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. Data for the most recent fall term or academic year is featured and comparison data are denoted with the following:

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 Underrepresented Minorities (URM). Additionally, the selected campuses have students with higher remediation need among entering freshmen. 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.

TABLE 1.1 // Stanislaus State’s CSU Peer Institutions with Selected Indicators, Sorted by Percent 1st Gen % 1st Gen 2017-18

% Pell 2016-17

% URM 2017-18

Remediation Need 2010-11

Total Students 2017-18

Total Faculty 2017-18

HSI2 2016-17

AANAPISI2 2016-17

Impacted 2017-18

CSU CA MPUS

CA Region1

STAN IS LAUS

San Joaquin Valley/Central CA

Middle (42-59%)

10,003

632

San Bernardino

Inland Empire/ Southern CA

High (> 59%)

20,461

981

Bakersfield

San Joaquin Valley/Central CA

Middle (42-59%)

9,863

569

Fresno

San Joaquin Valley/Central CA

High (> 59%)

25,168

1,475

East Bay

East Bay/ Northern CA

High (> 59%)

15,435

852

Monterey Bay

Central Coast/ Central CA

Middle (42-59%)

7,131

441

San Francisco

San Francisco/ Northern CA

Middle (42-59%)

29,607

1,690

TABLE 1.1 SOURCES: CSU Enrollment Dashboard (% 1st Generation to Earn a Degree (undergrads), % Pell recipient (undergrads), % URM/Traditionally Underrepresented (undergrads)), Retrieved from http://asd.calstate.edu/dashboard/ enrollment-live.html; CSU Original Student Success Dashboard (Remediation Need for Fall 2010 Full-Time First-Time Freshman Cohort), Retrieved from https://csusuccess.dashboards.calstate.edu/public/app/dashboard/dashboard-index.php; CSU Systemwide Human Resources, 2017 CSU Employee Profile, Retrieved from https://www2.calstate. edu/csu-system/faculty-staff/employee-profile/Documents/Fall2017CSUProfiles.pdf CSU External Affairs (HSI and AANAPISI indicator), Retrieved from https://www2.calstate.edu/impact-of-the-csu/ diversity; Stanislaus State Office of Admissions (Impacted indicator) TABLE 1.1 NOTE: Data displayed is most recent available in the sources listed above. 1. Northern CA, Central CA, and Southern CA regions according to the CSU Peers Report of the CSU’s Graduation Rates Dashboard. 2. Meet HSI and AANAPISI Criteria.

16 / STANISLAUS STATE // CSUSTAN.EDU

INTRODUCTION // SECTION 1 MAP OF CSU COMPARISON CAMPUSES

STOCKTON CENTER 647 Students

STANISLAUS STATE 10,003 Students 632 Faculty First Generation Students: 74% Pell Recipients: 59% 6-County Service Region Stanislaus County San Joaquin County Merced County

Sacramento

Mariposa County Calaveras County Tuolumne County

San Francisco 29,607 Students 1,690 Faculty First Generation Students: 53% Pell Recipients: 42%

Fresno

Stockton

25,168 Students 1,475 Faculty First Generation Students: 66% Pell Recipients: 57%

Turlock

East Bay Bakersfield

15,435 Students 852 Faculty First Generation Students: 62% Pell Recipients: 46%

9,863 Students 569 Faculty First Generation Students: 69% Pell Recipients: 61%

Monterey Bay 7,131 Students 441 Faculty First Generation Students: 60% Pell Recipients: 48%

San Bernardino 20,461 Students 981 Faculty First Generation Students: 71% Pell Recipients: 63% Los Angeles

San Diego

BOOK OF TRENDS // 2017-2018 / 17

S EC T I O N TWO

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.

•

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 simply for the sake of being innovative. We want to support

In Spring 2017, the University

proven practices in teaching, learning,

Strategic Planning Council

research, scholarship, and service

comprehensively discussed and

as well as focus on the processes of

reaffirmed the assumptions listed below

innovation.

that today serve as the foundation for the campus planning process: •

•

underrepresented—we want to

Stanislaus State plans to remain a

recruit, retain, and graduate a

non-impacted campus, i.e. admit all

larger percentage of this

who meet CSU admissions criteria.

underrepresented population.

First-generation students define

•

relationships that deepen student

accomplishments.

learning. We want to grow enrollments, but also preserve

Diversity and inclusion are key pillars

this feature related to personal interactions between faculty

This new plan must provide continuing support for graduate programs.

•

and students. •

of degrees through enrollment,

with a small campus ethos. •

Stan State must find creative and

and scholarships.

innovative ways to conduct the

Stanislaus State desires to be choice institution in our region—a university that provides high quality, accessibility, and inclusion for all.

We exist in a time when state resources are not guaranteed.

enhancement of programs, labs,

distinctive—we will become the first-

Stanislaus State wants to be a beacon of higher education for the region

Stan State will reinvigorate the sciences—increase the percentage

•

Stan State values the authentic

our success, outcomes, and

of this strategic plan. •

Male students of color are

important work of the institution. •

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

18 / STANISLAUS STATE // CSUSTAN.EDU

Imagine the future of Stanislaus State. - PRESIDENT ELLEN JUNN, PRESIDENTâ&#x20AC;&#x2122;S SPRING WELCOME ADDRESS, JANUARY 23, 2018

BOOK OF TRENDS // 2017-2018 / 19

TABLE 2.1 // California State University, Stanislaus Headcount and Full-Time Equivalent Student (FTES)1 Enrollment Compared to CSU Campus Total,2 Historical Trends STAN I S L AU S STAT E TOTAL

FAL L T ER M

Headcount

C SU CA M P U S TOTA L

FTES

Headcount

% C SU CA M P U S TOTAL

FTES

Headcount

FTES

1960

756

296

95,081

70,142

0.8

0.4

1965

705

486

154,927

117,316

0.5

0.4

1970

2,643

2,419

241,559

199,126

1.1

1.2

1975

3,171

2,238

310,891

235,811

1.0

1980

3,910

2,575

313,850

237,832

1.3

1.1

1985

4,255

2,816

324,626

247,298

1.3

1.1

1990

5,811

3,865

369,053

275,510

1.6

1.4

1995

5,972

4,340

325,604

251,591

1.8

1.7

2000

7,062

5,184

367,397

286,081

1.9

1.8

2005

8,137

6,020

403,994

324,433

2.0

1.9

2010

8,305

6,727

411,164

343,354

2.0

2015

9,282

7,776

473,239

404,747

2.0

1.9

2016

9,762

8,241

477,148

409,367

2.1

2.0

2017

10,003

8,521

482,755

419,518

2.1

2.0

FIG. 2.1A // Stanislaus State Fall Enrollment Trends, Through Fall 2017 11,000

HEADCOUNT/FTES

8,250

5,500

2,750

1960

KEY:

1970

HEADCOUNT

20 / STANISLAUS STATE // CSUSTAN.EDU

1980

1990 FALL TERM

FTES

2000

2010

2017

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2

FIG. 2.1B // CSU 23-Campus Fall Enrollment Trends, Through Fall 2017 500,000

HEADCOUNT/FTES

400,000

300,000

200,000

100,000

1960

KEY:

1970

1980

HEADCOUNT

1990 FALL TERM

2000

2010

2017

FTES

Highlights •

Headcount and FTES enrollment as a percentage of the CSU system total has held steady at 1.8-2.1% since 1995, indicating that Stanislaus is experiencing growth at the same rate as the CSU system overall.

•

The enrollment deceases at the Stanislaus campus in both fall 2004 and 2010 also occurred systemwide.

•

The recent five-year growth from fall 2013 to fall 2017 is 1,086 students and a FTES increase of 913.

TABLE 2.1 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, Table 1: Total Enrollment by Gender and Student Level, Retrieved from http://calstate.edu/as/stats.shtml TABLE 2.1 NOTE: Five-year increments displayed for 1960-2015, followed by 1-year increments. 1. (Term) 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.

BOOK OF TRENDS // 2017-2018 / 21

TABLE 2.2 // California State University, Stanislaus-Stockton Center Headcount and Full-Time Equivalent Student (FTES) Enrollment Compared to Stanislaus State Total, Historical Trends FAL L T ER M

STO C KTO N C E N T E R TOTAL

STA NISL AU S STAT E TOTA L

Headcount

FTES

Headcount

FTES

19911

701

253

5,790

3,879

12.1

6.5

1995

598

238

5,972

4,340

10.0

5.5

2000

1,099

452

7,062

5,184

15.6

8.7

2005

973

403

8,137

6,020

12.0

6.7

2010

562

189

8,305

6,727

6.8

2.8

2015

585

208

9,282

7,776

6.3

2.7

2016

548

194

9,762

8,241

5.6

2.3

2017

647

233

10,003

8,521

6.5

2.7

•

Enrollment at the Stockton Center—the University’s official off-campus center —was on an upward trend between fall 1996 to when it peaked in fall 2002.

•

Enrollment decreased after fall 2002 until fall 2006 when there was a slight increase in enrollment followed by a slightly larger increase in fall 2007.

•

After fall 2007 there was a significant enrollment decrease at the Stockton Center which persisted until fall 2014 when enrollment levels began to recover.

•

Although not shown in the above table, the ratio of the Stockton Center's FTES to headcount has varied from a high of .447 in fall 2003 to a low of .291 in fall 2011.

•

The fall 2017 enrollment at the Stockton Center is the highest it's been since fall 2009.

FIG. 2.2 // Stockton Center Fall Enrollment Trends, Through Fall 2017

As a percentage of the University's total enrollment, Stockton's headcount has contributed between 5.6-6.8% of the total headcount, and Stockton's FTES has contributed 2.3-2.8% of the total FTES, since fall 2010.

1,200

900

HEADCOUNT/FTES

Highlights

•

% STA NISL AU S STAT E TOTAL

FTES

600

300

1991

2000

2010

2017

FALL TERM

KEY:

HEADCOUNT

FTES

TABLE 2.2 SOURCE: CSU Enrollment Reporting System-Student (ERSS) and Off-Campus Center (ERSO) data files TABLE 2.2 NOTES: The Stockton Center enrollment counts are included in the University’s total enrollment counts. Five-year increments displayed for 1995-2015, followed by 1-year increments. 1. The first classes commenced at the Stockton Center in the mid-1970’s (https://www.csustan.edu/stockton-center/about-us), however 1991-92 was the first year the Stockton Center enrollment was officially reported.

22 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.3 // Enrollment by Degree Level and Academic Level, 5-Year Trend D EG R EE/ACA D EM I C L E VE L

Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C H ANGE

Fall 2017

1 YEA R

5 YE AR

UNDERGRADUATE First-Year

1,952

2,010

1,940

2,118

2,131

0.6

9.2

Sophomore

1,092

1,086

1,152

1,144

1,222

6.8

11.9

Junior

1,985

2,036

2,184

2,394

2,487

3.9

25.3

Senior

2,708

2,705

2,815

2,958

3,048

3.0

12.6

-50.0

-82.4

Undergraduate Total

7,754

7,847

8,099

8,620

8,891

3.1

14.7

Graduate/Postbac Total

1,163

1,198

1,183

1,142

1,112

-2.6

-4.4

8,917

9,045

9,282

9,762

10,003

2.5

12.2

Postbac/2nd Bachelor’s

GRAND TOTAL

FIG. 2.3A // Enrollment by Degree Level, Fall 2017

FIG. 2.3B // Enrollment by Academic Level, 5-Year Trend 3,500

3,000

10,003 Total Enrollment

HEADCOUNT

2,500

2,000

1,500

1,000

11% 1,112 Graduate/Postbac

89% 8,891 Undergraduate

500

2013

KEY:

2014

FIRST-YEAR SENIOR

2015 FALL TERM

2016

SOPHOMORE GRADUATE/POSTBAC

2017

JUNIOR

Highlights •

From fall 2013 through fall 2017 total enrollment grew by 12.2% (1,086 students).

•

Over this time period, undergraduate enrollment increased by 14.7% (1,137 students) while graduate/postbac student enrollment decreased by 4.4% (-51 students).

•

The junior class grew at the highest rate (25.3%) and by the most students (502 students). This reflects the increase in transfer students who enter at junior level.

•

Seniors are the largest subgroup of the total student population at about 30%, while sophomores are the smallest at about 12%.

TABLE 2.3 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files

BOOK OF TRENDS // 2017-2018 / 23

TABLE 2.4 // Enrollment by Degree Level and Academic Level with CSU Peer Institution Comparisons, Fall 2017 U N D E R G R AD UAT E CS U CA MPUS

First-Year

Soph.

Junior

Senior

Teacher Credential2

All Other Postbacs

Graduate

GR Subtotal

Total

1,461

723

1,858

2,520

6,562

172

383

569

7,131

20.5

10.1

26.1

35.3

92.0

2.4

0.2

5.4

8.0

100

6,596

3,368

7,852

8,745

26,561

188

136

2,722

3,046

29,607

22.3

11.4

26.5

29.5

89.7

0.6

0.5

9.2

10.3

100

4,438

2,628

4,938

6,239

18,243

378

1,762

2,218

20,461

21.7

12.8

24.1

30.5

89.2

1.8

0.4

8.6

10.8

100

2,131

1,222

2,487

3,048

8,888

391

647

1,115

10,003

21.3

12.2

24.9

30.5

88.9

3.9

0.8

6.5

11.1

100

5,269

3,220

5,859

7,841

22,189

654

105

2,220

2,979

25,168

20.9

12.8

23.3

31.2

88.2

2.6

0.4

8.8

11.8

100

2,404

1,193

2,365

2,665

8,627

427

160

649

1,236

9,863

24.4

12.1

24.0

27.0

87.5

4.3

1.6

6.6

12.5

100

2,210

1,331

3,890

5,567

12,998

212

160

2,065

2,437

15,435

14.3

8.6

25.2

36.1

84.2

1.4

1.0

13.4

15.8

100

San Francisco

San Bernardino

STAN I S LAUS

Fresno

Bakersfield

East Bay

Highlights

â&#x20AC;˘

UG Subtotal

N Monterey Bay

â&#x20AC;˘

GRA D UAT E/ P OST B AC

UG to GR Ratio 92:8

90:10

89:11

88:12

87:13

84:16

FIG. 2.4 // Undergraduate to Graduate Ratio with CSU Peer Institution Comparisons, Fall 2017

The ratio of undergraduate to graduate/postbac students is within the range of most of Stanislaus' CSU peers except for East Bay which has far more graduate/postbac students, and Monterey Bay which has fewer graduate/postbac students than Stanislaus State.

Monterey Bay

92 90

San Francisco

Among Stanislaus' CSU peer group, Stanislaus and Bakersfield stand out as having the largest percentage of credential students, approximately 4% of the total population for each campus.

8 10

San Bernardino

STANISLAUS

Fresno

Bakersfield

East Bay

0 KEY:

20 //

UNDERGRADUATE

80 //

100 GRADUATE

TABLE 2.4 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, Retrieved from http://calstate.edu/as/stats.shtm TABLE 2.4 NOTES: Percentages may not sum to total due to rounding. Includes postbacs seeking a second bachelor's degree. 1. Sorted by highest undergraduate proportion. 2. Credential student enrollment reported at the CSU system level includes teacher credential seeking students only.

24 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.5 // Enrollment by Degree Level, Gender, and Race/Ethnicity, Fall 2017 DEGREE LEVEL GEND ER

Undergraduate (%)

R AC E / E T H N I C I T Y American Indian / Alaskan Native

1 (0.1)

16 (0.2)

353 (4.0)

21 (1.9)

374 (3.7)

71 (0.8)

9 (0.8)

80 (0.8)

1,483 (16.7)

101 (9.1)

1,584 (15.8)

734 (8.3)

100 (9.0)

834 (8.3)

17 (0.2)

0 (0.0)

17 (0.2)

Two or More Races

119 (1.3)

12 (1.1)

131 (1.3)

Non-Resident Alien

128 (1.4)

4 (0.4)

132 (1.3)

Unknown

160 (1.8)

29 (2.6)

189 (1.9)

3,080 (34.6)

277 (24.9)

3,357 (33.6)

16 (0.2)

4 (0.4)

20 (0.2)

Asian

518 (5.8)

54 (4.9)

572 (5.7)

Black/African American

133 (1.5)

17 (1.5)

150 (1.5)

Hispanic/Latino(a)

3,197 (36.0)

359 (32.3)

3,556 (35.5)

White

1,246 (14.0)

275 (24.7)

1,521 (15.2)

29 (0.3)

7 (0.6)

36 (0.4)

Two or More Races

205 (2.3)

250 (2.2)

230 (2.3)

Non-Resident Alien

217 (2.4)

16 (1.4)

233 (2.3)

Unknown

250 (2.8)

78 (7.0)

328 (3.3)

5,811 (65.4)

835 (75.1)

6,646 (66.4)

8,891 (100)

1,112 (100)

10,003 (100)

Black/African American Hispanic/Latino(a) White Native Hawaiian / Pacific Islander

Male Total American Indian / Alaskan Native

F EMALE

Native Hawaiian / Pacific Islander

Female Total

GR A ND TOTA L

Highlights •

•

Total (%)

15 (0.2)

Asian

MALE

Graduate/Postbac (%)

Male students are slightly over onethird (33.6%) of the overall population, but only one-fourth (24.9%) of the graduate/postbac population. Hispanic undergraduate female students represent the largest subpopulation with a total of 3,197 or 36% of the overall population.

FIG. 2.5 // Enrollment by Gender, Fall 2017

33.6% 3,357 Males

66.4% 6,646 Females

10,003 Total Enrollment

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.

BOOK OF TRENDS // 2017-2018 / 25

TABLE 2.6 // Enrollment by Degree Level and Race/Ethnicity with CSU Campus Total and Six-County Service Region1 Population Comparisons, Fall 2017 DEGREE LEVEL RACE /ETHNI CI TY American Indian / Alaskan Native

Undergraduate (%)

Graduate/Postbac (%)

Total (%)

CSU Campus Total, Fall 2017 (%)

Six-County Population, 2017 Estimates (%)

31 (0.3)

5 (0.4)

36 (0.4)

1,179 (0.2)

9,189 (0.5)

Asian

871 (9.8)

75 (6.7)

946 (9.5)

76,246 (15.8)

157,384 (9.3)

Black/African American

204 (2.3)

26 (2.3)

230 (2.3)

19,763 (4.1)

81,878 (4.8)

Hispanic/Latino(a)

4,680 (52.6)

460 (41.4)

5,140 (51.4)

193,784 (40.2)

746,039 (44.1)

White

1,980 (22.3)

375 (33.7)

2,355 (23.5)

113,327 (23.5)

644,918 (38.1)

46 (0.5)

7 (0.6)

53 (0.5)

1,283 (0.3)

7,385 (0.4)

Two or More Races

324 (3.6)

37 (3.3)

361 (3.6)

22,449 (4.7)

46,772 (2.8)

Non-Resident Alien

345 (3.9)

20 (1.8)

365 (3.6)

31,895 (6.6)

N/A

Unknown

410 (4.6)

107 (9.6)

517 (5.2)

22,829 (4.7)

N/A

8,891 (100)

1,112 (100)

10,003 (100)

482,755 (100)

1,693,565 (100)

Native Hawaiian / Pacific Islander

GRAND TOTAL

Highlights •

•

Over half of Stanislaus State students are Hispanic/Latino (51.4%), with a slightly higher proportion at the undergraduate level (52.6%), and even higher at the full-time undergraduate level (53.8%) although not displayed above. As a federally designated HispanicServing Institution (HSI), this percentage is over twice the minimum requirement of 25% undergraduate full-time Hispanic enrollment. Stanislaus State is a minority-majority institution, as exemplified with its Underrepresented minority (URM) student population of approximately 54%, and minority student population of approximately 64%. Stan State also meets Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) criteria with an undergraduate enrollment of at least 10% in those categories.

•

Both the HSI and AANAPISI designations require that in addition to the minimum sub-population percentages, at least half of all degree-seeking undergraduates must be low-income.

•

The University’s overall population disaggregated by race/ ethnicity is somewhat representative of the overall 6-county region population, however White and Black/African American students are underrepresented while Hispanic students are overrepresented.

•

There are significantly higher proportions of Asians, Black/ African Americans, and Non-Resident Aliens and a significantly lower proportion of Hispanics in the CSU overall compared to the Stanislaus campus.

TA B L E 2.6 S OU RC E: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, Table 2A: CSU Enrollment by Campus and Ethnic Group, Fall 2017, Retrieved from http://calstate.edu/as/stat_reports/2017-2018/feth02.htm; California Department of Finance, Demographic Research Unit, Report P-2: Total Estimated and Projected Population for California Counties: July 1, 2010 to July 1, 2060 in 1-year Increments, January 2018, Retrieved from http://www.dof.ca.gov/Forecasting/Demographics/Projections/ on July 31, 2018 TA B L E 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.

26 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.7 // Enrollment by Race/Ethnicity with CSU Peer Institution Comparisons, Fall 2017

American Indian/Alaska Native

CS U CA MPUS 1

Asian

Black/ African American

Hispanic/ Latino

White

Two or More Races

Pacific Islander

Non-Res. Alien

Unknown

Campus Total

1,100

1,088

12,553

2,648

541

1,471

974

20,461

0.2

5.4

5.3

61.4

12.9

0.2

2.6

7.2

4.8

100

688

557

5,463

1,906

299

579

294

9,863

0.6

7.0

5.6

55.4

19.3

0.2

3.0

5.9

3.0

100

946

230

5,140

2,355

361

365

517

10,003

0.4

9.5

2.3

51.4

23.5

0.5

3.6

5.2

100

101

3,401

747

12,399

4,929

714

1,598

1,236

25,168

0.4

13.5

3.0

49.3

19.6

0.2

2.8

6.3

4.9

100

367

292

3,318

1,824

421

363

501

7,131

0.3

5.1

4.1

46.5

25.6

0.3

5.9

5.1

7.0

100

7,398

1,585

9,229

5,876

119

1,819

2,208

1,320

29,607

0.2

25.0

5.4

31.2

19.8

0.4

6.1

7.5

4.5

100

3,475

1,507

4,805

2,408

126

852

1,413

817

15,435

0.2

22.5

9.8

31.1

15.6

0.8

5.5

9.2

5.3

100

San Bernardino

Bakersfield

STA NI S LAUS

Fresno

Monterey Bay

San Francisco

East Bay

Highlights

•

21 of the 23 CSU campuses meet Hispanic-Serving Institution (HSI) criteria. Stanislaus is among three CSU campuses in its comparison group with the largest proportion of Hispanic/Latino students. The ethnic group that makes up the largest share of Stanislaus State students is Hispanic/Latino. Two other CSU campuses in Stanislaus' comparison group have Hispanic/Latino populations that make up even larger shares of the total enrollment (Bakersfield, 55.4% and San Bernardino, 61.4%).

100

PERCENTAGE

•

FIG. 2.7 // Percentage of Hispanic/Latino Enrollment with CSU Peer Institution Comparisons, Fall 2017

0 San Bernardino

Bakersfield

STANISLAUS

Fresno

Monterey Bay

San Francisco

East Bay

CSU CAMPUS

TABLE 2.7 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, Table 2A: CSU Enrollment by Campus and Ethnic Group, Fall 2017, Retrieved from http://calstate.edu/as/stat_reports/2017-2018/feth02.htm 1. Sorted by % Hispanic/Latino

BOOK OF TRENDS // 2017-2018 / 27

MAP OF TOTAL STUDENT ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017

Arnold 2 1

Lockeford

Murphys 4

Lodi

Strawberry

San Andreas 1

7 3 66

72 37

61 34

2 Twain Harte

Stockton

Angels

Sonora 34

141 11 French Camp

152

62 Manteca

Escalon

213

103 166

100 Tracy

235Riverbank

242

125Salida 37

Coulterville 477

333

Modesto

125

363 145

237

Waterford 10 142

488

78 1144

Turlock

218

Snelling 4 9

550

Patterson 10

217

92 186

Livingston

Merced

294

Newman 9

104

174

Atwater 256

41 14

Gustine 159

Le Grand

56 2 Santa Nella 42 Los Banos

Dos Palos

180

KEY:

• Students by Zip Code Centroid 5

NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps. The map displays enrollment counts based on students’ current residence as reported in PeopleSoft.

28 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.8 // Enrollment by Student Level and Geographic Origin, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

5-Year Total

% Within Subgroup

% CHANGE 1 Year

5 Year

UND ER G R A D UAT E Six-County Service Region Calaveras

194

0.5

-10.8

-28.3

Mariposa

0.1

0.0

-21.4

Merced

1,437

1,421

1,462

1,570

1,620

7,510

18.2

3.2

12.7

San Joaquin

1,243

1,200

1,239

1,360

1,452

6,494

15.8

6.8

16.8

Stanislaus

3,668

3,752

3,915

4,118

4,225

19,678

47.8

2.6

15.2

Tuolumne Six-County Service Region Total Other CA County Out of State Out of Country

284

0.7

-3.6

-19.4

6,475

6,480

6,712

7,152

7,395

34,214

83.1

3.4

14.2

1,208

1,291

1,297

1,395

1,425

6,616

16.1

2.2

18.0

106

0.3

17.4

68.8

231

0.6

-6.8

7.9

7,737

7,837

8,091

8,614

8,888

41,167

100.0

3.2

14.9

Calaveras

0.5

166.7

-20.0

Mariposa

0.2

Merced

234

252

256

227

224

1,193

20.4

-1.3

-4.3

San Joaquin

186

205

206

177

168

942

16.1

-5.1

-9.7

Stanislaus

629

613

618

622

606

3,088

52.9

-2.6

-3.7

Tuolumne

1.1

41.7

142.9

1,069

1,094

1,097

1,043

1,023

5,326

91.2

-1.9

-4.3

457

7.8

-8.1

5.8

0.2

0.8

-75.0

-95.2

1,180

1,208

1,191

1,148

1,115

5,842

100.0

-2.9

-5.5

Calaveras

223

0.5

2.5

-26.8

Mariposa

0.1

-15.4

-35.3

Merced

1,671

1,673

1,718

1,797

1,844

8,703

18.5

2.6

10.4

San Joaquin

1,429

1,405

1,445

1,537

1,620

7,436

15.8

5.4

13.4

Stanislaus

4,297

4,365

4,533

4,740

4,831

22,766

48.4

1.9

12.4

Tuolumne

346

0.7

4.4

-4.1

7,544

7,574

7,809

8,195

8,418

39,540

84.1

2.7

11.6

Undergraduate Total

GR A D UATE/PO ST B AC Six-County Service Region

Six-County Service Region Total Other CA County Out of State Out of Country Graduate/Postbac Total

GR A ND TOTA L Six-County Service Region

Six-County Service Region Total Other CA County

1,294

1,385

1,384

1,494

1,516

7,073

15.1

1.5

17.2

Out of State

120

0.3

8.0

35.0

Out of Country

276

0.6

-12.5

-28.8

8,917

9,045

9,282

9,762

10,003

47,009

100.0

2.5

12.2

GR A ND TOTA L

TA B L E 2 . 8 S OU RC E: CSU Enrollment Reporting System-Student (ERSS) data files TA B L E 2 . 8 N OTES : Geographic origin is based on studentsâ&#x20AC;&#x2122; permanent address as reported on the CSU admission application. Percentages may not sum to total due to rounding. The graduate/postbac headcount includes postbacs seeking a second bachelor's degree.

BOOK OF TRENDS // 2017-2018 / 29

TABLE 2.9 // Enrollment by Enrollment Status, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

E N R O LLMENT STAT US Continuing

5,920

6,326

6,513

6,724

6,990

4.0

18.1

184

135

145

142

-2.1

-22.8

Transfer

1,166

965

964

1,095

1,028

-6.1

-11.8

First-Time

1,644

1,616

1,654

1,788

1,840

2.9

11.9

-70.0

0.0

8,917

9,045

9,282

9,762

10,003

2.5

12.2

Returning

Transitory/Visiting

GRAND TOTAL

Highlights •

•

5 Year

FIG. 2.9 // Enrollment by Enrollment Status, Fall 2017

Over this period of time 66% to 70% of the fall total enrollment are continuing students. As of fall 2017, 7 out of 10 students overall are continuing students, i.e., students who were previously enrolled in spring 2017 and at the same program level, i.e., undergraduate, credential, graduate. About 28% of all students as of fall 2017 were enrolled as a new student, entering as first-time or a new transfer. With nearly 98% of all students enrolled as new or continuing, this demonstrates the University’s ability to attract and retain students. The number of entering transfer students has decreased by 11.8% from fall 2013 to fall 2017. This decrease is reflective in the percentage of transfer students to the total student population which was 13.1% in 2013, but dropped to 10.3% in 2017.

TABLE 2.9 & 2.10 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files

30 / STANISLAUS STATE // CSUSTAN.EDU

69.9%

6,990 Continuing

18.4%

1,840 First-Time

10,003 Total Enrollment

10.3%

1,028 Transfer

1.4%

145 Returning & Transitory/Vistiting

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.10 // Undergraduate Enrollment by College and Enrollment Status, 5-Year Trend CO LLEG E

ENROLLMENT STAT U S Continuing

CO LLEG E O F TH E A RTS , Returning HUMA NI TI ES & S O CI A L S CI ENCE S Transfer (CA HS S ) First-Time Freshman

1 Year

5 Year

1,766

8.1

23.2

41.2

-31.4

312

279

241

323

294

-9.0

-5.8

256

296

312

5.4

22.8

2,270

2,396

5.6

17.7

1,018

1,100

1,159

1,181

1,180

-0.1

15.9

7.7

-22.2

Transfer

241

180

214

201

204

1.5

-15.4

First-Time Freshman

142

141

149

156

153

-1.9

7.7

1,419

1,431

1,533

1,551

0.0

9.3

Continuing

703

802

868

867

840

-3.1

19.5

Returning

-66.7

-76.9

Transfer

174

144

139

112

160

42.9

-8.0

First-Time Freshman

108

113

114

121

156

28.9

44.4

Returning

Returning Transfer First-Time Freshman COS Total Continuing Returning Transfer First-Time Freshman Transitory/Visiting Undeclared/Other Total Continuing Returning

998

1,065

1,128

1,109

1,159

4.5

16.1

1,665

1,805

1,921

2,007

2,130

6.1

27.9

5.6

-34.5

311

268

283

311

276

-11.3

298

344

331

399

398

-0.3

33.6

2,303

2,434

2,546

2,735

2,823

3.2

22.6

479

447

344

386

466

20.7

-2.7

-20.0

-50.0

131

-35.9

20.0

422

351

420

417

402

-3.6

-4.7

-70.0

0.0

982

859

817

949

959

1.1

-2.3

5,299

5,625

5,845

6,075

6,382

5.1

20.4

103

3.2

-37.9

Transfer

1,108

928

922

1,078

1,018

-5.6

-8.1

First-Time Freshman

1,224

1,232

1,270

1,389

1,421

2.3

16.1

-70.0

0.0

7,737

7,837

8,091

8,614

8,888

3.2

14.9

Transitory/Visiting

TOTA L

1,634

2,067

COEKSW Total

TOTA L

1,553

% CHANGE

Fall 2017

283

Continuing

UND ECLA R ED / OTHER

1,471

Fall 2016

2,048

CBA Total

CO LLEG E O F S CI ENCE (CO S )

1,434

Fall 2015

254

Continuing

CO LLEG E O F E D UCAT I O N, K I NES I O LO GY & S O CI A L WO R K (C O EK S W )

Fall 2014

2,035

CAHSS Total

CO LLEG E O F B US I NES S A D MI NI ST R AT I O N (C B A )

Fall 2013

Highlights •

The enrollment status with the largest increase among undergraduate students over this time period is continuing students.

•

The increase in continuing students reflects a consistent highlevel enrollment of first-time freshmen and transfer students. Only entering fall transfer students are shown in this table, however, it is important to note that in recent years there are about half as many transfer students in spring terms as there are in fall, whereas the majority of first-time freshman enter in the fall. Therefore, transfer students for the entire academic year outnumber first-time freshmen. Many of the transfer

students that enter in the spring term become continuing students in the following fall term. •

The college with the largest increase in undergraduate continuing students is COS. This reflects the fact that COS has the largest number of students and the highest growth rate of continuing students across the colleges over this time period.

•

The second largest increase in undergraduate continuing students is in CAHSS. This result is consistent with the fact that the CAHSS has the second-largest number of students and the second highest growth rate in continuing students.

TABLE 2.10 NOTE: Postbacs seeking a second bachelor's degree are not included.

BOOK OF TRENDS // 2017-2018 / 31

TABLE 2.11 // Graduate/Postbac Enrollment by College and Enrollment Status, 5-Year Trend ENR O L L M E N T STAT U S

CO L L E G E

Continuing

5 Year

-16.4

-45.0

-25.0

50.0

62.5

-8.8

170

140

119

109

116

6.4

-31.8

Continuing

-16.3

-21.7

Returning

-50.0

0.0

-14.8

-16.7

-18.9

Continuing

388

492

466

447

-4.1

15.2

Returning

-2.6

-1.3

334

301

295

312

314

0.6

-6.0

797

868

852

854

835

-2.2

4.8

Continuing

1.8

-10.9

Returning

-100.0

0.0

-33.3

111

102

0.0

-21.6

Continuing

-36.4

-41.7

Returning

-100.0

-33.3

-34.6

-39.3

Continuing

621

701

668

649

608

-6.3

-2.1

Returning

-6.0

-3.7

478

421

426

416

429

3.1

-10.3

1,180

1,208

1,191

1,148

1,115

-2.9

-5.5

New COEKSW Total

New COS Total

New Undeclared/Other Total

TOTAL

1 Year 61

CBA Total

U N DECLA R ED / OTH E R

% C HA NGE

Fall 2017

New

CO S

Fall 2016

CAHSS Total

CO E K S W

Fall 2015

New

CBA

Fall 2014

111

Returning

CAH SS

Fall 2013

New

TOTAL

Highlights •

Stanislaus State’s graduate/postbac enrollment over the five-year period has declined by 65 students (5.5%).

•

The decline was across three of the four colleges; COEKSW grew by 38 students.

•

Given the growth/decline pattern across the University the share of graduate/postbac enrollment found in COEKSW grew from 67.5% to 74.9% of total graduate/postbac enrollment, mostly due to its credential programs.

•

The decrease in new graduate/postbac enrollment at Stanislaus is consistent with what is occurring systemwide, where there was a 3.3% decrease over the last five years.

TABLE 2.11 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 2.11 NOTE: Includes postbacs seeking a second bachelor's degree.

32 / STANISLAUS STATE // CSUSTAN.EDU

•

The largest 5-year graduate/postbac enrollment decrease at Stanislaus was in the CAHSS with a decrease of 54 students (31.8%); however the CAHSS was the only college with a 1-year increase (6.4%).

•

Looking at enrollment through the lens of enrollment status, the new student category experienced the largest decrease over the period from fall 2013 to fall 2017.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.12 // Undergraduate Enrollment by Enrollment Status and Full-Time and Part-Time Status, 5-Year Trend E NR O LLMENT STAT U S

Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

CO NTI NUI NG Full-Time

4,412

4,724

4,807

4,988

5,233

4.9

18.6

Part-Time

887

901

1,038

1,087

1,149

5.7

29.5

5,299

5,625

5,845

6,075

6,382

5.1

20.4

Full-Time

-20.5

-41.5

Part-Time

43.5

-34.0

103

3.2

-37.9

Full-Time

893

743

720

856

832

-2.8

-6.8

Part-Time

215

185

202

222

186

-16.2

-13.5

1,108

928

922

1,078

1,018

-5.6

-8.1

Full-Time

1,181

1,198

1,220

1,330

1,362

2.4

15.3

Part-Time

0.0

37.2

1,224

1,232

1,270

1,389

1,421

2.3

16.1

2 8

-62.5

Continuing Total

RETUR NI NG

Returning Total

TR A NS FER

Transfer Total

FI R ST-T I ME F R ESH M AN

First-Time Freshman Total

TR A NS I TO RY /V I SI T I N G Full-Time Part-Time Transitory/Visiting Total

1 3

-70.0

0.0

Full-Time

6,542

6,698

6,779

7,215

7,458

3.4

14.0

Part-Time

1,195

1,139

1,312

1,399

1,430

2.2

19.7

TOTA L

7,737

7,837

8,091

8,614

8,888

3.2

14.9

TOTA L

Highlights •

•

The share of total undergraduate enrollment accounted for by continuing students has increased from 68.5% in fall 2013 to 71.8% in fall 2017. This reflects a growth of 20.4% in continuing students over this time.

•

First-time freshmen are consistently about 16% of the total undergraduate enrollment in the fall term.

•

The percent of undergraduate enrollment that is full-time in the fall term ranges from 84 to 85%.

The large percentages of new and continuing students reflects Stanislaus State’s ability to attract and retain students—an important component of the University’s Graduation Initiative goals.

•

For the fall terms over this time period, about 96% of first-time freshmen enroll full-time. In comparison, 82% of transfer students and 82% of continuing students enroll full-time.

TABLE 2.12 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 2.12 NOTES: Postbacs seeking a second bachelor’s degree are not included. Undergraduate full-time definition consistent with IPEDS – enrolled in 12 or more credit units.

BOOK OF TRENDS // 2017-2018 / 33

TABLE 2.13 // Graduate/Postbac Enrollment by Enrollment Status and Full-Time and Part-Time Status, 5-Year Trend Fall 2013

E N RO LLMENT STAT US

5 Year

228

206

-9.6

13.8

Part-Time

262

267

266

207

182

-12.1

-30.5

Total

443

514

485

435

388

-10.8

-12.4

Full-Time

4.2

-30.6

Part-Time

-29.6

-32.1

Total

-13.7

-31.3

Full-Time

204

148

137

145

152

4.8

-25.5

Part-Time

8.6

-23.2

New Total

286

233

192

203

215

5.9

-24.8

793

814

741

689

647

-6.1

-18.4

Full-Time

113

120

126

149

166

11.4

46.9

Part-Time

-7.5

14.0

156

172

171

202

215

6.4

37.8

Full-Time

31.6

78.6

Part-Time

-30.8

200.0

6.3

100.0

Full-Time

157

180

181

175

-3.3

11.5

Part-Time

47.4

16.7

New Total

181

177

192

200

203

1.5

12.2

354

368

394

434

452

4.1

27.7

Full-Time

-50.0

-44.4

Part-Time

-26.7

-54.2

All Other Postbacs Total

-36.0

-51.5

Full-Time

714

727

736

756

754

-0.3

5.6

Part-Time

466

481

455

392

361

-7.9

-22.5

1,180

1,208

1,191

1,148

1,115

-2.9

-5.5

CO NT I N U I N G

Total

R ETUR N I N G

Total

Credential Total

TOTAL

1 Year

219

Graduate (Masters & Doctoral) Total

AL L OTHER PO STB AC S

% C HA NGE

Fall 2017

247

R ETUR N I N G

NEW

Fall 2016

181

NEW

CR E DENTI A L

Fall 2015

Full-Time

CO NT I N U I N G

GR ADUATE

Fall 2014

TOTAL

Highlights •

As aforementioned, overall graduate/postbac enrollment decreased 5.5% (65 students) over this time period.

•

Graduate enrollment, students seeking a master's or doctorate degree, decreased by 18.4% (146 students) over the last five years.

•

The large decreases in graduate/postbac students was offset by a significant increase in credential students.

•

The increase in credential students at Stanislaus is consistent with the increase in credential students across the state of California. This reflects the increased demand for K–12 teachers.

•

The decrease in graduate students follows the same pattern seen state-wide.

TABLE 2.13 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 2.13 NOTES: Includes postbacs seeking a second bachelor's degree. Graduate/postbac full-time definition consistent with IPEDS – enrolled in 9 or more credit units.

34 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.14 // New Undergraduate Student Enrollment by Type of Student with CSU Total Comparison, 5-Year Trend Fall 2013

FTF STA NI S LAUS CSU Total

Fall 2014

FTT

FTF

Fall 2015

FTT

FTF

Fall 2016

FTT

% C HA NGE

Fall 2017

FTF

FTT

FTF

FTT

(Freshmen)

1 YEAR

5 YEAR

% CHANGE (Transfers)

1 YEAR

5 YEAR

1,224

1,108

1,232

928

1,270

922

1,389

1,078

1,421

1,018

2.3

16.1

-5.6

-8.1

62,182

52,999

64,254

51,524

65,606

52,038

62,980

53,618

66,442

53,632

5.5

6.9

0.0

1.2

TABLE 2.15 // New Undergraduate Student Enrollment by Type of Student with CSU Peer Institution Comparisons, Fall 2017 C S U CA MPUS 1

F I R ST-T I M E F R E S H M A N

F I R ST-T I M E T R A N S F E R

N E W U N DE R GR A DUAT E S

Fresno

3,446

61.8

2,132

38.2

5,578

Bakersfield

1,431

58.9

997

41.1

2,428

STA NI S LAUS

1,421

58.3

1,018

41.7

2,439

San Francisco

4,323

53.8

3,710

46.2

8,033

Monterey Bay

926

52.9

824

47.1

1,750

San Bernardino

2,517

51.9

2,335

48.1

4,852

East Bay

1,420

37.2

2,395

62.8

3,815

94,830

63.9

53,632

36.1

148,462

C S U TOTA L

Highlights •

Since fall 2013, first-time freshman enrollment has steadily increased for both Stanislaus State and the CSU overall (Table 2.14).

•

First-time transfer enrollment has also steadily increased for both Stanislaus and the CSU overall, with the exception of a slight enrollment decrease for Stanislaus between fall 2013 to fall 2014 (Table 2.14).

•

FIG. 2.15 // Percentage of First-Time Freshman of Total New Undergraduate Student Enrollment with CSU Peer Institution Comparisons, Fall 2017 Fresno

Stanislaus ranks third among its CSU peers in the proportion of new undergraduates entering in the fall as first-time freshman (58.3%), following Fresno at 61.8% and Bakersfield at 58.9%.

61.8

Bakersfield

58.9

41.1

STANISLAUS

58.3

41.7

San Francisco

53.8

46.2

Monterey Bay

52.9

47.1

San Bernardino

The Stanislaus campus and all of its CSU peers are below the CSU total of 63.9% firsttime freshman (of total new undergraduates).

East Bay 0

KEY:

38.2

48.1

37.2 20

51.9 62.8 40

FIRST-TIME FRESHMAN

100

FIRST-TIME TRANSFER

TABLE 2.14 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, CSU New Student Enrollment, Retrieved from http://calstate.edu/as/stat_reports 1. FTF: First-Time Freshman 2. FTT: First-Time Transfer TA B L E 2 .1 5 S O U R C E: CSU Institutional Research and Analyses, Statistical Reports, Table 10: First-Year Student Enrollment Status and Gender, Fall 2017, Retrieved from http://calstate.edu/as/ stat_reports/2017-2018/f17_10.htm, Table 13: Undergraduate Transfers by Segment of Origin and Gender, Fall 2017, Retrieved from http://calstate.edu/as/stat_reports/2017-2018/f17_13.htm TA B L E 2 .1 5 N OT ES : Percentages may not sum to total due to rounding. Total applications received include redirected applicants. 1. Sorted by % First-Time Freshman

BOOK OF TRENDS // 2017-2018 / 35

TABLE 2.16 // Entering Fall First-Time Freshmen by Top 10 Feeder High Schools, 5-Year Trend

H IGH S CHO O L

CITY

Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

5-Year Average

% C HANGE 1 Year

5 Year

John H. Pitman High

Turlock

2.6

-1.2

Turlock High

Turlock

20.0

-1.6

Central Valley High

Ceres

-7.8

13.5

James C. Enochs High School

Modesto

81.6

43.8

Modesto High

Modesto

0.0

37.8

Joseph A. Gregori High

Modesto

6.7

33.3

Johansen (Peter) High

Modesto

0.0

-18.2

Ceres High

Ceres

10.3

48.3

Patterson High

Patterson

-38.5

-28.9

Livingston High

Livingston

15.2

-17.4

Highlights •

Pitman and Turlock High Schools are by far the largest sources of new freshmen over the last five years, accounting for 9.7% of entering first-time freshmen. This reflects a decrease from 2013 when these two schools accounted for 12% of entering first-time freshmen.

TABLE 2.16 SOURCE:CSU Enrollment Reporting System-Student (ERSS) data files 1. Sorted by 5-Year Average

36 / STANISLAUS STATE // CSUSTAN.EDU

•

Over the last five years there have been increased numbers of new freshmen from Enochs High and decreased numbers of new freshmen from Patterson High.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.17 // Entering Fall First-Time Freshmen by High School Location, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

5-Year Total

% CHANGE

5-Year Average

1 Year

5 Year

SIX-CO UNTY S ERVI C E R E G I O N 1 Stanislaus

662

595

646

647

690

3,240

648

6.6

4.2

Merced

211

182

191

231

237

1,052

210

2.6

12.3

San Joaquin

129

140

186

170

754

151

-8.6

31.8

33.3

300.0

-33.3

1,004

911

983

1,072

1,103

5,073

1,015

2.9

9.9

212

304

273

304

300

1,393

279

-1.3

41.5

Out-of-State Total

22.2

57.1

Out-of-Country Total

75.0

600.0

1,224

1,232

1,270

1,389

1,421

6,536

1,307

2.3

16.1

82.0

73.9

77.4

77.2

77.6

77.7

Calaveras Tuolumne Mariposa Six-County Service Region Total Other CA County Total

First-Time Freshmen Total

% FR O M S I X-CO U N T Y REG I O N

Highlights •

•

The five-year average number of incoming freshmen from high schools in Stanislaus County (648) are more than three times the number coming from the next largest county source of students which is Merced County (210). The five-year average number of incoming freshmen from high schools in Stanislaus County is more than two times the number of

students coming from all counties in the state of California outside Stanislaus State’s designated service area (279 students). •

It is clear Stanislaus State serves its designated service area by receiving a vast majority (78%) of first-time freshmen from the local region.

TABLE 2.17 SOURCE:CSU Enrollment Reporting System-Student (ERSS) data files 1. Sorted by 5-Year Average

BOOK OF TRENDS // 2017-2018 / 37

MAP OF FIRST-TIME FULL-TIME FRESHMEN BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION AND REGIONAL MEDIAN HOUSEHOLD INCOME, FALL 2017

Arnold

Strawberry

San Andreas 2

Lockeford

Murphys

Lodi

Twain Harte

4 4

Stockton

2 3

Angels

Sonora 2

26 French Camp 25

4 Manteca

Escalon

13 24

14 Tracy

43Riverbank

17Salida 1

Coulterville 66

Modesto 58

19 Waterford

3 24

12 117

Turlock

Snelling 2

Patterson

37 9

16 12

Livingston

Atwater 32

Merced

Newman 3

5 2

Gustine 15

Le Grand

7 1 Santa Nella 11 Los Banos

KEY: 6

Dos Palos 1

â&#x20AC;¢ Students by Zip Code Centroid INCOME

$11,667.00 - $39,591.00 $39,591.01 - $60,521.00 $60,521.01 - $87,375.00 $87,375.01 - $175,480.00

NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps. The median household income ranges are displayed for the 2016 Census Block Group boundaries of the six-county region.

38 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.18 // Entering Fall First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend Fall 2013

CCC

Fall 2014

Fall 2015

Fall 2016

Fall 2017

5-Year Average

% C HA NGE 1 Year

5 Year

Modesto Junior College1

436

349

373

385

391

387

1.6

-10.3

Merced College1

248

202

212

257

244

233

-5.1

-1.6

San Joaquin Delta College1

170

128

101

159

140

-11.9

-17.6

Columbia College1

4.5

-25.8

Las Positas College

31.8

262.5

893

719

726

845

827

802

-2.1

-7.4

1,015

858

846

987

937

929

-5.1

-7.7

88.0

83.8

85.8

88.3

86.3

1,108

928

922

1,078

1,018

1,011

-5.6

-8.1

CCCT2 Total % of Top 5 of Total CCCT

TOTA L F I R ST-T I M E TRA NS FER S

Highlights •

•

Approximately 92% of new fall undergraduate transfer students transfer in from a California community college. Over the last 5 years about 8 in 10 California community college transfers to Stanislaus State were from a community college located in the University’s service region. In the fifth position on the list of top 5 feeder institutions is Las Positas College located in Alameda County, outside the University’s six-county service region and on the border of San Joaquin County. The decline in entering transfer students from the top five feeder institutions (7.4%), is reflected in the overall decline in entering transfer students (8.1%) over the last five years.

FIG. 2.18 // First-Time Transfer Students by the Top 5 Feeder Institutions, 5-Year Trend 500

400

HEADCOUNT

Top 5 Subtotal

300

200

100

0 2013

2014

2015

2016

2017

FALL TERM

KEY:

MJC MERCED COLLEGE DELTA COLLEGE COLUMBIA COLLEGE LAS POSITAS COLLEGE

TABLE 2.18 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files 1. Located in the University's six-county service region. 2. CCCT: California Community College Transfer

BOOK OF TRENDS // 2017-2018 / 39

MAP OF FIRST-TIME TRANSFERS FROM MJC BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017

Napa

Arnold Strawberry

San Andreas Vallejo

Lockeford

Lodi

Murphys Angels

Stockton

Richmond

Twain Harte

1 Sonora

Walnut Creek 1

French Camp 13

Oakland

Pleasanton

Tracy

Livermore

Hayward

Manteca 7

11 Escalon

12 24 Riverbank 42 36 6 17 29 5 27 3 28

Salida7

Modesto 22

San Mateo

Patterson

Palo Alto

Turlock

4 Waterford 5

Snelling Mariposa 4 Livingston Atwater 1

Newman

El Portal

4 San Jose

Yosemite Valley Coulterville

Merced

Gustine

Le Grand

1 Santa Nella Los Banos Gilroy

Santa Cruz

Dos Palos

Madera

Watsonville Hollister Fresno

KEY:

• 01 - 07 Students by Zip Code Centroid • 15 - 24 Students by Zip Code Centroid

• 08 - 14 Students by Zip Code Centroid • 25 - 42 Students by Zip Code Centroid

NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive Map 4:maps. MJC - Color terrain; with numbers

with different color points for gradation

1-7 8 - 14 15 - 24 25 - 42

40 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 MAP OF FIRST-TIME TRANSFERS FROM DELTA COLLEGE BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017 Napa

2 1

Vallejo

10 6

Richmond

6 2 5

Walnut Creek 16

Oakland

1 Pleasanton

Livermore

Hayward

Murphys Angels

Twain Harte Sonora

Stockton

1 French Camp7 4 Manteca

2 Escalon

8 4

Strawberry

San Andreas

2 Lockeford 7 Lodi

8 Tracy 2

Arnold

Yosemite Valley

Riverbank

Salida1

Modesto

Coulterville El Portal

1 Waterford

San Mateo 1 1

Snelling

Turlock

Patterson

Mariposa

Palo Alto Livingston Atwater

San Jose

Merced

Newman Gustine

Le Grand

KEY: Santa Nella

ORGANIZED BY ZIP CODE CENTROID: • 01 - 03 Students • 04 - 06 Students • 07 - 10 Students • 11 - 16 Students Los Banos NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps. Gilroy Napa

Santa Cruz

Arnold

Dos Palos

Madera

Strawberry Watsonville FROM MERCED COLLEGE BY RESIDENCE San AndreasLOCATION IN THE SIX-COUNTY MAP OF FIRST-TIME TRANSFERS SERVICE Lockeford Murphys Vallejo REGION, FALL 2017 Lodi Hollister Angels

Stockton

Richmond

Fresno

Twain Harte Sonora

Walnut Creek French Camp 1 Oakland

Manteca

Escalon Map 6: Delta - Color terrain; with numbers with different color points for gradation Pleasanton

Tracy

Livermore

Riverbank

Salida

Modesto

Hayward

1 1 1

Patterson

Palo Alto

Turlock

Newman

1-3 4

4-6

Snelling1 Mariposa

2 78 - 10

2 San Jose

El Portal

1 Waterford

San Mateo

Livingston Atwater

Yosemite Valley

Coulterville

1 25

1116 - 16 38 Merced

Gustine

31 8 1 Le Grand

24 1

3 Santa Nella Los Banos

Gilroy

Santa Cruz

Dos Palos

Madera

Watsonville Hollister

KEY: ORGANIZED BY ZIP CODE CENTROID: • 01 - 04 Students • 05 - 08 Students • 09 - 22 Students • 23 - 38 Students NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps.

Fresno

BOOK OF TRENDS // 2017-2018 / 41

Map 5: Merced - Color terrain; with numbers with different color points for gradation

TABLE 2.19 // Entering Associate Degree for Transfer (ADT) Students by Top Three Feeder Institutions, Fall 2017 # ADT Applicants

CCC 1

% ADT Applicants of Total FTT

# ADT Completers

% ADT Completers of Total FTT

% ADT Completers of ADT Applicants

Total First-Time Transfers (FTT)

Modesto Junior College

191

48.8

16.1

33.0

391

Merced College

146

59.8

20.9

34.9

244

36.4

15.0

41.2

140

388

50.1

135

17.4

34.8

775

San Joaquin Delta College

TOTAL

Highlights •

•

About half of the combined total of first-time transfers from the top three feeder institutions applied to enroll as an ADT transfer student while about 17% actually completed their ADT.

While the highest number of ADT students came from MJC in fall 2017 (63), the community college with the largest percentage of its transfer students who transferred as an ADT student to Stanislaus was Merced College (20.9%).

MAP OF NEW ADT STUDENTS BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017 Napa

Arnold Strawberry

San Andreas Vallejo

Lockeford 2

Lodi

chmond 1

Walnut Creek

Stockton1

Pleasanton Hayward

1 1

4 Manteca 4

2 Tracy

Livermore

• 01 - 02 Students • 03 - 04 Students • 05 - 08 Students • 09 - 14 Students

French Camp 3

Oakland

Twain Harte Sonora

ORGANIZED BY ZIP CODE CENTROID

Angels

Escalon

1 4

Salida1

2 5

San Mateo

Patterson

Palo Alto

2 Riverbank 8 4 1 3 4 2 6 14

Turlock 1

San Jose

NOTE: For a list of map sources, see the Yosemite Data Sources appendix. Visit Valley csustan. edu/spemi for greater student data El Portal insights using web-based interactive maps.

Coulterville Waterford

Snelling Mariposa

7 1

2 Livingston Atwater 2 10

Newman

KEY:

Murphys

Merced

Gustine

6 2 Le Grand

3 Santa Nella Los Banos

Gilroy

Santa Cruz

Dos Palos

Madera

Watsonville Hollister Fresno

TABLE 2.19 SOURCE: CSU Enrollment Reporting System-Applications (ERSA) and Student (ERSS) data files TABLE 2.19 NOTES: ADT applicants are a subset of the entering cohort that applied as ADT students; ADT completers actually completed their ADT upon entry. 1. Sorted by # ADTMap Completers 7: ADT - Color terrain; with numbers with different color points for gradation

42 / STANISLAUS STATE // CSUSTAN.EDU 1-2

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.20 // Entering Spring First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend Spring 2014

CCC

Spring 2015

Spring 2016

Spring 2017

Spring 2018

% CHANGE

5-Year Average

1 Year

5 Year

Modesto Junior College1

129

162

179

199

144

11.2

282.7

Merced College1

147

53.1

390.0

San Joaquin Delta College1

-13.2

154.8

Columbia College1

400.0

Las Positas College

0.0

50.0

119

291

333

374

441

312

17.9

270.6

CCCT2 Total

141

335

381

418

510

357

22.0

261.7

% of Top 5 of Total CCCT

84.4

86.9

87.4

89.5

86.5

87.3

TOTA L F I R ST-T I M E TR A NS FER S

160

370

427

462

581

400

25.8

263.1

Top 5 Subtotal

Highlights •

•

The distribution of CCC transfer feeder schools in the spring semester mirrors the fall semester (see Table 2.18).

Overall growth in spring transfer students from the top feeders is a substantial increase of over 25% over the last year. The spring 2014 first-time transfer headcount was impacted by an admission policy change the prior spring semester.

TABLE 2.21 // Fall Enrollment of California Community Colleges in the University’s Service Region, 5-Year Trend CCC

Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C H ANGE 1 Year

5 Year

Modesto Junior College

17,463

17,456

17,593

17,721

17,979

1.5

3.0

San Joaquin Delta College

17,087

17,864

17,213

17,433

17,292

-0.8

1.2

Merced College

11,153

11,053

11,178

11,473

11,552

0.7

3.6

3,018

2,760

2,768

2,785

2,962

6.4

-1.9

48,721

49,133

48,752

49,412

49,785

0.8

2.2

Columbia College

TOTA L

TABLE 2.20 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files 1. Located in the University's six-county service region. 2. CCCT: California Community College Transfer

BOOK OF TRENDS // 2017-2018 / 43

TABLE 2.22 // Spring Enrollment of California Community Colleges in the University’s Service Region, 5-Year Trend CCC

Spring 2014

Spring 2015

Spring 2016

Spring 2017

Spring 2018

% C HA NGE 1 Year

5 Year

Modesto Junior College

17,773

17,355

17,271

16,931

16,957

0.2

-4.6

San Joaquin Delta College

17,163

17,477

17,097

16,604

16.308

-1.8

-5.0

Merced College

11,203

10,907

10,835

10,884

11,611

6.7

3.6

3,123

2,719

2,793

2,758

2,831

2.6

-9.3

49,262

48,458

47,996

47,177

47,707

1.1

-3.2

Columbia College

TOTAL

TABLE 2.23 // Annual Enrollment of California Community Colleges in the University’s Service Region, 5-Year Trend CCC

2013-14

2014-15

2015-16

2016-17

2017-18

% C HA NGE 1 Year

5 Year

Modesto Junior College

23,789

24,304

24,149

24,428

24,556

0.5

3.2

San Joaquin Delta College

23,211

24,004

23,942

23,892

23,639

-1.1

1.8

Merced College

15,096

14,611

14,775

15,378

16,350

6.3

8.3

4,387

3,912

4,009

4,002

4,078

1.9

-7.0

66,483

66,831

66,875

67,700

68,623

1.4

3.2

Columbia College

TOTAL

Highlights •

Modesto Junior College (MJC), the college from which Stanislaus receives most of its transfers, over the last five years consistently has had the highest enrollment, followed closely by Delta College.

•

Although fall enrollment at MJC grew by 3% over this time, it did have a slight decrease from 2013 to 2014. Since fall 2014, fall enrollment at MJC has grown. Conversely, there was nearly a 5% decrease in spring enrollment over the last five years.

•

Fall enrollment at Delta College has grown 1.2% over this time period. However, fall enrollment decreased from 2014 to 2015 and again from 2016 to 2017. Its real growth years were from fall 2013 to fall 2014 and fall 2015 to fall 2016. The pattern of change for Delta

College has been up and down. Delta's spring enrollment also decreased by 5% over the last five years. •

Merced College grew by 3.6% over the last five years in fall and spring semesters and had the same growth pattern is that of MJC, with a small enrollment decrease (from fall 2013 to fall 2014 and spring 2014 and spring 2015) followed by moderate annual enrollment increases.

TABLE 2.21, 2.22 & 2.23 SOURCE: California Community Colleges 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 2.21, 2.22 & 2.23 NOTE: Total student enrollments included; not limited to "4-year college bound."

44 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.24 // Total Enrollment, Student Credit Hours (SCH), and Mean Unit Load (MUL) by College and Academic Level, Fall 2017 CO L L EG E

CAHS S

Headcount

ST U D EN T L EV EL

484

6,632

13.70

Sophomore

338

4,625

13.68

Junior

786

10,415

13.25

Senior

788

10,072

12.78

2,396

31,744

13.25

Graduate

116

838

7.22

2,512

32,582

12.97

First-Year

234

3,266

13.96

Sophomore

173

2,312

13.36

Junior

487

6,137

12.60

Senior

657

8,192

12.47

1,551

19,907

12.83

429

7.15

CAHSS Total

Undergraduate Subtotal Graduate CBA Total

CO EK S W

1,611

20,336

12.62

First-Year

243

3,340

13.74

Sophomore

111

1,468

13.23

Junior

330

4,342

13.16

Senior

475

6,155

12.96

Undergraduate Subtotal

1,159

15,305

13.21

Graduate

383

3,902

10.19

Credential

452

5,408

11.96

COEKSW Total

CO S

1,994

24,615

12.34

First-Year

582

7,967

13.69

Sophomore

404

5,441

13.47

Junior

748

9,451

12.64

Senior

1,089

12,941

11.88

Undergraduate Subtotal

2,823

35,800

12.68

797

9.49

9.67

Graduate All Other Postbac Students COS Total

UN D EC L AR ED / OT H E R

2,910

36,626

12.59

First-Year

588

7,747

13.18

Sophomore

196

2,423

12.36

Junior

136

1,493

10.98

Senior

397

10.18

959

12,060

12.58 6.25

Undergraduate Subtotal Graduate

5.85

976

12,161

12.46

First-Year

2,131

28,952

13.59

Sophomore

1,222

16,269

13.31

Junior

2,487

31,838

12.80

Senior

3,048

37,757

12.39

Undergraduate Subtotal

8,888

114,816

12.92

Graduate

647

5,991

9.26

Credential

452

5,408

11.96

105

6.56

10,003

126,320

12.63

All Other Postbac Students Undeclared/Other Total

G R AN D TOTA L

All Other Postbac Students G R AN D TOTAL

MUL1

First-Year

Undergraduate Subtotal

CB A

SCH

Highlights •

CAHSS majors have the highest overall mean unit load—12.97 overall and 13.25 at the undergraduate level.

•

First-year students have the highest mean unit load overall at 13.59; CBA first-year students have the highest among the four colleges at 13.96. This is attributed in large part to the University's 15-to-Finish campaign.

•

As MUL increases, this requires more sections to be offered.

TABLE 2.24 NOTES: Postbacs seeking a second bachelor's degree are included in other postbac total. The student headcount, credit hours/units, and MUL are disaggregated by college based on students' primary major. 1. Mean Unit Load (MUL) = Student Credit Hours (SCH) / Headcount

BOOK OF TRENDS // 2017-2018 / 45

TABLE 2.25 // Mean Unit Load (MUL) by Degree Level and Academic Level with CSU Peer Institution Comparisons, Fall 2017 GRA D UAT E/ P OST BAC

U N D E R G R AD UAT E CSU CA MPUS

First-Year

Sophomore

Junior

Senior

Undergraduate Total

All Other Postbacs

Credential

Graduate

CAMPUS TOTA L

Monterey Bay

14.71

14.93

14.34

14.18

14.43

12.64

9.21

10.42

14.16

East Bay

13.86

14.23

13.29

13.25

13.46

15.58

10.46

10.06

13.01

Fresno

13.19

13.90

13.56

13.26

13.41

13.56

8.71

10.03

13.10

San Bernardino

13.35

13.71

13.25

13.33

13.37

12.65

8.27

9.16

12.97

Bakersfield

13.82

13.51

13.28

12.82

13.32

11.36

9.68

9.73

12.94

STAN IS LAUS

13.59

13.31

12.80

12.39

12.92

12.27

9.31

9.26

12.63

San Francisco

12.53

13.42

12.99

12.42

12.74

13.32

7.72

9.19

12.40

CSU TOTA L

13.70

13.89

13.11

12.82

13.23

13.26

9.05

9.03

12.84

Highlights

•

In comparison to Stanislaus State’s CSU peers, only San Francisco has a lower undergraduate overall MUL. Three of Stanislaus State's CSU peers have a lower first-year MUL, including San Bernardino (13.35), Fresno (13.19), and San Francisco (12.53).

MUL

•

FIG. 2.25 // Undergraduate MUL with CSU Peer Institution Comparisons, Fall 2017

0 Monterey Bay

East Bay

Fresno

San Bernardino

Bakersfield

STANISLAUS

San Francisco

CSU CAMPUS

TABLE 2.24 & 2.25 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, Table 1: Total Enrollment by Gender and Student Level, Fall 2017, Retrieved from http://calstate.edu/as/stat_reports/2017-2018/f17_01.htm; Table 2.1: Total Term Units Attempted by Campus by Student Level, Fall 2017, Retrieved from http://calstate.edu/as/stat_reports/2017-2018/f17_02b.htm TABLE 2.25 NOTES: CSU campus mean unit load calculated from the data sources referenced above (total term units attempted divided by total headcount enrollment). Postbacs seeking a second bachelor's degree are included in other postbac total. 1. Sorted by Undergraduate Mean Unit Load (MUL)

46 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.26 // Undergraduate Enrollment, Student Credit Hours (SCH), and Mean Unit Load (MUL) by College, 5-Year Trend Fall 2013

CO LLEG E

SC H

CAHSS

2,035

27,304

CBA

1,419

COEKSW COS Undeclared/ Other

TOTA L

Fall 2014 M UL 1

SC H

13.42

2,048

27,395

18,185

12.82

1,431

998

13,064

13.09

2,303

29,578

982 7,737

Fall 2015 MUL 1

Fall 2016 N

SC H

MU L 1

12.99

2,396

31,744

13.25

19,634

12.66

1,551

19,907

12.83

1,109

14,539

13.11

1,159

15,305

13.21

12.63

2,735

34,609

12.65

2,823

35,800

12.68

10,372

12.70

949

12,017

12.66

959

12,060

12.58

103,386

12.78

8,614

110,287

12.80

8,888

114,816

12.92

SCH

13.38

2,067

26,972

18,427

12.88

1,533

1,065

14,285

13.41

12.84

2,434

31,239

12,728

12.96

859

100,859

13.04

7,837

MUL 1

Fall 2017

SCH

13.05

2,270

29,488

19,170

12.50

1,551

1,128

14,722

13.05

12.83

2,546

32,150

10,943

12.74

817

102,289

13.05

8,091

MUL 1

FIG. 2.26 // Undergraduate MUL by College, 5-Year Trend 15

MUL

0 CAHSS

CBA

COEKSW

COS

Undeclared/Other

COLLEGE

KEY:

FALL 2013

FALL 2014

FALL 2015

FALL 2016

FALL 2017

Highlights •

In the last year the overall undergraduate MUL increased by 0.9%. The undergraduate MUL increased for all colleges from 2016 to 2017, with the largest percent increase in the CAHSS (2%).

•

The overall undergraduate MUL decreased in the last five years by 0.9%, however increased for the COEKSW (0.9%) and the CBA (0.2%) during that period.

•

The undergraduate MUL has consistently been the highest among CAHSS and COEKSW majors from fall 2013 to fall 2017.

•

Over the last five years, COS majors had the largest number of student majors and total student credits hours. Also, the distribution of COS's total student credit hours increased the most from fall 2013 to fall 2017, from 29.3% of the total undergraduate student credit hours in 2013 to 31.2% of the total in 2017.

TABLE 2.26 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 2.26 NOTES: Postbacs seeking a second bachelor’s degree are not included. The student headcount, credit hours/units, and MUL are disaggregated by college based on students' primary major. 1. Mean Unit Load (MUL) = Student Credit Hours (SCH) / Headcount (N)

BOOK OF TRENDS // 2017-2018 / 47

TABLE 2.27 // Total Enrollment by College, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE 1 Year

CO L L EG E

5 Year

CAHSS

2,205

2,188

2,186

2,379

2,512

5.6

13.9

CBA

1,493

1,496

1,594

1,623

1,611

-0.7

7.9

COEKSW

1,795

1,933

1,980

1,963

1,994

1.6

11.1

COS

2,414

2,536

2,645

2,822

2,910

3.1

20.5

Undeclared/Other

1,010

892

877

975

976

0.1

-3.4

GR AN D TOTA L

8,917

9,045

9,282

9,762

10,003

2.5

12.2

FIG. 2.27A // Total Enrollment by College, Fall 2017

29.1%

Highlights

2,910 COS

25.1% 2,512 CAHSS

10,003

•

Over the last five years, total enrollment grew by 12.2%.

•

Growth has been stronger than average in COS and CAHSS. COS has experienced the largest percent increase in total enrollment, from 27.1% in 2013 to 29.1% in 2017.

•

A decrease in the number of undeclared students suggests a slightly larger percentage of students are getting on track earlier with their major and thus increasing the likelihood of graduating in four to six years.

19.9%

Total Enrollment

1,994 COEKSW

16.1% 1,611 CBA

9.8% 976 Undeclared/Other

FIG. 2.27B // Total Enrollment by College, 5-Year Trend 3,500

HEADCOUNT

2,500

1,500

500

0 CAHSS

CBA

COEKSW

COS

COLLEGE

KEY:

FALL 2013

FALL 2014

FALL 2015

TABLE 2.27 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files

48 / STANISLAUS STATE // CSUSTAN.EDU

FALL 2016

FALL 2017

Undeclared/Other

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.28 // Full-Time Enrollment by College and Degree Level, Fall 2017 UNDERGRADUATE 1 CO LLEG E

GRADUATE/POSTBAC

% O F U ND E R G R A DUAT E TOTA L

% O F GR A DUAT E / P O ST B AC TOTA L

CAHSS

2,065

86.2

33.6

CBA

1,256

81.0

45.0

COEKSW

1,007

86.9

627

75.1

COS

2,316

82.0

65.5

816

85.1

23.5

7,460

83.9

752

67.6

Undeclared/Other

TOTA L

Highlights •

In fall 2017 about 84% of undergraduate students enrolled full-time.

•

The largest number of full-time undergraduate students are in the COS with 2,316 students.

•

With 19% part-time students, CBA has the largest proportion of part-time students.

TABLE 2.28 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data file TABLE 2.28 NOTES: Undergraduate full-time definition consistent with IPEDS – enrolled in 12 or more credit units. Graduate/postbac full-time definition consistent with IPEDS – enrolled in 9 or more credit units. The full-time headcount is the actual number of students enrolled full-time, while the full-time equivalent student (FTES) enrollment is a measurement of enrollment (see the Glossary of Terms for more information). 1. Includes postbacs seeking a second bachelor's degree.

BOOK OF TRENDS // 2017-2018 / 49

TABLE 2.29 // Full-Time and Part-Time Enrollment by Student Level, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

FU L L-TI ME First-Year

1,861

1,912

1,836

1,990

2,014

1.2

8.2

Sophomore

1,006

1,011

1,049

1,042

1,107

6.2

10.0

Junior

1,682

1,724

1,813

1,982

2,064

4.1

22.7

Senior

1,993

2,051

2,081

2,201

2,273

3.3

14.0

Graduate

421

429

391

397

383

-3.5

-9.0

Credential

284

294

331

349

366

4.9

28.9

-50.0

-44.4

7,256

7,425

7,515

7,971

8,212

3.0

13.2

First-Year

104

128

117

-8.6

28.6

Sophomore

103

102

115

12.7

33.7

Junior

303

312

371

412

423

2.7

39.6

Senior

715

654

734

757

775

2.4

8.4

Graduate

372

385

350

292

264

-9.6

-29.0

Credential

1.2

22.9

All Other Postbacs1

-26.7

-54.2

1,661

1,620

1,767

1,791

0.0

7.8

First-Year

1,952

2,010

1,940

2,118

2,131

0.6

9.2

Sophomore

1,092

1,086

1,152

1,144

1,222

6.8

11.9

Junior

1,985

2,036

2,184

2,394

2,487

3.9

25.3

Senior

2,708

2,705

2,815

2,958

3,048

3.0

12.6

793

814

741

689

647

-6.1

-18.4

354

368

394

434

452

4.1

27.7

All Other Postbacs

-36.0

-51.5

GR AN D TOTA L

8,917

9,045

9,282

9,762

10,003

2.5

12.2

All Other Postbacs1 Full-Time Total

PART-TI ME

Part-Time Total

GR AN D TOTA L

Graduate Credential 1

Highlights •

On average, 81 to 82% of all students enroll full-time.

•

A smaller percentage of graduate students are full-time students. Over this period of time about 53 to 59% of graduate students enrolled full-time.

Over the last five years, full-time enrollment grew by 13.2% while part-time enrollment grew by 7.8%.

•

Most recently the majority of credential-seeking students (81%) enrolled full-time.

•

The increase in full-time enrollment over the last five years is reflected in the increasingly higher MUL.

•

Enrollment of full-time students grew at a rate of 3% over the last year while part-time student enrollment was stagnant.

TABLE 2.29 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files 1. Includes postbacs seeking a second bachelor's degree.

50 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.30 // Total Enrollment by College, Age, and Gender, Fall 2017 Male

AG E R A NG E

Female

Total

CA HS S Under 25

683

1,283

1,966

25 and over

218

328

546

901

1,611

2,512

Under 25

570

566

1,136

25 and over

209

266

475

779

832

1,611

Under 25

248

846

1,094

25 and over

223

677

900

471

1,523

1,994

Under 25

710

1,512

2,222

25 and over

232

456

688

942

1,968

2,910

237

666

903

264

712

976

2,448

4,873

7,321

909

1,773

2,682

3,357

6,646

10,003

CAHSS Total

Highlights •

For the University as a whole the percentage of traditional age students, i.e., under 25 years old, is about 73%. This percentage is true for both males and females.

•

Among the four colleges, CAHSS has the highest percentage of students in traditional student age categories (78%). This includes a slightly larger proportion of females (80%) than males (76%).

•

The college with the smallest percentage of traditional age students is COEKSW with about 55% of students in traditional age categories. This is largely because it is the only college with a strong focus on graduate and credential programs. Within the college about 53% of males and 56% of females are in traditional student age categories.

•

A much larger percentage of undeclared students are in traditional age categories (93%).

CB A

CBA Total

CO EK S W

COEKSW Total

CO S

COS Total

U ND ECLA R ED /OT H E R Under 25 25 and over Undeclared/Other Total

GR A ND TOTA L Under 25 25 and over

GR A ND TOTA L

FIG. 2.30 // Percentage of Students Under 25 by Degree Level, Fall 2017

79.3%

Undergrads < 25

24.5%

Graduate/Postbacs < 25

TABLE 2.30 SOURCE:CSU Enrollment Reporting System-Student (ERSS) data files

BOOK OF TRENDS // 2017-2018 / 51

TABLE 2.31 // Average Age by Student Level with CSU Peer Institution Comparisons, Fall 2017

CS U CA MPUS 1

First-Year

Sophomore

Junior

Senior

Postbac

Graduate

Total

Fresno

18.3

19.8

22.6

24.5

28.4

30.2

22.8

Monterey Bay

18.8

19.6

22.8

24.7

32.7

31.0

23.0

San Francisco

18.3

19.9

23.1

25.1

32.6

30.7

23.1

STAN I S LAUS

18.4

19.8

23.4

25.5

28.8

31.3

23.3

Bakersfield

18.7

20.5

23.6

25.6

30.4

31.5

23.5

San Bernardino

18.5

20.0

23.5

25.5

31.5

32.6

23.5

East Bay

18.6

20.0

24.7

26.9

34.2

31.3

25.3

CS U TOTA L

18.4

19.6

22.9

24.9

30.6

30.1

23.1

Highlights •

Stanislaus State's overall average student age is about 23 years, comparable to the CSU systemwide average.

•

The overall average age for Stanislaus and its six CSU peer institutions ranges from 23 to 25 years.

•

While Stanislaus' average student age is within a tight range compared to its CSU peers and the CSU overall, its postbac category - comprised of mostly credential seeking students - is younger.

TABLE 2.31 SOURCE:CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, Table 1.0: Total Enrollment by Age, Gender and Student Level, Fall 2017, Retrieved from http://calstate.edu/as/stat_reports/2017-2018/fage01.htm 1. Sorted by overall average age

52 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.32 // Fall Student Credit Units by College, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C H ANGE 1 Year

CO LLEG E

5 Year

CAHSS

28,484

28,332

27,779

30,232

32,582

7.8

14.4

CBA

18,783

18,942

19,624

20,192

20,336

0.7

8.3

COEKSW

21,460

23,213

23,847

23,918

24,615

2.9

14.7

COS

30,711

32,238

32,994

35,474

36,626

3.2

19.3

Undeclared/Other

12,896

11,148

10,784

12,204

12,161

-0.4

-5.7

112,334

113,873

115,028

122,020

126,320

3.5

12.5

TOTA L

TABLE 2.33 // Spring Student Credit Units by College, 5-Year Trend

COLLEG E

Spring 2014

Spring 2015

Spring 2016

Spring 2017

Spring 2018

% C H ANGE 1 Year

5 Year

CAHSS

26,167

26,737

27,772

30,012

33,262

10.8

27.1

CBA

17,716

19,044

18,962

19,308

19,494

1.0

10.0

COEKSW

19,956

22,593

23,021

22,763

23,929

5.1

19.9

COS

27,857

29,807

31,783

33,115

35,440

7.0

27.2

9,506

7,993

7,605

9,904

9,178

-7.3

-3.5

101,202

106,174

109,143

115,102

121,303

5.4

19.9

Undeclared/Other

TOTA L

TABLE 2.34 // Annualized Student Credit Units by College, 5-Year Trend

COLLEG E

2013-14

2014-15

20105-16

2016-17

2017-18

% C H ANGE 1 Year

5 Year

CAHSS

27,326

27,535

27,776

30,122

32,922

9.3

20.5

CBA

18,250

18,993

19,293

19,750

19,915

0.8

9.1

COEKSW

20,708

22,903

23,434

23,341

24,272

4.0

17.2

COS

29,284

31,023

32,389

34,295

36,033

5.1

23.0

Undeclared/Other

11,201

9,571

9,195

11,054

10,670

-3.5

-4.7

106,768

110,024

112,086

118,561

123,812

4.4

16.0

TOTA L

Highlights •

Over the last five years, the COS has consistently had the largest number of majors and as a direct result, the largest number of total student credit units. The COS also experienced the largest 5-year percent increase in total annualized student credit units at 23%.

•

The total annualized student credit units for COS majors increased from 27% of the total in 2013-14 to 29% of the total in 2017-18. The total student credit units for CAHSS majors increased from 26% of the total in 2013-14 to 27% of the total in 2017-18.

TABLE 2.32, 2.33, & 2.34 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 2.34 NOTE: Annualized totals are the sum of fall and spring semesters divided by 2. The student credit units are disaggregated by college based on students' primary major.

BOOK OF TRENDS // 2017-2018 / 53

TABLE 2.35 // First-Generation College Student1 Undergraduate Enrollment by College, 5-Year Trend Fall 2013

CO L L EG E

Fall 2014 %

Fall 2015 %

Fall 2016 %

Fall 2017 %

% C HANGE %

1 Year

5 Year

CAHSS

1,518

74.6

1,531

74.8

1,529

74.0

1,671

73.6

1,753

73.2

4.9

15.5

CBA

1,027

72.4

1,064

74.4

1,175

76.6

1,196

77.1

1,187

76.5

-0.8

15.6

719

774

72.7

821

72.8

805

72.6

854

73.7

6.1

18.8

1,652

71.7

1,734

71.2

1,821

71.5

1,965

71.8

2,049

72.6

4.3

24.0

725

73.8

664

77.3

612

74.9

693

703

73.3

1.4

-3.0

5,641

72.9

5,767

73.6

5,958

73.6

6,330

73.5

6,546

73.6

3.4

16.0

COEKSW COS Undeclared/ Other

TOTAL

Highlights •

The number of first-generation students increased 905 students (16%) from fall 2013 to fall 2017.

•

Despite the increase in the number of undergraduate firstgeneration students, the percentage of total undergraduate enrollment has remained at about 73 to 74.

•

Over the past three years, the college with the highest proportion of its undergraduate students self-identifying as first-generation is CBA, about 77% on average.

•

Given the size and consistency of first-generation students the University needs to maintain the support programs it has in place to assist first-generation college students.

TABLE 2.36 // Percentage of Undergraduate First-Generation College Students with CSU Peer Institution Comparisons, Fall 2017

CS U CA MPUS 1

Highlights

% 1 ST G E N E R AT I ON

STAN I S LAUS

San Bernardino

Bakersfield

Fresno

East Bay

Monterey Bay

San Francisco

CS U TOTA L

•

Stanislaus State has the highest proportion of first-generation college students among its CSU peer institutions, with nearly threefourths, followed by San Bernardino at 71% and San Francisco with the lowest at 53%.

•

Stanislaus State’s proportion of first-generation college students is also higher than the CSU system average of 57%.

TABLE 2.35 SOURCE: CSU Enrollment Reporting System-Student (ERSS) and Application (ERSA) data files 1. First-Generation College Student (or 1st Generation) status determination is based on the level of parent(s)/guardian(s) highest education levels self-reported on the CSU Undergraduate Admission Application. Students who report their parent(s)/guardian(s) highest level of education as less than a four-year college degree are categorized as “1st Generation,” also refered to as 1st to earn a degree in family. This definition is consistent with the Federal TRIO program definition of a first-generation college student. TABLE 2.36 SOURCE: CSU Institutional Research and Analyses, CSU Student Enrollment Information Dashboard, Fall Term Enrollment Summary, 1st to Earn a Degree in Family, Fall 2017, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html 1. Sorted by % 1st generation

54 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.37 // Pell Eligible1 Undergraduate Enrollment by College, 5-Year Trend CO LLEG E CAHSS

Fall 2013 N

Fall 2014 %

Fall 2015 %

Fall 2016 %

Fall 2017 %

% CHANGE %

1 Year

5 Year

1,401

68.8

1,421

69.4

1,431

69.2

1,553

68.4

1,621

67.7

4.4

15.7

CBA

925

65.2

918

64.2

981

64.0

976

62.9

980

63.2

0.4

5.9

COEKSW

625

62.6

691

64.9

728

64.5

714

64.4

757

65.3

6.0

21.1

1,560

67.7

1,624

66.7

1,674

65.8

1,808

66.1

1,888

66.9

4.4

21.0

644

65.6

553

64.4

534

65.4

608

64.1

620

64.7

2.0

-3.7

5,155

66.6

5,207

66.4

5,348

66.1

5,659

65.7

5,866

66.0

3.7

13.8

COS Undeclared/ Other

TOTA L

Highlights •

On average, about two-thirds of undergraduate students are eligible for a federal Pell Grant.

•

The percentage of majors within a college that are Pell eligible has ranged from a low of 62.6% in COEKSW in fall 2013 to a high of 69.4% in CAHSS in fall 2014.

•

CAHSS has consistently had the largest percentage of Pell eligible students, and COS has consistently had the second highest percentage of Pell eligible students.

•

In general, the distribution of Pell eligible students spread across the colleges is roughly the same as the distribution of total undergraduate students across the colleges.

TABLE 2.38 // Percentage of Undergraduate Pell Recipients1 with CSU Peer Institution Comparisons, Fall 2016

CS U CA MPUS 1

Highlights

% P E L L R E CIP IENT

San Bernardino

Bakersfield

STA NI S LAUS

Fresno

Monterey Bay

East Bay

San Francisco

CS U TOTA L

•

The percentage of Pell Grant recipients is generally smaller than the percentage of Pell Grant eligible for a variety of reasons. Nonetheless, at least 59% of undergraduate students at Stanislaus and two of its CSU campuses were awarded a Pell Grant (as of fall 2016).

•

The percentage of undergraduate students at Stanislaus who were awarded a Pell Grant (as of fall 2016) exceeds the percentage of undergraduates systemwide at 48% - a clear indication that the students who attend Stanislaus State have significantly greater financial needs than students attending another CSU campus.

TABLE 2.37 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; PeopleSoft Financial Aid Database 1. The Pell Grant eligibility status determination is based on federal guidelines pertaining to the Free Application for Federal Student Aid (FAFSA) submitted for the aid year associated with the specified fall term. For example, Pell eligible students in fall 2017 submitted a 2017-18 FAFSA and were deemed eligible for a Federal Pell Grant based on the calculated Estimated Family Contribution (EFC). TABLE 2.38 SOURCE: CSU Institutional Research and Analyses, CSU Student Enrollment Information Dashboard, Fall Term Enrollment Summary, Fall 2016, Retrieved from http://asd.calstate. edu/dashboard/enrollment-live.html. Fall 2016 is the most recent fall term available. 1. Sorted by % Pell Recipient. Pell Recipient – as reported in the Financial Aid Database. Students who are awarded a Pell Grant are displayed in Table 2.38 above, whereas Table 2.37 displays the percentage of students who are eligible for a Pell Grant however not all are actually awarded a Pell Grant.

BOOK OF TRENDS // 2017-2018 / 55

TABLE 2.39 // Stockton Center Headcount Enrollment by Student Level, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

U N DER G R A D UAT E First-Year

-27.3

166.7

Sophomore

-26.5

78.6

Junior

107

216

199

234

17.6

169.0

Senior

105

219

190

255

34.2

171.3

201

232

490

445

530

19.1

163.7

6.5

65.0

Credential

29.7

All Other Postbacs

-25.0

103

117

13.6

192.5

241

262

585

548

647

18.1

168.5

101

36.5

152.5

Undergraduate Total

GR ADUATE/PO STB AC Graduate

Graduate/Postbac Total

TOTA L Stockton-only Headcount

TABLE 2.40 // Stockton Center FTES1 Enrollment by Student Level, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

U N DER G R A D UAT E First-Year

1.6

2.1

4.7

5.5

4.5

-18.3

179.2

Sophomore

3.1

3.3

8.5

9.1

6.3

-30.9

100.0

Junior

30.4

41.0

77.5

67.1

86.1

28.4

183.3

Senior

25.1

29.2

69.3

64.9

77.7

19.7

209.3

60.3

75.6

160.0

146.5

174.6

19.2

189.7

15.5

10.8

22.5

27.8

32.7

17.4

110.8

Credential

0.2

24.5

18.6

24.5

31.5

All Other Postbacs

0.2

0.7

1.3

100.0

15.5

11.2

47.8

47.1

58.5

24.1

277.2

75.8

86.8

207.8

193.6

233.1

20.4

207.6

Undergraduate Total

GRADUAT E/PO STB AC Graduate

Graduate/Postbac Total

TOTAL

TABLE 2.39 & 2.40 SOURCE: CSU Enrollment Reporting System-Off-Campus Center (ERSO) data files TABLE 2.39 & 2.40 NOTES: Stockton Center enrollment includes students enrolled in at least one course at the Stockton Center. Stockton-only enrollment includes students who are enrolled exclusively at the Stockton Center. Postbacs seeking a second bachelor's degree are included in the graduate/postbac category. 1. FTES - Full-Time Equivalent Student

56 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2

Highlights (from Table 2.39 & 2.40) •

From fall 2013 to fall 2017, undergraduate headcount enrollment at the Stockton Center increased by 329 students. The vast majority of the increase was made up of increases in the number of juniors and seniors. Each of these groups are not only the largest groups enrolled at Stockton but also increased by the largest percentages.

•

The Stockton Center's graduate student FTES enrollment increased significantly more than its corresponding headcount in the last year as well as the last five years, indicating that on average, graduate students are enrolled in more units at the Stockton Center than previous years.

•

At the graduate/postbac level, the largest increase in headcount enrollment was seen among credential-seeking students, increasing from none in fall of 2013 to 48 in fall of 2017.

•

The number of graduate students seeking a master's or doctorate degree increased by 26 students between fall 2013 to fall 2017, from 40 to 66.

The headcount (169%) and FTES (208%) enrollment growth rates at the Stockton Center were much larger than the headcount (12.2%) and FTES (12.0%) growth rates for Stanislaus State university-wide over this period of time.

•

The number of students who take classes exclusively at the Stockton Center campus (Stockton-only) has significantly increased over the last five years.

•

Overall, graduate/postbac enrollment at the Stockton Center increased over this time period by 193%. Clearly a substantial increase over the past five years.

MAP OF STOCKTON CENTER ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017 1 1

American Canyon Napa

7 2

Vallejo

Richmond

1119 3 21 Walnut Creek

Oakland

Pleasanton

Livermore 7

Hayward

4 Angels

Twain Harte

French Camp 5 18 18 Manteca

Tracy 13 10

Modesto

Yosemite Valley Coulterville

Turlock

Snelling Mariposa

Patterson

6 3 San Jose

El Portal

1 Waterford

17 2

Palo Alto

Riverbank 13

San Mateo

Sonora 1

8 Escalon

Salida 8 16 19 10 18 11

Murphys

Stockton

Strawberry

San Andreas

Lockeford 17

Lodi 23

Arnold 1

Newman

Livingston 13

Atwater 4

Gustine

Merced Le Grand

Santa Nella Los Banos Gilroy

Santa Cruz

Dos Palos

Madera

Watsonville Hollister Fresno

KEY: ORGANIZED BY ZIP CODE CENTROID NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps.

BOOK OF TRENDS // 2017-2018 / 57

MAP OF STOCKTON CENTER EXCLUSIVE ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017

1 Napa

Arnold 1

1 2

Vallejo

4 Richmond

Stockton

Walnut Creek

Tracy

Livermore

Hayward

4 5 2

Murphys

Escalon

Modesto

1 Yosemite Valley

Riverbank

Salida2

San Mateo

Twain Harte Sonora 1

Angels

2 French Camp4 4 Manteca

Oakland

Pleasanton

Lockeford 3

Lodi

Coulterville El Portal

Waterford

1 1

Turlock1

Patterson

Snelling Mariposa

Palo Alto

Livingston Atwater

San Jose

Strawberry

San Andreas

Newman Gustine

Merced Le Grand

Santa Nella Los Banos Gilroy

Santa Cruz

Dos Palos

Madera

Watsonville Hollister Fresno

KEY: ORGANIZED BY ZIP CODE CENTROID • 01 Student • 02 - 04 Students • 04 - 06 Students • 07 - 10 Students NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps.

Map 2: Stockton Exclusive - Color terrain; with numbers with different color points for gradation

1 2-3 4-6 7 - 10

58 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.41 // On-Campus Housing Residents, 5-Year Trend

O N-CA MPUS R ES I D ENTS

Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C H ANGE

Fall 2017

1 Year

5 Year

Total Residents

603

659

662

700

606

-13.4

0.5

% Undergraduates1

6.8

8.1

8.0

6.7

-16.3

-1.5

21.0

27.5

26.0

24.9

19.8

-20.5

-5.7

% First-Time Freshman

Highlights •

The number of housing residents increased annually from fall 2013 to fall 2016, then decreased by 13.4% in fall 2017.

•

The percentage of undergraduate students living in on-campus housing has ranged from 6.7 to 8.1%, while the percentage of firsttime freshmen living in on-campus housing has ranged from 19.8 to 27.5%.

•

As undergraduate enrollment increased in recent years, the percentages of students living in on-campus housing has decreased, in large part due to housing capacity limitations.

TABLE 2.41 SOURCE: Stanislaus State Housing and Residential Life (Resident rosters); Stanislaus State Office of Institutional Research TABLE 2.41 NOTES: The total resident headcounts include undergraduate and graduate/postbac students, and may include students enrolled in self-support programs. The percent of undergraduates and first-time freshmen residents as reported in the University's Common Data Set. 1. Percent of all degree-seeking undergraduate students, including first-time freshmen, living on-campus.

BOOK OF TRENDS // 2017-2018 / 59

TABLE 2.42 // Full-Time Undergraduate Degree-Seeking Student-Athletes by Race/Ethnicity, 5-Year Trend

Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

RACE /ET HNI CI TY

5 Year

American Indian

-50.0

0.0

Asian

60.0

33.3

Black/African American

3.8

35.0

Hispanic/Latino

21.1

72.5

Pacific Islander

Nonresident Alien

-50.0

50.0

Two or More Races

41.7

54.5

Unknown

10.0

-21.4

White

-7.8

-25.4

158

160

166

169

184

8.9

16.5

TOTAL

0.0

TABLE 2.43 // Full-Time Undergraduate Degree-Seeking Student-Athletes by Gender, 5-Year Trend

GE N D ER

Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

Male

4.0

18.2

Female

106

12.8

15.2

TOTAL

158

160

166

169

184

8.9

16.5

42:58

38:62

42:58

44:56

42:58

-4.4

0.0

Male to Female Ratio

Highlights •

The number of full-time undergraduate degree-seeking studentathletes has gradually increased over the last five years. The Hispanic student-athlete sub-population had the largest five-year increase at 72.5% while the White sub-population had the largest decrease at 25.4%.

•

The White student-athlete sub-population was the largest from fall 2013 to fall 2015, until fall 2016 when the number of Hispanic student-athletes exceeded the number of White student-athletes.

•

The male to female ratio has fluctuated over the last five years, with the current fall 2017 ratio the same as the fall 2013 ratio.

TABLE 2.42 & 2.43 SOURCE: Stanislaus State Office of Institutional Research, as reported to the National Collegiate Athletic Association (NCAA) TABLE 2.42 & 2.43 NOTES: Student-athlete enrollment headcounts are a subset of the total full-time degree seeking undergraduate student enrollent, 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.

60 / STANISLAUS STATE // CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 TABLE 2.44 // University Extended Education Enrollment Summary by Program, 5-Year Trend

2013-14

PROGRAM

2014-15

2015-16

2016-17

% C H ANGE

2017-18

1 Year

5 Year

Special Session1

1,639

2,137

2,719

3,615

3,531

-2.3

115.4

Summer Session

2,770

3,106

3,321

3,653

4,090

12.0

47.7

Winter Session

600

593

676

858

1,180

37.5

96.7

Open University

421

431

367

389

494

27.0

17.3

129.4

18.2

NonCredit

201

175

189

116

167

44.0

-16.9

Contract Extension

591

940

1,179

1,034

1,174

13.5

98.6

6,255

7,430

8,486

9,682

10,675

10.3

70.7

Continuing Education Units (CEU)

TOTA L

Highlights •

•

Overall enrollment in UEE programs has been on an upward trend in the recent five year period, with a 10% increase in the last year and a 71% increase in the last five years. The significant 5-year percent change is attributed in large part to new selfsupport degree programs implemented during this time period, most recently the launch of the MSW Hybrid program, the MA Interdisciplinary Studies with a concentration in Child Development, and the online RN-BSN program.

Extension enrollment. See Table 2.45 for more detailed UEE enrollment, Table 9.5 for UEE fee revenue, and section three for unduplicated Special Session degree program headcounts by college and program. •

The majority of UEE enrollment is generated from: 1) Special Session, 2) Summer Session, 3) Winter Session, and 4) Contract

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 suppport of the Graduation Initiative.

FIG. 2.44 // UEE Enrollment by Program, Fall 2017

38%

4,090 Summer Session

33% 3,531 Special Session

11% 1,180 Winter Session

206 Other

10,675 Total UEE Enrollment

5% 494 Open University

11% 1,174 Contract Extension

TABLE 2.44 SOURCE: Stanislaus State Office of University Extended Education TABLE 2.44 NOTE: Enrollments represent duplicated headcounts. 1. Academic programs

BOOK OF TRENDS // 2017-2018 / 61

TABLE 2.45 // University Extended Education Enrollment Summary by Program and Student/Course Type, Academic Year by Term, 5-Year Trend 2013-14

PROGRAM

SUMMER

FA L L

2014-15

WINT ER

SP RING

SU 2 014

FA 2 014

WI 2 015

SP 20 15

215

847 22

215

869

1,053

SP E CI A L S ES S I O N Degree

881 10

891

718

NonDegree

Special Session Total

690

972

SU MM ER S ES S I O N Non-Matriculants Matriculants, stateside Summer Session Total

389

369

2,381

2,737

2,770

3,106

WIN TER S ES S I O N Non-Matriculants Matriculants, stateside Winter Session Total

Open University/Non-admitted Total

552

549

600

593

234

187

244

107

416

598

425

3,288

1,266

1,101

CO N TI NUI NG ED UCAT I O N U N I TS (CE U ) Certificate Programs Designing Your Life2 Nurse Extern CEU Total

N O N C R ED I T Ed2Go3 English Language Program (ELP) Teacher Performance Assessment (TPAs) NonCredit Total

CO N TR ACT EX TENS I O N Teaching Intern Program 3rd Party Online Teacher Education School Districts Hubei students

4 68

210

619

222

3,977

1,219

15 Contract Extension Total

GR AN D TOTA L

1. Early College, Misc. Credit Courses 2. New course effective spring 2018 3. As of fall 2016, ED2Go handles all registrations.

62 / STANISLAUS STATE // CSUSTAN.EDU

600

593

1,641

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS // SECTION 2 (continued from previous page)

2015-16

2016-17

S U 20 15

FA 20 1 5

W I 2 01 6

275

1,106 44

275

1,150

1,294

2017-18

S P 2 01 6

S U 2 016

FA 2 016

WI 2 017

SP 2 017

SU 2 017

FA 2 017

1,698

439

1,338

1,245

413

1,356 60

413

1,416

1,786

456

1,422

1,653

380

445

468

2,941

3,208

3,622

3,321

3,653

4,090

WI 20 18

1,601

622

777

1,126

676

858

1,180

204

163

196

193

SP 20 18

254

240

7 16

16 8

104

601

426

581

350

673

341

645

440

630

364

691

120

363

4,295

1,516

1,999

4,737

1,686

2,401

5,260

1,850

676

858

1,180

2,385

TABLE 2.45 SOURCE: Stanislaus State Office of University Extended Education TABLE 2.45 NOTE: Enrollments represent duplicated headcounts.

BOOK OF TRENDS // 2017-2018 / 63

64 / STANISLAUS STATE // CSUSTAN.EDU

SE CTIO N THR E E

Detailed Enrollment Characteristics for Colleges & Programs College of the Arts, Humanities and Social Sciences (CAHSS) Created in 2012, the College of the Arts, Humanities and Social Sciences is the largest of the four academic colleges supporting the academic mission of Stanislaus State. CAHSS faculty contribute to the delivery of twenty baccalaureate degree programs, including three nationally accredited programs in the Arts, a nationally accredited Masters program in Public Administration, and a distinctive endowed program in Agricultural Studies. CAHSS also supports over fifty minors, concentrations and multidisciplinary programs at the undergraduate level, and five MA degrees and several certificate programs at the graduate level. In addition, many of CAHSS faculty contribute substantially to the General Education program of the University, offering extensive instruction in the creative and language arts, the humanities, and the social sciences and cultural studies.

College of Business Administration (CBA) The College of Business Administration's mission is to deliver a professional business education that offers students the knowledge and skills to succeed in their careers and in society. CBA strives to offer students an accessible, affordable, professional business education that empowers people of all ages and backgrounds to transform their lives and realize their potential. Accordingly, CBA seeks to maintain an environment dedicated to educating a diverse, multi-cultural student population.

College of Education, Kinesiology & Social Work (COEKSW) The College of Education, Kinesiology & Social Work is dedicated to preparing professionals who are "Life-Long Learners" equipped with the skills, knowledge, and abilities needed to address the challenges facing schools, social service agencies, and communities. The talented COEKSW staff and faculty are devoted to the highest quality programs that meet state and national accreditation standards.

College of Science (COS) The College of Science is one of the newest and most dynamic colleges on campus, where the faculty and staff are dedicated to student success. COS is an intellectual community dedicated to providing students and faculty the scientific, mathematical and technological capacity to contribute to their disciplines and succeed in their academic pursuits. The dedicated faculty and staff seek to educate students through quality instruction, experiential learning, research experience, community engagement, and effective advising.

BOOK OF TRENDS // 2017-2018 / 65

TABLE 3.1A // Enrollment by College and Program Level, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

CAH SS Bachelor's

2,036

2,048

2,068

2,271

2,396

5.5

17.7

169

140

118

108

116

7.4

-31.4

2,205

2,188

2,186

2,379

2,512

5.6

13.9

1,421

1,432

1,533

1,551

0.0

9.1

-16.7

1,493

1,496

1,594

1,623

1,611

-0.7

7.9

Bachelor's

1,000

1,066

1,129

1,110

1,159

4.4

15.9

Credential

354

368

394

434

452

4.1

27.7

Master's

407

449

408

383

351

-8.4

-13.8

Doctoral

-11.1

-5.9

1,795

1,933

1,980

1,963

1,994

1.6

11.1

2,314

2,442

2,551

2,738

2,826

3.2

22.1

100

0.0

-16.0

2,414

2,536

2,645

2,822

2,910

3.1

20.5

983

859

818

950

959

0.9

-2.4

Master's

-33.3

-63.6

All Other Postbacs

-31.6

-18.8

1,010

892

877

975

976

0.1

-3.4

Bachelor's

7,754

7,847

8,099

8,620

8,891

3.1

14.7

Credential

354

368

394

434

452

4.1

27.7

Master's

759

764

692

653

615

-5.8

-19.0

Doctoral

-11.1

-5.9

All Other Postbacs

-31.6

-18.8

GRAN D TOTA L

8,917

9,045

9,282

9,762

10,003

2.5

12.2

Master's CAHSS Total

CBA Bachelor's Master's CBA Total

CO E K S W

COEKSW Total

CO S Bachelor's Master's COS Total

U N DE CLA R ED /OTHER Bachelor's

Undeclared/Other Total

GRAN D TOTA L

Highlights •

The University’s enrollment has gradually increased each year. Over the last five years, with an overall enrollment increase of 1,086 students or 12.2%. This reflects a consistent level of recruiting and a significant regional demand for higher education.

•

Over this time period bachelor degree students consistently increased for the University as a whole and in each college. Simultaneously the number of undeclared undergraduate students decreased.

66 / STANISLAUS STATE // CSUSTAN.EDU

•

Master’s degree enrollment overall decreased by 19%. The decrease in master’s degree students over this time period is seen at different rates but in all the colleges.

•

All four colleges grew overall over the last five years however the COS grew at the fastest rate at nearly 21%, followed by CAHSS (14%), COEKSW (11%), and CBA (8%).

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS // SECTION 3 TABLE 3.1B // Self-Support Enrollment by College and Program Level, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% CHANGE

Fall 2017

1 Year

5 Year

CA HS S Bachelor's CAHSS Total

101

16.1

159.0

101

16.1

159.0

101

16.1

50.7

101

16.1

50.7

CB A Master's CBA Total

CO EK S W Master's COEKSW Total

CO S Bachelor's

-26.1

51.2

Master's

66.7

106

-10.4

55.7

Bachelor's

101

113

175

166

-5.1

102.4

Master's

107

132

158

19.7

85.9

167

188

220

307

324

5.5

94.0

COS Total

GR A ND TOTA L

Highlights

FIG. 3.1C // State- and Self-Support Enrollment by College, 5-Year Trend

Over this five-year period, there was an increase of 157 students in UEE degree programs, from 167 to 324 students. This is a 94% increase.

3,000

•

Bachelor degree seeking students had the greatest increase with an increase of 84 students. This is a 102.4% increase.

2,500

•

Master’s degree students increased from 85 to 158. This is a an increase of 73 students, or an 85.9% increase.

•

The college with the largest absolute increase over the last five years is CAHSS with an increase of 62 students. This is a 159% increase. The college with the second largest increase is COS (55.7%), followed by CBA (50.7%), and both with an absolute increase of 34 students from fall 2013 to 2017. The 1 year percent decreases in selfsupport COS programs—26% at the bachelor's level and 10% overall—is attributed to a change in the cohort start date for the ASBSN program from fall to spring semester.

HEADCOUNT

•

2,000

1,500

1,000

500

2013

2014

2015

2016

2017

FALL TERM

KEY:

COS CAHSS UNDECLARED/OTHER

COEKSW

CBA

TABLE 3.1A SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 3.1B SOURCE: CSU Enrollment Reporting System-Self-Support (sERSS) data files

BOOK OF TRENDS // 2017-2018 / 67

TABLE 3.2A // CAHSS Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

BACH ELO R' S Agriculture1

3.7

23.2

Anthropology

-15.2

-26.4

0.0

300.0

110

101

107

5.9

-2.7

-23.1

17.6

Communication Studies

184

216

208

210

216

2.9

17.4

Criminal Justice

612

662

639

664

690

3.9

12.7

-8.1

17.2

187

152

157

186

192

3.2

2.7

Ethnic Studies

125.0

28.6

Gender Studies

133.3

55.6

16.7

100

108

117

148

164

10.8

64.0

Music

-5.0

-17.4

Music Performance

6.3

-12.1

Philosophy

13.6

108.3

Political Science

2.4

-1.1

Social Sciences

9.2

5.1

308

323

371

416

455

9.4

47.7

Spanish

14.9

5.9

Theatre Arts

-3.4

21.7

Criminal Justice

-5.6

0.0

English

-10.3

-33.3

History

157.1

-5.3

Applied Leadership Art Art BFA

Economics English

Geography History

Sociology

MASTER' S

Public Administration

CAH S S TOTA L

Visit the IR website (www.csustan.edu/ir) for enrollment data and the MPA website (www.csustan.edu/mpa) for more information.

2,205

2,188

2,186

2,379

2,512

5.6

13.9

Highlights •

CAHSS experienced the second largest net increase in students over this time (13.9%).

•

Three programs contributed most to the increase in CAHSS enrollments, including Criminal Justice, History and Sociology.

•

Including undergraduate and graduate students, the three largest programs in CAHSS are Criminal Justice (707 students, 28.1% of CAHSS), Sociology (455, 18.1%) and English (218, 8.7%).

•

A deeper examination by enrollment generated by the Criminal Justice department is primarily to support its majors, while enrollment generated by the Sociology department is a balance between providing GE courses and courses for the major, and the

68 / STANISLAUS STATE // CSUSTAN.EDU

English department has a heavier proportion of GE enrollment than enrollment generated by English majors. •

Currently Criminal Justice courses are at capacity. These courses are taken primarily by majors and there is no room for further growth in the number of Criminal Justice majors without increasing capacity.

•

Sociology shows significant growth in majors (up 147 students, 47.7%). The courses taught by the Sociology department are also at capacity. This is true for both their GE offerings and the courses taken by the majors.

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS // SECTION 3 (continued from Table 3.2A highlights)

•

The Art program has potential demand to expand, however the limitations of their physical facilities present a significant challenge, particularly with studio space.

•

In many of the areas with smaller numbers of majors such as Economics, Philosophy, Theater Arts, Geography, Ethnic Studies and Gender Studies, a heavier proportion of the enrollments are generated by GE course enrollments.

•

BA Art majors are moving towards becoming BFA students. The reasons for this trend include graduation rate patterns for current majors, number of transfer students with hours to make-up or the timing of fall/spring entry into the current programs.

•

The college with the largest decrease in master’s degree students is CAHSS which had both the largest absolute decrease (53 students) and the largest percentage decrease (31%).

TABLE 3.2B // CAHSS Self-Support Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HANGE

Fall 2017

1 Year

BACHELO R' S

5 Year

Criminal Justice

-19.6

141.2

Social Sciences

66.7

172.7

CA HS S TOTA L

101

16.1

159.0

Highlights

•

Enrollment in self-support programs for the CAHSS increased 2.5 times in size from fall 2013 to fall 2017 showing a growth rate of 159%. The program with the largest percentage increase and largest absolute increase in enrollment is Social Sciences with an absolute increase of 38 students and a percentage increase of 172.7%. Despite the decrease in enrollment in the bachelor’s degree in Criminal Justice from fall 2016 to fall 2017, enrollment in the self-supported bachelor’s degree in Criminal Justice program over this time period grew by 141.2% which is an increase of 24 students.

3,000 2,613

HEADCOUNT

•

FIG. 3.2C // CAHSS State- and Self-Support Enrollment, 5-Year Trend

2,466

2,500 2,244

2,219

2013

2014

2,251

2,000

1,500 2015

2016

2017

FALL TERM

TABLE 3.2A SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 3.2B SOURCE: CSU Enrollment Reporting System-Self-Support (sERSS) data files 1. The BA in Agricultural Studies degree program changed to a BS in Agriculture in 2016-17.

BOOK OF TRENDS // 2017-2018 / 69

TABLE 3.3A // CBA Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

BACH ELO R' S Business Administration CIS

1,379

1,411

1,526

1,540

1,545

0.3

12.0

-45.5

-85.7

-16.7

1,493

1,496

1,594

1,623

1,611

-0.7

7.9

MASTER' S Business Administration

CBA TOTA L

Highlights •

CBA had the smallest increase in enrollment during the time under study. The increase was 118 students which is a 7.9% increase. This is largely due to capacity constraints.

•

The percentage share of the overall distribution of students in the University dropped slightly from 16.8% to 16.1%.

•

The overall growth is a combination of an expansion of 166 students in Business Administration (BS) and a reduction of 12

MBA students, and 36 Computer Information Systems (CIS). The reductions are attributed to a growing, self-support Online MBA program that was launched during this period, and the CIS major was discontinued and replaced by a CIS concentration in the Business Administration major.

TABLE 3.3B // CBA Self-Support Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

MASTER' S Business Administration: Executive MBA

-5.7

4.2

Business Administration Online

50.0

168.4

101

16.1

50.7

Highlights •

Over the period from fall 2013 to fall 2017, CBA’s self-support program enrollment grew by 50.7%. The largest share of this enrollment growth was in the online MBA program.

•

The online MBA program over this time period grew by 32 students which is a 168.4% increase.

•

The executive MBA program grew at a much more modest pace, increasing by two students; this is a 4.2% increase.

FIG. 3.3C // CBA State- and Self-Support Enrollment, 5-Year Trend 2,000 1,710

HEADCOUNT

CBA TOTA L

1,657 1,560

1,712

1,565

1,500

1,000 2013

2014

2015

FALL TERM

TABLE 3.3A & 3.4A SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 3.3B & 3.4B SOURCE: CSU Enrollment Reporting System-Self-Support (sERSS) data files TABLE 3.3A NOTE: Concentrations for CBA majors and all other college majors available at the IR website (www.csustan.edu/ir).

70 / STANISLAUS STATE // CSUSTAN.EDU

2016

2017

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS // SECTION 3 TABLE 3.4A // COEKSW Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HANGE

Fall 2017

1 Year

5 Year

B ACHELO R' S Kinesiology

410

482

528

460

432

-6.1

5.4

Liberal Studies

590

584

601

650

727

11.8

23.2

354

368

394

434

452

4.1

27.7

Education

253

295

269

233

213

-8.6

-15.8

Social Work

154

139

150

138

-8.0

-10.4

-11.1

-5.9

1,795

1,933

1,980

1,963

1,994

1.6

11.1

CR ED ENTI A L Credential

MAST ER' S

D O CTO R A L Educational Leadership

CO EK S W TOTA L

Highlights •

Over this five-year period the share of the distribution of total enrollment that is in COEKSW stayed nearly constant.

•

Credential seeking students grew by 27.7% or 98 students, Kinesiology grew by 5.4% or 22 students, and Liberal Studies students grew by 23.2% or 137 students.

•

The increased enrollment in credential seeking students, Kinesiology students and Liberal Studies students was offset by declines in the college’s graduate student enrollment. The enrollment in the Master of Education program dropped by 15.8% or 40 students, enrollment in the Master of Social Work program dropped by 10.4% or 16 students, and the number of doctoral students declined by 5.9% or 2 students.

•

The fall-to-fall graduate headcount enrollments do not necessarily reflect demand. For example, the reduction in COEKSW is reflective of the college’s capacity to offer courses with the available resources. For some of the programs, particularly Social Work and Education, there are far more applicants than the college is able to accept.

•

The credential student enrollment increase is in response to the increased demand for new teachers and is consistent with what is happening across the CSU system.

•

The increase in credential students is a significant part of the 199 student increase in COEKSW enrollment.

TABLE 3.4B // COEKSW Self-Support Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C H ANGE

Fall 2017

1 Year

5 Year

MAST ER' S Social Work Hybrid 0

CO EK S W TOTA L

•

From fall 2013 through fall 2017 COEKSW offered one selfsupport degree program, a hybrid master’s degree program in Social Work. The first cohort started fall 2015 and has had stable enrollment.

0.0

FIG. 3.4C // COEKSW State- and Self-Support Enrollment, 5-Year Trend 2,500

HEADCOUNT

Highlights

2,000

1,933

2,006

1,990

2,021

2015

2016

2017

1,795

1,500

1,000 2013

2014

FALL TERM

BOOK OF TRENDS // 2017-2018 / 71

TABLE 3.5A // COS Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

BACH E LO R' S Biological Sciences

678

713

706

735

713

-3.0

5.2

Chemistry

133

136

135

121

105

-13.2

-21.1

Child Development

154

163

188

224

227

1.3

47.4

Cognitive Studies

-18.8

-13.3

Computer Science

185

197

255

289

293

1.4

58.4

-22.6

0.0

Mathematics

121

108

119

127

144

13.4

19.0

Nursing

216

222

204

206

194

-5.8

-10.2

200.0

0.0

27.8

43.8

750

807

860

951

1,061

11.6

41.5

Ecology & Sustainability

-22.2

-46.2

Nursing

6.7

23.1

Psychology

1.7

-17.6

2,414

2,536

2,645

2,822

2,910

3.1

20.5

Geology

Physical Sciences Physics Psychology

MAST ER' S

CO S TOTA L

Highlights •

In fall 2017 the largest share of University enrollment by program —taking into account both undergraduate and graduate programs— was in COS (29.1%).

•

Over the last five years COS enrollment by major grew by 20.5%; this rate reflects an increase of 496 students.

•

Over the last five years the undergraduate Psychology major had the largest increase in number of students. The increase is 311 students (41.5%).

TABLE 3.5A SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 3.5B SOURCE: CSU Enrollment Reporting System-Self-Support (sERSS) data files

72 / STANISLAUS STATE // CSUSTAN.EDU

•

The second largest increase was the Computer Science major with an increase of 108 students (58.4%).

•

Not all programs grew in the COS over the recent five year period. Chemistry decreased by 21.1% (28 students), Cognitive Studies decreased by 13.3% (2 students), Ecology and Sustainability (MS) decreased by 46.2% (6 students), Nursing (BSN) decreased by 10.2% (22 students) and Psychology (MA/MS) decreased by 17.6% (13 students).

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS // SECTION 3 TABLE 3.5B // COS Self-Support Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HANGE

Fall 2017

1 Year

5 Year

BACHELO R' S Health Science Nursing AS-BSN

-6.9

-52.5

-34.9

0.0

10.4

55.7

Online RN-BSN

MAST ER' S Genetic Counseling

Interdisciplinary Studies: Child Development

CO S TOTA L

12 61

Highlights

•

Over the time period from fall 2013 through fall 2017 COS has had three undergraduate self-support programs and two graduate self-support programs. Overall enrollment in these programs increased by 55.7% or by 34 students. The enrollment change in these programs from fall 2016 to fall 2017 was 10.4%. The largest decrease was associated with the accelerated nursing program (AS-BSN) that had a decrease of 31 students. As previously mentioned, the decrease is attributed to a change in the cohort start date, from fall to spring semester. Part of the decrease in the on-site undergraduate nursing program was offset by an enrollment increase in the new online selfsupport nursing program (RN-BSN).

106

FIG. 3.5C // COS State- and Self-Support Enrollment, 5-Year Trend 3,500

2,928

3,000

HEADCOUNT

•

3,005

2,711 2,624 2,475

2,500

2,000 2013

2014

2015

2016

2017

FALL TERM

The last cohort of the self-support graduate program in Interdisciplinary Studies with a concentration in Child Development will be finishing soon. From the IS Concentration in Child Development, a stand-alone Child Development MA was developed and has been approved, with an anticipated cohort start date of spring 2019.

BOOK OF TRENDS // 2017-2018 / 73

TABLE 3.6A // Undeclared/Other Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

BACH E LO R' S Special Major

981

858

818

950

959

0.9

-2.2

Interdisciplinary Studies

-20.0

-63.6

All Other Postbacs

-31.6

-18.8

1,010

892

877

975

976

0.1

-3.4

Undeclared

MASTE R' S

Highlights •

Concurrent with the growth in the University as a whole was a reduction in the number of students who have not declared a major. Over the last five years, the number of undeclared undergraduate students actually dropped by 22 students.

FIG. 3.6C // Undeclared/Other State-Support Enrollment, 5-Year Trend 1,200

HEADCOUNT

U N DECLA R ED /OTHER TOTAL

1,010

1,000

975

892

976

877

800 2013

2014

2015

2016

2017

FALL TERM

TABLE 3.6A SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files FIG. 3.6C NOTE: No self-support undeclared/other enrollments 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.

74 / STANISLAUS STATE // CSUSTAN.EDU

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS // SECTION 3 MAP OF CAHSS ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017

Napa

Vallejo

Lockeford Lodi

Pleasanton

Tracy

Livermore

Salida

Escalon

San Mateo

Half Moon Bay

Palo Alto

Yosemite Valley Coulterville

13 300

14 Livingston 52

Newman

Snelling 1

Turlock2

Gustine

Mariposa 22

45 43

Atwater 77

Merced 43

Santa Nella Los Banos

Gilroy 9

Watsonville Hollister

14 4

Le Grand 11

Santa Cruz

166

San Jose

El Portal

Modesto 34

Patterson

Riverbank

122

Twain Harte

82 96 104

Manteca

Sonora 8

4 French Camp 41

Hayward

Angels

16 Stockton 13

Daly City

Murphys

8 6

San Francisco Oakland

Strawberry

14 11

7 3

Walnut Creek

Richmond

Arnold San Andreas

Dos Palos

Madera

Fresno Salinas

KEY: ORGANIZED BY ZIP CODE CENTROID: • 01 - 29 Students • 30 - 82 Students • 83 - 166 Students • 167 - 300 Students NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps.

Map 12: CAHSS - Color terrain; with numbers with different color points for gradation

1 - 29 30 - 82 83 - 166 167 - 300

BOOK OF TRENDS // 2017-2018 / 75

MAP OF CBA ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017

Napa

14 10

13 1

Stockton 8

Richmond Walnut Creek

14 1

Pleasanton Hayward

Livermore

11 Tracy 9

San Mateo

Modesto 43

Patterson

4 1

Riverbank 65 71 18 33 69 76 13

Newman

El Porta

Snelling 1

179

16 San Jose

Coulterville 9 Waterford 3 19

Turlock 3

Palo Alto

49 33

Sonora 2 1

14 Escalon

Salida

Twain Harte 1

Angels

15 Manteca

Murphys 1

3 French Camp

Oakland

Strawberry

San Andreas

Lockeford 8 Lodi

Vallejo

Arnold 1

Mariposa 36

3 13 Livingston 52 Atwater 46

Merced

Gustine

25 5 1 Le Grand

3 6

1 Santa Nella Los Banos

Gilroy

Santa Cruz

Dos Palos

Madera

Watsonville Hollister

Fresn

KEY: ORGANIZED BY ZIP CODE CENTROID:

• 01 - 14 Students • 15 - 43 Students • 44 - 97 Students • 98 - 179 Students NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps.

Map 14: CBA - Color terrain; with numbers with different color points for gradation

1 - 14 15 - 43 76 / STANISLAUS STATE // CSUSTAN.EDU

44 - 97 98 - 179

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS // SECTION 3 MAP OF COEKSW ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017

Napa

5 2

Vallejo

15 8

d Walnut Creek

Oakland

1 Pleasanton Hayward

Livermore

18 Tracy 7

Mateo

Angels

Twain Harte

32 29

Salida

Riverbank 66 112 28 26 64 81 11

103

Newman

El Portal

Snelling 2

205

21 San Jose

Coulterville 24 Waterford 1 15

Turlock 2

Palo Alto

Yosemite Valley

32 46

Modesto Patterson

2 2

13 Escalon

Sonora 7 2

Manteca

Murphys 2

12 11 2 1 10

15 1 French Camp 9

Strawberry

San Andreas

1 Lockeford 10 Lodi

Stockton

Arnold

Mariposa

4 26

Livingston 60 Atwater 75

Gustine

51 48

Merced

10 4 Le Grand

28 6

14 Santa Nella Los Banos

Gilroy

Santa Cruz

1 Dos Palos

Watsonville

Madera

Hollister Fresno

KEY: ORGANIZED BY ZIP CODE CENTROID:

• 01 - 19 Students • 20 - 51 Students • 52 - 112 Students • 113 - 205 Students NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps.

Map 15: COEKSW - Color terrain; with numbers with different color points for gradation

1 - 19 20 - 51 52 - 112 113 - 205

BOOK OF TRENDS // 2017-2018 / 77

MAP OF COS ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017 1

20 21 1 7 21 5 1

alnut Creek

48 1 2 Pleasanton

3 Angels Twain Harte 1

Sonora15 1

30 Escalon

Salida40

Turlock

Yosemite Valley

77 Riverbank 100 160 38 40 86 43 1387 372

Murphys

3 French Camp49 20 Manteca

39 Tracy

Livermore

Lockeford 8

Strawberry

San Andreas

Lodi

Arnold

Patterson

Coulterville 29 Waterford 3

Snelling

3 28 Livingston Atwater 65 75

KEY: ORGANIZED BY ZIP CODE CENTROID:

Merced

2 1

Newman

Mariposa

137

San Jose

El Portal

Gustine

• 01 - 30 Students • 31 - 86 Students • 87 - 160 Students • 161 - 372 Students

8 4 Le Grand

51 9

13 Santa Nella

Los Banos

NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps.

Gilroy

nta Cruz

Watsonville Hollister

Madera

Dos Palos

2 Fresno

MAP OF NURSING ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017 1 Napa

Arnold

Lockeford

Vallejo

Strawberry

San Andreas

Murphys

Lodi 1 Map 13: COS - Color terrain; with numbers with different color points for gradation 3 1

Richmond

Angels

Twain Harte

Stockton

Sonora 1

Walnut Creek

1 - 30

French Camp 3

31 - 86Escalon

Oakland

Pleasanton

Tracy

Livermore

Hayward

Manteca 5

3 2

87 - 160

Yosemite Valley

6 Riverbank 17 3

Salida2

Coulterville El Portal Waterford

4 1615 - 372 2

San Mateo

6 1

Patterson

Palo Alto

Turlock

San Jose

Snelling Mariposa

7 1 Livingston Atwater 2

Newman

KEY:

Merced

Gustine

ORGANIZED BY ZIP CODE CENTROID:

3 1

• 01 - 02 Students • 03 - 08 Students • 09 - 17 Students • 18 - 32 Students

Le Grand 1

1 Santa Nella Los Banos

Gilroy

Santa Cruz

Dos Palos

Madera

Watsonville Hollister Fresno

78 / STANISLAUS STATE // CSUSTAN.EDU

NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using webbased interactive maps.

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS // SECTION 3 TABLE 3.7 // New Fall Undergraduate Student Enrollment by College, Major and New Undergraduate Type, 5-Year Trend Fall 2013

CO LLE G E

FTF

Agriculture Anthropology

FTT

Fall 2014 ALL NEW

FTF

FTT

ALL NEW

1 Year

5 Year

-21.2

-10.3

-61.5

-70.6

183

144

215

116

168

120

Geography

-100.0

0.0

11.5

203

140

-37.7

-35.3

204

0.5

11.5

-62.5

-70.0

-15.3

1 1

Music Performance

FTF

Criminal Justice

History

ALL NEW

Communication Studies

Music

-3.8 -100.0

200.0

-40.0

-25.0

-15.4

51.7

-16.7

-37.5

20.0

28.6

Philosophy

500.0

20.0

Political Science

4.8

22.2

Social Sciences

100.0

-4.3

Sociology

109

14.7

38.0

Spanish

87.5

66.7

Theatre Arts

80.0

28.6

566

283

279

562

256

241

497

296

323

619

312

294

606

-2.1

7.1

-0.3

-6.8

0.0

-6.8

CAHSS Total

254

312

CAHSS % of Grand Total Business Administration

24.3 142

240 1

142

241

383

CIS CBA Total CBA % of Grand Total

382

24.8 141

180

321

149

214

363

156

201

357

152

141

180

321

149

214

363

156

201

357

153

204

356

204

357

16.4

14.6

Kinesiology

104

115

116

110

54.9

5.8

Liberal Studies

116

178

142

137

100

162

112

206

27.2

15.7

108

174

282

113

144

257

114

139

253

121

112

233

156

160

316

35.6

12.1

113

176

149

200

127

181

153

175

139

157

-10.3

-10.8

Chemistry

-32.3

-22.2

Child Development

-23.5

40.5

25.0

0.0

-14.6

15.5 -70.0

COEKSW Total COEKSW % of Grand Total Biological Sciences

12.1

13.0

Cognitive Studies

Computer Science

-50.0

77.8

26.3

-45.5

-37.9

Geology Mathematics Nursing Physical Sciences

300.0

-20.0

Physics

100.0

33.3

123

199

114

207

112

204

111

150

261

107

161

268

2.7

34.7

298

311

609

344

268

612

331

283

614

399

311

710

398

276

674

-5.1

10.7

486

-11.3

-1.2

486

-11.3

-1.2

-1.1

4.6

Psychology COS Total COS % of Grand Total Undeclared/Other Undeclared/Other Total

26.1 422

422

27.6

492

351

408

420

465

417

131

548

402

492

351

408

420

465

417

131

548

402

21.1

Undeclared % of Grand Total

G R AN D TOTAL

FTF

% C HA N G E (ALL NEW)

Fall 2017

Gender Studies

U N D EC L AR ED / OT H E R

ALL NEW

Ethnic Studies

COS

FTT

English

COEKSW

FTF

Art

Economics

C BA

ALL NEW

Fall 2016

Applied Leadership

CAHS S

FTT

Fall 2015

1,224

1,108

2,332

19.9 1,232

928

2,160

1,270

922

2,192

1,389

1,078

2,467

1,421

1,018

2,439

BOOK OF TRENDS // 2017-2018 / 79

TABLE 3.8 // New Spring Undergraduate Student Enrollment by College, Major and New Undergraduate Type, 5-Year Trend Spring 2014

CO LLEG E

FT F

FT T

Spring 2015

ALL NEW

FT F

FTT

Spring 2016

ALL NEW

FTF

FTT

Spring 2017

ALL NEW

FTF

FTT

ALL NEW

FTF

150.0

400.0

-33.3

-16.7

25.0

11.8

216.7

51.4

253.3

92.9

800.0

1,800.0

Gender Studies

Geography

English

Ethnic Studies

History

Music Music Performance

Political Science

Social Sciences

Philosophy

Sociology

Spanish Theatre Arts CAHSS Total

CAHSS % of Grand Total

137.5

-50.0

150.0

20.0

50.0

64.3

557.1

-33.3

100.0

-66.7

-50.0

208

209

57.1

294.3

122

131

123

133

26.1

66.7

35.8

Business Administration

112

101

100

101

0.0

94.2

CBA Total

112

101

100

101

0.0

94.2

44.4

85.7

19.6

510.0

23.3

37.3

-20.0

-27.3

C BA

CBA % of Grand Total

25.6

Liberal Studies COEKSW Total

8.4

COEKSW % of Grand Total

Chemistry

Child Development

Biological Sciences

17.3

Kinesiology

12.7

Cognitive Studies Computer Science

-60.0

-50.0

-21.7

800.0

266.7

Geology

120.0

200.0

Mathematics

0.0

250.0

Nursing

-31.3

120.0

25.8

200.0

151

12.7

-77.3

-41.0

96.0

-41.0

96.0

14.3

187.7

Physical Sciences

105

106

128

140

119

134

Physics Psychology COS Total

COS % of Grand Total Undeclared/Other Undeclared Total

26 56

150

27.6

25.9

12.3

Undeclared % of Grand Total

G R A ND TOTAL

5 YEAR

Economics

U NDE CL A R ED / OT HER

1 YE A R

Criminal Justice

C OS

ALL NEW

Anthropology

Communication Studies

COEKSW

FTT

Agriculture1

Art

CA H S S

% C HA N G E (ALL NEW)

Spring 2018

160

203

80 / STANISLAUS STATE // CSUSTAN.EDU

8.4 1

370

371

427

472

462

511

581

584

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS // SECTION 3

Highlights •

The college chosen by most incoming freshmen in the fall semester is COS. COS over the last five years has captured almost 28% of entering fall undergraduates.

•

The program in COS that is most popular is Psychology, with nearly 10% of entering fall students on average declaring it as their major.

•

The college chosen the second most often by incoming freshmen in the fall semester is CAHSS, capturing nearly 25% of entering fall freshmen.

•

The program in CAHSS that is most popular for new students entering in the fall is Criminal Justice. A little over 8% of new undergraduate students over the last five years have entered into the CJ program.

•

Over the last five years, the single program that has received the most new students is Business Administration. Over the past five years over 15% of the fall term new students have entered into Business Administration.

•

The increase in fall term new students over these years is only 107 students, about 1% of the total enrollment. A more important fact is that the number of new students in the fall terms has been consistently high, approximately 27.4% of the undergraduate population and 24.4% of the total population as of fall 2017 (see Table 2.10 for details).

•

The percentage of undeclared students has decreased from 21.1% to 19.9% for fall entering students.

The Connection Between State-Supported Fall and Spring Admission on Campus •

•

Transfer students consistently make up more than 50% of the new fall admits for a number of programs, however, the spring admits are mainly transfer students. The trend indicates that the University is admitting more first-time transfer students than first-time freshmen for the overall academic year.

Sciences. Spring admits accounted for 35% of new English students, 30% of new History students, and 30% of new Sociology students. •

In 2017-18, 37% of Agriculture students entered in spring 2018. Spring admits accounted for 21% of CJ’s new students. Spring admits account for less than 5% of new students in Biological

The campus reserves the right to close or partially limit spring admissions to manage overall FTES targets. When this occurs the pattern of FTF and FTT admisssions becomes concentrated in fall semesters.

The Connection Between State-Supported and Self-Supported Admission on Campus •

New entrants in self-supported degree programs also impacts the state-supported new entrant counts in the above tables. For example, the number of new state-supported students reported for Social Sciences is growing, but would be even higher if new selfsupported students are included.

•

New entrant data in self-support degree programs may be included in future publications. Trends on new self-support entrants are available by contacting the IR office.

TABLE 3.7 & 3.8 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 3.7 & 3.8 NOTES: BS in Nursing not open to first-time freshmen. Pre-Nursing established systemwide to track students interested in pursuing a BSN (included in Undeclared/Other). 1. The BA in Agricultural Studies degree program changed to a BS in Agriculture in 2016-17.

BOOK OF TRENDS // 2017-2018 / 81

Library Services

The library information presented are selected statistics that attempt to illustrate the library's high level of activity in support of student success. The data and corresponding highlights were derived from the University Library's 2018 Self-Study. TABLE 3.9 // Library Electronic Resources Usage (Full-Text), 5-Year Trend

2012-13

2013-14

2014-15

2015-16

% C HA NGE

2016-17 1 Year

TYP E

5 Year

Article

321,395

333,197

335,416

355,187

386,526

8.8

20.3

Ebook

81,833

97,688

83,624

108,387

233,337

115.3

185.1

Other

29,885

32,053

45,242

46,296

42,518

-8.2

42.3

Highlights •

The Stanislaus State Library provides access to over 60,000 online periodicals, including 24,181 scholarly journals and over 40,000 news, business, legal and trade periodicals, and provides access to over 160,000 e-books.

•

In 2017, Stanislaus State users retrieved 386,526 journal and periodical articles and viewed 233,337 pages in e-books from the library's online collections. There was an especially significant increase in the use of electronic books and streaming media from 2013 to 2017.

FIG. 3.10 // Library Materials and Laptop Usage, 5-Year Trend 80,000 68,801

70,000

# OF CHECKOUTS

60,000 50,000 36,029

35,392

40,000

29,878

29,759

30,000 20,000 8,691

7,947

7,453

10,000

9,855 5,118

0 2012-13

2013-14

2014-15

2015-16

2016-17

ACADEMIC YEAR

KEY:

LIBRARY MATERIALS

LAPTOP USAGE

Highlights •

The number of library materials checkouts have declined in recent years as a result of print journals being transformed to electronic format and fewer new books added to the library collections.

82 / STANISLAUS STATE // CSUSTAN.EDU

•

The library currently has 21 laptop computers reserved for use by Stanislaus State students. Laptops are the items in highest demand, with a 92.6% increase in circulation from 2016 to 2017.

DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS // SECTION 3 FIG. 3.11 // Library Gate Count, 5-Year Trend 350,000

# OF VISITORS

312,500

275,000

237,500

200,000 2012-13

2013-14

2014-15

2015-16

2016-17

ACADEMIC YEAR

Highlights •

While the overall physical materials checkout count has decreased in recent years, the number of visitors has remained steady. There was an increase of 7,400 library users in 2016-17 compared to the prior year.

•

According to the library's time-based analysis conducted during the three most recent years through 2016-17, most of the library's users visits occur in the month of October, followed by September, November, and May.

•

The majority of library users spend their time in the library's computer lab, the Collaboratory, equipped with 47 workstations. Group study rooms are the second most popular place for students.

TABLE 3.12 // Research Consultation at the Reference Desk, 4-Year Trend

2013-14

2014-15

2015-16

2016-17

% C HA N GE 1 Year

4 Year

Total Research Related Questions

8,798

8,450

8,742

7,256

-17.0

-17.5

Total Reference Desk Transactions

4,592

4,445

4,106

3,848

-6.3

-16.2

Total Circulation/Stockton Reference Transactions

5,847

5,307

4,707

3,249

-31.0

-44.4

Highlights •

Library faculty provide research assistance and instruction in the use of library resources to students, faculty, and the public. Librarians provide assistance with higher-level research queries, while circulation staff are able to provide assistance with more general queries.

•

The decline in face to face reference related transaction counts is attributed to increased utilization of virtual reference services such as email, online chat, and the national 24/7 program QuestionPoint.

•

Library faculty have increasingly sought to develop the library website as a reference tool by improving online accessibility of information resources.

SOURCE: Stanislaus State University Library, Support Unit Review Self-Study Report, June 2018

BOOK OF TRENDS // 2017-2018 / 83

S EC T I O N F O UR

Graduate Studies and Research at Stanislaus State “The master’s degree represents the American university at its best – consciously scholarly in its foundation; deliberately analytical in its approach; unapologetically practical in its purpose; international in its membership and vision; attuned to societal needs; responsive to public priorities; having its academic sleeves rolled up and intellectual feet firmly planted on the ground. This is a degree that embodies education linked to life, public tasks informed by learning, technical skills enhanced by professional standards, and social purpose advanced by knowledge. What better example could there be of the role on the university in contemporary society?” - FRAN K H. T. R HO D E S , T H E R O L E O F T H E AME RI CA N UNI V ER S I T Y, T H E C R E AT I O N O F T H E FU TU R E. CO R NELL U N I VE R S I T Y P R E S S , 2 001 , PAGE 122.

84 / STANISLAUS STATE // CSUSTAN.EDU

BOOK OF TRENDS // 2017-2018 / 85

Graduate Degree Programs and Concentrations, Academic Year 2017-18 DE GRE E

UNITS RE QUIRE D

STATE-SUPPORT & ON-SITE

Accounting

MBA

✓

Executive Master of Business Administration

MBA

Finance

MBA

General

MBA

DE G R E E PROG R AM

SE LF-SUPPORT/ E XTE NDE D E D

STOCKTON CE NTE R*

D ISTA NC E ED * *

BUSINESS ADMINISTRATION ✓ ✓

✓

Ecological Conservation

✓

Ecological Economics

✓

Counselor Education

✓

Counselor Education Professional Clinical Counselor

✓

Curriculum and Instruction: Educational Technology

✓

Curriculum and Instruction: Elementary Education

✓

Curriculum and Instruction: Multilingual Education

✓

Curriculum and Instruction: Physical 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

✓

ECOLOGY AND SUSTAINABILITY

EDUCATION

EDUCATIONAL LEADERSHIP

ENGLISH

86 / STANISLAUS STATE // CSUSTAN.EDU

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4

DE GRE E

UNITS RE QUIRE D

GENETIC COUNSELING

HISTORY

✓

Child Development

✓

General

✓

Geospatial Analysis of Human-Environmental Change

✓

Family Nurse Practitioner

✓

Gerontological Nursing

✓

Nursing Administration

✓

Nursing Education

✓

Behaviorial Analysis

✓

Behaviorial Analysis

✓

General

✓

Counseling

✓

PUBLIC ADMINISTRATION

MPA

✓

SOCIAL WORK

MSW

✓

DE GREE PROG R AM

STATE-SUPPORT & ON-SITE

SE LF-SUPPORT/ E XTE NDE D E D

STOCK TO N CE NT ER *

D ISTA NC E ED * *

✓

INTERDISCIPLINARY STUDIES

MARINE SCIENCE

✓

NURSING

PSYCHOLOGY

✓ ✓

✓

SOURCE: List of degrees retrieved from http://degrees.calstate.edu/ on April 6, 2018 *Official Off-Campus Center, Stockton Center, 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 // 2017-2018 / 87

TABLE 4.1 // Graduate/Postbac Enrollment by Source of Funding and Program Level, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

STATE -S UPPO RT Master's

759

764

692

652

615

-5.7

-19.0

Doctoral

-11.1

-5.9

354

368

394

434

452

4.1

27.7

-36.0

-51.5

1,180

1,208

1,191

1,148

1,115

-2.9

-5.5

107

132

158

19.7

85.9

107

132

158

19.7

85.9

1,265

1,295

1,298

1,280

1,273

-0.5

0.6

Credential All Other Postbacs State-Support Total

SE L F-S UPPO RT Master's Self-Support Total

GRAN D TOTA L

Highlights •

•

Taking into account both state-supported and self-supported graduate/postbac students, total enrollment increased by 0.6% from fall 2013 to fall 2017. This was an increase of only eight students.

•

From fall 2013 to fall 2017 state-supported credential-seeking students increased by 27.7%, from 354 to 452 students.

•

From fall 2013 to fall 2017 self-supported graduate enrollment increased by 85.9%, from 85 to 158 students.

The increase in graduate/postbac enrollment is mostly attributed to state-supported credential-seeking students and self-supported graduate students.

TABLE 4.1 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files TABLE 4.1 NOTE: All Other Postbacs include unclassified/undeclared postbacs and postbacs seeking a second bachelor's degree.

88 / STANISLAUS STATE // CSUSTAN.EDU

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 TABLE 4.2 // Graduate Enrollment by Source of Funding, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

793

814

741

688

647

90.3

87.4

83.9

80.4

107

132

158

9.7

12.6

16.1

19.6

878

901

848

820

805

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

Self-Support

G R A ND TOTA L

Highlights

•

Since fall 2013, self-supported graduate enrollment has gradually increased by 85.9%, an increase of 73 students.

•

Overall graduate enrollment decreased by 8.3% from fall 2013 to fall 2017 despite a slight increase in total graduate enrollment from fall 2013 to fall 2014. This is a decrease of 73 students.

•

As new programs are added to Extended Education, the percentage of total graduate students in selfsupport programs increased from 9.7% in 2013 to 19.6% in 2017.

5 Year

-6.0

-18.4

19.7

85.9

-1.8

-8.3

1,000

There was a slight increase in statesupported graduate enrollment from fall 2013 to fall 2014 (793 to 814 students), however graduate enrollment has shown a gradual decrease from fall 2014 to fall 2017. Overall state-supported enrollment has decreased from fall 2013 to fall 2017 by 18.4%. This was a decrease of 146 students. This includes the slight increase from fall 2013 to fall 2014 mentioned above.

1 Year

FIG. 4.2 // Graduate Enrollment by Source of Funding, 5-Year Trend

800

HEADCOUNT

•

% CHANGE

600

400

200

0 2013

2014

2015

2016

2017

FALL TERM

KEY:

STATE-SUPPORT

SELF-SUPPORT

GRAND TOTAL

TABLE 4.2 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files, CSU Enrollment Reporting System-Self-Support (sERSS) data files TABLE 4.2 NOTE: Graduate enrollment includes master's and doctoral degree seeking students.

BOOK OF TRENDS // 2017-2018 / 89

MAP OF GRADUATE ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017 1 Napa

5 2

Vallejo

Lodi 6

Richmond

Hayward

Angels

Twain Harte Sonora 7

Patterson

Palo Alto

Turlock

Yosemite Valley Coulterville

7 Snelling1 Mariposa

43 7

KEY:

1 3 Livingston Atwater 18 21

Merced

Newman

El Portal

1 Waterford

6 San Jose

11 19 Riverbank 28 28 18 16 24 11 19 4 96

Salida5

San Mateo

3 Escalon

Strawberry Murphys

2 Tracy

Livermore

Arnold San Andreas

1 French Camp5 2 Manteca

1 Pleasanton

Lockeford 1

4 6 5 3

Walnut Creek

Oakland

Gustine

ORGANIZED BY ZIP CODE CENTROID:

13 3

• 01 - 06 Students • 07 - 16 Students • 17 - 43 Students • 44 - 96 Students

1 Le Grand

1 Santa Nella

Los Banos Gilroy

Santa Cruz

Madera

Dos Palos

NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using webFresno based interactive maps.

Watsonville Hollister

MAP OF CREDENTIAL ENROLLMENT BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, FALL 2017 Map 18: GRAD STUDENT ENROLL - Color terrain; with numbers with different color points for gradation Napa

Arnold

Lockeford 2 Lodi

Vallejo

2 2

Richmond 1

Walnut Creek

3 6

Stockton

Oakland

Pleasanton Hayward

Livermore

7 Tracy 2

4 Escalon

Salida

Patterson

5 Waterford

San Jose

Newman

Snelling

56 17

El Portal

Turlock 2

Palo Alto

Yosemite Valley Coulterville

Riverbank 18 30 5 5 15 9 22

Sonora 2

Modesto

San Mateo

Twain Harte

44 - 96

8 Manteca

Angels

17 - 43

1 French Camp 1

Murphys 2

7 - 16

Strawberry

San Andreas

1 - 62

Mariposa 8

6 Livingston 21 Atwater 23

ORGANIZED BY ZIP CODE CENTROID:

17 11

Merced

Gustine

• 01 - 04 Students • 05 - 12 Students • 13 - 30 Students • 31 - 56 Students

2 1 Le Grand

7 1

2 Santa Nella Los Banos

Gilroy

Santa Cruz

14 Watsonville Hollister

KEY:

Dos Palos

Madera

NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using webbased interactive maps. Fresno

90 / STANISLAUS STATE // CSUSTAN.EDU

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 TABLE 4.3 // Stanislaus State's Graduate Degree Programs Offered at CSU Peer Institutions, Academic Year 2017-18 The following was compiled to identify which graduate programs are unique to Stanislaus State in comparison to its CSU comparison group. The information was initially pulled from the degrees.calstate.edu website and verified by the respective Institutional Research offices. This was not intended to identify graduate programs offered at these other campuses and not offered at the Stanislaus campus.

D EG R EE PR O G R A M

Program Code

Degree

Bakersfield

East Bay

Monterey Bay

Fresno

San Bernardino

San Francisco

O FFER ED EXCLUS I VE LY AT STAN I S L AU S Ecology and Sustainability

01155 04202

Genetic Counseling

12171

O FFER ED AT S O M E ( 1 - 3 ) O F STAN I S L AU S ' C S U PEER CA M P U SES Business AdministrationExecutive MBA

05011

MBA

Criminal Justice

21051

Business Administration-Online MBA

05011

MBA

Marine Science

49022

✓

✓ ✓

✓

O FFER ED AT MO ST O R AL L ( 4- 6 ) O F STAN I S L AU S' C SU P EER CA M P U SES Business Administration

05011

MBA

✓

Education

08011

✓

Educational Leadership

08272 08273

EdD

✓

English

15011

✓

History

22051

✓

Interdisciplinary Studies

49993

MA/MS

✓

Nursing

12031 12032

✓

Psychology

20011

MA/MS

✓

Public Administration

21021

MPA

✓

Social Work

21041

MSW

✓

Highlights •

The MA in Criminal Justice degree program is offered at one other CSU campus in Stanislaus' CSU peer group: San Bernardino. Fresno however offers a MS in Criminology (major code of 22091).

•

The Executive MBA, Online MBA and Marine Science (MS) degree programs also have limited availability within Stanislaus' CSU peer group, with only three other campuses that offer those programs.

TABLE 4.3 SOURCE: List of degrees retrieved from http://degrees.calstate.edu/ on April 6, 2018 TABLE 4.3 NOTE: Programs marked have the same or a similar major code.

BOOK OF TRENDS // 2017-2018 / 91

TABLE 4.4 // State-Supported Graduate Enrollment by Discipline Division with CSU Peer Institution Comparisons, Fall 2017 DISCIPLI NE D I V I S I O N 1

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)

144

308

677

172

482

604

235

8,848

2.7

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

223

295

151

131

396

183

210

4,902

4.3

Business-Management (Business Administration)

451

119

202

203

3,136

1.9

Psychology (Psychology)

128

1,253

3.1

Letters (English)

339

2,012

1.3

Social Sciences (History)

166

2,034

0.9

Health Professions (Nursing)

271

260

146

195

3,955

0.4

Biological Sciences (Ecology and Sustainability)

159

1,003

0.7

581

0.7

158

481

1,689

2,497

615

39,836

1.5

914

3.5

Interdisciplinary (Interdisciplinary Studies) All other disciplines other than those noted above Master's Total

490

483

622

2,003

1,969

383

12,112

DO CTOR AT E Education (Educational Leadership) All other disciplines other than those noted above Doctoral Total

GRAN D TOTA L

155 27

251

649

2,065

146

383

1,208

225

2,122

1.5

1,762

2,576

647

40,750

1.6

Highlights •

Half of the graduate discipline areas offered at the Stanislaus campus have a larger percentage of the CSU total enrollment compared to its overall percentage of 1.6, including 1) Public Affairs (4.3%), 2) Doctoral Education (3.5%), 3) Psychology (3.1%), 4) Master's Education (2.7%), and 5) Business-Management (1.9%).

•

Stanislaus State ranks second among its CSU peer group in the percentage of Education majors at the master's level (38%), following Monterey Bay at nearly 45%.

•

Slighty over a third of Stanislaus State's graduate students are enrolled in a public affairs discipline area, i.e, Criminal Justice, Public Administration, and Social Work. This is comparable to the

proportion at both Bakersfield and Monterey Bay. •

Stanislaus' distribution of graduate enrollment by discipline area is most similar to one of its CSU peers in particular - Bakersfield.

•

The Educational Leadership program is the sole doctoral program offered at Stanislaus, similar to Bakersfield, East Bay, and San Bernardino, whereas Fresno and San Francsico offer additional doctoral programs.

TABLE 4.4 SOURCE: CSU Institutional Research and Analyses, Table 11: Enrollment of Full-Time and Part-Time Students Seeking a Doctoral Degree by Concentration, Fall 2017, Retrieved from http://calstate.edu/as/stat_reports/2017-2018/f_maj17toc.shtml; Table 9: Enrollment of Full-Time and Part-Time Students Seeking a Master's Degree by Discipline Division, Fall 2017, Retrieved from http://calstate.edu/as/stat_reports/2017-2018/f_maj17toc.shtml TABLE 4.4 NOTE: Self-support enrollments at the discipline or degree program level are not currently available systemwide and therefore not included in the above table. 1. Stanislaus State's applicable degree program names included in parentheses.

92 / STANISLAUS STATE // CSUSTAN.EDU

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 TABLE 4.5 // CAHSS Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend

STAT E-S UPPO RT

Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HANGE

Fall 2017

1 Year

5 Year

MAST ER' S Criminal Justice

-5.6

0.0

English

-10.3

-33.3

157.1

-5.3

History Public Administration

STAT E-S UPPO RT TOTAL

Visit the IR website (www.csustan.edu/ir) for enrollment data and the MPA website (www.csustan.edu/mpa) for more information.

169

140

118

108

116

7.4

-31.4

CAHSS Program Highlights The MA in Criminal Justice (MAJC) program has undergone various transformations since 2013-14. This includes significant revisions to the curriculum. For example, the number of units required for graduation was reduced from 36 to 33 and a core course was eliminated. Approval of new course proposals was completed and additional proposals are currently under review. There is a growing use of hybrid, face-to-face and online instructional modalities in the classroom. Hiring of new faculty to teach in the graduate program is underway. This builds on the hiring of four new faculty in the Criminal Justice Department teaching graduate courses in the past few years that has already led to significant transformation. These faculty have expertise in diverse areas such as legal studies, hate crimes, research methods and policy analysis, and bring a level of rigor and specialization appropriate for graduate education. Many MACJ students are graduates of the BA in Criminal Justice (BAJC) program at Stan State. Employment of local BACJ students in criminal justice related agencies like policing and community corrections has shaped their interest in pursuing graduate education and their needs as working professionals has provided the inducement for the adoption of hybrid and online instruction in the MACJ program. In addition to modifications to the curriculum, the current Director’s outreach efforts include attracting better prepared students in CSU Stanislaus’ six county service region. This includes the CSU Stanislaus Turlock campus and Stockton Center, students at other campuses like UC Merced, UC Davis, University of the Pacific, and other criminal justice agencies. Another point of pride includes MACJ students having greater number of opportunities to work with Criminal Justice faculty on relevant projects like assisting a police department in its survey of citizen satisfaction with police services, providing data analysis for a local probation department, and participating in the Criminal Justice Department's internship program.

Master’s in English The Master of Arts Program in English serves the personal and professional needs of various students: those currently teaching or intending to teach high school; those intending to teach at the community college level; those anticipating doctoral studies; and those simply interested in the personal growth that advanced studies in English provide. The MA in English offers three concentrations: Literature,

FIG. 4.5 // CAHSS Graduate Enrollment, 5-Year Trend 200 169

HEADCOUNT

Master’s in Criminal Justice

140

150

118

116 108

100 2013

2014

2015

2016

2017

FALL TERM

Rhetoric and Teaching Writing (RTW), and the Teaching of English as a Second Language (TESOL). Guided by the University Strategic Plan, the Graduate Learning Goals, Program Learning Outcomes, feedback from students and faculty members, recommendations from the previous APR, and a recent California State University executive order, the English department has engaged in a sustained effort to improve the delivery and quality of its MA programs. The enrollment trend in the MA in English program has been one of decline overall. As a result the department is currently developing plans to reverse this trend and continue to focus on making the English MA program more effective and responsive to its current students and more appealing to potential applicants, and plans to attract more Stanislaus State undergraduate students to the program by recruiting successful alumni to receive achievement and appreciation awards and speak at student forums.

TESOL Since 1994, five MA students have graduated per year in TESOL, and the same number or more per year in the other concentrations. The number of graduating MA TESOL students hit a high of approximately 15 students in 2013 and has fluctuated around 12 since then. TESOL graduates, totaling 90-100 over 24 years, have all completed a “culminating” TESOL graduate research paper (a mini-thesis or project) related to the pedagogy of teaching English as a second or foreign language.

TABLE 4.5 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files TABLE 4.5 NOTE: No self-support enrollments at the graduate level in CAHSS for this 5-year period.

BOOK OF TRENDS // 2017-2018 / 93

TESOL grads go into various fields: teaching in local community colleges or universities, teaching ESL in adult ESL programs, teaching overseas (last count, we had MA grads working in 20 countries around the world), or those already teaching in public schools, who added the TESOL MA to their credentials. Most have become ESL specialists, program directors or coordinators, or leaders in their districts in English Language Learning (ELL).

Literature and RTW In response to E.O. 1071, the English MA program has also begun planning the elevation of the Literature and RTW concentrations. This planning and program implementation process will be ongoing throughout AY 2018-2019. After they are elevated, the Literature and

RTW concentrations will be renamed Master of Arts in English and Master of Arts in Rhetoric and the Teaching of Writing.

Masterâ&#x20AC;&#x2122;s in History The MA Program in History has since 2013-14 experienced considerable fluctuation in enrollments. However, after a significant dip in enrollment, the program has recovered and is growing. Most of our MA students are graduates of Stan State, but we also get some students from UC Merced, as well as others who have migrated to our region. Over the past five years our MA students have excelled in winning research prizes at Phi Alpha Theta (history honor society) conferences in northern California.

TABLE 4.6 // CBA Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

STATE-S UPPO RT Master's Business Administration

-16.7

Business Administration: Executive MBA

-5.7

4.2

Business Administration Online

50.0

168.4

101

16.1

50.7

STATE-S UPPO RT TOTAL SE L F-S UPPO RT Master's

SE L F-S UPPO RT TOTAL

CBA Program Highlights Masterâ&#x20AC;&#x2122;s in Business Administration

FIG. 4.6 // CBA Graduate Enrollment, 5-Year Trend

The College of Business Administration has three vibrant MBA programs - evening, online and executive. Each program attracts students based on their career goals, experience, schedule and learning style. Collectively these programs are much in demand and help meet the needs of students in the region.

Recent enhancements in the evening MBA program addressing the above concerns have clear cleared the path for anticipated growth in enrollment in the future. Class schedules have changed. Classes now begin at 6pm allowing students that work full time to enroll. GMAT or GRE exam requirement now instruct students to take the exams prior to

159

HEADCOUNT

The evening MBA program has experienced some decline in enrollment for a number of reasons. In the past classes started at 4:30pm and created scheduling challenges for many working professionals who preferred a flexible online environment. Additionally, admission requirements in prior years allowed students to take the GMAT or GRE exam during their first term. Not all admitted students were able to successfully complete this requirement due to the additional pressure of MBA courses along with the effort needed to clear the admission requirements. Finally, through the spring of 2018 business concentrations were limited to accounting and finance. Accounting students pursued an MBA for obtaining CPA licensure and many took additional bachelor's degree courses to satisfy requirements.

200

150

139 133 124

100 2013

2014

2015

2016

2017

FALL TERM

being admitted, giving them their first term to study and retake the exam as needed. In addition, the University now offers remediation courses through Lynda.com, allowing students to satisfy the requirement during their first term in the program. A new concentration in Business Analytics has been introduced starting with fall 2018, targeting a new audience in a very progressive and desired field.

TABLE 4.6 & 4.7 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files

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161

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 The online MBA remains strong and shows increased enrollment for a variety of reasons. It has the benefit of increased familiarity with stakeholders and a strong word of mouth reputation from key alumni. Some of its success also comes from a broader based set of instructional methods and modalities. The Executive MBA highlights includes a requirement for five years of management experience. Each cohort varies based on location of main campus or the Stockton Center. It also varies based on qualification of students and timing of student availability. The program schedules have been updated to align with semester formats per Department of Education requirements. This enabled a winter and summer break which helps in recruiting qualified students. Team Event is a new feature added

to the program, highlighted as a best practice in the campus AACSB accreditation report. There are several general improvements impacting all MBA programs. The College has invested in extensive outreach for all programs via informational sessions held on campus, webinars, and various sessions at business locations like the Valley First Credit Union, Availability Professional Staffing, and Opportunity Stanislaus, to name a few. Classroom Information sessions are yielding more interest, especially in the evening programs. CRM software has been implemented, enabling tracking and consistent communication with prospects. This software allows full electronic submission of all application requirements.

TABLE 4.7 // COEKSW Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% CHANGE 1 Year

5 Year

STAT E-S UPPO RT Master's Education

253

295

269

233

213

-8.6

-15.8

Social Work

154

139

150

138

-8.0

-10.4

Doctoral Educational Leadership

STAT E-S UPPO RT TOTAL

-11.1

-5.9

441

499

457

419

383

-8.6

-13.2

0.0

S ELF -S UPPO RT Master's Social Work Hybrid

S ELF -S UPPO RT TOTAL

COEKSW Program Highlights Master’s in Education School Administration In 2014-15, the Stanislaus State Preliminary Administrative Services credential program ranked second in the number of graduates who were appointed to their first position in school administration. Fortyone institutions in California offer the program (CTC, September, 2016). Stanislaus State placed fifth in the nation in Quality of its Masters’ programs in the Washington Monthly Review in 2016 (Modesto Bee, September 14, 2016). The school administration program at Stanislaus State is in transition. In fall 2019, the California Commission on Teacher Credentialing will implement an assessment that requires school administration candidates enrolled in a formal program of preparation to pass in order to qualify for the Certificate of Eligibility or the Preliminary Administrative Services credential. Consequently, courses are undergoing major revisions in order to align with the new California Administrator Performance Standards and the California Administrator Performance Assessment (CalAPA). Enrollment in the program has declined over the last three years. Perhaps, additional requirements such as the CalAPA and the escalating cost of securing an advanced credential and master’s degree have contributed to lower enrollment. One thing remains constant, the demand for candidates for positions in school administration. Over the past five years, more than 100

candidates have completed their master’s degrees in school administration. Last year more than 50 students who completed the preliminary credential program were appointed to their first administrative position or promoted from one administrative position to another. Currently, more than 500 graduates of the Stanislaus State School Administration program are employed as school administrators in the University’s service region.

Counselor Education The Counselor Education program at Stanislaus State expanded its offerings in the fall of 2015. A master’s degree program with a concentration in professional clinical counseling was introduced. Candidates who graduate from the program qualify to complete 3,000 internship hours as per the California Board of Behavioral Sciences for the purpose of earning a license to practice clinical counseling. The other two Counselor Education programs include the master’s degree with the Pupil Personnel Services Credential for the purpose of academic counseling in the K-12 school system and the master’s degree (with no concentration or credential) for the purpose of academic counseling in post-secondary education. Annually, approximately 100 candidates apply for admission to one of the programs. Unfortunately, less than half are accepted. Changes in California’s formula for funding K-12 schools requires public input in designing plans for educating students. Consequently, demands for academic and mental health counselors at all levels of education

BOOK OF TRENDS // 2017-2018 / 95

have increased. Also, mental health clinics, hospitals and prisons are seeking more counselors. Consequently, the employment rate of our counselor education candidates is above normal. For example, the Stockton Unified School District currently is employing 30-35 additional counselors for the 2018-19 academic year.

FIG. 4.7 // COEKSW Graduate Enrollment, 5-Year Trend 500 499

Curriculum and Instruction

While enrollment in the Education program’s Curriculum and Instruction concentration overall is typically lower than School Administration and Counselor Education, students appreciate the smaller class sizes and liken them to Professional Learning Communities, where they get to know their peers and feel supported by these colleagues.

Master’s in Social Work The Master of Social Work (MSW) Program was initially granted accreditation in 1998. Twenty years later, we have continued maintaining that status! In recent years, the Department of Social Work averages over 250 admission applications every academic cycle. Our MSW Program graduates approximately 65 students each academic year. The MSW program still offers a thesis as a culminating option in our graduate students’ final year of study. As a result of stellar student contributions toward scholarship and increasing the knowledge base, our social work students regularly compete and, very often, place in our campus and statewide Student Research Competitions. In the fall of 2016, the Department of Social Work launched its Master of Social Work (MSW) Hybrid program, located at the Stockton Center campus. This self-support MSW program was created to address the dearth of clinical social work practitioners in the local geographic region. Students in the MSW Hybrid program develop core social work practice competencies with a specialization in integrative clinical practice in health and behavioral health settings. Both MSW programs (in Turlock and Stockton) operate in the pursuit of social justice at the individual, community, and policy levels.

Doctorate in Educational Leadership During the last seven years, the EdD Program at Stanislaus State has been substantially re-structured to emphasize academic rigor and curricular innovation. The core modifications to the program included (a) the use of problems of practice, (b) the definition of three formative dimensions (structural inequity, system thinking and theories of change) that guide course’s order and purpose, (c) faculty collaboration in curriculum design, and (d) personalized academic support. The

96 / STANISLAUS STATE // CSUSTAN.EDU

475

HEADCOUNT

The Master of Arts in Curriculum and Instruction is a research based program designed for K-12 teachers and currently offers six areas of emphasis, including Educational Technology, Elementary Education, Multilingual Education, Reading, Secondary Education, and Special Education. The Educational Technology and Reading areas are the most popular among these areas, and both have had steady enrollment over the last five years. Students enrolled in these programs are looking for knowledge and information to improve their teaching practices in the classrooms. Assignments and activities are the practical applications of this new knowledge base. The theses and projects developed by the students as their culminating activity are designed to inform their instructional practices or in many cases create workshops for parents and teachers to increase understanding and enhance their children’s educational success.

483

446

450

441

425 410

400 2013

2014

2015

2016

2017

FALL TERM

curricular modifications have enhanced graduation rates and evoked a positive appraisal in the WASC accreditation process. The doctoral program has consolidated its identity as a program that fosters the construction of educational leaders that advance social justice in the Central Valley. Graduates are encouraged to implement educational interventions that aim to address inequality and institutional marginalization for all ethnic groups in the region. Doctoral students have been encouraged to be part of research grants (Packard Scholars, Next Generation Grant) that stimulate research activities that are conducive to timely graduation. Additionally, students are encouraged to disseminate their work by participating in conferences, publishing parts of their dissertation, and competing at institutional, state or national events that honor knowledge creation. In the last two years, two of our students were finalists for the CPED annual dissertation award, two students won the graduate student research competition at Stan State, finally, six students have presented their work in different educationbased conferences. Faculty in the doctoral program are actively involved in the betterment of the curricular structure of the program. Simultaneously, they maintain high levels of academic productivity which involves engagement in research activities, grant seeking, publishing, conference attendance, the construction of research networks nationally and internationally, and student advising. The enrollment of the doctoral program has stayed relatively stable over the past five years. The program has three full time faculty members and aims to enroll 12-15 students each year, depending on qualifications of the applicants. It has been a priority for the CSU doctorate to provide the necessary support for students to enable them to graduate within the three-year timeframe. Currently close to 90% of the Stanislaus State doctoral candidates graduate on time.

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 TABLE 4.8 // COS Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% CHANGE

Fall 2017

1 Year

5 Year

STAT E-S UPPO RT Master's Ecology and Sustainability

-22.2

-46.2

Nursing

6.7

23.1

Psychology

1.7

-17.6

100

0.0

-16.0

0.0

66.7

STAT E-S UPPO RT TOTAL S ELF -S UPPO RT Master's Genetic Counseling Interdisciplinary Studies: Child Development

S ELF -S UPPO RT TOTAL

12 18

COS Program Highlights Master’s in Ecology and Sustainability Enrollment in the Ecology and Sustainability MS program has declined over the past several years due to two main factors. First, the faculty have worked to decrease time to degree completion: early cohorts in the program had an average degree completion time of four years; that has declined in recent years to closer to 2.5 years, partially because of an increased emphasis on helping students complete their thesis, which had been a major roadblock to degree completion. Second, to assist in maintaining program quality, the program has purposefully reduced recruitment over the past two years, so that fewer students are admitted. Additionally, the Biological Sciences department is currently working to redesign the Ecology and Sustainability MS program in order to create a program that is more inclusive of faculty and student research interests, and that better supports and rewards the contributions of faculty and students. Currently, the narrow focus of the degree program limits involvement to less than half of the Tenure/Tenure-Track faculty in the department. In redesigning the program, we expect to involve closer to 100% of the faculty and increase interest among our undergraduate students, most of whom who have academic and career interests in other fields of Biology than Ecology and Sustainability. The department hopes to receive approval for a revised program in the next 1-2 years, after which we expect enrollment to increase well above levels in recent years. All students in the program engage in an original, intensive, field-based research project that typically involves data collection that lasts from 1-2 years. Most theses focus on the ecology of species and ecosystems of our region, such as in the natural areas of the Central Valley, the Sierra Nevada mountains, and/or the coastal regions of Central California; and involve collaboration with local and regional agencies and organizations involved in land and natural resources management. Funding for research projects typically comes through in-kind services from partner organizations, external grants and contracts obtained by faculty, and internal competitive funding derived from overhead from grants and

contracts, largely generated by the Endangered Species Recovery Program. Sample thesis research topics include: fish communities and non-native species in the San Joaquin River; using algae for wastewater treatment and biofuel production; population genetics and sex bias in ground squirrels; and pollination by solitary bees in vernal pools.

Master’s in Genetic Counseling The Master’s in Science in Genetic Counseling (MSGC) program at Stanislaus State is the only program of its kind in the CSU system. The program balances rigorous academic coursework, direct clinical experiences and independent research to prepare graduates to become leaders in the dynamic field of genetic counseling. The program is established as a unique collaboration between Stanislaus State, UC San Francisco, and Kaiser Permanente. The two-year MSGC program is offered entirely off-site in the San Francisco Bay Area with classes held at the UCSF Medical Center and Kaiser Oakland. The MSGC program was implemented in academic year 2008-09 and enrollment has been constant over the last decade due to the limited space in this competitive program. However, the number of applicants has increased every year, with over 180 applications for fall 2018. Fall enrollments include new and continuing student cohorts. Beginning with fall 2018 admissions, the program is participating in the Genetic Counseling Admissions Match through the National Matching Services (NMS) to better align applicants’ and programs’ preferences.

Master's in Interdisciplinary Studies: Child Development The last cohort of Self-Support, Child Development Concentration students will be finishing soon. From the IS Concentration in Child Development, a stand-alone Child Development MA was developed and received approval from WASC and the CSU Chancellor's office, with a cohort planned for spring 2019.

TABLE 4.8 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files

BOOK OF TRENDS // 2017-2018 / 97

Master’s in Nursing

FIG. 4.8 // COS Graduate Enrollment, 5-Year Trend

Master’s in Psychology Enrollments in the master’s programs in Psychology has been relatively stable over the last 3-4 years. Prior to that time the department had a three-year arrangement with the European Union (the Atlantis grant) where some students from our master’s program studied in Europe (Wales and Poland) for a year and students from Wales and Poland spent a year in the Psychology program at CSU Stanislaus. During that time the Atlantis students represented an addition to the department’s normal admissions. The drop in enrollments from 2013 are a result of the Atlantis grant ending due to funding issues in the European Union. We continue to have a healthy application pool for our programs and we select almost one half of those who apply. Preparing students for professional careers as Licensed Marriage Family Therapists (LMFT) or Board Certified Behavior Analysts (BCBA) has been the main focus of the programs and draws the most applicants. There are typically equal numbers of students in the MS Counseling Concentration and the MA/ MS Behavior Analysis concentrations. The MA General program has the least.

120

118

114

115 112

HEADCOUNT

The School of Nursing added a Family Nurse Practitioner (FNP) concentration in 2017 to make a total of four concentrations in the Masters of Science in Nursing program, with the other three concentrations being Nursing Education, Nursing Administration and Gerontological Nursing. Students are admitted to the new FNP concentration each spring, with the first 24 students being admitted in the spring of 2018. The spring 2018 new entrants will show up in the fall 2018 enrollment count, as continuing students. The other three concentrations admit in the fall. The new FNP concentration is supported by a community partner, Livingston Community Health.

112

110

105 102

100 2013

2014

2015

2016

2017

FALL TERM

Currently, there are three clinically trained faculty for the MFT graduate classes and three Board Certified Behavior Analysts for the graduate BCBA graduate classes. Two other faculty teach the research based graduate classes. No disruptions are anticipated to the current stable trend.

TABLE 4.9 // Interdisciplinary Graduate Enrollment by Source of Funding, Degree Level, and Degree Program, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

STATE -S UPPO RT

1 Year

5 Year

Master's Interdisciplinary Studies

-20.0

-63.6

STATE-S UPPO RT TOTAL

-20.0

-63.6

Interdisciplinary Program Highlights The MA/MS Interdisciplinary Studies program at Stanislaus State is an innovative program intended for students whose interests and needs do not fit within traditional master's degree programs. Each Interdisciplinary Studies student custom-designs a course of study, combining two or more disciplines into a program with a distinct, coherent theme.

FIG. 4.9 // Interdisciplinary Graduate Enrollment, 5-Year Trend 20

HEADCOUNT

Master’s in Interdisciplinary Studies

17 11

5 0

2013

2014

2015 FALL TERM

2016

2017

TABLE 4.9 SOURCE: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files TABLE 4.9 NOTE: 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.

98 / STANISLAUS STATE // CSUSTAN.EDU

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 TABLE 4.10 // Percentage of Full-Time Graduate/Postbac State- and Self-Supported Enrollment and Percentage of Graduate/Postbac Enrollment of Total Enrollment with CSU Peer Institution and Systemwide Comparisons, Fall 2017 CS U CA MPUS 1

Total Grad/PostBac Enrollment

% Full-Time

% Graduate/Postbac

Total Enrollment

Bakersfield

69.6

1,317

13.0

10,131

Fresno

69.0

3,064

12.1

25,325

STA NI S LAUS 2

66.1

1,2701

12.3

10,327

San Francisco

63.4

3,078

10.3

29,758

Monterey Bay

52.2

820

10.8

7,584

East Bay

50.7

3,064

18.5

16,538

San Bernardino

45.3

2,365

11.4

20,692

CS U TOTA L

55.2

61,605

12.4

496,086

Highlights •

Stanislaus State ranks third among its CSU peer group in the percentage of graduate/postbac students enrolled full-time (9 or more semester units).

•

About 6 out of 10 graduate students at Stanislaus State are enrolled full-time, compared to 7 out of 10 at both Bakersfield and Fresno, less than half at San Bernardino, and slightly over half systemwide.

TABLE 4.11 // Percentage of Female Graduate/Postbac Enrollment with CSU Peer Institution and Systemwide Comparisons, Fall 2017 CS U CA MPUS 3

% Female

STA NI S LAUS

74.3

Bakersfield

72.4

San Bernardino

66.9

Fresno

66.5

Monterey Bay

66.2

San Francisco

65.7

East Bay

63.8

CS U TOTA L

64.2

Highlights •

Stanislaus State has the highest percentage of female graduate/postbac students among its CSU peer group, where nearly three out of four students are female.

•

The percentage of graduate/postbac females at the Stanislaus campus is about 10 percentage points higher than the CSU campuses overall.

TABLE 4.10 & 4.11 SOURCE: CSU Office of Institutional Research and Analyses, Statistical Reports, http://calstate.edu/as/stat_reports/2017-2018/index.shtml TABLE 4.10 & 4.11 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 2nd bachelor's degree are not included. Graduate/postbac full-time definition consistent with IPEDS - enrolled in 9 or more units. 1. Sorted by % Full-Time 2. The Stanislaus fall 2017 total graduate/postbac enrollment count is slightly lower (-3) in this table based on CSU system data than in tables based on Stanislaus State's internal database due to minor coding discrepancies. 3. Sorted by % Female

BOOK OF TRENDS // 2017-2018 / 99

TABLE 4.12 // Graduate Degrees Awarded by Degree Level, 5-Year Trend % C HA N GE 2012-13

2013-14

2014-15

2015-16

2016-17

5-Year Total 1 Year

DE GREE LEV EL Master's

5 Year

316

245

363

296

314

1,534

6.1

-0.6

-17.6

75.0

TOTAL G R A D UATE DE GR EES

324

264

376

313

328

1,605

4.8

1.2

% Master's

97.5

92.8

96.5

94.6

95.7

95.6

Doctorate

FIG. 4.12 // Graduate Degrees Awarded by Degree Level, 5-Year Trend

400

HEADCOUNT

300

200

100

0 2012-13

2013-14

2014-15

2015-16

2016-17

COLLEGE YEAR

KEY:

MASTER'S

DOCTORATE

GRAND TOTAL

TABLE 4.12 SOURCE: CSU Enrollment Reporting System-Degrees (ERSD) data files TABLE 4.12 & 4.13 NOTES: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring. Section 7, Degrees Awarded and Retention and Graduation Rates, contains additional degrees awarded details.

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GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 TABLE 4.13 // Graduate Degrees Awarded by Degree Level with CSU Peer Institution Comparisons, College Year 2016-17 CS U CA MPUS 1 East Bay

Master's

Doctorate

Total

% of CSU Total

1,170

1,182

5.8

San Francisco

990

1,054

5.1

Fresno

838

912

4.4

San Bernardino

760

768

3.7

STA NI S LAUS

314

328

1.6

Bakersfield

325

1.6

Monterey Bay

192

0.9

CS U TOTA L

19,963

540

20,503

100.0

Highlights •

Stanislaus State awarded 328 graduate degrees in 2016-17 alone, and a total of 1,605 over the last five years (Table 4.12).

•

Stanislaus State experienced a slight increase in the percentage of graduate degrees awarded over the last five years, and nearly a 5% increase in the last year. The highest number of graduate degrees awarded during the five-year period and in all of Stanislaus' history, was 376 in 2014-15 (Table 4.12).

•

Stanislaus awarded 1.6% of the CSU's total number of 2016-17 graduate degrees awarded. Of Stanislaus' CSU peers, this is most comparable to Bakersfield.

•

East Bay awarded the most graduate degrees while Monterey Bay awarded the fewest during 2016-17.

TABLE 4.13 SOURCE: CSU Institutional Research and Analyses, Statistical Reports, Table 7: Master's Degrees Granted by Campus and Discipline Division, Retrieved from http://calstate.edu/as/ stat_reports/2016-2017/deg07.htm; Table 9: Doctoral Degrees Granted by Campus, Major and Sex, Retrieved from http://calstate.edu/as/stat_reports/2016-2017/deg09.htm 1. Sorted by % of CSU Total

BOOK OF TRENDS // 2017-2018 / 101

TABLE 4.14 // Graduate Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

DE GREE LEV EL

2012-13

2013-14

2014-15

2015-16

2016-17

5-Year Total

% C HA N GE 1 Year

5 Year

MASTE R’ S Business Administration1

292

12.2

-16.7

Criminal Justice

-25.0

-76.9

-100.0

Education

125

112

118

495

5.4

35.6

English

36.4

-44.4

Genetic Counseling

12.5

-18.2

History

Ecology and Sustainability

-33.3

-63.6

Interdisciplinary Studies

-25.0

-40.0

Nursing

-50.0

-40.0

Psychology

-23.1

53.8

Public Administration

38.5

5.9

Social Work

300

17.9

316

245

363

296

314

1,534

6.1

-0.6

Educational Leadership

-17.6

75.0

Community College Leadership

40.0

75.0

P-12 Leadership

-41.7

75.0

-17.6

75.0

324

264

376

313

328

1,605

4.8

1.2

Master’s Total

DO CTOR AT E

Doctorate Total

GR AN D TOTA L

Highlights •

The Education degree program has awarded the most master's degrees annually over the last five years with the exception of 2013-14.

•

The top three graduate degrees awarded in the most recent year as well as the five-year total were master's degrees in Education (495), Social Work (300), and Business Administration (292). Less than 100 master's degrees were awarded in each of the other programs.

•

Overall, the graduate program with the greatest percentage growth rate in degrees awarded was the Educational Doctorate program which grew from 8 degrees awarded in 2012-13 to 14 degrees awarded in 2016-17; an increase of 75%. The Education degree program had the largest absolute increase in the number of graduates in the last five years, an increase of 31 graduates between 2012-13 and 2016-17, whereas Social Work had the largest absolute increase in the number of graduates in the last year, an increase of 10 between 2015-16 and 2016-17.

TABLE 4.14 SOURCE: CSU Enrollment Reporting System-Degrees (ERSD) data files 1. See Table 7.7A for MBA awards by program.

102 / STANISLAUS STATE // CSUSTAN.EDU

•

At the master's level, the Psychology degree program had the largest five-year percent increase in graduates, an increase of nearly 54% between 2012-13 and 2016-17, whereas English and Public Administration had the largest one-year percent increases in graduates, increases of over 36% and 39%, respectively.

•

Over the five years being reviewed, the number of graduate degrees awarded overall increased by 1.2%, whereas enrollment in graduate degree programs during the same five year period has decreasd by 8.3% (see Table 4.2). This would suggest the number of graduate degrees awarded will begin to decrease.

•

Enrollment in the Master’s of Education program decreased by 40 students or 15.8% from fall 2013 to fall 2017 (see Table 4.7), while the number of degrees awarded in this program increased by 31 or 35.6%.

•

Enrollment in the Master’s of Social Work program increased by 11 students (see table 4.7), and as aforementioned the number of master’s degrees awarded in this program increased by 10 or 17.9%.

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 TABLE 4.15 // Graduate Degrees Awarded by Degree Level and Discipline Division with CSU Peer Institution Comparisons and Percent of CSU Total, College Year 2016-17 D I S CI PLI NE D I V I S I O N 1

Bakersfield

East Bay

Fresno

Monterey Bay

San Bernardino

San Francisco

STA NISL AU S

CSU Total

Stanislaus % of CSU Total

MAST ER' S Education (Education)

127

229

320

243

223

118

4,209

2.8

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

194

197

2,759

3.2

Business-Management (Business Administration)

257

162

100

2,308

2.4

Psychology (Psychology)

484

4.1

Letters (English) Health Professions (Genetic Counseling, Nursing) Social Sciences (History)

689

2.2

180

106

1,782

0.7

732

0.6

252

1.2

Interdisciplinary (Interdisciplinary Studies)

Biological Sciences (Ecology and Sustainability)

442

All other disciplines other than those noted above

229

157

183

6,306

Master's Total

325

1,170

838

760

990

314

19,963

1.6

200

7.0

340

0.0

192

DO CTO R AT E Education (Educational Leadership) All other disciplines other than those noted above

Doctorate Total

G R A ND TOTA L

325

1,182

912

192

540

2.6

768

1,054

328

20,503

1.6

Highlights â&#x20AC;˘

Stanislaus State ranks second among its CSU peer group in the percentage of master's degrees awarded in 2016-17 in the Public Affairs discipline (28%), following Bakersfield at nearly 30%.

â&#x20AC;˘

Stanislaus State ranks second among its CSU peer group in the number of Educational Leadership degrees awarded in 2016-17 (14), following Fresno at 19.

TABLE 4.15 SOURCE: CSU Institutional Research and Analyses, Statistical Reports, Table 7: Master's Degrees Granted by Campus and Discipline Division, Retrieved from http://calstate.edu/as/ stat_reports/2016-2017/deg07.htm; Table 9: Doctoral Degrees Granted by Campus, Major and Sex, Retrieved from http://calstate.edu/as/stat_reports/2016-2017/deg09.htm TABLE 4.14 & 4.15 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.

BOOK OF TRENDS // 2017-2018 / 103

TABLE 4.16 // Grant Submissions by Department/Division, 5-Year Trend 2013-14

DE PART MENT/ DIVISIO N Academic Affairs College of the Arts, Humanities and Social Sciences

# OF SUBMITTED PROPOSALS

2014-15

TOTAL DOLLARS REQUESTED

# OF SUBMITTED PROPOSALS

2015-16

TOTAL DOLLARS REQUESTED

# OF SUBMITTED PROPOSALS

$3,707,843

$2,312,085

$1,169,992

$1,267,664

$949,671

$745,296

$171,957

Business and Finance

$2,293,532

Library

College of Science

Student Affairs

GR AN D TOTA L

2016-17 # OF SUBMITTED PROPOSALS

College of Business Administration

College of Education, Kinesiology and Social Work

TOTAL DOLLARS REQUESTED

$100,000

$2,462,459

$3,525,591

$20,000

$16,041

$6,215,505

$7,314,293

$4,303,942

$9,440

$1,840,280

$2,380,000

$13,493,984

107

$14,998,788

$12,312,819

2017-18

TOTAL DOLLARS REQUESTED

# OF SUBMITTED PROPOSALS

TOTAL DOLLARS REQUESTED

$34,929

$1,467,809

$1,035,636

$30,000

$74,573

$110,000

$7,856,532

$2,283,865

$4,028,347

$7,039,225

$257,248

$10,725,476

$13,492,688

TABLE 4.17 // Awarded Grants by Department/Division, 5-Year Trend 2013-14

DE PART MENT/ DIVISIO N

# OF AWARDED PROPOSALS

2014-15

TOTAL DOLLARS AWARDED

# OF AWARDED PROPOSALS

TOTAL DOLLARS AWARDED

2015-16 # OF AWARDED PROPOSALS

2016-17

TOTAL DOLLARS AWARDED

# OF AWARDED PROPOSALS

2017-18

TOTAL DOLLARS AWARDED

Academic Affairs

$78,235

$258,597

$1,169,992

College of the Arts, Humanities and Social Sciences

$198,767

$755,421

$395,299

$1,212,882

$50,003

$30,000

$100,000

College of Business Administration Business and Finance College of Education, Kinesiology and Social Work

$2,259,253

Library College of Science

$1,488,979

Student Affairs

GR AN D TOTA L

$4,025,234

$100,000

$2,452,459

$3,006,613

$20,000

$16,041

$3,715,553

$3,309,228

$1,840,280

$9,142,310

TABLE 4.16 & 4.17 SOURCE: Stanislaus State Office of Research and Sponsored Programs

104 / STANISLAUS STATE // CSUSTAN.EDU

$7,947,176

# OF AWARDED PROPOSALS

TOTAL DOLLARS AWARDED

$15,000

$108,787

$2,392,399

$1,819,477

$2,330,351

$3,996,687

$124,983

$6,064,934

$6,065,632

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 FIG. 4.18 // Proposal Submissions and Grant Awards, 5-Year Trend

TABLE 4.18 // Proposal Submissions and Grant Awards, 5-Year Trend

150

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

2013-14

2014-15

2015-16

2016-17

2017-18

Proposals Submitted

107

NUMBER

100 82

50 Grant Awards

72%

83%

77%

80%

68%

0 Success Rate

2013-14

2014-15

2015-16

2016-17

2017-18

YEAR

KEY:

PROPOSALS SUBMITTED GRANT AWARDS

TABLE 4.19A // Grant Expenditures by Award Type/Source, 5-Year Trend % C HA NGE AWAR D TY PE

2013-14

2014-15

2015-16

2016-17

2017-18

1 Year

5 Year

5-Year Total

5-Year Average % of Total

Federal

$4,972,477

$3,969,363

$3,328,355

$2,940,845

$3,759,277

27.8

-24.4

$18,970,318

58.9

State

$1,016,686

$742,742

$565,265

$678,442

$708,038

4.4

-30.4

$3,711,173

11.5

Local

$894,474

$1,124,266

$1,121,252

$1,375,050

$909,721

-33.8

1.7

$5,424,762

16.9

Non-Gov

$530,973

$689,200

$921,261

$1,018,892

$924,733

-9.2

74.2

$4,085,058

12.7

GR A ND TOTA L

$7,414,609

$6,525,571

$5,936,133

$6,013,229

$6,301,769

4.8

-15.0

$32,191,311

100.0

Highlights •

Total grant expenditures decreased annually from FY 2014 to 2016 then increased in the last two fiscal years, for a five-year percent decrease of 15% and a one-year percent increase of nearly 5%.

•

Expenditures from federal grant funding decreased annually from FY 2014 to 2017 until an increase in 2018, for a five-year percent decrease of 24% and a one-year increase of nearly 28%.

•

State-funded grant expenditures followed the same trend as total expenditures, with a five-year percent decrease of 30.4% and a one-year percent increase of 4.4%.

•

Expenditures from locally funded and non-government grants were mostly on an increasing trend from FY 2014 to 2017, contributing to a five-year percent increase of nearly 2% and 74%, respectively.

However there were expenditure decreases for both categories in the most recent year, resulting in a one-year percent decrease of nearly 34% for local grants and 9% for non-government grants. •

Despite the decreased expenditures from federally funded grants and the increased expenditures from non-government funded grants over the five year period, on average, expenditures from federally funded sources were nearly 59% of the total while expenditures from non-government sources were slightly under 13%.

TABLE 4.18 SOURCE: Stanislaus State Office of Research and Sponsored Programs TABLE 4.19A SOURCE: Stanislaus State Financial Services, Post Award Grant Administration TABLE 4.19A NOTE: Dollar amounts rounded to the nearest whole dollar.

BOOK OF TRENDS // 2017-2018 / 105

TABLE 4.19B // Grant Expenditures by Account Category, 5-Year Trend ACCOUNT CATEG O RY

2013-14

2014-15

2015-16

2016-17

2017-18

5-Year Total

601 - Regular Salaries and Wages

$3,151,722

$2,639,197

$2,383,606

$2,069,472

$2,622,698

$12,866,695

603 - Benefits Group

$1,046,212

$1,017,243

$849,363

$718,001

$952,812

$4,583,632

$12,060

$7,965

$9,095

$8,244

$8,856

$46,219

$145

$224

$959

$231,411

$271,770

$93,852

$159,115

$1,025,988

604 - Communications 605 - Utilities Group 606 - Travel

$589 $269,840

607 - Capital Outlay Projects

608 - Library Acquisitions 613 - Contractual Services Group

$3,418

$317,284

$133,068

$157,586

$262,955

$304,340

$1,175,233

616 - Information Technology Costs

$10,233

$2,524

$3,140

$4,537

$9,489

$29,922

619 - Equipment Group

$417,813

$141,621

$114,932

$151,362

$80,352

$906,080

620 - SP - Subrecipient

$464,530

$723,171

$688,184

$460,715

$155,941

$2,492,542

622 - SP - Participant Support

$123,931

$227,500

$61,110

$37,307

$5,870

$965

624 - SP - Scholarships

$876,055

$858,062

$762,192

$972,589

$1,159,229

$4,628,126

660 - Misc. Operating Expenses

$368,499

$301,163

$386,338

$406,263

$481,886

$1,944,150

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

$281,880

$229,075

$238,046

$395,882

$411,393

$1,556,275

680 - Operating Transfers Out

$68,094

$12,606

$7,352

$431,905

$5,283

$525,240

$(49,851)

$6,301,769

$32,191,311

623 - SP - Materials & Supplies

$6,835

690 - Expenditure Adjustments

GR AN D TOTA L

$7,414,609

$6,525,571

$5,936,133

TABLE 4.19B & 4.19C SOURCE: Stanislaus State Financial Services, Post Award Grant Administration TABLE 4.19B & 4.19C NOTE: Dollar amounts rounded to the nearest whole dollar.

106 / STANISLAUS STATE // CSUSTAN.EDU

$449,848

$6,013,229

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4 TABLE 4.19C // Grant Expenditures by Department, 5-Year Trend DEPA RT MENT

D EP T. C OD E

2013-14

2014-15

2015-16

2016-17

2017-18

5-Year Total

Accounting & Finance

21001

Ag Studies

20029

$14,003

Anthropology

20004

$213,448

Art

20005

$12,937

Biology

20007

$651,531

Building Maintenance

44200

$99,754

Center for Public Policy

30501

$49,683

Chemistry

20009

Coll Humanities & Soc Science

24099

College of Science STEM Grants

25080

$364,092

$1,084,555

$1,448,647

Computer Science

20012

$92,799

$238,699

$331,498

COS K-12 STEM Programs

25047

192,355

$192,355

Dean College of Science

25099

$221,208

$70,729

$44,345

$44,289

$45,052

$425,623

Dean-Coll of Educ

22099

$(38,241)

$7,536

$90,991

$428,949

$323,991

$813,228

Faculty Development Center

30061

$3,635

$31,067

$1,328

$1,035

$8,050

$45,114

Geography

20024

$27,749

$9,239

Geology

20035

$6,084

Grounds Maintenance

44700

GVWP Grants

22021

Health Services

51200

Information Technology

33205

Institutional Research

30070

Liberal Studies

20028

Masters in Social Work

20038

$1,496,647

$1,297,503

$1,128,660

Math Projects

20047

$86,902

$302,936

$342,788

Mathematics

20019

$26,436

$5,584

McNair TRIO Grant

24080

Nursing

20010

Politics & Public Admin

20002

$50,000

$95,230

$50,000

$22,616

$87,654

$95,431

$219,704

$92,312

$72,720

$25,652

$499,363 $12,937

$958,762

$976,333

$1,068,136

$1,054,435

$4,709,197 $99,754

$36,486

$86,169 $0

$2,462

$6,387

$3,900

$12,750

$79

$37,067 $6,084

$100,000 $276,492

$227,574

$223,074

$100,000 $444,820

$108,658

$371

$371 $100,000

$2,252

$1,280,619

$100,425

$108

$100,000 $2,311

$105,096

$89,845

$1,448,104

$1,446,282

$6,817,196

$462,518

$82,381

$1,277,525

$16

$32,036 $155,010

$155,010

$842,742

$3,487,931

$849,714

$650,232

$598,426

$546,816

Provost/VPAA Office

30502

$425,809

$372,568

$118,521

$41,781

Psychological Counseling Serv

51600

$67,123

Psychology

20025

$119,875

$197,814

$122,871

$747

$441,307

Student Records

34109

$1,363,566

$1,185,646

$1,196,230

$308,323

$4,053,765

Student Support Services

52101

$354,792

$369,616

$287,940

$389,485

$412,762

$1,814,594

Teacher Diversity

22100

$143,671

$24,750

$12,196

$70,365

$51,377

$302,359

Teacher Education

22004

$289,101

Univ Extended Education

31001

University Police

43001

$80,000

Vice Provost

30030

$20,706

VP of Student Affairs

50001

$650,226 $7,414,609

GR A ND TOTA L

$42,180

$42,180 $958,679 $67,123

$289,101 $25,000

$25,000

$97,662

$15,391

$133,759

$572,583

$325,514

$1,548,328

$6,525,572

$5,936,133

$6,013,229

$80,000

$6,301,769

$32,191,311

BOOK OF TRENDS // 2017-2018 / 107

TABLE 4.20 // Grant Indirect Cost (IDC) Recovery by Source of the Grant Funding, 5-Year Trend

SO U R CE 1

2013-14

2014-15

2015-16

2016-17

5-Year Total

2017-18

5-Year Average

% CHANGE 1 YE AR

5 YE AR

$ CH A NGE 1 YE AR

5 Y EA R

FE DE RA L Federal Direct Federal IDC Federal Total Federal Eff IDC %2

$3,285,799

$2,787,205

$2,173,813

$2,752,045

$3,524,581

$14,523,443

$2,904,689

28.1

7.3

$772,536

$238,782

$71,145

$42,688

$48,992

$188,800

$234,696

$586,320

$117,264

24.3

229.9

$45,896

$163,550

$3,356,944

$2,829,893

$2,222,805

$2,940,845

$3,759,277

$15,109,763

$3,021,953

27.8

12.0

$818,432

$402,332

2.2%

1.5%

2.3%

6.9%

6.7%

$2,463,974

$1,812,182

$1,636,948

$625,237

$679,977

$1,793,151

8.8

(72.4)

$54,740

$(1,783,997)

3.9%

STATE State Direct State IDC State Total State Eff IDC %2

$8,965,756

$103,635

$70,031

$33,867

$53,205

$28,062

$368,434

$73,687

(47.3)

(72.9)

$(25,144)

$(75,573)

$2,567,609

$1,882,213

$1,670,815

$678,442

$708,038

$9,334,190

$1,866,838

4.4

(72.4)

$29,596

$(1,859,570)

4.2%

3.9%

2.1%

8.5%

4.1%

$822,491

$1,048,296

$1,038,720

$1,282,973

$836,050

$5,116,769

$1,023,354

(34.8)

1.6

$(446,923)

$13,559

$71,983

$75,970

$82,532

$92,077

$73,671

$392,157

$78,431

(20.0)

2.3

$(18,406)

$1,688

$894,474

$1,124,266

$1,121,252

$1,375,050

$909,721

$5,508,926

$1,101,785

(33.8)

1.7

$(465,329)

$15,247

8.8%

7.2%

7.9%

7.2%

8.8%

$560,466

$648,813

$848,606

$957,092

$849,768

(11.2)

51.6

$(107,324)

$289,302

4.6%

LO CAL Local Direct Local IDC Local Total Local Eff IDC %2

8.0%

N O N GOV NonGov Direct NonGov IDC NonGov Total NonGov Eff IDC %2

$3,278,798

$655,760

$35,117

$40,387

$72,655

$61,800

$74,965

$236,928

$47,386

21.3

113.5

$13,166

$39,849

$595,583

$689,200

$921,261

$1,018,892

$924,733

$3,515,726

$703,145

(9.2)

55.3

$(94,159)

$329,150

6.3%

6.2%

8.6%

6.5%

8.8%

$7,132,729

$6,296,496

$5,698,087

$5,617,347

$5,890,376

$6,343,042

4.9

(17.4)

$273,028

$(1,242,354)

7.3%

GR AN D TOTA L Total Direct Total IDC G R A ND TOTAL

Total Eff IDC % 2

$31,715,210

$281,880

$229,075

$238,046

$395,882

$411,393

$1,462,628

$292,526

3.9

45.9

$15,512

$129,514

$7,414,609

$6,525,571

$5,936,133

$6,013,229

$6,301,769

$33,177,838

$6,635,568

4.8

(15.0)

$288,540

$(1,112,840)

4.0%

3.6%

4.2%

7.0%

5.2%

Highlights •

From FY 2014 to 2018, the largest overall source of grant funding, as well as overall direct and indirect cost funding, has been the federal government, followed by the state government, local governments, and lastly non-government sources.

•

Over this five year period the levels of state grants decreased by 72% whereas the levels of all other sources of grant funding increased. Nonetheless, there was a 15% decrease in overall grant funding over the last five years.

•

On average, the Effective Indirect Cost Percentage (EFF IDC %) is about the same for local government and non-government grants, 8.0% and 7.3% respectively. These are also the highest Effective Indirect Cost Percentages (EFF IDC %) when compared to the federal and state costs.

•

Total indirect cost recovery increased by nearly 46% over the last five years, where a reduction in indirect cost recovery for state grants was offset by a significant increase in indirect cost recovery for federal grants.

TABLE 4.20 SOURCE: Stanislaus State Financial Services, Post Award Grant Administration TABLE 4.20 NOTES: Dollar amounts rounded to the nearest whole dollar. 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

108 / STANISLAUS STATE // CSUSTAN.EDU

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4

Office of Research & Sponsored Programs Grant and Contract Awards between 7/1/2017 and 6/30/2018 The following includes new grant programs that were funded between 7/1/2017 and 6/30/2018; it does not include ongoing projects that were funded in prior years. Visit csustan.edu/office-research-sponsored-programs for lists of prior years or the most recent year.

ACADEMIC AFFAIRS Faculty Affairs PR I NCI PA L I NV EST I GATO R ( P I ) / PR OJ ECT D I R E C TO R Jason Myers

D E TAIL S

Title: ALS -- Expanding Campus ALS Program Agency: Office of the Chancellor Award: $15,000

D ESC RIP T ION

The Affordable Learning Solutions grant supports our efforts to increase faculty awareness and utilization of Open Educational Resources and Affordable Learning Solutions, helping to reduce textbook and materials costs for our students

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES Anthropology, Geography, & Ethnic Studies P I /PR OJ ECT D I R E C TO R

D E TAIL S

D ESC RIP T ION

Elizabeth Greathouse

Title: CHRIS Center FEMA Search Agency: California Department of Parks and Recreation Award: $5,555

Acts as a standing purchase order so that fees incurred when a records search is requested from the CCaIC can be paid by FEMA.

Elizabeth Greathouse

Title: CCIC Water Resources Control Board Agency: State Water Resources Control Award: $4,999

Acts as a standing purchase order so that fees incurred when a records search is requested from the CCaIC can be paid by DWR.

Elizabeth Greathouse

Title: Caltrans Archeological, Historical, and Ethnographic Records Research Agency: California Department of Transportation (Caltrans) Award: $50,000

Acts as a standing purchase order so that fees incurred when a records search is requested from the CCaIC can be paid by Caltrans.

Politics and Public Administration P I /PR OJ ECT D I R E C TO R Umar Ghuman

D E TAIL S Title: WRPI Survey of the City of Newman Amendment 1 Agency: University Enterprises Corporation at CSUSB Award: $7,000

D ESC RIP T ION To assist the California State University Disadvantaged Communities Center (CSU DACC) in performing an income survey of the city of Newman.

BOOK OF TRENDS // 2017-2018 / 109

continued from previous page Umar Ghuman

Title: WRPI Survey of Sutter Pines Mobile Home Park Agency: University Enterprises Corporation at CSUSB Award: $4,860

To perform a door-to-door income survey to determine if Sutter Pines Mobile Home Park is a disadvantaged community.

Umar Ghuman

Title: WRPI Income Survey for Mokelumne Hill Sanitary District Amendment 1 Agency: University Enterprises Corporation at CSUSB Award: $5,708

To assist the California State University Disadvantaged Communities Center (CSU DACC) in performing an income survey for Mokelumne Hill.

Umar Ghuman

Title: WRPI Survey of the City of Newman Agency: University Enterprises Corporation at CSUSB Award: $14,055

To assist the California State University Disadvantaged Communities Center (CSU DACC) in performing an income survey of the city of Newman.

Umar Ghuman

Title: WRPI Income Survey for Mokelumne Hill Sanitary District Agency: University Enterprises Corporation Award: $5,110

To assist the California State University Disadvantaged Communities Center (CSU DACC) in performing an income survey for Mokelumne Hill.

Gerard Wellman

Title: Dwight David Eisenhower Transportation Fellowship Program -- Josey Hazelton Agency: U.S. Department of Transportation Award: $11,500

The Dwight David Eisenhower Transportation Fellowship Program (DDETFP) provides funding for the pursuit of masterâ&#x20AC;&#x2122;s or doctoral degrees in transportation-related disciplines.

COLLEGE OF EDUCATION, KINESIOLOGY, AND SOCIAL WORK Social Work P I/PR OJ ECT D I R ECTO R Kilolo Brodie

D E TAI L S Title: CalSWEC Title IV-E 2017-18 Agency: UC Berkeley Award: $1,535,062

D ESC RIP T ION The financial support for graduate social work students is in the amount of $37,000 ($18,500 for each of two years) for students who plan to practice in public child welfare services.

Teacher Education P I/PR OJ ECT D I R ECTO R Carol Minner

D E TAI L S Title: 2018 CSMP Great Valley Writing Project Agency: California Writing Project Award: $32,186

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D ESC RIP T ION Great Valley Writing Project "California Subject Matter Project" offers research-based programs aligned with the Common Core, English Language Development, and Career & Technical Education standards that are designed to improve students' understanding of writing.

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4

Carol Minner

Title: 2018 ESSA Great Valley Writing Project Agency: California Writing Project Award: $39,082

This one-week institute is an introduction to the NWP culture of teachers teaching teachers. Participants will study composition theory and recent research, write extensively, and provide helpful feedback on each otherâ&#x20AC;&#x2122;s writing in small response groups.

Tara Ribeiro

Title: SCOE ARCHES and Stanislaus State MSTI Tutoring Program Agency: Stanislaus County Office of Education Award: $2,000

University students are hired as 7-12 grade science and mathematics coaches, tutors, and mentors for the CSU Stanislaus High School Mathematics Program (HiMAP) and Stanislaus County Office of Education ARCHES Central Valley Regional Collaborative and APIP Advanced Placement Incentive Program.

Carol Minner

Title: GVWP Professional Development for River Islands Academy Agency: River Islands Technology Academy Award: $9,844

Great Valley Writing Project professional development for River Islands Technology Academy.

Carol Minner

Title: GVWP MCOE MEP Writing Academy at Waterford Schools Agency: Merced County Office of Education Award: $33,246

Great Valley Writing Project offers summer programs to help young authors develop their creative and academic writing talents at Waterford Schools.

Carol Minner

Title: GVWP Professional Development at Taft Elementary School Agency: Taft Elementary School Award: $8,879

Great Valley Writing Project professional development for Taft Elementary.

Carol Minner

Title: GVWP Professional Development Program for North Elementary School in TUSD Agency: Tracy Unified School District Award: $13,558

Great Valley Writing Project professional development for Tracy Unified School District.

Carol Minner

Title: GVWP MCOE MEP Writing Academy for Modesto City Schools Agency: Modesto City Office of Education Award: $55,620

Great Valley Writing Project offers summer programs to help young authors develop their creative and academic writing talents in Modesto City Schools.

Tara Ribeiro

Title: 2017-18 MSTI Program Agency: Office of the Chancellor Award: $90,000

Stan State Math and Science Teacher Initiative (MSTI) is to increase the total number of Mathematics and Science students enrolling in undergraduate or post-baccalaureate teacher preparation programs.

COLLEGE OF SCIENCE P I /PR OJ ECT D I R E C TO R Veronica Chaidez

D E TA IL S Title: K-12 STEM Winter 2018 Robotics Camp Agency: Merced County Office of Education Award: $25,000

D ESC RIP T ION STEM robotics program designed to introduce students who are interested in learning robotics and coding.

BOOK OF TRENDS // 2017-2018 / 111

continued from previous page Veronica Chaidez

Title: 2017-18 Migrant Youth STEM Tutoring --Ceres Agency: Merced County Office of Education Award: $31,000

Tutoring services for English Language Development classes for migrant elementary students, during and after school hours.

Veronica Chaidez

Title: 2017-18 Migrant Youth STEM Tutoring --Empire Agency: Merced County Office of Education Award: $15,500

Tutoring services for English Language Development classes for migrant elementary students, during and after school hours.

Veronica Chaidez

Title: 2017-18 Migrant Youth STEM Tutoring --Patterson Agency: Merced County Office of Education Award: $15,500

Tutoring services for English Language Development classes for migrant elementary students, during and after school hours.

Veronica Chaidez

Title: 2017-18 STEM After School University Agency: Merced County Office of Education Award: $35,000

Tutoring services utilizes skills and strategies that support the standards-based and integrated curriculum that incorporates the Common Core State Standards in ELA, Ecince, technology, Engineering Writing, and Arts with an intense focus in Mathematics. The participating migrants students will increase their ability in problem solving skills, reasoning and critical thinking, estimation, and communication - both verbal and nonverbal.

Veronica Chaidez

Title: 2018 Summer Math Enrichment Academy for Turlock Unified School District Agency: Turlock Unified School District Award: $12.700

Algebra and geometry integrated instruction for grades 7 and 8 in Turlock Unified Schools.

Veronica Chaidez

Title: HIMAP tuition support for TUSD students Agency: Turlock Unified School District Award: $1,500

The program offers students an opportunity to fill the gaps in their reaching the grade level mastery. The hands-on learning in the classroom, and seeing the connection between theory.

Veronica Chaidez

Title: K-12 STEM Spring 2018 Robotics Camp Agency: Merced County Office of Education Award: $50,000

Designed to target students that need extra support in reaching grade level standards. We will work to prepare students for Smarter Balance Assessment Consortium (SBAC) testing. During the week long program, students will be divided by grade-level standards through engaging, hands-on, interactive activities including the use of Lego Education Simple Powered Machine Robots. Activities are strategically designed to increase student understanding and promote academic growth.

Veronica Chaidez

Title: Host site for the National Summer Transportation Institute Program Agency: California Department of Transportation Award: $59,645

Three week summer camp for high school students interested in the transportation industry. The focus of the camp is to learn about the three modes of transportation, Air, Land and Sea. Students engage in hands on experiments, hear from industry guest speakers, participate in field trips focused on the three modes and also engage in life skills curricula.

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GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4

Computer Science P I /PR OJ ECT D I R E C TO R

D E TA IL S

Melanie Martin

Title: 2017-18 LSAMP NSF Subaward 523961 Agency: University Enterprises, Inc. Award: $15,000

Melanie Martin

Title: 2017-18 CSU LSAMP Chancellor's Office MOU Subaward 523691 Agency: University Enterprises, Inc. Award: $30,000

D ESC RIP T ION The CSU-LSAMP program at Stanislaus State is aimed at increasing the quality and quantity of students successfully completing baccalaureate degree programs in science, technology, engineering and mathematics (STEM). We focus on providing academic support, mentoring, research funding, and opportunities for students who face or have faced social, educational, or economic barriers to careers in STEM. An additional goal of our program is to increase the number of students interested in, academically qualified for, and accepted into Masters and Ph.D. programs in STEM.

Biological Sciences P I /PR OJ ECT D I R E C TO R

D E TA IL S

D ESC RIP T ION

Matthew Cover

Title: Building Capacity: Collaboration for Inclusive and Engaging Curriculum, Instruction, and Achievement. Agency: National Science Foundation Award: $1,462,263

The four-year CIENCIA program will develop and implement a sustained faculty-driven professional development program that progressively engages a larger contingent of Stanislaus State STEM faculty.

Brian Cypher

Title: Intervention to Stop an Epidemic of Sarcoptic Mange in San Joaquin Kit Foxes Agency: University of California, Davis Award: $32,003

To develop an effective disease management strategy for the endangered San Joaquin kit fox, whose dwindling numbers are being further reduced by a fatal form of mange caused by burrowing mites.

Brian Cypher

Title: San Joaquin Kit Fox Radiocollaring for the Panoche Valley Solar Project Agency: KP Environmental Award: $19,391

To assess the effects of the construction of a utility-level solar generating facility on endangered San Joaquin kit foxes in the Panoche Valley, San Benito County.

Brian Cypher

Title: Kern Waste Management Landfill Monitoring of Listed Species Agency: Kern Waste Management Award: $100,000

To monitor species near Kern Waste Management Landfill.

Brian Cypher

Title: San Joaquin Kit Fox Scat and Livetrapping Analysis Agency: H.T. Harvey & Associates Award: $22,138

To conduct an investigation and analyze fox scat via live-trapping endangered San Joaquin kit foxes.

Brian Cypher

Title: Ecological Support to High Speed Rail Mitigation Project Task Order 4 Agency: Westervelt Ecological Services Award: $2,500

To assess the potential occurrence of and conduct surveys for various special status animal species on lands proposed for conservation as mitigation for impacts from the California High Speed Rail project.

BOOK OF TRENDS // 2017-2018 / 113

continued from previous page Brian Cypher

Title: Ecological Support to High Speed Rail Mitigation Project Task Order 5 Agency: Westervelt Ecological Services Award: $10,000

Brian Cypher

Title: Ecological Support to High Speed Rail Mitigation Project Task Order 6 Agency: Westervelt Ecological Services Award: $9,000

Brian Cypher

Title: Ecological Support to High Speed Rail Mitigation Project Task Order 7 Agency: Westervelt Ecological Services Award: $7,261

Brian Cypher

Title: Ecological Support to High Speed Rail Mitigation Project Task Order 8

To assess the potential occurrence of and conduct surveys for various special status animal species on lands proposed for

Agency: Westervelt Ecological Services Award: $11,873

conservation as mitigation for impacts from the California High Speed Rail project.

Brian Cypher

Title: Bitter Creek NWR Agency: U.S. Fish and Wildlife Award: $43,490

Species surveys at the Bitter Creek National Wildlife Refuge.

Brian Cypher

Title: Predator Food Habitat Analysis for the Boulder City, NV Conservation Easement Site Agency: Conservation Science Research & Consulting Award: $15,379

To investigate predator food resources and habitats for the Boulder City, NV Conservation Easement Site.

Title: Stanislaus State Quality Assurance Program Agency: Office of the Chancellor Award: $15,000

CSU Quality Assurance efforts are resulting in a significant and growing number of faculty and staff to: become trained in exemplary online practices

My Lo Thao

Title: Microbial parameters at Salida Sanitary District 2018 Agency: Salida Sanitary District Award: $4,096

The scope of the project is to monitor the microbial population to determine the efficacy of the waste water treatment process and make corrections as necessary to avoid failure of the system.

Patrick Kelly

Title: COSO Monitoring Study of the Mohave Ground Squirrel Agency: California Department of Fish and Wildlife Award: $8,812

To monitor and evaluate Mohave Ground Squirrel Populations and their viability.

Marina Gerson

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GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4

Chemistry P I /PR OJ ECT D I R E C TO R Gonul Schara

D E TA IL S Title: CSUPERB 2018 New Investigator Award Agency: CSUPERB Award: $15,000

D ESC RIP T ION To test the ability of an oxygenase enzyme to clean up chlorobenzene, and to use protein engineering techniques to increase the clean-up rates by making the enzyme more effective, as well as to convert this harmful chemical into valuable products.

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

D E TA IL S

D ESC RIP T ION

Heather Coughlin

Title: CMP CCMP 2018 ESSA Agency: California Mathematics Project Award: $24,223

The Central California Mathematics Project, CCMP, serves K-12 Mathematics teachers in the San Joaquin Valley region. It provides rigorous professional development, aligned with CaCCSSM, designed by K-12 and university educators, to enhance student learning and foster understanding of mathematics.

Heather Coughlin

Title: CMP CCMP 2018 State Funding Agency: California Mathematics Project Award: $20,000

Bjorg Johannsdottir

Title: Robert Noyce Teacher Scholarship Program Agency: National Science Foundation Award: $1,199,495

Provides scholarship opportunities for math and science majors and degree holders to support them in completing a Secondary (Single Subject) Teaching Credential.

Nursing P I /PR OJ ECT D I R E C TO R

D E TA IL S

Carolyn Martin

Title: HRSA Nurse Faculty Loan Program (NFLP) 2018 Agency: U.S. Department of Health and Human Services Award: $16,380

D ESC RIP T ION This funding supports nursing students who are enrolled in the School of Nursing Masters of Science in Nursing Education Concentration. If students work as a nurse educator upon completion of the program the loan will be forgiven by HRSA. The purpose of the grant is to encourage more nurses to become faculty and to increase the number of nurse faculty in our community.

BOOK OF TRENDS // 2017-2018 / 115

continued from previous page Carolyn Martin

Title: Wellness WORKs! 2018-19 Agency: San Joaquin County Behavioral Health Services Award: $570,227

This funding supports the Wellness WORKs! program located at the Stockton Center. The program has been in place since 2000 and is a welfare-to- wellness-to-work program that serves San Joaquin County welfare recipients. The funding supports one director and 2 staff along with 12 instructors who conduct 3-week and 1-week programs with courses that encourage holistic wellness. The overall purpose is to encourage a balanced healthy life for welfare recipients, which ultimately assists with success in obtaining and retaining work.

Debra Tavernier

Title: Song Brown Capitation 2018-2020 Agency: California Healthcare Workforce Policy Commission Award: $144,000

Healthcare Workforce Training Capitation Grant to increase the numbers of Registered Nurses in Registered Nursing Shortage Areas. The funds are used to subsidize the SON in the education of the future Nursing Workforce.

D E TAI L S

D ESC RIP T ION

STUDENT AFFAIRS P I/PR OJ ECT D I R ECTO R Jill Tiemann-Gonzalez

Title: CA Campus Catalyst Fund Agency: California Catalyst Fund Award: $124,983

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To support undocumented students by creating a welcoming campus environment and community of practice dedicated to providing them and their families the services, information, resources, and support they need to succeed at Stan State and beyond.

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE // SECTION 4

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. COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES

COLLEGE OF EDUCATION, KINESIOLOGY AND SOCIAL WORK

Institute for Archaeological Research

Center for Portuguese Studies (in collaboration with the College of the Arts, Humanities and Social Sciences)

The Institute for Archaeological Research 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.

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.

Institute for Cultural Resources

COLLEGE OF SCIENCE

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.

Child Development Center

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.

The Child Development Center 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.

Center for Public Policy Studies The Center for Public Policy Studies at Stanislaus State is a non-profit, non-partisan 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.

BOOK OF TRENDS // 2017-2018 / 117

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SE CTIO N F IV E

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 55,000 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.

BOOK OF TRENDS // 2017-2018 / 119

University Advancement Performance Metrics: Philanthropic /Advancement Activity Annually, CSU Systemwide Advancement collects, analyzes, and reports fundraising performance metrics. Each of the 23 campuses is placed into one of three peer performance groups, which are determined by the number of individual donors, full-time professional fundraisers, and endowment market value. Stanislaus State is considered a Peer Group I campus along with 10 other campuses (Bakersfield; Channel Islands; Dominguez Hills; East Bay; Humboldt; Los Angeles; Maritime Academy; Monterey Bay; San Bernardino; and San Marcos). In 2016-17, Stanislaus State improved its philanthropic productivity among its peer group, moving from last up four positions to number seven.

The redirection of resources and a reorganization within University Advancement initiated at the inauguration of Dr. Ellen Junn’s presidency in 2016, have positioned Stanislaus State for continued improvement in all major philanthropic performance indicators, which include total dollars raised (44% increase over 16/17); alumni giving (81% increase over 16/17); and overall donor counts (69% increase over 16/17). In addition, the three-year average on fundraising return-on-investment (ROI) and costto-raise-a-dollar (CRD) are recovering: ROI increased from $1.99 to $2.69 (35% improvement) and CRD decreased from .50 cents to .37 cents (26% improvement).

TABLE 5.1 // Philanthropic/Advancement Activity Performance Metrics, 5-Year Trend PERFORMANCE INDICATOR 1. Total Gift Commitments 2013-14

2014-15

2015-16

2016-17

% C HA NGE

2017-18

1 Year

5 Year

Goal

$2,793,137

$1,877,075

$1,732,075

$1,907,075

$3,250,000

70.4

16.4

Actual1

$1,010,541

$2,088,417

$1,978,680

$3,773,462

$5,436,127

44.1

437.9

PERFORMANCE INDICATOR 2. Total Alumni Donors 2013-14 Goal Actual

2014-15

2015-16

2016-17

% C HA NGE

2017-18

1 Year

5 Year

500

700

338

395

843

113.4

68.6

176

352

351

766

1,384

80.7

686.4

PERFORMANCE INDICATOR 3. Total Individual Donors 2013-14 Goal

2014-15

2015-16

2016-17

% C HA NGE

2017-18

1 Year

5 Year

1,300

1,866

1,165

1,350

1,158

-14.2

-10.9

751

1,289

1,083

1,393

2,348

68.6

212.6

Actual1

PERFORMANCE INDICATOR 4. Endowment Growth

Actual

2013-14

2014-15

2015-16

2016-17

$11,953,585

$12,677,309

$11,638,407

$13,538,063

The goals for Stanislaus State’s University Advancement Division to diversify giving options, grow the University’s endowment and legacy giving, and improve the reputation and visibility of the University are continuing to serve the institution well in 2017-18 and will remain relevant in 2018-19, but with new objectives that align with the University’s recently adopted 8-year strategic plan, such as endowing the

1. Preliminary results

120 / STANISLAUS STATE // CSUSTAN.EDU

% C HA NGE

2017-18

1 Year

5 Year

N/A

Presidential Central Valley First Generation Scholars program; planning for a comprehensive campaign to align with the University’s 60th anniversary in 2020; and launching a Brand refresh that will enhance the University’s regional and national profile.

UNIVERSITY ADVANCEMENT // SECTION 5 FIG. 5.1 // Philanthropic/Advancement Activity Performance Metrics, 5-Year Trend

PERFORMANCE INDICATOR 1. TOTAL GIFT COMMITMENTS

1,384

$3.77M

$4M

$2.09M

$1.98M

$2M

1,000

766

500

352

351

2014-15

2015-16

$1.01M 176

$0M

2013-14

2014-15

2015-16

2016-17

2,500

1,289 1,083

1,250 751

625

2013-14

2014-15

2015-16

2016-17

2017-18

$15M

DOLLAR AMOUNT (IN MILLIONS)

1,393

2013-14

PERFORMANCE INDICATOR 4. ENDOWMENT GROWTH

2,348

1,875

2017-18

PERFORMANCE INDICATOR 3. TOTAL INDIVIDUAL DONORS

HEADCOUNT

1,500

$5.44M

HEADCOUNT

DOLLAR AMOUNT (IN MILLIONS)

$6M

PERFORMANCE INDICATOR 2. TOTAL ALUMNI DONORS

$13.54M

$11.95M

$11.64M

$11M

$9M

2017-18

$12.68M

$13M

2013-14

2014-15

2015-16

2016-17

2017-18

Highlights •

In 2017-18, the University received the largest cash gift from an individual, totaling $2.37 million in support of the Honors Program.

•

The University received a $1.6 million gift from a private foundation to establish a new Family Nurse Practitioner Master’s program.

•

The University also received a $300,000 ﬁrst-time gift from the Stanislaus Community Foundation, positioning the University as a viable partner in the region’s cradle-to-career initiative.

•

Preliminary results show that Stanislaus State has exceeded its 2017-18 philanthropic performance goals, including its gift commitment goal by 67%, number of alumni donors by 64%, and number of individual donors by 102%.

BOOK OF TRENDS // 2017-2018 / 121

California State University, Stanislaus Foundation Board1 OFFICERS CORPORATION PRESIDENT

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

TREASURER

Darrell Haydon Vice President/CFO, Business and Finance

CHAIR

Ellen Junn, Ph.D University President

SECRETARY

Sheila Carroll Secretary-Treasurer, Ross F. Carroll, Inc.

EXECUTIVE DIRECTOR

Michele Lahti. Ed.D Vice President, University Advancement

ASSISTANT CORPORATE SECRETARY

Justine Borba Executive Assistant, University Advancement

DIRECTORS Fred Bee (’01)

Stephen Gemperle

Daniel A. MacKenzie (’84)

Maria Stokman

President and Founder, Enterprise

President, Gemperle Enterprises

CEO and Founder, LegacyHarbor

Partner, Atherton and

Outsourcing Solution, Inc.

Associates, LLP Manmeet Grewal

Norik Naraghi

Dorothy Bizzini

President, Grewal

General Counsel,

Viji Sundar

Owner, Bizzini Investment, Inc.

RE Holdings, LLC

H. Naraghi Farms

Faculty Representative, Professor of Mathematics

James Brenda

Adrian Harrell (’98)

George Petrulakis

President and Founder, JKB

Chair, Alumni Advisory Council

Partner, Petrulakis Law

Matthew Swanson

Energy and JKB Living

President, New Bridge

& Advocacy, APC

President, Associated Feed

Management Brandon Demers

and Supply Co. Edwin Rizo

Student Representative, President,

Dan Huber

Associated Students, Inc.

Chief Operations Officer, Foster Farms, Inc.

Ryan Fitzpatrick

President, Rizo-Lopez Foods, Inc.

Robert Triebsch Founder and Senior Partner,

Roxanne Robbin

Triebsch and Frampton, APC

Faculty Representative, Chair,

Chief Operating Officer,

Michael Ireland, Jr.

Fitzpatrick Dealership Group,

President and CEO, Winton-

President, P&F Metals and

Valley Lexus and BMW

Ireland Strom & Green

California Mill Co.

Department of Art

Jim Vieira

Insurance Agency, Inc.

PAST PRESIDENTS Ivan Stinson

Patricia Griffin

Ron Emerzian

Dianne Gagos

Ernie Gemperle

Lee Hedgepeth (’75)

Connie Bird (’72)

Matthew Swanson

Michael Zagaris

Bill Ahlem

John Phillips

George Petrulakis

Robert Janzen

Dorothy Bizzini

Mark van Overbeek

Robert Triebsch

Norm Porges

Bill Mattos

William Ahlem

William Endsley

Ernie Gemperle

Robert Janzen

Carl Boyett

John Gallo

Patricia Griffin

Jane Evans Vilas

EMERITI

1. As of June 30, 2018

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UNIVERSITY ADVANCEMENT // SECTION 5

Alumni Advisory Council Adrian Harrell, ’98 Chair

Andrew Janz, J.D., ’06, ’09

Richard Ronten, ’70

Meredith Andre, ’11

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

Kristen Santos, Ed.D., ’91

Eustolio Calderon, ’08, ’12

Maryn Pitt, ’07

Marlene Stante, ’72

Paul Campbell, ’95

William Redford, Ed.D, ’99

Polly Vasche, ’75

Eileen Hamilton, ’88

MAP OF STANISLAUS STATE ALUMNI IN CALIFORNIA BY COUNTY, 1960 TO 2018 Del Norte 21

Siskiyou 32

Humboldt 57

Modoc 6

Highlights

Shasta 79

Trinity 6

Lassen 17

•

The unduplicated total of living alumni in the state of California is 46,306; this is 79.4% of the total alumni of record (58,321).1

Tehama 16

•

Plumas 10

Nearly 78% (35,931) of in-state alumni live in the University's 6-county service region, with the highest concentration in Stanislaus

Butte 90

Glenn 15

Mendocino 44

Colusa 9

Lake 35

Sonoma 209

Napa 79

San Francisco 192

Nevada 70

Yuba 26

Sutter 40

Sacramento 1372

Contra Costa 556

San Joaquin 8318

County. Over 61% of total alumni live in the 6-county region. •

Placer 316 El Dorado 162

Yolo 131

Solano 196 Marin 77

Sierra 2

Amador 102 Calaveras 471

majority live in or around the 6-county region, indicating that Stan State graduates tend to stay in the Central Valley. Alpine 4

Tuolumne 854 Mono 4

Alameda 741

Stanislaus 19856

San Mateo Santa 209 Clara Santa Cruz 758 237

While Stan State alumni live in every county in California, the

Mariposa 152 Madera 222

Merced 6280

Fresno 520

San Benito 152

Inyo 17

Monterey 333

Kings 60

Tulare 305

San Luis Obispo 218

Kern 180 San Bernardino 213 Santa Barbara 119 Ventura 182

SOURCE: Stanislaus State University Advancement (alumni addresses as of August 2018) NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps. 1. Total Alumni of Record per the 2017 Voluntary Support of Education Survey (Council for Aid to Education, 2018).

Los Angeles 741

Riverside 340

Orange 326

San Diego 507

Imperial 20

BOOK OF TRENDS // 2017-2018 / 123 Sources: Esri, USGS, NOAA

Highlights of Alumni Activity The Alumni Association continues to focus on engagement, regionally and throughout the state. In 2017-18 there were 23 alumni-focused events on and off campus, resulting in registration of over 1,000 alumni and friends. Those events included an Inaugural Alumni Week celebration, bringing alumni, students, faculty and staff together for events such as Warrior Wisdom panel events, All Class Reunion, Golden Grad Brunch, Toast to “Alumni of the Year”, in addition to the annual Homecoming activities. The Alumni Association expanded the opportunities for alumni to provide formal and informal networking to students through the Warrior Wisdom and Dinners for Warriors programming and partnerships with the Career and Professional Development Center.

124 / STANISLAUS STATE // CSUSTAN.EDU

With a commitment to supporting students and graduates, the Alumni Association secured an online platform to connect alumni mentors to students and recent graduates. Warrior Mentoring will launch in 2018-19. Stanislaus State alumni continue to be acknowledged for their professional achievements as leaders in the region, state and nationally. In 2017-18 Arleen Wallen and Brett Tate, were recognized in the Made in the CSU campaign as notable alumni in the Hospitality and Recreation industry. Vines, the Alumni Association’s sole fundraising event supports alumni programs, campus projects and student scholarships. In 2017-18, Vines supported Freshman Convocation, awarded 9 academic scholarships and supported alumni programming.

UNIVERSITY ADVANCEMENT // SECTION 5

Highlights of Communications and Public Affairs To increase regional visibility and increase Stan Stateâ&#x20AC;&#x2122;s position as a University of choice and distinction, thereby increasing the value of a Stan State degree, we have implemented a proactive media strategy.

national media, including 40 feature stories in the regional news media that were pitched directly to the media by our Communications and Public Affairs staff. The picture below is an example of some headlines from the 2017-18 academic year.

Our new approach has resulted in more than 300 stories about Stan State in the last year appearing in regional and

FIG. 5.2 // Selected Stan State Headlines, 2017-18

BOOK OF TRENDS // 2017-2018 / 125

S EC T I O N SIX

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.

126 / STANISLAUS STATE // CSUSTAN.EDU

BOOK OF TRENDS // 2017-2018 / 127

TABLE 6.1 // FTES Enrollment Targets and Actuals, 5-Year Trend

2013-14

2014-15

2015-16

2016-17

% C HA NGE

2017-18

1 Year

5 Year

Target FTES

6877

7077

7406

7552

7631

1.0

11.0

Actual FTES

7165

7375

7502

7992

8293

4.6

15.8

% Over Target

4.26

4.25

1.24

5.12

8.79

FIG. 6.1 // FTES Enrollment Targets and Actuals, 5-Year Trend 9,000

FTES

8,000

7,000

6,000

2012-13

2013-14

2015-16

2016-17

2017-18

YEAR

KEY:

ACTUAL FTES

TARGET FTES

Highlights •

Stanislaus has consistently exceeded its enrollment targets over the last five years, about 4.7% on average.

•

Over the past five years there has been steady growth in firsttime freshmen applications, while first-time transfer applications have remained steady. Transfer students are admitted in fall and spring semesters.

•

The CSU Chancellor's Office increased Stanislaus' 2015-16 target twice during summer 2015, with an original target of 7148 to a final target of 7406.

•

The Stanislaus campus is not impacted. The tools used to control enrollment is enforcing all requirements, dates, and deadlines.

TABLE 6.1 SOURCE: Stanislaus State Admissions Office TABLE 6.1 NOTES: The resident-only annualized FTES enrollment targets displayed are the final targets as set by the CSU Office of the Chancellor for each CSU campus. Actual FTES above may slightly differ from ERSS-reported FTES.

128 / STANISLAUS STATE // CSUSTAN.EDU

ENROLLMENT MANAGEMENT // SECTION 6 TABLE 6.2 // First-Time Freshman Applications, Admissions and Enrollment, 5-Year Trend % C HANGE Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017 1 Year

5 Year

Applied

5,804

6,265

7,081

7,618

8,069

5.9

39.0

Admitted

4,185

4,555

5,001

5,663

6,218

9.8

48.6

Enrolled

1,224

1,232

1,270

1,389

1,421

2.3

16.1

Admit Rate¹

72.1

72.7

70.6

74.3

77.1

2.7

5.0

Admit Yield/Admitted to Enrolled Rate²

29.2

27.0

25.4

24.5

22.9

-1.7

-6.4

Applicant Yield/Applied to Enrolled Rate³

21.1

19.7

17.9

18.2

17.6

-0.6

-3.5

FIG. 6.2 // First-Time Freshman Admission Yield Rates, 5-Year Trend 100

YIELD RATE

2013

2014

2015

2016

2017

FALL TERM

KEY:

% APPLICANTS ADMITED % APPLICANTS ENROLLED

% ADMITS ENROLLED

TABLE 6.2 SOURCE: CSU Enrollment Reporting System-Applications (ERSA); CSU Enrollment Reporting System-Student (ERSS) 1. Admit Rate/Applied to Admitted: Percent of applicants who were admitted. 2. Admit Yield/Admitted to Enrolled: Percent of admits who enrolled. 3. Applicant Yield/Applied to Enrolled: Percent of applicants who enrolled.

BOOK OF TRENDS // 2017-2018 / 129

TABLE 6.3 // First-Time Transfer Applications, Admissions and Enrollment, 5-Year Trend Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE 1 Year

5 Year

Applied

3,419

3,046

3,164

3,908

3,463

-11.4

1.3

Admitted

2,152

1,939

1,943

2,335

2,033

-12.9

-5.5

Enrolled

1,108

928

922

1,078

1,003

-7.0

-9.5

Admit Rate¹

62.9

63.7

61.4

59.7

58.7

-1.7

-6.7

Admit Yield/Admitted to Enrolled Rate²

51.5

47.9

47.5

46.2

49.3

6.7

-4.3

Applicant Yield/Applied to Enrolled Rate³

32.4

30.5

29.1

27.6

29.0

5.1

-10.5

FIG. 6.3 // First-Time Transfer Admission Yield Rates, 5-Year Trend 100

YIELD RATE

2013

2014

2015

2016

2017

FALL TERM

KEY:

% APPLICANTS ADMITED % APPLICANTS ENROLLED

% ADMITS ENROLLED

Highlights •

The number of first-time freshmen and first-time transfer applicants and admitted undergraduate applicants has increased over the last five years.

•

The rate as to which applicants enroll has dropped over last five years. Even though Stanislaus State had an increase in undergraduate enrollment, it has not been at the same rate as our applicants/admitted students.

•

The number of fall 2017 first-time transfer applications and admissions exclude redirected applicants (632 total). Redirected applicants are mostly ADT students who are typically place-bound and did not apply directly to Stanislaus but were redirected from an impacted CSU campus.

TABLE 6.3 SOURCE: CSU Enrollment Reporting System-Applications (ERSA); CSU Enrollment Reporting System-Student (ERSS) TABLE 6.3 NOTE: The fall 2017 first-time transfer enrollment headcount is 1,018 however the above table excludes 15 redirected applicants who enrolled at Stanislaus. 1. Admit Rate/Applied to Admitted: Percent of applicants who were admitted. 2. Admit Yield/Admitted to Enrolled: Percent of admits who enrolled. 3. Applicant Yield/Applied to Enrolled: Percent of applicants who enrolled.

130 / STANISLAUS STATE // CSUSTAN.EDU

ENROLLMENT MANAGEMENT // SECTION 6 TABLE 6.4 // First-Time Freshman Applications and Admissions with CSU Peer Institution Comparisons, Fall 2017 CS U CA MPUS 1

Applied

Admitted

Enrolled

% Admitted

% Enrolled

8,069

6,218

1,421

77.1

22.9

East Bay

15,962

11,820

1,420

74.1

12.0

San Francisco

34,524

24,327

4,323

70.5

17.8

8,885

5,429

1,431

61.1

26.4

Fresno

17,920

10,646

3,446

59.4

32.4

San Bernardino

15,637

8,934

2,517

57.1

28.2

Monterey Bay

13,112

6,976

926

53.2

13.3

STA NI S LAUS

Bakersfield

TABLE 6.5 // First-Time Undergraduate Transfer Applications and Admissions with CSU Peer Institution Comparisons, Fall 2017

CS U CA MPUS 1

Applied

Admitted

Enrolled

% Admitted

% Enrolled

East Bay

10,040

8,063

2,395

80.3

29.7

San Francisco

23,252

16,904

3,710

72.7

21.9

Monterey Bay

4,500

3,154

824

70.1

26.1

Bakersfield

6,776

4,656

997

68.7

21.4

STA NI S LAUS

4,095

2,665

1,018

65.1

38.2

Fresno

6,929

3,524

2,132

50.9

60.5

San Bernardino

8,982

4,864

2,335

54.2

48.0

Highlights •

Stanislaus State admits about two-thirds of its transfer applicants on average. While the Univerity is in the bottom half among its CSU peer group in terms of the percent of transfer applicants admitted, the University is in the top half in terms of its enrollment yield.

•

The majority of transfer applicants to Stanislaus State transfer from a community college in the local area.

TABLE 6.4 & 6.5 SOURCE: CSU Applications and Admissions Report, Retrieved from http://calstate.edu/as/stat_reports/2017-2018/apps_f2017_all.htm TABLE 6.4 & 6.5 NOTE: Total applications received include redirected applicants. Application counts are duplicated across campuses. 1. Sorted by % admitted

BOOK OF TRENDS // 2017-2018 / 131

TABLE 6.6 // Percentage of First-Time Freshman Applicants Exclusively Applying to Stanislaus with CSU Peer Institution Comparisons, Fall 2017

CS U CA MPUS 1

Exclusive Applicants

Fresno

Total Applicants

% Exclusive

2,953

17,595

16.8

STAN I S LAUS

879

7,973

11.0

Bakersfield

874

8,115

10.8

San Bernardino

1,554

15,397

10.1

San Francisco

1,902

33,382

5.7

Monterey Bay

594

13,002

4.6

East Bay

561

15,511

3.6

47,816

575,221

8.3

CS U TOTA L

TABLE 6.7 // Percentage of First-Time Transfer Applicants Exclusively Applying to Stanislaus with CSU Peer Institution Comparisons, Fall 2017

CSU CA MPUS 1

Exclusive Applicants

Total Applicants

% Exclusive

Fresno

3,216

7,055

45.6

San Bernardino

3,122

8,794

35.5

STAN IS LAUS

1,224

3,455

35.4

925

2,926

31.6

2,007

9,340

21.5

Monterey Bay

731

4,314

16.9

San Francisco

1,988

14,231

14.0

CSU TOTA L

50,222

256,070

19.6

Bakersfield East Bay

Highlights •

In comparison to our peers for new freshmen (Table 6.6), Stanislaus has the second largest percentage of exclusive applicants (11%). Only Fresno has a higher percentage of new freshmen exclusive applicants (16.8%).

•

In comparison to our peers in fall 2017, Stanislaus has the smallest number of total new freshmen applicants and the second smallest number of total transfer applicants (Table 6.7).

•

The percentage of freshman applicants that are exclusive (11%) is nearly 3 percentage points higher than the percentage of exclusive applicants for all campuses in the CSU (8.3%) (Table 6.6).

•

The percentage of exclusive transfer applicants for Stanislaus (35.4%) is significantly higher than the corresponding percentage for the CSU system overall (19.9%).

TABLE 6.6 & 6.7 SOURCE: CSU Fall 2017 Application Activity Data Packet (Dated January 23, 2018). Total applicants are those received during initial application filing period, October 1, 2016 November 30, 2016. 1. Sorted by % exclusive. Exclusive applicants are applicants who apply to only one CSU campus (during initial filing period).

132 / STANISLAUS STATE // CSUSTAN.EDU

ENROLLMENT MANAGEMENT // SECTION 6 MAP OF ON-CAMPUS RESIDENTS BY PERMANENT RESIDENCE LOCATION IN CALIFORNIA, FALL 2017

KEY: 1

Klamath

1 - 2 students 3 - 6 students 1

Eureka

Shasta

7 - 10 students 1

11 - 13 students

Red Bluff 1

Highlights Ukiah 1

1 1

Yuba City

•

As of fall 2017 there were a total of 606 oncampus housing residents, approximately 6% of the total student population and 7% of the total undergraduate student population.

•

A total of 589 on-campus housing residents have permanent addresses within California zip code boundaries.

1 1

1 2 2 2

South Lake Tahoe 1 11 2 2 1 Sacramento 1 12 1 1 1 1 1 Napa 1 1 10 1 2 1 2 1 1 4 2 5 2 2 2 5 67 Stockton 1 Sonora 1 11 1 21 3 25 2 13 11 5 2 2 3 4 1 1 Yosemite Valley 3 221 6 5 1 3 1 Hayward 2 3 Modesto 3 11 2 1 1 1 11 4 3 8Turlock 212 1 1 6 1 2 Merced 21 111 12San Jose 1 1 11 1 2 2 1 1 4 1 4 1 1 3 5 1 1 1 13 3 9 Fresno 12 1 1 131 1 1 1 1 1 1 61 3 1 1 1 2 Monterey 1 2 Visalia 4 1 11 1 King City 2 3 1 1 1 1 1 2 2 1 1 1

Bakersfield

San Luis Obispo 1

1 2

1 1

21 1

1 1 1

1 1

1 San Bernardino Los Angeles 2 2 1 4 1 1 1 1 1 11 1123 11 1 1 9 1 1 1 1 1 1 1 11 1 3 2 1 2 1 2 1 11 1 11 1 1 Palm Springs 3 1 11 1 2 1 1 1 11 1 1 1 1 1 1 1 1 12 1

Oceanside

2 11

1 1

San Diego

1 1 12 1 12 1 1 1 1

1Calexico

SOURCE: Stanislaus State Housing & Residential Life (Provided permanent addresses for all housing residents.) NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps.

BOOK OF TRENDS // 2017-2018 / 133

MAP OF STUDENT-ATHLETES BY PERMANENT RESIDENCE LOCATION IN CALIFORNIA, FALL 2017

Klamath

Highlights Eureka

•

As of fall 2017 there were a total of 288 student-athletes, 2.9% of the total student population.

•

A total of 214 student-athlete permanent addresses are within California Zip Code boundaries.

•

The geographic origin of student-athletes differs significantly from non-athletes: 59% of student-athletes are from outside the 6-county service region compared to 15% of non-athletes, and 8% of student-athletes are from out-ofstate compared to <1% of non-athletes (based on permanent address reported at time of application) (Source: CSU Enrollment Reporting System-Student (ERSS) data file).

Shasta 1

Red Bluff

Ukiah

Yuba City

1 2 1 1 South 1 11 1 3 1 3 12 1 3 1 5 1 1

Lake Tahoe

Sacramento

Napa 1

1 1 11

1 1

1 1 1 San 1 15

11 1 8

Sonora Yosemite Valley

3 3 1 1 264 2 3 1 3 3 4 11 1 1 2 29 3 11 1 1 Jose 3 1 1 2 1 2 Merced 1

Monterey

Fresno 1

King City

Visalia 1

Bakersfield 1 1 1

KEY:

1 1

1 - 2 students

1 11

Los Angeles 3 - 6 students 1

1 1

San Bernardino

1 1

Palm Springs

1 1

7 - 11 students

12 - 29 students

1 1 1

SOURCE: Stanislaus State Athletics Department (Provided permanent addresses for 233 student-athletes.) NOTE: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps.

134 / STANISLAUS STATE // CSUSTAN.EDU

Calexico

ENROLLMENT MANAGEMENT // SECTION 6 TABLE 6.8 // Undergraduate Cost of Attendance, 5-Year Trend

2013-14

WITH PA R ENTS

2016-17

2017-18

% CHANGE 1 Year

5 Year

$5,472

$5,742

4.9

Campus Fees

$1,192

$1,210

$1,232

$1,256

$1,296

3.2

8.7

Books and Supplies

$1,754

$1,760

$1,780

$1,500

$1,600

6.7

-8.8

Room and Board

$4,518

$4,599

$4,770

$4,968

$5,248

5.6

16.2

Transportation

$1,300

$1,350

$1,100

0.0

-15.4

Personal/Misc

$1,338

$1,365

$1,392

$1,416

$1,450

2.4

8.4

$15,574

$15,706

$15,996

$15,712

$16,436

4.6

5.5

State University Tuition Fees

$5,472

$5,742

4.9

Campus Fees

$1,192

$1,210

$1,232

$1,256

$1,296

3.2

8.7

Books and Supplies

$1,754

$1,760

$1,780

$1,500

$1,600

6.7

-8.8

$11,900

$9,200

$9,508

$9,482

$9,766

3.0

-17.9

$950

$980

$700

0.0

-26.3

$1,338

$1,365

$1,392

$1,416

$1,450

2.4

8.4

$22,606

$19,957

$20,364

$19,826

$20,554

3.7

-9.1

State University Tuition Fees

$5,472

$5,742

4.9

Campus Fees

$1,192

$1,210

$1,232

$1,256

$1,296

3.2

8.7

Books and Supplies

$1,754

$1,760

$1,780

$1,500

$1,600

6.7

-8.8

$11,200

$11,800

$11,500

$10,900

$11,900

9.2

6.3

Transportation

$1,300

$1,350

$1,100

0.0

-15.4

Personal/Misc

$1,338

$1,365

$1,392

$1,416

$1,450

2.4

8.4

$22,256

$22,907

$22,726

$21,644

$23,088

6.7

3.7

Room and Board Transportation Personal/Misc

TOTA L

O FF-CA MPUS

2015-16

State University Tuition Fees

TOTA L

O N-CA MPUS

2014-15

Room and Board

TOTA L

Highlights •

Cost of attendance (COA) has been steadily increasing over the last five years for students living off campus, with or without parents.

•

COA for students living on campus has fluctated over the last five years, and overall decreased by 9% due to most students living in rooms with three or more roommates and buying cheaper meal plans.

•

Overall there have been slight reductions in the estimated costs of books and supplies as well as transportration. 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. •

The State University tuition fees remained constant from 201314 to 2016-17. The Board of Trustees approved a tuition increase effective fall 2017. The absolute increase was $270 in 2017-18.

TABLE 6.8 SOURCE: Stanislaus State Financial Aid and Scholarship Office TABLE 6.8 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-aid-scholarship for more information, including estimated costs for credential and graduate students and tuition fees for non-CA residents.

BOOK OF TRENDS // 2017-2018 / 135

FIG. 6.8 // Undergraduate Cost of Attendance, 2017-18 5,742

5,742

1,296

5,248

1,296

Campus Fees

Tuition Fees

1,296

1,600

Tuition Fees

Campus Fees

Books & Supplies

5,742

Tuition Fees

16,436

With Parents

Room & Board

Campus Fees

1,600

20,554

Books & Supplies

On-Campus

9,766

1,100

Room & Board

700

1,100

Transportation

1,450

Transportation

1,450

Personal/Misc

Off-Campus

11,900

Room & Board

Transportation

23,088

Books & Supplies

Personal/Misc

TABLE 6.9A // Financial Aid Disbursed by Type of Aid, 5-Year Trend % C HA NGE

2012-13

2013-14

2014-15

2015-16

2016-17

Federal Grants

$20,237,624

$21,447,588

$22,822,261

$23,680,355

$24,722,062

4.4

22.2

State Grants

$13,514,645

$14,489,161

$16,791,249

$16,753,386

$18,511,501

10.5

37.0

Institutional Grants and Scholarships

$16,703,046

$17,007,624

$16,759,607

$17,143,766

$17,542,546

2.3

5.0

Athletic Grants

$652,516

$666,790

$680,275

$723,666

$711,601

-1.7

9.1

Noninstitutional Assistance

$622,174

$713,014

$753,256

$769,374

$798,128

3.7

28.3

Federal Student Loans and Federal Work Study

$36,874,159

$34,323,453

$32,601,600

$33,316,771

$32,681,237

-1.9

-11.4

TOTAL D O LLA R S DIS BU R S ED

$88,604,164

$88,647,630

$90,408,248

$92,387,318

$94,967,075

2.8

7.2

$19,366

$42,952

121.8

$92,406,684

$95,010,027

2.8

CA DREA M LOA N TOTAL W I T H CA D R EA M LOAN AM O U N TS

Highlights

1 Year

5 Year

•

Funding needs for Stanislaus State students have increased. In addition to enrollment growth, the number of students applying and receiving aid has grown.

•

The California Dream Loan Program is a subsidized loan program available to qualified applicants starting 2015-16; Dream Loan awards more than doubled the next year.

•

The largest growth has been in federal and state grants with nearly a 60% combined increase from 2012-13 to 2016-17.

TABLE 6.9A & 6.9B SOURCE: Stanislaus State Financial Aid and Scholarship Office TABLE 6.9A & 6.9B 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.

136 / STANISLAUS STATE // CSUSTAN.EDU

ENROLLMENT MANAGEMENT // SECTION 6 TABLE 6.9B // Financial Aid Disbursed by Program, 5-Year Trend 2012-13

PROGRAM

# OF STUD ENTS

2013-14

AMT AWARD ED

# OF STUD ENTS

2014-15

AM T AWAR DED

# OF ST U DENTS

2015-16

AM T AWAR DED

# OF ST U DENTS

2016-17

AM T AWAR DED

# OF ST U DEN TS

AMT AWA RD E D

773

$3,961,389

790

$4,027,018

827

$4,179,188

828

$4,209,469

854

$4,243,664

Cal Grant B Fees

1,407

$6,918,137

1,535

$7,557,071

1,701

$8,423,019

1,705

$8,289,438

1,873

$9,056,430

Cal Grant B Access

1,846

$2,494,229

2,086

$2,804,767

2,277

$3,443,513

2,311

$3,471,649

2,535

$3,803,753

Cal Grant A Teaching Credential Program (TCP)

$29,720

$18,251

$21,425

$12,696

$9,522

Cal Grant B TCP Fees

$29,360

$15,870

$22,218

$15,870

$32,057

Cal Grant B TCP Access

$6,810

$3,684

$4,120

$4,140

$8,976

$75,000

$62,500

$55,000

$62,500

$67,360

Federal Work Study (FWS)

163

$508,186

187

$658,661

162

$488,536

164

$539,358

170

$543,176

ED Doctorate Grant

$33,158

$33,353

$47,355

$49,261

$36,102

Educational Opportunity Grant (EOP)

$153,500

196

$144,100

207

$155,800

211

$155,900

203

$149,200

GRAD Business Grant (MBA)

$66,591

$53,750

$57,477

$47,328

$53,906

145

$1,380,762

141

$1,345,039

131

$1,158,838

115

$1,093,286

146

$1,243,427

$212,874

$251,685

$227,290

$132,784

$142,930

219

$1,981,359

193

$1,742,500

167

$1,399,551

222

$1,803,775

248

$1,989,694

Loans - Subsidized

3,403

$13,856,612

3,087

$12,350,054

3,079

$12,085,728

3,191

$12,645,987

3,298

$12,806,599

Loans - Unsubsidized

2,957

$18,837,566

2,785

$17,806,068

2,742

$17,057,864

2,757

$16,989,661

2,698

$15,807,571

$19,366

$42,952

Cal Grant A

CHAFEE Grant

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

Off-Campus Scholarship

411

$622,174

513

$713,014

511

$753,256

539

$769,374

553

$798,128

On-Campus Scholarship

474

$1,381,208

846

$1,560,787

938

$1,617,749

871

$1,623,381

1,044

$1,878,853

4,841

$19,863,921

5,085

$21,157,271

5,353

$22,461,211

5,584

$23,063,878

5,873

$24,077,171

$96,800

$169,446

$183,793

$111,920

$147,840

401

$186,703

430

$205,718

475

$223,456

524

$243,136

564

$259,147

3,184

$15,683,538

3,280

$15,844,733

3,275

$15,526,612

3,393

$15,958,992

3,443

$16,104,600

Student Support Services (SSS) Award

$37,567

$37,691

$34,889

$32,570

$31,486

TEACH Grant

$187,000

$84,599

$137,594

129

$373,341

152

$385,744

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

Unduplicated Student Headcount

TOTAL DOLLARS D ISBURSED

7,440

7,736

$88,604,164

8,317

$88,647,630

8,532

$90,408,248

9,061

$92,406,684

$95,010,027

BOOK OF TRENDS // 2017-2018 / 137

FIG. 6.9 // Financial Aid Disbursed by Type of Aid, 2016-17

34%

Federal Student Loans and FWS

26%

Federal Grants

$95,010,027

19%

State Grants

Total Dollars Disbursed

18%

Institutional Grants and Scholarships

2% Other

TABLE 6.10 // Percentage of All Undergraduates Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institution Comparisons, 2015-16

CSU CA MPUS 1

Any grant aid % RECEIVING AID

Pell grants

AVG AMT AWARD ED

% R EC EI VI NG AI D

Federal loans

AVG AM T AWAR DED

% R EC EI VI NG AI D

AVG AM T AWA RD E D

Bakersfield

$8,809

$4,540

6,033

San Bernardino

$8,623

$4,494

5,968

STAN IS LAUS

$8,236

$4,335

6,041

Fresno

$9,058

$4,674

5,907

Monterey Bay

$8,027

$4,507

5,061

East Bay

$8,068

$4,284

6,746

San Francisco

$8,167

$4,445

6,344

FIG. 6.9 NOTE: Other includes Athletic Grants, Noninstitutional Assistance, and CA Dream Loan awards. 1. Sorted by % receiving any grant aid.

138 / STANISLAUS STATE // CSUSTAN.EDU

ENROLLMENT MANAGEMENT // SECTION 6 TABLE 6.11 // Percentage of First-Time, Full-Time Freshmen Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institution Comparisons, 2015-16

CS U CA MPUS

Federal grants & scholarships % RECEIVING AID

State/local grants & scholarships

AVG AMT AWARD ED

% R EC EI VI NG AI D

Institutional grants & scholarships

AVG AM T AWAR DED

% R EC EI VI NG AI D

AVG AM T AWAR DED

Federal loans % R EC EI VI NG AI D

AVG A M T AWA RD E D

San Bernardino

$4,811

$2,472

$5,280

$4,442

Bakersfield

$4,923

$2,483

$5,256

$4,360

Fresno

$5,073

$2,375

$6,002

$4,485

STA NI S LAUS

$4,853

$2,460

$5,123

$4,711

East Bay

$5,074

$2,168

$5,251

$5,209

Monterey Bay

$5,225

$2,454

$5,370

$3,850

San Francisco

$4,998

$2,454

$5,493

$5,009

Highlights •

Eighty percent of the total undergraduate student population at Stanislaus State receive grant/scholarship aid, whereas a higher percentage of first-time freshmen receive grant/ scholarship aid (87%).

•

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. Conversely Stan State has a low percentage of federal loan recipients.

TABLE 6.10 & 6.11 SOURCE: IPEDS Data Center, Student Financial Aid (SFA) component TABLE 6.10 & 6.11 NOTES: Fall 2015 undergraduates and total 2015-16 aid year amounts. Any grant aid includes grant and scholarships awarded from the federal, state, or local government, the institution, or other sources. Federal grants includes Pell grants and other federal grants. Federal loans include loans awarded to students. 1. Sorted by % receiving federal grant and scholarships.

BOOK OF TRENDS // 2017-2018 / 139

Enrollment Managements Tools The Division of Strategic Planning, Enrollment Management and Innovation developed a variety of web-based interactive reports and dashboards during 2017-18 for enrollment management as well as University-wide purposes, for tracking •

Academic Unit Profile (AUP):

enrollment trends, course demand, and retention and graduation rates. Below are the most widely used web-based reports for enrollment management with a brief description of the report purpose and contents, followed by detailed summaries. •

The AUP captures relevant data on key aspects of each department. The data includes centrally collected information on instructional activities, students, degrees, faculty, finances, and other relevant information. •

Course Demand Analysis report: The course demand analysis provides data documenting demand for specific General Education courses offered by individual departments, including enrollment trends, waitlist trends, and number of students who still need to meet a specific GE requirement.

•

Induced Course Load Matrix (ICLM): The ICLM is a tool designed to assist those involved in managing programs. It is a multi-dimensional projection model that provides detailed forecasts of FTES targets by academic department, and is helpful in assessing the change in demand for FTES from specific departments based on the expected change in majors across the campus.

Retention and Graduation Dashboard: The Retention and Graduation dashboard was developed to assist with tracking retention and graduation rates for historical and current freshmen and transfer cohorts, and helps identify characteristics that may contribute to low rates.

•

Student Success Tracking or HIPs Dashboard: The Student Success Tracking Dashboard provides a threeyear trend of undergraduate student participation in High Impact Practices (HIPs), including participant demographic and academic outcomes.

•

Delaware Study of Instructional Costs: The Delaware Study dashboard provides the University with a variety of benchmarks comparing the institution’s disciplines with disciplines of participating institutions nationwide with the same Carnegie classification. The dashboard provides data aggregated at the college level and can be used for academic program review, in the development of new programs, and to justify new faculty hiring.

The interactive reports and dashboards are available at https://dwreports.csustan.edu/Reports/browse/; select the Institutional Research folder. University personnel who do not have access must complete a Security Request Form from the Office of Information Technology.

140 / STANISLAUS STATE // CSUSTAN.EDU

ENROLLMENT MANAGEMENT // SECTION 6 ACADEMIC UNIT PROFILE (AUP) The SPEMI division supports the University’s student success efforts by providing Academic Unit Profiles (AUP) capturing relevant data on key aspects of each department. The report includes centrally collected information on instructional activities, students, degrees, faculty, finances, and other relevant information. Future plans include expanding the profiles to capture space and facilities, and faculty research, scholarship and creative activity in supporting teaching excellence in the classroom. Another enhancement may include adding additional metrics like student-faculty ratios, part-time to tenure and tenure track faculty ratios, proportion of first-year students taught by tenure track faculty, and other ratios identified by academic units to be of importance to their program’s distinctiveness. The AUP is designed as a comprehensive repository for all centrally collected data in one place. The most significant advantage of having these profiles is that each individual user does not need to assemble tables from multiple sources, offices, on different topics that may collect

data at different points in time or with varying definitions. Through these profiles the University provides trends and analyses that can be used for such things as program reviews, preparing grant applications, making requests for adding new faculty, or enhancing other curricular and co-curricular activities, all in one place and in web-based drill-down formats. A seven-year trend is provided to correspond with the academic program review cycle. The AUP provides three levels of filters: 1) college, 2) department, and 3) program, and currently includes a high-level overview page (see Fig. 6.12); a more detailed summary page; and individual pages containing a minimum of seven year trends of faculty and staff counts and demographics, course enrollment and student credit hours, teaching activity, faculty course load, student enrollment counts and demographics, student preparedness, retention and graduation rates, and degrees and minors awarded.

FIG. 6.12 // Sample of AUP Overview Page

ACADEMIC UNIT PROFILE PROGRAM SUMMARY college

College of Science dept

Biological Sciences

Computer Science

Chemistry

No Department

Mathematics

Physics, Physical Scie…

Psychology and Child De…



Quick Facts Overview Enrollment

170 160

150

140

130

120

Fall 2013

Fall 2014

Fall 2015

Degrees Conferred

Fall 2016

Fall 2017

2012-13

Faculty Headcount Rank 20

Lecture

2014-15

2015-16

2016-17

Average Class Size

Tenured/Tenure Track

32.0 31.5

31.0

16 14

30.5

30.0

2013-14

2013

2014

2015

2016

2017

29.5

Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

BOOK OF TRENDS // 2017-2018 / 141

COURSE DEMAND ANALYSIS FOR GENERAL EDUCATION OFFERINGS The Induced Course Load Matrix (ICLM) described in this section helps academic departments predict the number of full-time equivalent students (FTES) expected or the number of seats in classrooms that are likely to fill in an upcoming semester. The course demand analysis complements the findings of the ICLM and provides data documenting demand for specific General Education courses offered by individual departments. Methodology for assessing demand for GE courses varies across departments and campuses. Any methodology that is adopted is likely to focus on a demand model that aims to maximize timely student graduation, campus efficiencies, instructional quality and cost effectiveness. In fall 2017, a group of staff in Enrollment Management, faculty fellows in the Provost’s Office and deans met to pool their knowledge about the needs of departments in estimating course demand. The input from this group was used to design a web-based dashboard with drill-down capabilities that could provide some of the needed information. The report’s functionality allows the user to select a term and GE area. For the selected GE area, the report displays a three-year enrollment trend for GE courses by student level, i.e., first year, sophomore, junior, senior and post-baccalaureate. The next section of the report displays a threeyear waitlist trend based on the selections. The waitlist count consists of students who have been waitlisted and not enrolled in any other section of the course. The final section of the report shows the number of currently enrolled students by level who still need to complete the selected GE requirement, regardless of term selected, based on past enrollment trends. Similar analysis is planned for courses in the major in the future. The current GE demand analysis is a prototype that can be enhanced with feedback from the campus community. Designing future reports could be informed by examining questions an academic department

142 / STANISLAUS STATE // CSUSTAN.EDU

chair may need to answer in understanding demand. Some common examples of such questions include the following: •

How do you know when to add new sections or turn down requests for additional sections? In this context, how are waitlists used? How are judgments about student faculty ratios made as being too high or low in individual disciplines and within course level by discipline? How does one factor in alternative course options for students, faculty availability, accreditation requirements, space, and funding? Additional considerations include examining whether the course is a GE or major requirement, capstone for graduation, or a prerequisite or offered concurrently in a rotation schedule.

•

When should courses be reduced or eliminated from the schedule?

•

How do you assess an unnecessary split in FTES over multiple semesters related to course sequencing or rotation?

Finally, any consideration of course demand on campus leads into an examination of scheduling and space planning. The Provost’s Office provides leadership for the university space planning committee with campus wide representation. Some early ideas for improving space efficiency and usage transparency arising from the group that worked on course demand have included suggestions for Enrollment Management to create lists of course sections that are off the grid or offered in primetime. These lists could spark conversations about establishing limits for peak demand periods and an assessment of the appropriateness of current peak-period offerings.

ENROLLMENT MANAGEMENT // SECTION 6 INDUCED COURSE LOAD MATRIX (ICLM) One of the most important aspects of managing instructional offerings in any academic department has do with planning for and offering the correct number and sequence of courses. The Induced Course Load Matrix or ICLM is a tool designed to assist those involved in managing programs. The process of determining need starts with an assessment of student demand for courses and the number of seats in courses by department’s majors and those fulfilling GE requirements. Assessing this need correctly is important for a number of reasons. It drives a complex set of activities associated with planning for staffing, budgets, space, and eventually the quality of degree programs. Final judgements about instructional need typically involve balancing information from a wide array of programmatic sources and overall campus/system directives. However, the ICLM is a helpful first step in systematically using historical data on enrollments and latest known assumptions on growth potential to predict instructional offerings for an upcoming semester. The Stanislaus State ICLM tool described here is a multidimensional projection model that provides detailed forecasts of FTES targets by academic department. It forecasts FTE targets for each academic department by the college associated with the students major. It is a helpful tool in assessing the change in demand for FTES from specific departments based on the expected change in its major across the campus. Forecasting in this model is based on the following: •

Projected proportion of overall increase by the office of Enrollment Management based on expectations relative to the Chancellor’s Office targets allotted to Stanislaus.

•

Census distribution of student FTEs in the prior similar term for various student types.

•

Enrollment of majors and non-majors in each college.

•

Most recent term Mean Unit Load (MUL).

FIG. 6.13 // Sample of ICLM Summary Page

ICLM FTES Enrollment Projections: 2018-19 Enrollment Head Count Projections Enrollment Status

Fall 2018

Spring 2019



Continuing

7319

8639

First-Time Freshman

1350

First-Time Transfer

1010

400

130

First-Time Graduates Returning Visitors Total

10134

8819

Fall 2018 Enrollment Projections Student College

Head Count CAHSS

CBA

2,611

Business Administration

1,631

341.29 788.01

College of Science

3,000

720.18

27.82

Education

2,012

398.90

1.58

1,068.81

881

411.31

5.33

24.76

10,134 3,632.70 834.33

1,323.21

No College Designated Total

1,761.02

COEKSW

Arts Humanities and Social Sci

11.59

COS

316.18 2,186.82

20.97

172.69 1,322.96

110.64 1,706.31 2,564.95 271.93 1,741.22 268.84

Head Count



CAHSS

CBA

710.24

2,735.9 8,526.19 5

Spring 2019 Enrollment Projections Student College

Total

98.03

COEKSW COS

Total

Arts Humanities and Social Sci

2290

1,641.76

10.34

75.74

Business Administration

1508

288.30 767.75

16.28

145.61 1,217.94

College of Science

2598

584.34

13.65

61.07

1,458.50 2,117.56

Education

1667

382.42

2.34

860.02

242.46 1,487.24

753

354.83

8.82

13.28

No College Designated Total

8819

260.49 1,988.33

226.12

603.05

3,251.65 802.90 1,026.39 2,333.18 7,414.12

This model distributes the total headcount and FTES targets provided by Enrollment Management to each college and the distribution is based on the following assumptions: •

Enrollment growth is predicted over last year’s similar term census headcount.

•

College targets take into account headcount and FTES for these student types: new freshman, new transfer, returning undergraduate, new graduates, returning and transitory students.

•

Enrollment in one college creates FTES in other colleges. Students take service courses as part of the GE program or as electives across the University. Projected FTES targets assigned to any area in this table reflect needs of majors and non-majors.

BOOK OF TRENDS // 2017-2018 / 143

RETENTION AND GRADUATION DASHBOARD The Retention and Graduation Dashboard was developed to assist with tracking retention and graduation rates for historical and current freshmen and transfer cohorts. This tool is particularly helpful in tracking the Universityâ&#x20AC;&#x2122;s progress toward achieving its Graduation Initiative (GI) 2025 goals and as such has been used mainly by members of the Graduation Rate Excellence and Assessment Teamâ&#x20AC;&#x2122;s (GREAT) workgroups. The dashboard is most useful in helping to identify particular characteristics that contribute to low retention and graduation rates and providing evidence to support new or existing programs and services to target those students.

The interactive web-based report enables users the capability of drilling down to cohort year(s), cohort type (i.e., freshmen, transfer), major at entry, current major/college, race/ethnicity, and/or gender. The interactive report displays a variety of demographic and academic data for the selected criteria, including student headcount and percentages by first-generation status, Pell eligibility, remediation status, admission status (e.g., regular, special), gender, race/ethnicity, URM status, and average GPA at entry and average SAT score. Further, the report displays annual fall-to-fall retention rates up to the fourth year, and cumulative graduation rates through the ninth year, based on the selection criteria.

FIG. 6.14 // Sample of Retention Rates & Graduation Dashboard, Retention Rates Page

144 / STANISLAUS STATE // CSUSTAN.EDU

ENROLLMENT MANAGEMENT // SECTION 6 STUDENT SUCCESS TRACKING/HIPS DASHBOARD The Student Success Tracking Dashboard provides a three-year trend of undergraduate student participation in High Impact Practices (HIPs), including participant demographic and academic outcomes. The dashboard was primarily developed for the University’s Graduation Rate Excellence and Assessment Team’s (GREAT) HIPs workgroup to assist with reporting of HIPs assessment outcomes to the GREAT Steering Committee. The dashboard design was completed spring 2018 and is awaiting approval from the GREAT Steering Committee and HIPs workgroup. There are various types of HIPs programs nationwide but Stanislaus State narrowed its evaluation efforts to five curricular and co-curricular programs based on recommendations from the University’s HIPs workgroup, primarily due to high participation rates as well as the ease of tracking/updating student participation on an on-going basis. The programs include:

The dashboard includes two sections:

Student Participation: The dashboard provides student participation counts in the selected HIPs program and comparison data for the three most recent academic years. This section also includes participants’ top 10 majors and distribution of participants by URM status, Pell eligibility, gender, and student level.

Program Comparison: The program comparison section includes a comparison of program participants’ average units attempted and earned, average GPA, and the average 1-year persistence rate in comparison to the overall undergraduate population, overall firstgeneration sub-population, and overall Pell eligible sub-population. The dashboard is most useful in identifying what HIPs programs have the greatest impact on student success to further assess why they are most effective.

1. Faculty Mentor Program (FMP) 2. Internships 3. Living-Learning Communities 4. Service Learning 5. Undergraudate Research

DELAWARE STUDY Stanislaus State participated in the Delaware Cost Study in 2017 and 2018 for the first time in several years. The Delaware Study dashboard provides campus users with data at the discipline level but also aggregated at the college level in an interactive report format. The Delaware Study offers participating institutions the ablity to collect and analyze data with comparable data of participating institutions nationwide with the same Carnegie classification. The unit of analysis in this study is discipline and not an administrative department. The Delaware Study is useful for a variety of purposes, including: •

Academic/accreditation program review

•

Faculty hiring/disparity

•

Chair key performance indicators

•

Dean dashboard

•

Identifying cost distortions in budget formulas

•

Developing new program/departments

Delware Study participants receive the following benchmarks: •

Full-Time Equivalent (FTE) students taught per FTE faculty

•

Direct Instructional expense per Student Credit Hours (SCH)

•

Total SCH per FTE Faculty

•

Total organized class section taught per faculty FTE

•

Separate budgeting research and service expenditures per tenuretrack and tenured FTE

More information about the Delaware Cost Study: The National Study of Instructional Costs & Productivity, can be found at: https://ire.udel.edu/ cost/.

BOOK OF TRENDS // 2017-2018 / 145

People think of education as something they can finish. - ISAAC ASIMOV

146 / STANISLAUS STATE // CSUSTAN.EDU

SE CTIO N SE V E N

Degrees Awarded and Retention & Graduation Rates

BOOK OF TRENDS // 2017-2018 / 147

TABLE 7.1 // Degrees Awarded by Degree Level and Gender, 5-Year Trend

BACH ELO R' S

GENDER

2012-13

•

5 Year

621

703

13.2

21.0

Female

1,040

1,119

1,046

1,208

1,303

7.9

25.3

1,621

1,707

1,591

1,829

2,006

9.7

23.8

Male

15.9

23.4

Female

239

162

265

214

219

2.3

-8.4

316

245

363

296

314

6.1

-0.6

Male

-16.7

150.0

Female

-18.2

50.0

-17.6

75.0

660

675

651

709

803

13.3

21.7

Male Female

1,285

1,296

1,316

1,433

1,531

6.8

19.1

1,945

1,971

1,967

2,142

2,334

9.0

20.0

Highlights

•

1 Year

545

GR AN D TOTA L

•

% C HA N GE

2016-17

588

Doctorate Total

GR AN D TOTA L

2015-16

581

Master's Total

DO CTOR ATE

2014-15

Male

Bachelor's Total

MASTER' S

2013-14

The total number of degrees awarded has been on an upward trend in the last five years as well as prior years, with the exception of a slight decrease in 201415. While fewer bachelor degrees were awarded, an increase in the number of master's degrees in that year compensated for it. As was seen in section two, a little more than one-third of the University’s student population is composed of male students. Similarly about one-third of degrees are awarded to males. Graduate degrees conferred to females decreased over this five year period by 17 (6.9% decrease), while graduate degrees conferred to males increased by 21 (26.6% increase). The total number of master's degrees awarded in the last year increased by over 6% however there was a slight decline compared to 2012-13 (-0.6).

FIG. 7.1 // Degrees Awarded by Degree Level, 5-Year Trend 2,500

2,000

# OF DEGREES

DE GR EE LEV EL

1,500

1,000

500

0 2012-13

2013-14

2014-15

2015-16

2016-17

COLLEGE YEAR

KEY:

BACHELOR'S

MASTER'S

DOCTORATE

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. Undergraduate students who complete a second major, i.e., double majors, at the same time are only counted once in their first/primary major, unless otherwise noted.

148 / 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

DEG R EE LEV EL BACHELO R' S

URM STAT U S

592

Non-URM

1,029 1,621

URM

Non-URM

GR A ND TOTA L

% CHANGE

2016-17

1 Year

5 Year

929

17.0

996

920

1,035

1,077

4.1

4.7

1,707

1,591

1,829

2,006

9.7

23.8

108

117

132

12.8

40.4

222

159

255

179

182

1.7

-18.0

316

245

363

296

314

6.1

-0.6

URM

-66.7

200.0

Non-URM

37.5

57.1

-17.6

75.0

687

807

781

920

1,064

15.7

54.9

URM Non-URM

711

2015-16 794

Doctorate Total

GR A ND TOTA L

2014-15 671

Master's Total

DO CTO R AT E

2013-14

URM

Bachelor's Total

M AST ER' S

2012-13

56.9

1,258

1,164

1,186

1,222

1,270

3.9

1.0

1,945

1,971

1,967

2,142

2,334

9.0

20.0

Highlights •

There was a signficant increase in the total number of degrees awarded to URM students over the last five years, from 687 in 2012-13 to 1,064 in 2016-17.

•

The increase in degrees awarded to URM students in 2016-17 was a major factor in the University's ability to close the URM graduation rate gap (see Table 7.13 for details).

•

URM graduates in 2016-17 accounted for 45.6% of total graduates. This is a significant increase from 2012-13 when URM graduates accounted for 35.3% of the total.

•

There was a moderate increase in the number of degrees awarded to URM students in the last year at nearly 16%. The one-year increase occurred at the bachelor's and master's level but not at the doctorate level.

TABLE 7.2 SOURCE: CSU Enrollment Reporting System-Degrees (ERSD) data files TABLE 7.2 NOTES: Traditionally Underrepresented Minority (URM) category includes students self-reported as American Indian/Alaskan Native, Black/African American, and Hispanic/Latino (a). Students who have a non-resident alien status are included in the Non-URM category regardless of their reported ethnicity. Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer though spring.

BOOK OF TRENDS // 2017-2018 / 149

MAP OF ALL DEGREE RECIPIENTS BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, WITH REGIONAL MEDIAN HOUSEHOLD INCOME, 2016-17

17 11 41

17 22

26 12

2 36

Escalon

51 Salida25 63 Riverbank 74 123 36 68 39 56 33 10016 244

Turlock

Patterson

29 Snelling

1 Mariposa

4 20 59 Livingston Atwater 57 66

Merced12

Gustine

3 Le Grand

28 6

10 Santa Nella Los Banos 6

El Portal

Waterford 2

20 Newman

Yosemite Valley Coulterville

118

2 Twain Harte

Sonora 11

20 18

Angels

Manteca

5 36

French Camp 15

Tracy

Murphys2

Strawberry

San Andreas 3

1 Lockeford 11 Lodi

Arnold

KEY:

â&#x20AC;¢ Students by Zip Code Centroid INCOME

$11,667.00 - $39,591.00

$39,591.01 - $60,521.00 $60,521.01 - $87,375.00 $87,375.01 - $175,480.00

Map 20: same as Map 3 but half page; All Degrees; Median Income as the gray-shading

Income $11,667.00 - $39,591.00 $39,591.01 - $60,521.00 $60,521.01 - $87,375.00 NOTES: For a list of map sources, see the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps. The median household income ranges are displayed for the 2016 Census Block Group boundaries-of$175,480.00 the six-county region. $87,375.01 Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

150 / STANISLAUS STATE // CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES // SECTION 7 TABLE 7.3 // Bachelor Degrees Awarded to First-Generation1 College Students, 5-Year Trend

2012-13

1ST G EN

2013-14

2014-15

2015-16

% C H ANGE

2016-17

1 Year

5 Year

1,095

1,172

1,132

1,326

1,473

11.1

34.5

67.6

68.7

71.2

72.5

73.4

1.2

8.6

% 1ST G EN Not 1st Gen/Unknown Total

526

535

459

503

533

6.0

1.3

1,621

1,707

1,591

1,829

2,006

9.7

23.8

Highlights •

•

Similar to the increase in URM degree recipients, the number of first-generation college students earning degrees has significantly increased over the last five years.

The percentage of first-generation undergraduate degree recipients is currently more consistent to the percentage of undergraduate students who are first-generation.

MAP OF GRADUATE DEGREE RECIPIENTS BY RESIDENCE LOCATION IN THE SIX-COUNTY SERVICE REGION, WITH REGIONAL DEGREE ATTAINMENT, 2016-17 2

Arnold Strawberry

San Andreas 1

Lockeford 2 Lodi 3 3

3 1 1

1 1

Twain Harte Sonora2 1

French Camp 3

Manteca

1 Angels

2 Tracy

Murphys

Salida5

4 7

Escalon

Yosemite Valley

6 10 Riverbank 7 25 2 3 6 3 16 2 40

Patterson

Turlock 3

Coulterville 1

6 Snelling Mariposa

26 4

1 13 Livingston Atwater 6 14

Gustine

Le Grand

KEY:

• Students by Zip Code Centroid

Santa Nella Los Banos 1

Merced2

Newman

El Portal

Waterford

Dos Palos

EDUCATION ATTAINMENT

0 - 205 206 - 576 577 - 1,524 1,525 - 3,323

Map 21: Same as Map 3 but half page; Masters/PostBac/Doctoral; Degree Attainment as the gray-shading TABLE 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) include students who reported their parent(s)/guardian(s) highest level of education as less than a four-year college degree. - B15003e25 EDUCATIONAL ATTAINMENT MAP NOTES: For a list of map sources, seeB15003e22 the Data Sources appendix. Visit csustan.edu/spemi for greater student data insights using web-based interactive maps. The education attainment counts represent the number adults 25POPULATION and over who hold a bachelor's degree or AND higher within the 2016 Census Block Group boundaries of the six-county region. FORofTHE 25 YEARS OVER:

Bachelor's degree or higher: Population 25 years and over -- (Estimate) BOOK OF TRENDS // 2017-2018 / 151

TABLE 7.4 // Degrees Awarded by College and Degree Level, 5-Year Trend

2012-13

2013-14

2014-15

2015-16

2016-17

% C HA NGE 1 Year

5 Year

CAH S S Bachelor's

608

Master's CAHSS Total

586

559

573

632

10.3

3.9

16.2

-41.1

681

650

615

610

675

10.7

-0.9

322

368

323

398

408

2.5

26.7

CBA Bachelor's Master's

12.2

-16.7

388

422

391

447

463

3.6

19.3

Bachelor's

212

229

200

263

309

17.5

45.8

Master's

143

103

197

168

184

9.5

28.7

-17.6

75.0

363

351

410

448

507

13.2

39.7

479

524

509

595

657

10.4

37.2

CBA Total

CO E K S W

Doctorate COEKSW Total

CO S Bachelor's Master's COS Total

-23.8

-5.9

513

548

551

637

689

8.2

34.3

1,621

1,707

1,591

1,829

2,006

9.7

23.8

316

245

363

296

314

6.1

-0.6

-17.6

75.0

1,945

1,971

1,967

2,142

2,334

9.0

20.0

GR AN D TOTA L Bachelor's Master's Doctorate

GRAN D TOTA L

Highlights •

•

The largest absolute increase in degrees awarded was in COS, overall and at the bachelor degree level, while the largest percentage increase was in COEKSW, overall and at the bachelor degree level as well. The number of degrees awarded in CAHSS decreased slightly over the five-year time period despite the fact the number increased by 10.7% in 2016-17 compared to the previous year. The college conferring the largest percentage of bachelor degrees in 201213 was CAHSS (37.5%), and by 2016-17 the largest percentage of bachelor degrees awarded was in COS (32.8%). In all colleges except for COEKSW, the number of graduate degrees conferred decreased over the last five years.

TABLE TABLE TABLE TABLE

FIG. 7.4 // Degrees Awarded by College, 2016-17

29.5% 689 COS

28.9% 675 CAHSS

2,334

21.7%

Degrees Awarded

507 COEKSW

19.8% 463 CBA

7.4, 7.5A, 7.5B, & 7.5C SOURCE: CSU Enrollment Reporting System-Degrees (ERSD) data files 7.4 & 7.5A NOTE: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. 7.5B NOTE: Annual unduplicated headcount of 2nd majors awarded, summer through spring. 7.5C NOTE: Annual headcount of 1st and 2nd majors awarded, summer through spring.

152 / STANISLAUS STATE // CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES // SECTION 7 TABLE 7.5A // Degrees Awarded by College, First Majors, 5-Year Trend

CO LLEG E

2012-13

2013-14

2014-15

2015-16

% C HANGE

2016-17

1 Year

5 Year

CAHSS

681

650

615

610

675

10.7

-0.9

CBA

388

422

391

447

463

3.6

19.3

COEKSW

363

351

410

448

507

13.2

39.7

COS

513

548

551

637

689

8.2

34.3

1,945

1,971

1,967

2,142

2,334

9.0

20.0

GR A ND TOTA L

TABLE 7.5B // Degrees Awarded by College, Second Majors, 5-Year Trend

CO LLEG E

2012-13

CAHSS

2013-14

2014-15

2015-16

% C HANGE

2016-17

1 Year

CBA

COEKSW

COS

-13.3

85.7

2.5

-2.4

GR A ND TOTA L

5 Year

0.0

-16.7

50.0

TABLE 7.5C: Degrees Awarded by College, First and Second Majors, 5-Year Trend

CO LLEG E

2012-13

2013-14

2014-15

2015-16

% C HANGE

2016-17

1 Year

5 Year

CAHSS

711

689

642

635

700

10.2

-1.5

CBA

391

426

395

447

463

3.6

18.4

COEKSW

365

353

411

448

510

13.8

39.7

GR A ND TOTA L

520

557

562

652

702

7.7

35.0

1,987

2,025

2,010

2,182

2,375

8.8

19.5

Highlights •

Over the last five years about 44 undergraduate students on average, approximately 2%, were second or double majors.

•

CAHSS has consistently awarded the most second majors, about 61% of the total in 2016-17.

•

The percent changes overall and by college with the inclusion of second majors is similar to first majors only due to the insignificant number of second majors.

FIG. 7.5 // Degrees Awarded by College, 1st and 2nd Majors, 5-Year Trend 2,500

2,000

# OF DEGREES

COS

1,500

1,000

500

0 2012-13

2013-14

2014-15

2015-16

2016-17

COLLEGE YEAR

KEY:

COS

COEKSW

CBA

CAHSS

BOOK OF TRENDS // 2017-2018 / 153

TABLE 7.6A // CAHSS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

2012-13

2013-14

2014-15

2015-16

% C HA NGE

2016-17

1 Year

5 Year

BACH ELO R' S Agriculture1

5.6

-20.8

Anthropology

7.7

40.0

Applied Leadership

Art

25.0

13.6

Communication Studies

-5.5

-11.5

123

166

141

150

175

16.7

42.3

71.4

33.3

20.5

-15.9

Criminal Justice Economics English Ethnic Studies French

100.0

Gender Studies

0.0

-66.7

Geography

-80.0

-90.5

History

-11.5

-52.1

Music

44.4

-18.8

100.0

50.0

Political Science

-26.1

-29.2

Social Sciences

-7.3

Sociology

103

116

138

19.0

40.8

Spanish

46.2

5.6

20.0

608

586

559

573

632

10.3

3.9

Criminal Justice

-25.0

-76.9

English

36.4

-44.4

History

-33.3

-63.6

0.0

-40.0

38.5

5.9

Master's Total

16.2

-41.1

TOTA L

681

650

615

610

675

10.7

-0.9

Philosophy

Theatre Arts Bachelor's Total

MASTER' S

Interdisciplinary Studies - HS Public Administration

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.

154 / STANISLAUS STATE // CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES // SECTION 7 TABLE 7.6B // CAHSS Second Majors by Degree Level and Degree Program, 5-Year Trend

2012-13

2013-14

2014-15

2015-16

% C HANGE

2016-17

1 Year

5 Year

BACHELO R' S Art

Communication Studies

Criminal Justice Economics

3 3

English

Music

Philosophy

0.0

100.0

-33.3

2 3

Social Sciences

Sociology

6 11

2 6

-66.7

0.0

-83.3

300.0

9.1

0.0

-16.7

2 30

100.0

Political Science

TOTA L

-50.0

History

Theatre Arts

Geography

Spanish

1 39

Highlights •

The majority of degrees awarded in CAHSS are at the bachelor's degree level, with less than one percent at the master's degree level. Public Administration and English awarded the most master's degrees within the college over the last five years.

•

The top undergraduate degrees awarded in CAHSS in 2016-17 include Criminal Justice (28) and Sociology (22). Both CJ and Sociology are among the top five bachelor's degrees awarded university-wide.

•

The large majority of second majors awarded on average over the last five years were CAHSS degrees, primarily Spanish degrees, followed by Sociology and Political Science.

TABLE 7.6A & 7.6B SOURCE: CSU Enrollment Reporting System-Degrees (ERSD) data files TABLE 7.6B NOTE: Annual unduplicated headcount of 2nd majors awarded, summer through spring.

BOOK OF TRENDS // 2017-2018 / 155

TABLE 7.7A // CBA Degrees Awarded by Degree Level and Degree Program, 5-Year Trend % C HA NGE 2012-13

2013-14

2014-15

2015-16

2016-17

1 Year

5 Year

BACH ELO R' S Business Administration Computer Information Systems

308

352

312

395

Special Major - BU

408

3.3

32.5

Bachelor's Total

322

368

323

398

408

2.5

26.7

Business Administration

21.7

-24.3

Business Administration: Executive MBA

-9.5

-32.1

60.0

12.2

-16.7

388

422

391

447

463

3.6

19.3

MASTER' S

Business Administration Online1 Business Administration: International Finance2

Master's Total

TOTAL

TABLE 7.7B // CBA Second Majors by Degree Level and Degree Program, 5-Year Trend

2012-13

2013-14

2014-15

2015-16

% C HA NGE

2016-17

1 Year

5 Year

BACH ELO R' S Business Administration

Computer Information Systems

TOTAL

Highlights •

The BS in Business Administration degree program has consistently awarded the most degrees - 20.3% of overall bachelor's degrees awarded in 2016-17. This is the only undergraduate degree program offered by CBA since the discontinuance of Computer Information Systems.

•

The number of undergraduate Business Administration degrees awarded since 2012-13 increased by 32.5%. As the University's largest degree program, the decrease in 2014-15 degrees awarded contributed to the decline in the overall bachelor's degrees awarded in that year.

1. The Online MBA (OMBA) self-support degree program was implemented 2012-13. 2. Discontinued Business Administration: International Finance (MSBA) self-support degree program.

156 / STANISLAUS STATE // CSUSTAN.EDU

•

In 2016-17, about 12% of the CBA's degrees awarded were MBAs, including the traditional state-supported program, the Executive MBA program, and the online MBA program.

DEGREES AWARDED AND RETENTION & GRADUATION RATES // SECTION 7 TABLE 7.8A // COEKSW Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

2012-13

2013-14

2014-15

2015-16

C HANGE

2016-17

1 Year

5 Year

BACHELO R' S Kinesiology

118

37.2

81.5

147

151

125

177

191

7.9

29.9

212

229

200

263

309

17.5

45.8

Education

125

112

118

5.4

35.6

Social Work

17.9

143

103

197

168

184

9.5

28.7

-17.6

75.0

-17.6

75.0

363

351

410

448

507

13.2

39.7

Liberal Studies Bachelor's Total

M AST ER' S

Master's Total

DO CTO R AT E Educational Leadership Doctorate Total

TOTA L

TABLE 7.8B // COEKSW Second Majors by Degree Level and Degree Program, 5-Year Trend

2012-13

2013-14

2014-15

2015-16

C HA NGE

2016-17

1 Year

5 Year

B ACHELO R' S Kinesiology

Liberal Studies

TOTA L

50.0

Highlights •

Liberal Studies is one of the University's top programs in terms of undergraduate degrees awarded, and accounts for about 10% of all undergraduate degrees awarded in 2016-17.

•

The number of COEKSW's bachelor's degrees awarded in both of its undergraduate programs have increased in the last five years, however the number of Kinesiology degrees awarded increased substantially at nearly 82% since 2012-13.

•

COEKSW is home to the University's only doctorate program, Educational Leadership, and two of the University's largest master's degree programs, including Education and Social Work with a combined total of 58.6% of total master's degrees awarded in 2016-17.

TABLE 7.7A, 7.7B, 7.8A, & 7.8B SOURCE: CSU Enrollment Reporting System-Degrees (ERSD) data files TABLE 7.7A & 7.8A NOTE: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. TABLE 7.7B & 7.8B NOTE: Annual unduplicated headcount of 2nd majors awarded, summer through spring.

BOOK OF TRENDS // 2017-2018 / 157

TABLE 7.9A // COS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

2012-13

2013-14

2014-15

2015-16

% C HA NG E

2016-17

1 Year

5 Year

BACH ELO R' S Biological Sciences Chemistry Child Development

103

102

12.1

13.3

-29.2

88.9

-4.8

8.1

-42.9

300.0

8.1

150.0

Cognitive Studies

Computer Science

Geology

-70.0

Mathematics

55.0

100

103

108

113

132

16.8

32.0

Nursing Physical Sciences

Physics Psychology Bachelor's Total

0.0

60.0

191

217

216

245

279

13.9

46.1

479

524

509

595

657

10.4

37.2

12.5

-18.2

MASTER' S Ecology and Sustainability Genetic Counseling Interdisciplinary Studies - NS

Nursing

Psychology

Master's Total

TOTAL

-50.0

-40.0

-23.1

53.8

-23.8

-5.9

513

548

551

637

689

8.2

34.3

TABLE 7.9B // COS Second Majors by Degree Level and Degree Program, 5-Year Trend

2012-13

2013-14

2014-15

2015-16

% C HA NGE

2016-17

1 Year

5 Year

BACH E LO R' S Chemistry

Child Development

Cognitive Studies

Computer Science

Mathematics

Nursing

0.0

Physics

Psychology

-23.1

100.0

TOTAL

-13.3

85.7

Highlights •

The top undergraduate degrees awarded in COS in 2016-17 include Psychology (42%), Nursing (20%), and Biological Sciences (16%). Psychology ranks second in the top five degrees awarded by program university-wide.

•

Psychology was the only master's program in COS to have a five-

158 / STANISLAUS STATE // CSUSTAN.EDU

year increase, and significant at nearly 54%. •

COS awards the second highest number of degrees to second majors on average, following CAHSS, and mostly to Psychology second majors.

DEGREES AWARDED AND RETENTION & GRADUATION RATES // SECTION 7 TABLE 7.10 // Self-Support Degrees Awarded by Degree Level, 5-Year Trend

2012-13

2013-14

2014-15

2015-16

2016-17

5-Year Total

% CHANGE 1 Year

5 Year

BACHELO R' S # of Self-Support Degrees

108

296

68.8

468.4

% of Bachelor's Total

1.2

3.3

3.1

3.5

5.4

3.3

1,621

1,707

1,591

1,829

2,006

8,754

9.7

23.8

201

5.9

-12.2

13.0

12.2

16.5

11.5

13.1

316

245

363

296

314

1,534

6.1

-0.6

0.0

-17.6

75.0

# of Self-Support Degrees

109

144

497

46.9

140.0

% O F G R A ND TOTAL

3.1

4.4

5.5

4.6

6.2

4.8

1,945

1,971

1,967

2,142

2,334

10,359

9.0

20.0

Bachelor's Total

M AST ER' S # of Self-Support Degrees % of Master's Total Master's Total

DO CTO R AT E # of Self-Support Degrees % of Doctorate Total Doctorate Total

GR A ND TOTA L

Grand Total

Highlights •

Extended Education coordinates five undergraduate programs (Criminal Justice, Health Science, Social Sciences, Online RN-BSN, and AS-BSN) and five graduate programs (Executive MBA, Online MBA, Genetic Counseling, MSW Hybrid, and Child Development). In general, program growth has occurred more rapidly and consistently at the undergraduate level; thus, the number of degrees awarded over this five-year period reflects this growth.

•

During this five-year period, new undergraduate programs and multiple cohorts at both the Stockton and Turlock campuses have been added. This has resulted in a significant increase in the number of bachelor’s degrees awarded. In 2016-17, 108 bachelor’s degrees were awarded, which is a 69% increase from the previous year.

•

Bachelor’s degrees awarded through Extended Education programs now account for 5% of the University’s total awarded, up from just 1% in 2012-13.

•

The number of graduate degrees awarded during this five-year period reflects a decrease of 12%. This decrease is mainly due

to fluctuations in cohort size. The MSW Hybrid program was added in fall 2015, with an initial class of 27 graduates that will be included in the 2017-18 year. The graduate program in Child Development was added in January 2017, with an initial class of 12 graduates that will be included in the 2017-18 and 2018-19 years. Thus, the number of degrees awarded reflects a one to two year lag from when a program is first implemented to the awarding of the degree. Future years will likely reflect significant increases in the number of master’s level degrees awarded through Extended Education programs. •

Master’s degrees awarded through Extended Education programs now account for 11.5% of the University’s total. This percentage will likely increase as the number of master’s programs, cohorts, and graduate students in Extended Education grows, coupled with the flat or declining graduate enrollments we are currently experiencing in our state-supported graduate programs.

TABLE 7.9A, 7.9B, & 7.10 SOURCE: CSU Enrollment Reporting System-Degrees (ERSD) data files TABLE 7.9A & 7.10 NOTE: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. TABLE 7.9B NOTE: Annual unduplicated headcount of 2nd majors awarded, summer through spring.

BOOK OF TRENDS // 2017-2018 / 159

TABLE 7.11 // First-Time Full-Time Freshman Retention and Graduation Rates Summary, Fall 2008-2017 Cohorts Entering First-Time Full-Time Freshman by Fall Cohort Fall 2008

Fall 2009

899

Fall 2010

798

998

Fall 2011 1,192

Fall 2012

Fall 2013

1,082

1,181

Fall 2014 1,198

Fall 2015 1,220

Fall 2016

Fall 2017

1,330

1,362

Retention Rates (%) by Cohort 1-YEAR Fall 2008

Fall 2009

82.6

Fall 2010

85.8

Fall 2011

87.0

82.6

Fall 2012

Fall 2013

87.4

84.8

Fall 2014 81.6

Fall 2015 85.1

Fall 2016 80.5

2-YEAR Fall 2008

Fall 2009

73.3

Fall 2010

75.7

Fall 2011

76.9

72.7

Fall 2012

Fall 2013

78.1

75.4

Fall 2014 74.2

Fall 2015 74.2

3-YEAR Fall 2008

Fall 2009

67.2

Fall 2010

69.7

Fall 2011

70.6

65.2

Fall 2012

Fall 2013

69.6

68.4

Fall 2014 68.4

Cumulative Graduation Rates (%) by Cohort 4-YEAR - G.I. METRIC Fall 2008

Fall 2009

14.8

Fall 2010

15.5

Fall 2011

15.6

11.5

Fall 2012

Fall 2013

14.4

18.6

5-YEAR Fall 2008

Fall 2009

41.8

Fall 2010

43.1

Fall 2011

44.6

39.3

Fall 2012 45.1

6-YEAR - G.I. METRIC Fall 2008

Fall 2009

Fall 2010

Fall 2011

53.4

54.9

57.2

52.8

Highlights •

The University's freshman one-year retention rate has fluctuated over the last decade but continues to remain over 80% - in other words about 8 in 10 first-time freshmen continue their second/ sophomore year. The two-year retention rate has also fluctuated and on average about 75% of students return for their third/junior year.

•

There was significant progress made in the most recent freshmen 4-year and 5-year graduation rates, with an increase of over four percentage points for the 4-year rate and almost six percentage points for the 5-year rate.

•

While the most recent freshman 6-year graduation rate declined by 4 percentage points, the increased 4- and 5-year graduation rates for the 2012 and 2013 cohorts indicate the potential for a significant increase in the 6-year graduation rates in the near future.

TABLE 7.11 SOURCE: Stanislaus State Office of Institutional Research, Retention and Graduation Dashboard, https://dwreports.csustan.edu/Reports TABLE 7.11 NOTE: The above rates are from the University's internal retention and graduation rates interactive report and there may be slight differences in comparison to the CSU systemwide reports. Graduation rates through 2017-18 (degree completions through summer 2018) will not be finalized by the CSU Chancellor's Office until sometime in November.

160 / STANISLAUS STATE // CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES // SECTION 7 TABLE 7.12 // First-Time Transfer Retention and Graduation Rates Summary, Fall 2008-2017 Cohorts Entering First-Time Transfers by Fall Cohort Fall 2008

Fall 2009

701

743

Fall 2010 889

Fall 2011

Fall 2012

1,008

Fall 2013

740

1,015

Fall 2014 858

Fall 2015 846

Fall 2016

Fall 2017

987

938

Retention Rates (%) by Cohort 1-YEAR Fall 2008

Fall 2009

84.6

84.1

Fall 2010 85.4

Fall 2011

Fall 2012

81.3

Fall 2013

85.8

87.4

Fall 2014 85.2

Fall 2015 85.3

Fall 2016 86.6

2-YEAR Fall 2008

Fall 2009

45.5

53.0

Fall 2010 49.8

Fall 2011

Fall 2012

50.0

Fall 2013

52.4

49.2

Fall 2014 47.4

Fall 2015 47.0

3-YEAR Fall 2008

Fall 2009

19.1

20.7

Fall 2010 17.7

Fall 2011

Fall 2012

17.8

Fall 2013

15.3

14.9

Fall 2014 13.2

Cumulative Graduation Rates (%) by Cohort 2-YEAR - G.I. METRIC Fall 2008

Fall 2009

30.8

26.6

Fall 2010 31.0

Fall 2011

Fall 2012

26.9

Fall 2013

30.0

32.3

Fall 2014 35.0

Fall 2015 35.9

3-YEAR Fall 2008

Fall 2009

56.2

55.9

Fall 2010

Fall 2011

Fall 2012

Fall 2013

60.5

56.2

65.1

65.3

Fall 2014 68.4

4-YEAR - G.I. METRIC Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

Fall 2013

65.9

69.0

72.8

67.2

75.8

75.3

Highlights •

The 3-year graduation rate for the 2014 cohort increased by three percentage points compared to the prior cohort, and the 2-year graduation rate for the 2015 cohort increased nearly one percentage point compared to the prior cohort.

•

The 4-year graduation rate for the 2013 cohort dropped slightly (-0.5 percentage points) compared to the prior cohort, nonetheless 3 out of 4 transfer students graduate within four years.

•

Similar to the 2011 freshmen cohort, the 2011 transfer cohort also experienced decreases in retention and graduation rates.

TABLE 7.12 SOURCE: Stanislaus State Office of Institutional Research, Retention and Graduation Dashboard, https://dwreports.csustan.edu/Reports TABLE 7.12 NOTES: The above rates are from the University's internal retention and graduation rates interactive report and there may be slight differences in comparison to the CSU systemwide reports. The transfer counts and retention and graduation rates are for the California Community College sophomore level and above transfer student subset; includes transfers enrolled full or part time at entry. Graduation rates through 2017-18 (degree completions through summer 2018) will not be finalized by the CSU Chancellor's Office until November.

BOOK OF TRENDS // 2017-2018 / 161

TABLE 7.13 // Graduation Initiative (GI) 2025 Metrics and Progress with CSU Peer Institution Comparisons, Through 2016-17 G R AD UAT ION RAT ES ( % ) 4 YR F T F CS U CA MPUS

6 YR FTF

Fall 2013 Cohort

Fall 2011 Cohort

P ERC ENTAGE P OINTS

2 YR T RA N

4 YR T RA N

U RM GA P

P ELL GAP

Fall 2015 Cohort

Fall 2013 Cohort

Fall 2011 Cohort

Monterey Bay

30.2

60.2

41.9

77.2

2.6

1.2

San Francisco

22.2

53.6

41.1

72.7

9.8

1.2

STAN I S LAUS

18.5

52.8

36.0

75.3

0.0

3.6

Bakersfield

16.2

40.9

36.7

69.7

2.3

3.0

Fresno

16.1

55.6

27.6

72.9

6.1

10.6

San Bernardino

13.9

54.2

36.8

76.6

5.1

3.7

East Bay

12.9

42.4

38.7

74.0

17.3

6.4

CS U TOTA L

22.6

59.2

35.1

75.3

12.2

10.6

P ROGRESS TOWA RD 2 02 5 GOA L CS U CA MPUS 1

4 YR F T F

6 YR F T F

2 YR T RA N

4 YR T RA N

U RM GA P

P ELL GAP

Fall 2013 Cohort

Fall 2011 Cohort

Fall 2015 Cohort

Fall 2013 Cohort

Fall 2011 Cohort

Monterey Bay

Good

San Francisco

Good

Moderate

Good

Moderate

Good

STAN I S LAUS

Good

Limited

Good

Moderate

Good

Moderate

Bakersfield

Limited

Good

Moderate

Fresno

Moderate

Good

Moderate

Good

San Bernardino

Good

Moderate

Good

Limited

Good

East Bay

Good

Limited

Good

Limited

Good

CS U TOTA L

Good

Moderate

Good

Moderate

Highlights •

Stanislaus State's fall 2013 freshman cohort achieved a 4-year graduation rate of 18.5% - over 4 percentage points higher than the fall 2012 cohort. This indicates that Stanislaus is making good progress toward its 2025 goal of 37%. The current 4-year rate is the third highest compared to Stanislaus' CSU comparison group.

•

Stanislaus' 2-year graduation rate for its fall 2015 transfer cohort increased over one percentage point - to 36% - compared to the prior cohort year. This is considered good progress toward achieving its 2025 goal of 45%. And with a 75.3% 4-year graduation rate for transfer students as of 2017, Stanislaus is making moderate progress toward its 2025 goal of 78%.

•

The Underrepresented Minority (URM) gap was closed for the fall 2011 freshmen cohort; a signficant decrease of over 6 percentage points compared to the prior cohort. According to the CSU's

graduation rate dashboard, over the past five years, the average gap between Stanislaus URM and non-URM 6-year graduation rates is 4.2 percentage points; the third smallest gap in the CSU system. •

Stanislaus has made good or moderate progress in five of the six GI metrics. Although the URM gap was closed for the fall 2011 freshman cohort, the overall 6-year graduation rate declined over 4 percentage points compared to the prior cohort year. A closer examination revealed this particular freshman cohort to have more risk factors than prior cohorts. Visit csustan.edu/great for additional information about the University's Graduation Rate Excellence and Assessment Team (GREAT) and its strategies to meet and maintain all of the GI 2025 goals, including but not limited to the HIPs dashboard and recently implemented Induced Course Load Matrix (ICLM).

TABLE 7.13 SOURCE: CSU Student Success Dashboard, Graduation Initiative 2025: Goal Trajectories, Retrieved from https://csusuccess.dashboards.calstate.edu/public/app/dashboard/goals/ forecasts.php TABLE 7.13 NOTES: Graduation rates reflect bachelor degree completion through summer 2017. Graduation rates through 2017-18 (degree completions through summer 2018) will not be finalized by the CSU Chancellor's Office until sometime in November. 1. Sorted by 4 YR FTF graduation rate

162 / 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%

19.3

18.5 15.6

GRADUATION RATE (%)

GOAL = 65%

57.9

57.2 54.9

BASELINE = 57.2%

53.3

52.8

14.3 BASELINE = 14.3%

11.5

10 2010-14

2011-15

2012-16

2013-17

2014-18

FIRST-TIME TRANSFER 2-YEAR GRADUATION RATE

2008-14

2009-15

2010-16

2011-17

FIRST-TIME TRANSFER 4-YEAR GRADUATION RATE

38.2

40 35.1

36.0 BASELINE = 35.1%

32.5 30.2

2012-14

2013-15

2014-16

2015-17

77.5

GRADUATION RATE (%)

GOAL = 45%

GOAL = 78%

BASELINE = 76.2% 76.2

72.7

75.3 67.8

2016-18

URM GAP 1

2010-14

2011-15

2012-16

2013-17

2014-18

PELL GAP 1

8.7

6.3 BASELINE = 6.3

5.0

3.0 2.0

2 0.0

PERCENTAGE POINTS

2012-18

6.5 3.6 2.4

3.0

1.6 BASELINE = 1.6 GOAL = 0

-0.5

GOAL = 0 -3.5

-2

-4.0 2008-14

2009-15

2010-16

2011-17

2012-18

2008-14

2009-15

2010-16

2011-17

2012-18

FIG. 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 (Actual graduation rates and equity gaps through 2017). Stanislaus State Office of Institutional Research (Projections through 2018 as of September 3, 2018; 2018 graduation rates will not be finalized by the CSU Chancellorâ&#x20AC;&#x2122;s Office until sometime in November). FIG. 7.14 NOTES: 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 // 2017-2018 / 163

TABLE 7.15 // Full-Time First-Time Freshmen (FTF) Student-Athlete Six-Year Graduation Rates, 5-Year Trend E N T ERING FA L L C OHORT Fall 2007

Fall 2008

Fall 2009

% C HA NGE

Fall 2010

Fall 2011

1 Year

5 Year

STU DE NT-ATHLET ES Entering Sub-Cohort

-9.1

15.4

Graduation Rate

69%

61%

64%

67%

50%

-25.4

-27.5

Four-Class Average1

55%

63%

61%

65%

60%

-7.7

9.1

Entering Cohort

910

899

798

998

1,192

19.4

31.0

Graduation Rate

52%

53%

55%

57%

53%

-7.0

1.9

Four-Class Average1

50%

51%

52%

54%

0.0

8.0

AL L FU LL-T I ME F TF

Highlights •

The student-athlete first-time freshmen fall 2007 to fall 2011 subcohorts ranged from 2.5 to 4.1% of the overall full-time first-time freshmen cohort, on average about 3.1% of the total.

•

The fall 2007 through the fall 2010 student-athlete sub-cohort's six-year graduation rates were consistently higher than the overall full-time first-time freshmen six-year graduation rates.

•

The student-athlete six-year graduation rate decreased by 25.4% in the most recent one-year period compared to a 7% decrease overall.

TABLE 7.15 SOURCE: Stanislaus State Office of Institutional Research, 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 student-athletes 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 three prior cohort years.

164 / STANISLAUS STATE // CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES // SECTION 7

BOOK OF TRENDS // 2017-2018 / 165

S EC T I O N EI GH T

Faculty and Staff “The support system here on campus is quite amazing. Professors and staff members really encouraged me to do well and always pointed me in the right direction to complete my goals even during difficult semesters.” - J O NATHA N SAR H AD I , M AST E R O F B U S I N E S S A D MI NI STR AT I O N , 2 01 8 STAN G R AD

166 / STANISLAUS STATE // CSUSTAN.EDU

BOOK OF TRENDS // 2017-2018 / 167

TABLE 8.1 // Employee Headcount by Primary Occupation, 5-Year Trend

Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE 1 Year

5 Year

Faculty

492

528

554

607

632

4.1

28.5

Staff2

487

517

526

539

567

5.2

16.4

GR AN D TOTA L 3

979

1,045

1,080

1,146

1,199

4.6

22.5

Highlights From 2013 through 2017, the number of employees increased by 22.5%, or 220 total.

•

The one-year staff increase of 5.2% compares evenly to the 4.1% faculty increase; however, the five-year staff increase of 16.4% is significantly lower than the 28.5% faculty increase.

1,500

1,200

HEADCOUNT

•

FIG. 8.1 // Employee Headcount by Primary Occupation, 5-Year Trend

900

600

300

0 2013

2014

2015

2016

2017

FALL TERM

KEY:

FACULTY

STAFF

TABLE 8.1 SOURCE: IPEDS Human Resources Surveys TABLE 8.1 NOTES: Employees on the payroll as of Nov. 1. 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. 3. Total employees exclude student employees, other intermittent or casual employees, and extension or summer session faculty.

168 / STANISLAUS STATE // CSUSTAN.EDU

FACULTY AND STAFF // SECTION 8 TABLE 8.2A // Employee Headcount by Primary Occupation and Full-Time and Part-Time Status with CSU Peer Institution Comparisons, Fall 2017 F U L L-T I M E CS U CA MPUS

Faculty

PA RT-T IM E Staff

Faculty

TOTA L

Staff

Fresno

777

1,069

698

2,568

STA NI S LAUS

320

524

312

1,185

San Francisco

842

1,438

848

159

3,287

Bakersfield

293

585

276

1,191

San Bernardino

470

1,028

511

2,041

East Bay

377

922

475

1,849

Monterey Bay

199

537

242

1,020

CS U TOTA L

13,103

24,023

13,755

1,282

52,163

TABLE 8.2B // Percentage of Employee Headcount by Primary Occupation and Full-Time and Part-Time Status with CSU Peer Institution Comparisons, Fall 2017 F U L L-T I M E CS U CA MPUS

Faculty

PA RT-T IM E Staff

Faculty

TOTA L

Staff

Fresno

30.3

41.6

27.2

0.9

100.0

STA NI S LAUS

27.0

44.2

26.3

2.4

100.0

San Francisco

25.6

43.7

25.8

4.8

100.0

Bakersfield

24.6

49.1

23.2

3.1

100.0

San Bernardino

23.0

50.4

25.0

1.6

100.0

East Bay

20.4

49.9

25.7

4.1

100.0

Monterey Bay

19.5

52.6

23.7

4.1

100.0

CS U TOTA L

25.1

46.1

26.4

2.5

100.0

Highlights •

Stanislaus has the second highest proportion of full-time faculty (27.0%) in comparison to its CSU peers, following Fresno at 30.3%.

•

Stanislaus has the second highest proportion of part-time faculty (26.3%) in comparison to its CSU peers, following Fresno at 27.2%. This percentage is consistent with the CSU overall.

TABLE 8.2A & 8.2B SOURCE: CSU Systemwide Human Resources, 2017 CSU Employee Profile, Retrieved from https://www2.calstate.edu/csu-system/faculty-staff/employee-profile/Documents/Fall2017CSUProfiles.pdf TABLE 8.2A & 8.2B NOTES: See definitions of faculty and staff on 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. The staff total differs from Table 8.1 due to additional exclusions within the part-time staff category. 1. Sorted by % Full-Time Faculty; Full-Time includes individuals employed 100% time; includes full-time employees on leave with pay. Part-Time includes employees whose assignments are less than 100% time.

BOOK OF TRENDS // 2017-2018 / 169

TABLE 8.3 // Faculty by Academic Rank, 5-Year Trend

Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

A BSO LU TE C H A NGE

% C HA NGE 1 Year

5 Year

TE N U RED /TENUR E-T R AC K FAC U LT Y Professor

138

136

134

140

141

0.7

2.2

Associate Professor

4.2

-18.0

-11

Assistant Professor

1.3

88.4

242

252

251

268

272

1.5

12.4

Lecturer

250

276

303

339

360

6.2

44.0

110

GR AN D TOTA L

492

528

554

607

632

4.1

28.5

140

Tenured/Tenure-Track Faculty Subtotal

N O N -T ENUR E TR ACK

•

The largest increase in tenured/tenure- track faculty was at the assistant professor level with an absolute increase of 38 and percentage increase of 88.4%. This reflects the hiring of new faculty to respond to the growth in our student body.

•

The number of lecturers increased the most by 110 over the last five years.

•

The number of associate professors decreased as the number of professors increased, reflecting the progression through the ranks by associate professors.

FIG. 8.3: Tenured/Tenure-Track Faculty by Academic Rank, 5-Year Trend 150

120

HEADCOUNT

Highlights

30 2013

2014

2015

2016

2017

FALL TERM

KEY:

PROFESSOR

ASSOCIATE PROFESSOR

ASSISTANT PROFESSOR

TABLE 8.3 SOURCE: IPEDS Human Resources Surveys TABLE 8.3 NOTE: Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches and counselors; also excludes extension or summer session faculty. Includes full- and part-time faculty.

170 / STANISLAUS STATE // CSUSTAN.EDU

FACULTY AND STAFF // SECTION 8 TABLE 8.4A // Full-Time Faculty by Academic Rank with CSU Peer Institution Comparisons, Fall 2017

CS U CA MPUS 1

Professor

Associate Professor

Assistant Professor

Tenured/TenureTrack Subtotal

Lecturer

All Full-Time

East Bay

120

122

318

377

San Francisco

334

207

171

712

130

842

San Bernardino

202

111

372

470

STA NI S LAUS

125

253

320

Fresno

226

122

231

579

198

777

Bakersfield

198

293

Monterey Bay

156

199

CS U TOTA L

4,804

2,311

3,157

10,272

2,831

13,103

TABLE 8.4B // Percentage of Full-Time Faculty by Academic Rank with CSU Peer Institution Comparisons, Fall 2017 CS U CA MPUS 1

Professor

Associate Professor

Assistant Professor

Tenured/TenureTrack Subtotal

Lecturer

All Full-Time

East Bay

31.8

20.2

32.4

84.4

15.6

100.0

San Francisco

39.7

24.6

20.3

84.6

15.4

100.0

San Bernardino

43.0

12.6

23.6

79.1

20.9

100.0

STA NI S LAUS

39.1

15.0

25.0

79.1

20.9

100.0

Fresno

29.1

15.7

29.7

74.5

25.5

100.0

Bakersfield

27.6

15.0

24.9

67.6

32.4

100.0

Monterey Bay

30.2

18.1

30.2

78.4

21.6

100.0

CS U TOTA L

36.7

17.6

24.1

78.4

21.6

100.0

Highlights •

Stanislaus ranks third among its CSU peer campuses in the percentage of full-time faculty who are professors at 39.1%, and over two percentage points higher than the CSU overall.

•

Stanislaus ranks third among its CSU peer campuses in the percentage of tenured/tenure-track full-time faculty, tied with San Bernardino at 79.1%, and 0.7 percentage points higher than the CSU overall.

TABLE 8.4A & 8.4B SOURCE: CSU Systemwide Human Resources, 2017 CSU Employee Profile, Retrieved from https://www2.calstate.edu/csu-system/faculty-staff/employee-profile/Documents/ Fall2017CSUProfiles.pdf TABLE 8.4A & 8.4B NOTES: Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches and counselors; also excludes extension or summer session faculty. 1. Sorted by % Tenured/Tenure-Track

BOOK OF TRENDS // 2017-2018 / 171

TABLE 8.5 // Tenure Density with CSU Peer Institution Comparisons, 5-Year Trend

CS U CA MPUS

Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

5 Year

San Francisco

63.7

63.6

63.0

62.9

61.9

-1.6

-2.8

STAN I S LAUS

64.6

62.9

61.6

60.7

60.4

-0.5

-6.5

San Bernardino

57.8

57.7

55.6

57.1

57.0

-0.2

-1.4

East Bay

60.4

60.2

56.0

58.2

56.6

-2.7

-6.3

Fresno

58.3

57.6

56.0

56.3

55.7

-1.1

-4.5

Bakersfield

58.5

56.0

54.0

55.4

51.9

-6.3

-11.3

Monterey Bay

42.4

38.6

44.2

50.7

14.7

19.6

CSU TOTA L

58.6

56.8

55.9

56.0

55.7

-0.5

-4.9

Highlights

•

100

The Stanislaus campus had the highest tenure density among its CSU peers in 2013, and the second highest in the last four years, most recently 60.4%, following San Francisco at 61.9%. Over the last five years there was a decrease in tenure density systemwide, and at Stanislaus and most of its CSU peer campuses, with the exception of Monterey Bay. Stanislaus had the same oneyear percent decrease as CSU systemwide (-0.5%).

PERCENTAGE

•

FIG. 8.5 // Tenure Density with CSU Peer Institution Comparisons, Fall 2017

0 San Francisco

STANISLAUS San Bernardino

East Bay

Fresno

Bakersfield

Monterey Bay

CAMPUS

TABLE 8.5 SOURCE: CSU Office of the Chancellor, Academic Human Resources, November 2017 TABLE 8.5 NOTES: FTE as of October 31 each year. Tenure density defined as 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 1. Sorted by Fall 2017 tenure density

172 / STANISLAUS STATE // CSUSTAN.EDU

FACULTY AND STAFF // SECTION 8 TABLE 8.6 // Faculty by Race/Ethnicity, 5-Year Trend

RACE/ET HNI CI TY

Fall 2013

American Indian/ Alaskan Native

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

% D ISTRIBUTION

5 Year

2013

2017

0.0

-50.0

0.8

0.3

Asian

7.8

38.0

10.2

10.9

Black/African American

44.4

116.7

2.4

4.1

Hispanic/Latino

-2.7

77.5

8.1

11.2

Native Hawaiian/ Pacific Islander

0.0

0.2

Two or More Races

16.7

40.0

1.0

1.1

25.8

50.0

5.3

6.2

White

354

371

381

412

417

1.2

17.8

72.0

66.0

GR A ND TOTA L

492

528

554

607

632

4.1

28.5

100.0

Unknown

Highlights •

The majority of faculty self-identify as White, currently 66%. However the distribution decreased six percentage points from 2013 to 2017, while the distribution of Black/African American faculty increased from 2.4% to 4.1%, and Hispanic/Latino faculty increased from 8.1 to 11.2%.

•

The largest percentage increase in the faculty headcount from 2013 to 2017 was in Black/African American staffing (116.7%) followed by Hispanic/Latino staffing (77.5%).

•

The percentage of minority faculty increased by five percentage points over the most recent five year period - from 21.7% in 2013 to 26.7% in 2017. This is a reflection of the University's efforts toward a more diverse employee population.

TABLE 8.7 // Faculty by Gender, 5-Year Trend

GEND ER

Fall 2013

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE 1 Year

% D ISTRIBUTION

5 Year

2013

2017

Female

242

268

282

302

328

8.6

35.5

49.2

61.4

Male

250

260

272

305

304

-0.3

21.6

50.8

38.6

GR A ND TOTA L

492

528

554

607

632

4.1

28.5

100.0

Highlights •

The number of female instructional faculty increased by 35.5% over the last five years, much more rapidly than males (21.6%).

•

The proportion of female faculty increased from 49.2% in 2013 to 61.4% in 2017. Given the higher rate of growth of female faculty, the proportion of faculty by gender is becoming closer to aligning itself with the proportion of students by gender.

TABLE 8.6 & 8.7 SOURCE: IPEDS Human Resources Surveys TABLE 8.6 & 8.7 NOTE: Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches and counselors; also excludes extension or summer session faculty. Includes full- and part-time faculty.

BOOK OF TRENDS // 2017-2018 / 173

TABLE 8.8 // Staff by Race/Ethnicity, 5-Year Trend

RACE /ET HNI CI TY American Indian/Alaskan Native

Fall 2013

Fall 2014

Fall 2015

Fall 2016

% C HA NGE

Fall 2017

1 Year

% D IST RI BUTION

5 Year

2013

2017

28.6

0.0

1.8

1.6

Asian

9.1

38.5

5.3

6.3

Black/African American

-5.0

4.1

3.4

Hispanic/Latino

111

112

124

131

5.6

35.1

19.9

23.1

0.0

0.2

Native Hawaiian/Pacific Islander Two or More Races

12.5

80.0

1.0

1.6

22.6

31.0

6.0

6.7

White

301

305

315

324

2.9

7.6

61.8

57.1

GR AN D TOTA L

487

517

526

539

567

5.2

16.4

100.0

Unknown

Highlights •

Over 57% of Stanislaus staff employees are White. While the number of White employees has gradually increased every year over the last five years, the proportion declined about five percentage points since 2013.

174 / STANISLAUS STATE // CSUSTAN.EDU

•

The percent of Hispanic/Latino staff increased from 19.9% to 23.1% from 2013 to 2017.

FACULTY AND STAFF // SECTION 8 TABLE 8.9 // Staff by Gender, 5-Year Trend % C HA NGE Fall 2013

Fall 2014

Fall 2015

Fall 2016

% D ISTRIBUTION

Fall 2017 1 Year

GEND ER

5 Year

2013

2017

Female

306

326

332

345

371

7.5

21.2

62.8

65.4

Male

181

191

194

196

1.0

8.3

37.2

34.6

GR A ND TOTA L

487

517

526

539

567

5.2

16.4

100.0

Highlights •

The growth rate over this time for female staff employees was 21.2% while for male staff it was 8.3%.

•

The distribution of female staff employees shifted over this time from 62.8% to 65.4%.

TABLE 8.8 & 8.9 SOURCE: IPEDS Human Resources Surveys TABLE 8.8 & 8.9 NOTES: Staff includes all employees who are not 'faculty' as previously defined. Include full- and part-time staff employees.

BOOK OF TRENDS // 2017-2018 / 175

176 / STANISLAUS STATE // CSUSTAN.EDU

SE CTIO N NINE

University Budget & Finance “Together we inform all that the Cal State University deserves sufficient resources to educate eligible Californians, to properly compensate all employees, and to continue our trajectory of improvement in student achievement and success…thereby fueling CA’s economy and society in the years and decades ahead.” -REM A RKS BY D R. T IM OT HY P. WH ITE , C HA NC EL LOR T HE CA L IF ORNIA STAT E U NIV ERSITY F U ND T HE D REA M RA L LY, A P RIL 4, 20 18

BOOK OF TRENDS // 2017-2018 / 177

TABLE 9.1 // Statement of Revenues, Expenditures and Changes in Net Position, 5-Year Trend FY 2013 A M OUN T

FY 2014 %

FY 2015

A M OUN T

AMOUNT

FY 2016 %

AMOUNT

FY 2017 %

AMOUNT

% CHANGE %

1 Year

5 Year

O P E RATI NG R EV ENUE S Student tuition and fees, net

$34,125,000

65.3

$35,330,000

66.2

$36,155,000

67.6

$38,517,000

69.3

$41,539,000

70.1

7.8

21.7

Federal

$3,377,000

6.5

$3,376,000

6.3

$2,861,000

5.3

$2,180,000

3.9

$1,656,000

2.8

-24.0

-51.0

State

$2,368,000

4.5

$2,534,000

4.7

$1,783,000

3.3

$1,741,000

3.1

$2,088,000

3.5

19.9

-11.8

Local

$876,000

1.7

$1,026,000

1.9

$1,198,000

2.2

$1,179,000

2.1

$1,403,000

2.4

19.0

60.2

$65,000

0.1

$593,000

1.1

$693,000

1.3

$996,000

1.8

$1,236,000

2.1

24.1

1801.5

Grants and contracts, noncapital:

Nongovernmental Sales and services of educational activities

$2,000

Sales and services of auxiliary enterprises, net

$6,079,000

11.6

$6,236,000

11.7

$6,616,000

12.4

$6,801,000

12.2

$6,806,000

11.5

0.1

12.0

Other operating revenues

$5,394,000

10.3

$4,302,000

8.1

$4,179,000

7.8

$4,151,000

7.5

$4,552,000

7.7

9.7

-15.6

$52,284,000

100

$53,397,000

100

$53,485,000

100

$55,565,000

100

$59,282,000

100

6.7

13.4

$46,002,000

32.7

$49,841,000

35.0

$51,828,000

35.1

$55,795,000

35.4

$66,693,000

37.2

19.5

45.0

Research

$989,000

0.7

$826,000

0.6

$1,069,000

0.7

$1,265,000

0.8

$1,092,000

0.6

-13.7

10.4

Public service

$752,000

0.5

$947,000

0.7

$1,221,000

0.8

$1,154,000

0.7

$(867,000)

-0.5

-175.1

-215.3

Academic support

$12,391,000

8.8

$12,830,000

9.0

$13,113,000

8.9

$12,041,000

7.6

$13,896,000

7.7

15.4

12.1

Student services

$15,432,000

11.0

$15,829,000

11.1

$17,238,000

11.7

$17,801,000

11.3

$19,378,000

10.8

8.9

25.6

Institutional support

$12,198,000

8.7

$12,683,000

8.9

$13,509,000

9.1

$15,546,000

9.9

$19,506,000

10.9

25.5

59.9

$9,827,000

7.0

1$2,678,000

8.9

$11,172,000

7.6

$14,786,000

9.4

$16,224,000

9.0

9.7

65.1

Student grants and scholarships

$20,721,000

14.7

$23,105,000

16.2

$25,090,000

17.0

$26,105,000

16.6

$28,191,000

15.7

8.0

36.1

Auxiliary enterprise expenses

$7,670,000

5.4

$5,626,000

4.0

$5,254,000

3.6

$4,662,000

3.0

$6,081,000

3.4

30.4

-20.7

$14,898,000

10.6

$8,000,000

5.6

$8,161,000

5.5

$8,333,000

5.3

$9,156,000

5.1

9.9

-38.5

$140,880,000

100

$142,365,000

100

$147,655,000

100

$157,488,000

100

$179,350,000

100

13.9

27.3

Total operating revenues

O P E RATI NG EX PENS E S Instruction

Operation and maintenance of plant

Depreciation and amortization Total operating expenses

N O N OPER ATI NG R EV E N U E S ( E XP E N S E S ) State appropriations, noncapital

$46,024,000

55.3

$51,643,000

56.2

$55,097,000

56.0

$58,737,000

53.4

$64,205,000

54.5

9.3

39.5

Federal financial aid grants, noncapital

$20,666,000

24.8

$22,050,000

24.0

$23,250,000

23.6

$24,248,000

22.1

$25,293,000

21.5

4.3

22.4

178 / STANISLAUS STATE // CSUSTAN.EDU

UNIVERSITY BUDGET AND FINANCE // SECTION 9 TABLE 9.1 // Statement of Revenues, Expenditures and Changes in Net Position, 5-Year Trend (continued) FY 2013

State financial aid grants, noncapital

FY 2014

A M OUN T

$13,409,000

16.1

FY 2015

A M OUN T

$14,424,000

15.7

AMOUNT $16,693,000

FY 2016 %

AMOUNT

17.0

$16,724,000

FY 2017 % 15.2

Local financial aid grants, noncapital Nongovernmental and other financial aid grants, noncapital

$18,512,000

15.7

1 Year 10.7

5 Year 38.1

$2,000

0.0

$(2,000)

0.0

$(3,000)

0.0

Other federal nonoperating grants, noncapital

Gifts, noncapital

AMOUNT

% CHANGE

$2,000

0.0

$1,849,000

2.2

$1,028,000

1.1

$1,930,000

2.0

$1,261,000

1.1

$2,902,000

2.5

130.1

56.9

Investment income, net

$511,000

0.6

$2,339,000

2.5

$417,000

0.4

$434,000

0.4

$784,000

0.7

80.6

53.4

Endowment income, net

$834,000

1.0

0.0

$1,135,000

1.0

$(2,256,000)

-2.7

$(1,940,000)

-2.1

$(1,878,000)

-1.9

$(1,848,000)

-1.7

$(1,525,000)

-1.3

-17.5

-32.4

Other nonoperating revenues (expenses)

$2,195,000

2.6

$2,336,000

2.5

$2,827,000

2.9

$10,340,000

9.4

6,406,000

5.4

-38.0

191.8

Net nonoperating revenues (expenses)

$83,234,000

100

$91,878,000

100

$98,333,000

100

$109,896,000

100

$117,714,000

100

7.1

41.4

State appropriations, capital

$1,757,000

84.8

$1,000,000

83.2

$780,000

99.9

-22.0

-55.6

$316,000

15.2

$202,000

16.8

$1,000

0.1

-99.5

-99.7

-3.0

-117.1

-52.2

20.4

-68.0

Interest expense

Grants and gifts, capital

0.0

Additions (reductions) to permanent endowments Increase (decrease) in net position

36.1

$(3,289,000)

-2.0

$2,910,000

1.7

$4,163,000

9.3

$9,175,000

17.0

$(1,573,000)

N ET PO S I TI O N Net position at beginning of year, as previously reported

$169,271,000

$168,892,000

$165,982,000

Restatements Net position at beginning of year, as restated

NET POSITION AT E ND OF Y EAR

$54,105,000

$44,930,000

$(128,125,000)*

$169,271,000

102.0

$165,982,000

98.3

$40,767,000

90.7

$44,930,000

83.0

$54,105,000

103.0

20.4

-68.0

$165,982,000

100

$168,892,000

100

$44,930,000

100

$54,105,000

100

$52,532,000

100

-2.9

-68.4

Highlights •

As a direct result of Stanislaus State's enrollment increases, net revenue from student tuition and fees increased 21.7% from fiscal year 2013 to 2017.

•

The large majority of Stanislaus' operating revenues is generated from student tuition and fees, and increasingly so from 65.3% in 2013 to 70.1% in 2017.

•

Revenue from grants and contracts overall decreased in the five years displayed, mainly due to decreases at the federal and state level. However there was a significant increase in local government grants and contracts (60%), and nongovernmental grants and contracts increased substantially from $65,000 to over $1.23 million.

TABLE 9.1 SOURCE: CSU Office of the Chancellor, Financial Services, Retrieved from http://www.calstate.edu/financialservices/resources/auditedstatements/financial_statements.shtml TABLE 9.1 NOTES: *Adoption of New Accounting Pronouncements for GASB Statement No. 68, Accounting and Financial Reporting for Pensions and GASB Statement No. 71, Pension Transition for Contributions Made Subsequent to the Measurement Date (ammendment of GASB Statement No. 68)

BOOK OF TRENDS // 2017-2018 / 179

FIG. 9.1 // Percentage of Student Tuition and Fees of Total Operating Revenues, 5-Year Trend

100

PERCENTAGE

2013

2014

2015

2016

2017

FISCAL YEAR

TABLE 9.2 // Percentage of Instructional Expenditures of Total Expenditures with CSU Peer Institution Comparisons, 5-Year Trend

CSU CAMPUS 1

FY 2013

FY 2014

FY 2015

FY 2016

PERCENTAGE POINT DIFF

FY 2017

1 Year

5 Year

STANISLAUS

32.7

35.0

35.1

35.4

37.2

1.8

4.5

San Francisco

33.8

33.6

34.9

34.5

37.1

2.6

3.3

San Bernardino

28.7

30.5

30.6

30.2

31.7

1.5

3.0

East Bay

31.1

30.8

30.1

30.3

0.2

-0.8

Fresno

29.6

29.7

30.2

28.5

28.4

-0.1

-1.2

Bakersfield

28.0

28.2

27.9

27.0

26.1

-0.9

-1.9

Monterey Bay

21.8

22.6

23.8

23.1

25.5

2.4

3.7

Highlights •

In the last four fiscal years, Stanislaus has consistently had the highest percentage of instructional expenditures in comparison to its CSU peer group.

180 / STANISLAUS STATE // CSUSTAN.EDU

•

The percentage of Stanislaus' instructional expenditures has gradually increased every year; 1.8% in the most recent year and 4.5% in the last five years.

UNIVERSITY BUDGET AND FINANCE // SECTION 9 TABLE 9.3 // Percentage of Student Grants and Scholarship Expenditures of Total Expenditures with CSU Peer Institution Comparisons, 5-Year Trend

FY 2013

CSU CAMPUS 1

FY 2014

FY 2015

FY 2016

PERCENTAGE POINT DIFF

FY 2017

1 Year

5 Year

Bakersfield

15.1

14.0

15.7

15.6

15.8

0.2

0.7

STANISLAUS

14.7

16.2

17.0

16.6

15.7

-0.9

1.0

Fresno

13.5

14.0

14.8

14.5

13.3

-1.2

-0.2

San Bernardino

20.3

15.0

12.2

13.0

12.8

-0.2

-7.5

San Francisco

14.1

12.9

10.5

10.2

9.0

-1.2

-5.1

Monterey Bay

7.6

9.9

9.0

7.9

8.4

0.5

0.8

East Bay

7.9

8.1

8.0

7.3

7.8

0.5

-0.1

Highlights •

In the last five fiscal years, Stanislaus has had one of the highest percentages of student grants and scholarships in comparison to its CSU peer group.

•

The percentage of Stanislaus' grants and scholarship expenditures had a slight decrease in the last year but increased by 1% over the last five years.

FIG. 9.4 // Percent Distribution of Core Revenues by Source with CSU Peer Institution Comparisons, Fiscal Year 2016 KEY:

STA N I S L AU S

TUITION AND FEES STATE APPROPRIATIONS

San Francisco

GOVERNMENT GRANTS AND CONTRACTS PRIVATE GIFTS, GRANTS, AND CONTRACTS

San Bernardino

INVESTMENT RETURN

Monterey Bay

OTHER CORE REVENUES

Fresno East Bay Bakersfield 0

100

TABLE 9.2 & 9.3 SOURCE: CSU Office of the Chancellor, Financial Services, Retrieved from http://www.calstate.edu/financialservices/resources/auditedstatements/financial_statements.shtml TABLE 9.2 NOTE: Percentage equals the expenditures for Instruction for the fiscal year divided by total expenditures. TABLE 9.3 NOTE: Percentage equals the expenditures for grants, scholarships and fellowships divided by total expenditures. 1. Sorted by FY 2017 percentage FIG. 9.4 SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Data System (IPEDS): Spring 2017, Finance component.

BOOK OF TRENDS // 2017-2018 / 181

TABLE 9.5 // Extended Education Fee Revenue with CSU Peer Institution and CSU Total Comparisons, 3-Year Trend

Fund Balance at 6/30/2015

Fund Balance at 6/30/2016

Fund Balance at 6/30/2017

CSU CAMPUS 1

% C HA NGE 2015 to 2016

% of CSU System 2017

2016 to 2017

Bakersfield

$2,808,451

$3,190,895

$3,183,118

13.6

-0.2

0.8

Fresno

$8,063,903

$8,855,812

$9,413,944

9.8

6.3

2.5

STANISLAUS

$8,786,898

$7,862,155

$9,820,517

-10.5

24.9

2.6

Monterey Bay

$9,264,557

$8,937,930

$11,006,295

-3.5

23.1

2.9

San Francisco

$15,605,616

$13,955,115

$14,325,082

-10.6

2.7

3.8

San Bernardino

$10,802,961

$17,983,365

$18,610,199

66.5

3.5

4.9

East Bay

$24,730,807

$24,364,165

$25,694,749

-1.5

5.5

6.7

$376,595,702

$374,975,580

$381,778,143

-0.4

1.8

100.0

CSU TOTAL

Highlights •

The majority of Stanislaus State's Extended Education fee revenue is derived from enrollment fees for: 1) degree programs, 2) summer session, 3) winter session, and 4) Open University. Changes in annual fees may stem from new or discontinued degree programs and cohorts, as well as enrollment flucuations. The 25% increase from end of fiscal year 2016 to end of year 2017 is mainly a result of two new program launches, including the MA in Interdisciplinary Studies with a concentration in Child Development and the Online RN-BSN program.

•

Fluctuations in Stanislaus State's annual revenue over the last three years can also be attributed to an accounting change in how Summer Session revenue is reported.

•

Stanislaus State accounts for 2.6% of total CSU system extended education fees. This percentage compares favorably with Bakersfield, Fresno, and Monterey Bay; however, Stanislaus lags behind East Bay, San Francisco, and San Bernardino, which are larger institutions.

TABLE 9.5 SOURCE: CSU Office of the Chancellor, Extended Education, Annual Report of all Revenue Sources/Annual Variance Report of the Extended Ed Fee Revenue (FIRMS 201506, 201606 and 201706 - SCO Funds 0948-441/442/443/444. Excluding Transfer-In Accounts. Revenue Source: Continuing Education Fees only (GAAP Object 502)). TABLE 9.5 NOTE: Year-end balances rounded to nearest whole dollar. 1. Sorted by 6/30/2017 fund balance

182 / STANISLAUS STATE // CSUSTAN.EDU

UNIVERSITY BUDGET AND FINANCE // SECTION 9 TABLE 9.6 // Extended Education Reserves (Fund Balances) with CSU Peer Institution and CSU Total Comparisons, 3-Year Trend

Fund Balance at 6/30/2015

Fund Balance at 6/30/2016

Fund Balance at 6/30/2017

CSU CAMPUS 1

% C HA NGE 2015 to 2016

% of CSU System 2017

2016 to 2017

Monterey Bay

$1,242,372

$522,999

$1,161,197

-57.9

122.0

0.5

San Francisco

$8,382,210

$3,218,658

$3,624,917

-61.6

12.6

1.6

Bakersfield

$3,945,340

$4,038,063

$3,934,839

2.4

-2.6

1.7

STANISLAUS

$6,458,806

$6,942,033

$8,304,548

7.5

19.6

3.6

Fresno

$8,535,446

$10,164,785

$10,348,303

19.1

1.8

4.5

San Bernardino

$6,757,728

$11,378,546

$12,385,663

68.4

8.9

5.4

$23,011,471

$21,483,468

$21,546,357

-6.6

0.3

9.3

$245,183,185

$239,835,164

$231,481,957

-2.2

-3.5

100.0

East Bay

CSU TOTAL

Highlights •

Stanislaus State's Extended Education's reserves include funds held by UEE, as well as our college partners and the Office of the Provost. An increase in reserves - most recently a 20% increase reflects increases in fee generation, coupled with good stewardship of our resources.

•

Increases in reserves also reflects the concerted effort to build reserves to meet the needs of the University's strategic plan and to reinvest in self-support initiatives, including program develoment and operational infrastructure. Decreases reflect planned spending that has a clear nexus to self-support programs and initiatives, including the Graduation Rate Initiative 2025 and classroom technology upgrades.

•

Stanislaus State has a healthy reserve balance for the size of the institution. While the Stanislaus campus experienced increases in its reserves over the last three years, the CSU overall has experienced a slight decrease. The overall decrease is partly due to several CSU's self-support units contributing a significant amount of their reserves toward the construction of new office and classroom facilities.

TABLE 9.6 SOURCE: CSU Office of the Chancellor, Extended Education, Fund Balance Comparison (FIRMS 201514 and 201706 - SCO Funds 0948-441/442/443/444) TABLE 9.6 NOTE: Year-end balances rounded to nearest whole dollar. 1. Sorted by 6/30/2017 fund balance

BOOK OF TRENDS // 2017-2018 / 183

S EC T I O N TEN

Strategic Planning A Sense of Place, Inclusion, Transformation, and Future University Strategic Plan 2017-2025 Tracking Year-1 (2017-18)

184 / STANISLAUS STATE // CSUSTAN.EDU

BOOK OF TRENDS // 2017-2018 / 185

Top Achievements by Division, 2017-18 DIVISION OF ACADEMIC AFFAIRS

1. Establishment of the Graduation Rate Excellence and Assessment Team (GREAT).

GREAT works to positively impact graduation rates and eliminate achievement gaps while maintaining student access to an engaging, high-quality education, and provides recommendations to the President in support of goals related to the Graduation Initiative (GI) 2025 .

6. Library Renovation. Launched a $54 million library renovation project to completely redesign and modernize the library, with plans to create a memorable library experience and design that celebrates the Library collection, the University, and the region.

2. WASC Senior College and University Commission (WSCUC) Reaffirmation of Accreditation.

In preparation for the University’s reaffirmation of accreditation process with WSCUC, a comprehensive institutional self-study was conducted 2016-2018.

3. Revision of the General Education (GE) program. The GE program is currently undergoing review based on Executive Order 1100 Revised. The proposal includes changes related to reorganization of areas of offerings rather than substantive changes in offerings; GE Goals and Student Learning Outcomes aligned to specific GE Areas.

4. Graduate Education — The Stanislaus State Graduate Education Action Plan and Graduate Education Assessment Plan developed.

Plans developed by the Graduate Council and approved by Academic Senate spring 2018. The Action Plan identifies priorities and actions for graduate education, aligned with the Strategic Plan 2017-2025; the Assessment Plan outlines a process for conducting institutional-level assessment .

The campus sees itself as a place of broadbased liberal learning within and across disciplines–facilitated by first-rate general education and complemented by applied and professional programs.” - CSU STANISLAUS: A SENSE OF PLACE, INCLUSION, TRANSFORMATION, AND FUTURE. GOAL 2

5. Stockton Center enrollment increases and expansion. A robust strategic action plan for the Stockton Center was developed; strengthening educational and business partnerships with the greater Stockton community; increasing student services and faculty and staff to support enrollment growth; increased investment in technology, facilities and classrooms.

NOTE: For an overview of curricular changes for 2017-18, including the newly implemented Curriculog and new and revised policies, programs, and courses, see the Curricular Highlights appendix.

186 / STANISLAUS STATE // CSUSTAN.EDU

STRATEGIC PLANNING // SECTION 10

DIVISION OF STUDENT AFFAIRS

1. Opening of the Diversity Center. The Diversity Center strives to develop students intellectually, personally, and spiritually with regard to social justice and inclusion. The Center co-sponsored or hosted over 100 workshops, forums, presentations, events, and guest speakers during 2017-18.

2. Reopening of the Career and Professional Development Center.

The Career and Professional Center was reestablished in fall 2017 and designed to help students make academic and career decisions, gain experience, and pursue employment or further education.

4. ELEVATE First Year Success Program. 2017-18 marked the second year of the ELEVATE program developed to ensure that underprepared first-time full-time oncampus housing residents successfully complete foundational coursework in English and/or Math while development academic, personal, and social skills necessary to integrate into and persist in college.

5. Design Your Tomorrow Program. Stanislaus State’s Career and Professional Development Center offered the Design Your Tomorrow course starting spring 2018, inspired by Stanford University’s Designing Your Life curriculum.

3. “On-the-Cusp” Cohort Support. The Advising Center at Stan State launched Supplemental Instruction (SI), modeled after the traditional model that targets historically difficult, key gateway, and GE courses with high DFW rates, using peer support to improve retention and success. A new partnership in fall 2017 resulted in a team of faculty advisors placed in the Academic Success Center.

The dedication of this (Diversity) Center is part of our continuing effort to deepen and make visible our strong support for a diverse, inclusive and welcoming campus environment.” - ELLEN JUNN, PRESIDENT

DIVISION OF BUSINESS & FINANCE

1. Reduction of the campus carbon footprint. Facilities completed the installation of the Cafeteria’s photo voltaic (PV) panels which will provide 241,282 kWh of electricity and reduce the campus carbon footprint by 62.2 tons annually. Phase I of the LED pathway lighting project was completed and Phase II is underway, as well as the campus wide interior LED bulb replacement project. The LED lighting project will reduce the campus carbon footprint by an additional 11.3 tons annually.

2. University Budget Advisory Group (UBAC) was reconstituted.

UBAC membership now includes representation from all campus constituents, including faculty, staff, students, administrators, and community representatives to provide input on budget priorities and recommendations from across the spectrum of views.

3. Establishment of the Committee for Sustainable Futures.

The Sustainable Futures Committee introduced a speaker and film series focusing on water resources.

5. UPD’s citizen policy academy program received positive reviews from CJ faculty.

The popularity of the citizen policy academy attracted participation by two Criminal Justice faculty members in its spring 2018 program. The CJ faculty participants attended all sessions held over a 7-week period and provided positive written reviews of the program.

“It’s really about taking a broad look at the University and identify all the different ways we could make changes, improve processes and invest dollars in a way that is thoughtful, and helps support our underlying purposes of supporting students.” -DARRELL HAYDON, VICE PRESIDENT FOR BUSINESS & FINANCE

4. Testing of DOA process for accounts payable processing.

In an effort to improve workflow, initial testing of DOA process used at San Bernardino was conducted during 2017-18 and testing and analysis will resume in 2018-19.

BOOK OF TRENDS // 2017-2018 / 187

DIVISION OF STRATEGIC PLANNING, ENROLLMENT MANAGEMENT & INNOVATION

1. Strategic Plan 2017-2025, CSU Stanislaus: A Sense of Place, Inclusion, Transformation and Future.

The SPEMI division provided leadership in working with the campus constituencies and University Strategic Planning Committee (USPC) to create and deliver a strategic plan that is aligned with the University’s mission. On behalf of the President and USPC, this involved translating into words the planning ideas of diverse campus groups. This work was accomplished by understanding needs of the campus community, listening and collecting feedback, and turning a grass-roots processes for identifying campus priorities into a clear expression of common themes and aspirations befitting the campus’ shared vision for itself in 2018-19. Visit csustan.edu/strategic-planning to view the Strategic Plan and for additional details.

2. Reimagined Enrollment Management Committee (EMC).

In 2017-18 a new 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 recruiting, enrolling, retention and graduation, academic planning, budgeting, and overall student success. EMC provide leadership and policy analysis, and when needed the committee’s data-driven work can create an urgency for change to help campus initiatives stay on track with strategic planning goals. The work of the EMC has led to the development of various tools and dashboards on campus for managing enrollment targets and student success, including the academic unit profiles, Induced Course Load Matrix, benchmarks through the Delaware Study, other dashboards on course demand analysis, and HIPs.

3. A new Memorandum of Understanding (MOU)

between CSU Stanislaus and San Joaquin Delta College. The MOU formalizes new investments in staffing, resources and oversight that leads to academic coordination, faculty and administrative interactions, and student engagement. The MOU also expands the existing partnership to include a guaranteed sequence of courses in selected programs leading to degree completion at the Stockton Center for Associate Degree for Transfer (ADT) students. Response by local educational and civic organizations has been positive and implementation of the MOU begins in fall 2018.

4. Book of Trends and IR data dashboards. Developed a comprehensive trend book and data dashboards in Institutional Research that tell the campus story in numbers and examines trends to provide a prospective on how the campus has changed and grown. The Book of Trends and dashboards focus on an in-depth examination of campus standing in the past year with respect to certain frequently requested indicators on students, faculty, personnel, academic programs, cocurricular programs, strategic planning and finances. The new comprehensive approach to policy analysis, assessment and data dissemination insures that all campus constituencies will be better informed and will play a larger role in implementing the campus strategic plan.

5. Development and Implementation of the Innovate,

Design, Excel & Access for Success (IDEAS) program. The IDEAS program was implemented in 2017-18 to promote inclusion, innovation and growth, and 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 new strategic plan. Eight proposals totaling over $50,000 from faculty and staff have been selected for implementation through an RFP process. Visit csustan.edu/spemi/ideas for additional information and award details.

CSU Stanislaus is a place of inspiration and opportunity for those of us who are fortunate to call it home. So many dreams are launched in our classrooms and our students and communities are forever changed. We know we do something right and we know the depth of our contribution. We also know we are caught between limited resources and external pressures that require us to fiercely guard the quality of our academic offerings. How much should we grow? Which new programs make sense? What is the right class size by discipline? I care deeply about the quality of our academic programs and hope SPEMI can play a useful role in crisscrossing some of the toughest conversations on upholding academic quality, providing access and still keeping cost in check.” - GITANJALI KAUL, VICE PRESIDENT FOR SPEMI

188 / STANISLAUS STATE // CSUSTAN.EDU

STRATEGIC PLANNING // SECTION 10 DIVISION OF UNIVERSITY ADVANCEMENT

1. Instituted an Inaugural Alumni Week celebration. Bringing alumni and students together for events such as Warrior Wisdom panel, All Class Reunion, Golden Grad Brunch, Toast to “Alumni of the Year”.

2. Organized and led the president-appointed University Communications Advisory Group.

Faculty and staff survey conducted to 1) establish effective methods of communicating campus announcements; 2) learn preferences when it comes to receiving University communications; 3) better coordinate and facilitate the dissemination of campus messages; and 4) identify ways to improve the way we communicate with the campus community.

3. Largest gift from an individual ever made to Stan State from the estate of Helen Yecny for $2.37 million.

4. Legacy Health Endowment in partnership with

Livingston Community Health announced a $1.6 million gift to establish a family nurse practitioner (FNP) master’s degree program at Stan State’s main campus. The gift will provide tuition assistance for students planning to work in the region, for mentoring initiatives that will connect them with local healthcare professionals, and support initial FNP programmatic costs.

5. Stanislaus Community Foundation announced a

$300,000 commitment to provide scholarships for RN to BSN majors. The purpose of the gift is to improve health outcomes in Stanislaus County by “upskilling” RNs to BSNs, and to provide funding to support Health Careers Navigators staff position in the School of Nursing.

Gift will fund scholarships for undergraduate students in the University Honors Program.

DIVISION OF HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE

1. Migrating and Implementing a New Digital Recruitment System: PageUp.

Stanislaus State joined the first wave of campuses in migration to a new, digital recruitment system, PageUp. HREOC and Faculty Affairs worked collaboratively to streamline the recruitment process and developed materials to support the migration. The new system will go live in early 2019.

2. Enhancing Student Employment Outreach, Support, and Orientation.

HREOC’s Recruitment Department generated greater awareness of student employment services through increased outreach, including presentations at New Student Orientation. The department also developed online resources and inperson orientation sessions for newly-hired student assistants.

4. Improving Training in the Campus’ Learning

Management System (LMS) and Migration to CSU Learn. During the past year, HREOC led a workgroup to address issues in SkillPort, the campus’ LMS. The Division also led the charge to migrate to the CSU system’s new LMS, CSU Learn, which provides enhanced training, more accessible reporting options, and a user-friendly interface.

5. Improving the HREOC Website and Increasing Transparency.

HREOC improved the division webpages by updating content and offering additional services and information. Through the PageUp system, the recruitment process will be more transparent and easily accessible to faculty and staff.

3. Committing to Greater Safety and Compliance in the Campus Community.

In addition, new safety and security training, including FERPA and Injury and Illness Prevention, are required courses in the CSU Learn system.

BOOK OF TRENDS // 2017-2018 / 189

Selected Strategic Planning Objectives, Strategies, Actions and Consequential Outcomes: Tracking Year-1 (2017-18)

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 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. SPEMI Faculty Scholar/Practitioner Program. SPEMI created leadership opportunities for tenured and tenure track faculty interested in supporting campus programs and promoting campus improvement and understanding in the following areas: (1) Design studies and programs that facilitate the success of first generation and other at-risk students on campus, (2) Build campus-wide survey programs based on theory and practice of research to promote student retention, graduation, educational attainment on campus and improve effectiveness of co-curricular programs that support student success. These opportunities will have the dual purpose of improving University programs with faculty input, and support funded undergraduate and graduate student research.

An RFP process culminated in two faculty members being awarded resources to support their studies in retention and graduation of first generation students, men of color, LBGTQ and transgender students. Faculty research completed in 2017-18 informs campus programming for these student groups and one faculty fellow in this area organized and implemented a Transcend/Transverse conference to provide professional education to professionals in this area.

UNIVERSITY ADVANCEMENT Formalized First Generation Presidential Scholar Criteria that aligns with Honors Programming. Institutionalized annual Gala designed to raise support for First Generation Presidential Scholars from the Central Valley region. Raised $200k for Central Valley Region First Generation Presidential Scholarship since its launch in 2016-17 â&#x20AC;&#x201C; bringing in two new during 2017-18: One 4-year at $50k and one 2-year at $25k Featured First Generation graduates during Commencement through Stan Grad profiles.

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Diversifying giving options and the ways in which donors can support and be recognized by Stanislaus State; growing the Universityâ&#x20AC;&#x2122;s endowment and legacy giving; and improving the reputation and visibility of Stanislaus State.

STRATEGIC PLANNING // SECTION 10 STUDENT AFFAIRS All programmatic features of ELEVATE are geared toward supporting the academic, social, and emotional needs of at-risk students as they navigate and integrate into higher education. All Elevate students have access to a Faculty Advisor, Academic Advisor, three Peer Mentors specifically trained in ELEVATE's programmatic features, have their own session within the NSO program and participate in co-curricular programming coordinated specifically for ELEVATE participants.

The inaugural Elevate Cohort (2016-17) collectively had higher GPAs than Housing non-Elevate students and non-Housing students. At the conclusion of their first semester in college, fall 2016, 16% of ELEVATE students earned between a 3.5 and 4.0 GPA compared to 11% of Housing non-ELEVATE and 8% of non-Housing students. Of those students in the Elevate program, 24% earned a 3.0 to 3.49 GPA compared to 16% of Housing nonELEVATE and 13% of non-Housing students.

STUDENT AFFAIRS/ACADEMIC AFFAIRS/FACULTY AFFAIRS Design Your Tomorrow Program is a seven-session pop-up program that is a collaborative effort between Academic Affairs, Faculty Affairs, and Student Affairs. The program takes a holistic approach to vocational futures based on Stanford University’s Design Your Life Program. Topics include design thinking, the integration of work and worldview, the realities of engaging in the workplace, and practices that support vocation formation throughout life.

The students who completed this course acquired the following learning objectives:

In addition to a certification of completion, students earned 1.5 continuing education units through University Extended Education. This is noted on their academic transcript (1.B.10) and emphasizes the importance of life-long learning. President Junn was instrumental in launching this pilot program at Stan State in spring 2018. Future plans: Additional “Designing Your Life” workshops are being developed using a $50,000 CSU Innovation Development Grant by Julie Sedlemeyer, Director of the Career & Professional Development Center, and Helene Caudill, Dean of University Extended Education, collaborated to submit the grant. The goal is to develop four targeted programs: (1) juniors, seniors, and graduate students exploring career opportunities, (2) freshmen and sophomores finalizing a choice of major, (3) alumni and community members wanting to explore alternative career and life choices, and (4) high school students exploring their higher education options. In fall 2018, the focus is on a workshop for freshmen and sophomores, and one for juniors and seniors. Both will be teamtaught certificate “pop-up courses” with Continuing Education (CEU) credit earned.

•

The ability to examine internal and external influences on career and life choices, and design future possibilities.

•

Discovered an essential overview of design thinking and a design point of view to apply to career planning.

•

Acquired methods for discovering and designing career and life.

•

Enhanced communication and teamwork skills.

•

100% of the student participants completing the course would recommend this program to a friend.

•

Students in the “closing circle” exercise stated the program had increased their confidence, lowered their stress and allowed them to voice shared fears of still-blurry futures.

Many students do not have clear and definitive ideas of what they will do after graduation. First generation students, who make up 75 percent of our campus, likely will have less familiarity with university disciplines or what career options might exist for those majors. -PRESIDENT ELLEN JUNN

BOOK OF TRENDS // 2017-2018 / 191

GOAL 1

No ELEVATE students were disqualified during their first year in college compared to 7% of Housing non-ELEVATE students and 8% of non-Housing disqualified after their first semester in college, and 9% of Housing non-ELEVATE students and 8% of non-Housing students disqualified at the conclusion of their second semester in college.

BE STUDENT READY

ELEVATE students also had lower rates of students in probationary status and lower rates of disqualification than Housing non-ELEVATE students and non-Housing students. At the conclusion of their first semester in college, 8% of ELEVATE students were in probationary status compared to 16% of Housing non-ELEVATE students and 15% of non-Housing students.

STRATEGY 1A2: Close achievement gaps through strong developmental education programing (e.g., Early Start, Summer Bridge, Winter Session Mathematics, Stretch English).

GOAL 1

BE STUDENT READY

ACADEMIC AFFAIRS In response to E.O. 1110, the Mathematics and English Departments have redesigned courses to enable students who need additional support to successfully complete GE Written Communication and Mathematics/Quantitative Reasoning requirements within the first year of enrollment. Courses have been redesigned to include additional support through expanded course hours or through a stretch sequence, all of which are credit-bearing courses that fulfill GE or Baccalaureate requirements.

Stanislaus State made solid progress in 2016-17 relative to the previous year on three of its Graduation Initiative 2025 goals: Freshman 4-year Graduation, Transfer 2-year Graduation, and eliminated its Underrepresented Minority (URM) Gap.

SPEMI During fall 2017, the Retention and Graduation Dashboard was developed by the Institutional Research department. The dashboard provides users with the ability to drill down to specific sub-cohorts to assess equity gaps, including 1st generation, underrepresented minority (URM), and Pell recipients. The report is accessible to authorized users at https://dwreports.csustan.edu/ Reports/; select the Institutional Research folder. See the Enrollment Management section for additional information about the Retention and Graduation Dashboard.

The dashboard has been useful for the GREAT committee in evaluating achievement gaps. As aforementioned, the URM gap was closed in 2016-17.

In response to E.O. 1110, which eliminate remediation and expands the use of multiple measures for math and English placement, the Enrollment Services office supported implementation, including:

It is too early to identify outcomes in the first year of implementation. Regardless of the Early Start requirement, AOS has communicated to all freshman (currently 1,654) about their placements. There are 297 entering fall 2018 freshman required to participate in Early Start in either math or Written Communication (category 4). An additional 338 entering freshman are recommended to participate in Early Start in either subject (category 3). As a component of developmental education, Early Start gives students the opportunity to start their supported instruction in the summer prior to their entering fall semester, which improves their likelihood to make timely degree progress and graduate.

•

ensuring data integrity in determining new placements,

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re-configured remediation and registration processes in PeopleSoft,

•

communicated to incoming freshman, high school counselors, campus advisors and Faculty Fellows about new policy and Early Start in person, via email and online: https://www.csustan. edu/undergrad/early-start-program.

Admission and Outreach Services (AOS) has presented to over 380 High School Teachers, Counselors, and Administrators on the Early Assessment Program. AOS has communicated with them on a regular basis on EAP and EO 1110 updates. We have also presented to 7,300 students and 480 parents.

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Currently there are 62 schools in the service area; 42 schools have adopted the ERWC (Expository Reading and Writing Course), 7 within the last year. Students that complete the ERWC in their senior year are placed in college level English. The 20 schools that have not adopted the ERWC are in rural areas. We are attempting to coordinate with the Stanislaus County Office of Education (SCOE) on how to best communicate the importance of adopting ERWC.

STRATEGIC PLANNING // SECTION 10

STRATEGY 1A3: Create specialized programs to improve the success of underrepresented male students. SPEMI As previously mentioned (1A2), the Retention and Graduation Dashboard was developed in fall 2017. Users can drill down to URM cohorts by gender to assess retention and graduation rates of URM males in particular. The report is accessible to authorized users at https://dwreports.csustan.edu/Reports/; select the Institutional Research folder.

It is too early to identify outcomes as the establishment of specialized programs is currently under review.

SPEMI The Financial Aid & Scholarship Office (FASO) has established a robust financial literacy program for all students. FASO held 23 workshops in 2017-18, and also created a financial literacy webpage with information and additional tools: https://www.csustan.edu/financial-aidscholarship/financial-literacy.

Students have information on how to budget their financial aid funds to ensure that they have funds available to them for the academic year.

FASO held 65 financial aid workshops on campus and in the community to help students and families fill out their FAFSA or CADAA.

Students are given additional information on financial issues to help them transition from college to post-college. Workshops include: credit, car-buying, home mortgage, and investing.

Students are aware of their student loan amounts so they can plan adequately for repayment.

The community and campus workshops ensure students are aware of the application process.

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). SPEMI Enrollment Services received GREAT funding for the Transfer Welcome Program, a transfer support program geared toward new transfers to ensure their successful transition to the University. The program is in its second funding cycle. Through the use of a peer mentor, we are providing individual and group contact throughout the enrollment process. The program enables us to target CA Promise prospects.

A survey was administered to first-time transfer students during 2017-18 to inform them of the Transfer Welcome Program's activities, as well as collect feedback on the new program. The survey results established baseline data and informed operational improvements in the admission process including offering a pre-orientation webinar in fall 2017 and updating the Transfer webpage: https://www.csustan.edu/undergrad/transfer. The survey will be administered to first-time transfer students every two years, as needed.

BOOK OF TRENDS // 2017-2018 / 193

GOAL 1

Financial Literacy Education opportunities for students.

BE STUDENT READY

STRATEGY 1A4: Enhance Financial Aid services and implement access to and delivery of,

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. ACADEMIC AFFAIRS Community Engagement & Service Learning: • In AY17-18, 379 students performed 3,250 volunteer hours in our community; additionally, 2,985 students provided 11,600 hours of free STEM Instruction (Science in Our Community).

GOAL 1

BE STUDENT READY

•

3,063 students were involved in Service Learning Courses.

Internships • 396 students had internship experience. HIPs: • Began the development of a HIPs assessment plan. •

Coordinated the 2018 Stanislaus State HIPs Summit featuring presentations by participants of the HIPs Faculty Learning Community on HIPs they have developed for use in their classrooms as well as a keynote speech by nationally renowned student success scholar Dr. George Kuh.

•

Sent teams to annual HIPs in the States conference and the AAC&U HIPs Institute to broaden and deepen understanding of HIPs particularly as it relates to assessment and large-scale campus integration.

TEALC : • Courses were offered in the new classroom this academic year. •

A new TEALC will be created in S104 Summer 2018.

BUSINESS AND FINANCE: UPD The citizen police academy supports enhanced partnerships with our students by fostering educational opportunity outside the formal classroom setting.

The UPD held two citizen academy classes in 2017-18, one in the fall, and one in the spring. Popularity of the program with students has attracted participation by faculty; in spring 2018 academy two faculty from the Criminal Justice department attended all 7 weeks and provided a positive written review.

BUSINESS AND FINANCE: EVENT SERVICES Event Services supports the coordination of New Student Orientation (NSO) through assisting with scheduling and creation of approved layouts. We also partner with Safety & Risk, Student Leadership and Development (SLD), & ASI by participating in weekly Safe and Fun Events (S.A.F.E.) meetings to collaborate with student organizations for scheduling, executing, and communicating the details of their event within the campus community.

In addition to continuing participation in S.A.F.E. meeting in Fall 2018, Event Services is currently collaborating with other campus partners to develop standardized layouts for frequently used spaces on campus which will allow us to continue with the large number of events on campus despite the significant reduction in event space that we are currently experiencing.

UNIVERSITY ADVANCEMENT Secured seed funding to launch a Student Leadership Conference and progressing toward an estate gift to sustain it. Employed Stan State students for Call Center operations in fall 2017 and spring 2018.

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Improving the reputation and visibility of Stanislaus State; and growing the University’s endowment and legacy giving.

STRATEGIC PLANNING // SECTION 10

STRATEGY 1B3: Increase the number of, and participation in, academic and other university events for students, faculty, staff and the community. BUSINESS AND FINANCE: SAFETY & RISK MANAGEMENT Provided risk and safety support for major and minor events throughout the year.

Facilitated weekly special event risk management meeting for all staff with event logistical responsibility to promote communication and streamlining. Problem-solved to address the lack of event space after the USU building went off line. Promoted approved template layouts for various event types and spaces. Worked efficiently and with good attitudes to accommodate spontaneous events.

UNIVERSITY ADVANCEMENT Instituted an Inaugural Alumni Week celebration, bringing alumni, students, faculty and staff together for events such as Warrior Wisdom panel events, All Class Reunion, Golden Grad Brunch, Toast to “Alumni of the Year”, in addition to the annual Homecoming activities.

Growing the ways the campus and the community come together to support student success and University engagement.

STRATEGY 1B8: Continue to seek ways to address students’ food and housing insecurity. UNIVERSITY ADVANCEMENT Offered several Food and Housing Insecurities Appeals using Crowdfunding; Call Center; and Stan Mag Spring 2018 Insert.

Diversifying giving options and the ways in which donors can support and be recognized by Stanislaus State.

STRATEGY 1B11: Increase opportunities for students to engage in formal and informal

educational and career mentorship with alumni in person and virtually (i.e. Dinners for Warriors, Warrior Wisdom, networking events, online mentoring). UNIVERSITY ADVANCEMENT Expanded the opportunities for alumni to provide formal and informal networking to students through the Warrior Wisdom and Dinners for Warriors programming.

Improving the Reputation and Visibility of Stanislaus State. Enhancing the alumni-student relationship through mentorship.

Purchased an online platform to connect alumni mentors to students and recent graduates. Warrior Mentoring will launch in 2018-19.

Further connecting alumni to their alma mater by providing additional ways to contribute therefore increasing their sense of belongingness.

BOOK OF TRENDS // 2017-2018 / 195

GOAL 1

Enhance or establish five or more institutional structures and/or activities that support building intra-personal 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.

BE STUDENT READY

OBJECTIVE B

STRATEGY 1B12: Prepare students for future success through opportunities advancing responsible leadership (e.g., ASI, USU, student organizations, residential life, Athletics). SPEMI AOSâ&#x20AC;&#x2122;s long-standing University Ambassador program promotes student success by offering students leadership positions in the program.

Students in the Ambassador program work with prospective students through the application process. They give tours, give presentations, and attend tabling events. The students handled 547 tours to 11,385 students and families. They presented to parents at 17 PIQE presentations. Students also work at AOS events and serve on student panels to answer student and parent questions. As students gain experience they handle staff/tour schedules, training, and event planning.

OBJECTIVE C

GOAL 1

BE STUDENT READY

By 2025, we will meet and exceed our CSU graduation rate goals: G R AD UAT I O N I N I T I AT IV E GOA L S STAN STAT E G OAL S

2025

Baseline: 2016

Freshman 4 yr Grad Rate

37%

14%

Freshman 6 yr Grad Rate

65%

57%

Transfer 2 yr Grad Rate

45%

35%

Transfer 4 yr Grad Rate

78%

76%

GAP URM

6% points

GAP Pell

2% points

STRATEGY 1C1: Assess and build on the encouraging outcomes from the first year of GREAT funded student success initiatives. ACADEMIC AFFAIRS Nine projects received continued GREAT funding in 2017-18 to continue their work: Course Embedded First-Year Experience ($14,607); ELEVATE ($38,735); High Impact Practices ($21,000); Writing and Reading for Academic Preparedness ($38,250); Faculty Mentor Program ($41,000); First-Year Seminars ($37,000); COEKSW Undergraduate Student Success Initiative ($347.00); College Assessment Faculty Learning Communities ($38,125); and Transfer Welcome Program ($12,062). GREAT was reorganized fall 2017 to include 10 workgroups that report to the Steering Committee. The workgroups are designed to examine potential barriers to student success, and make recommendations for reducing barriers and for developing strategies that promote and support student success. The workgroups are organized around specific topics, and include the following: Student Communication; Student Transition Programs; Advising Practices; Academic Preparation and Achievement; Student Financial Stability; High Impact Practices; Reviewing

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GREAT WORKGROUPS Student Communication: Conducted a student communications audit and student survey and developed a cross-divisional student communications plan that involves multiple communication platforms. Student Transition Programs: Re-envisioned New Student Orientation, resulting in a new overnight program with strengthened partnerships across divisions. Advising Practices: Reviewed previous reports on advising and student success and created the Advising Practices Workgroup Report with recommendations regarding advising for the University to consider moving forward. Academic Preparation and Achievement: Responded to EO 1110 and Supported the Math and English Departments in the interpretation and corresponding curricular redesign to provide

STRATEGIC PLANNING // SECTION 10 STRATEGY 1C1 [CONTINUED] Student Success Programs; On-the-Cusp Interventions; Inquiry and Analysis; and Budget and Tactical.

mandated credit-bearing supported GE for English and Math/ Quantitative Reasoning within studentsâ&#x20AC;&#x2122; first year.

Participating in CO pilot â&#x20AC;&#x201C; contacting all Stan State sophomores who did not complete 30 units this year; encouraging an online course Summer 2018.

Student Financial Stability: Identified priorities and work plan for 2018-19, including a priority of inventorying financial support programs across the University

GREAT membership includes nearly 80 faculty, students, staff, and administrators from across the University, focused on issues related to eliminating barriers and promoting and supporting student success.

High Impact Practices: In partnership with the FCETL, supported at 13-member Faculty Learning Community and HIPs Summit featuring keynote speaker Dr. George Kuh. In collaboration with the Inquiry and Analysis Workgroup and Reviewing Student Success Programs Workgroup, developed a draft HIPs/Student Success Programs Assessment Plan. Reviewing Student Success Programs: Identified priorities and work plan for 2018-19, including, in collaboration with the HIPs and Inquiry and Analysis Workgroups, a draft assessment plan. On-the-Cusp Interventions: Due to OTC interventions, 274 more students are expected to graduate by summer 2018 rather than fall 2018 or later. A total of 355 OTC students across four cohorts (4/6Year Freshmen, and 2/4-Year Transfer) received OTC interventions, including intensive advising and/or Winter and/or Summer Session Tuition/Fees Waivers. Inquiry and Analysis: Identified the need to coordinate institutional survey distribution to avoid survey fatigue. Partnered with HIPs and Reviewing Student Success Workgroups to develop the draft HIPs/ Student Success Programs Assessment Plan. Budget and Tactical: Made recommendations to the GREAT Steering Committee for the allocation of remaining one-time GI dollars. Remaining dollars were allocated to extend seven of the nine special projects into a third year.

GREAT-FUNDED PROJECTS Transfer Welcome Program: Leaders of the Transfer Welcome Program focused intense efforts toward continuing to provide timelier and more engaging information to incoming transfers. Faculty Mentor Program: The Faculty Mentor Program served 120 students in 17/18. All students self-identified as first-gen or educationally disadvantaged and re-established an office presence which engaged students and provided opportunities for greater service to students. College Assessment FLCs: In AY 2017-18, the work of the College Assessment Faculty Learning Communities was institutionalized through the review and approval of the Graduate Assessment Plan (all levels of approval) in spring 2018. COEKSW Undergrad Student Success: Spring 2018: Advisor saw 147 Kinesiology students who did not have pre-requisites to the Kinesiology degree program. Advisor also met with 24 LIBS students for individual major advising. Summer 2017: Advisor assisted with 3 New Student Kinesiology Orientations for freshman and identified themselves as their advisor until students complete their pre-requisites. Advisor assisted with 3 New Student Orientations for 88 LIBS transfer students,

BOOK OF TRENDS // 2017-2018 / 197

STRATEGY 1C1 [CONTINUED] including preparing Major Advising Plans, providing assistance with registration for Fall 2017 classes and planning for future semesters.

First Year Seminars: Students served in fall 2017: 218; Initial recruitment and orientation of faculty cohort in winter 2017, with 11 faculty members across 2 colleges. Second year orientation activities added a series of meetings, focusing on a common reading, that allowed participating faculty to connect with one another, learn more about different approaches to FY Seminars, and develop consensus on approaches to the ensuing year.

BE STUDENT READY

GOAL 1

Fall 2017: Advisor saw a total of 207 Kinesiology majors. She provided advising workshops for freshmen and sophomores, and is continuing to conduct individual advising for junior and seniors that have not completed the Degree pre-requisites. Fall 2017: To date, advisor has met with 22 LIBS students for individual major advising. She also provided advising support at the LIBS Advising Open House on October 25 (attendance: 175 students).

ELEVATE: Elevate First Year Community served 54 students AY 2017-2018. Students in the first year community lived on one floor in the residence halls, were enrolled across three designated sections of the English 1006/1007 stretch course, and designated Elevate sections of Math 103 and/or Math 106 dependent on student need. Elevate Second Year Community served 17 students. Students participating in the second year community lived on one floor in the residence halls, were enrolled in an Elevate designated section of English 2000 (Fall) and English 1010 (Spring). Elevate student demographics indicate they have a higher risk for attrition than the general Housing group and non-residential student, which indicates program outcomes have been successful in mitigating achievement and persistence gaps for these high need students. (For additional details, see 1A1).

SPEMI The Student Success Tracking Dashboard, i.e., HIPs Dashboard, was developed during spring 2018 by the Institutional Research (IR) office. This dashboard provides users with the ability to track and assess student participation in a specific HIPs program, e.g., Faculty Mentor Program (FMP), internships, living/learning communities, service learning, undergraduate research, and provides participation counts and demographic and academic characteristics of participants, (see also 2B2). The report is accessible to authorized users at https://dwreports.csustan.edu/Reports/; select the Institutional Research folder. See the Enrollment Management section for additional information about the HIPs Dashboard. The Student Success/HIPs dashboard was designed to assist the GREAT committee with evaluating outcomes of student success initiatives launched in the prior year. The GREAT committee will continue its evaluation efforts in 2018-19.

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STRATEGIC PLANNING // SECTION 10

STRATEGY 1C2: Incorporate identification of on-the-cusp cohorts by Institutional Research,

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. ACADEMIC AFFAIRS

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Institutional Research and Enrollment Services designed a MidYear Refresh strategy for identifying additional On-the-Cusp students for whom a final Summer class and tuition waiver would enable a Summer graduation.

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Winter Session schedule continued to grow in offerings and enrollments, with 14 more courses offered Winter 2018 compared to Winter 2017 (a 23% increase), and an increase of 323 enrollments in Winter 2018 compared to Winter 2017 (a 38% increase).

The engagement in identifying On-the-Cusp students is increasing, with new solutions and possibilities being introduced that help eliminate unnecessary barriers while upholding meaning, quality, and integrity of degrees. Examples of solutions include: adding summer courses needed by OTC waiver students; considering possible course substitutions where commensurate learning outcomes can be achieved; and releasing registration holds for nonpayment so that OTC students can register for a final Summer course and complete all degree requirements while simultaneously entering into a payment plan agreement with the University (with a hold on transcripts and diploma until payment is received in full).

SPEMI The Course Demand Analysis report was developed by a cross divisional team including deans, faculty and staff during AY 2017-18 and is managed by the Institutional Research office. It provides new data in dashboard formats for individual GE courses – enrollment trends by student level (freshmen, sophomore, junior, senior), wait list trends, and numbers of students still needing to meet the GE requirement. The report is accessible to authorized users at https:// dwreports.csustan.edu/Reports/; select the Institutional Research folder. See the Enrollment Management section for additional information about the Course Demand Analysis report.

This tool is new and campus usage needs to be determined as well as its effectiveness in aligning course availability with course demand.

Enrollment Services, with the list provided by Institutional Research, collaborated on the Mid-Year Refresh strategy for identifying additional On-the-Cusp students for whom a final Summer class and tuition waiver would enable a Summer graduation.

147 students were identified and graduation evaluations completed for On-the-Cusp advising. In addition, increased usage of STAN Degree Progress by advisors has been encouraged for earlier identification of course deficiencies.

STUDENT AFFAIRS The Academic Success Center (ASC) provides a centralized location for undergraduate, undeclared and general education advising needs, where all students can obtain assistance regarding graduation requirements, academic disqualification and reinstatement, major exploration, undeclared and pre-nursing advising, class registration, university policies and procedures, and general education petitions.

A new partnership in fall 2017 resulted with a team of faculty advisors placed in the Academic Success Center. The partnership includes: •

Four faculty advisors reported to Faculty Director for Advising and Learning Cohorts (FDALC).

•

Faculty Fellows partnered with ASC staff and Enrollment Services to offer STAN Planner training opportunities for faculty.

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Faculty Fellows partnered with ASC staff to update presentations for students on Probation and Undeclared students.

•

Faculty Fellows partnered with ASC staff to complete comprehensive individual probation advising.

•

Faculty Fellows developed online advising guide for faculty.

•

Faculty Fellows acted as liaisons between ASC staff and major departments, helping to iron out advising issues as they arose.

Serve as a liaison to advisors in academic departments, programs and colleges. Advise students participating in Structured and Educational Experience (SEEs) and discuss SEE opportunities with students visiting the Advising Success Center (ASC), especially undeclared students and those seeking to change their major. Serve as the ASC liaison to the SEE’s affiliated Advisory Committee, attend all meetings and assist in meeting coordination if requested. Share information with SEE faculty and students about campus events and program matters.

BOOK OF TRENDS // 2017-2018 / 199

GOAL 1

Provost’s Office developed an OTC database to more efficiently and effectively house OTC student information for OTC Advisors and the Provost’s Office.

BE STUDENT READY

•

STRATEGY 1C2 [CONTINUED] Organized at least one faculty gathering each academic year to discuss curricular and programmatic issues. Assist the FDALC in compiling MOUs, developing catalog copy, and marketing and promoting the SEEs.

•

Faculty Fellows were available to students on a drop-in basis for questions regarding General Education or major exploration.

Assist the FDALC with the development of advising materials and implementing faculty/staff development workshops and training activities to promote effective advising models and practices throughout campus.

GOAL 1

BE STUDENT READY

Provide support to students and faculty involved in First Year Intervention programs. Support students participating in the California Promise Program. Assist with orientation and outreach efforts. Support new initiatives that include an advising component.

The Advising Success Center launched Supplemental Instruction (SI), an internationally recognized program that uses peer support to improve student retention and success. The Academic Success Center uses the traditional model of SI developed by Dr. Deanna Martin at what is now the International Center on Supplemental Instruction at the University of Missouri, Kansas City (UMKC). This model targets historically difficult, key gateway, and General Education courses; that have a large number of students receiving a grade of D, F, or W. SI promotes peer collaborative learning within a diverse group: •

Students answers questions

•

Students driven: Balance of wants and needs

•

Voluntary

•

Anonymous

•

Identifies difficult classes.

Students who have successfully completed these difficult courses are identified and trained to be SI Leaders. These trained SI Leaders attend the course lectures, take notes, modeling to those students in the course, attend ongoing meetings, and facilitate three 50-minute voluntary review sessions weekly. The SI Leaders undergo extensive SI training based on the UMKC model to plan and implement effective SI sessions. In these weekly SI sessions, the SI Leader engages students using interactive learning strategies, which encourage involvement, comprehension, and synthesis of subject content.

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Data comparing mean GPA and DFW rates for SI attendees vs. nonSI attendees: According to data starting from spring 2014 to fall 2017: Students who are attending SI are earning an average mean grade of .49 higher than those who have not attended SI. DFW rate is 24% for SI attendees, compared to 47% for non-SI attendees.

STRATEGIC PLANNING // SECTION 10

STRATEGY 1C4: Increase emphasis on leveraging of Winter and Summer Sessions, including use of the waiver program. ACADEMIC AFFAIRS 86 students received summer 2017 waivers for a total of 265 student credit units (SCUs): •

252 summer sections were offered with 4,090 students enrolled;

•

A total of 99 GE sections were offered; 1,674 students enrolled in GE courses.

Because of summer PELL, campus is educating students to Think 30 (communicated broadly – e.g., NSO, Freshman Convocation, academic advising).

The College of the Arts, Humanities and Social Sciences accounted for the largest percentage of Winter Session 2018 enrollments with 35%. The College of Science had the second largest percentage of enrollments with 31%.

•

GE sections accounted for 49% of all sections offered.

•

Online classes accounted for 59% of total sections offered and 67% of GE sections offered.

•

The majority (79%) of the waivers were completed through online courses.

Summer Bridge: UEE contributed $34,476.80 to faculty salaries for Summer Bridge (2017-18) and funding for two student assistants ($3,487.14); 70 students enrolled in 2 courses (4 sections).

SPEMI As aforementioned (1C3), the Course Demand Analysis report was developed by a cross divisional team including deans, faculty and staff during AY 2017-18 and is managed by the Institutional Research office. The report will be expanded to include non-GE enrollment as well as winter and summer session enrollment trends to determine what (GE) courses should be offered during those particular sessions. The report is accessible to authorized users at https://dwreports.csustan.edu/Reports/; select the Institutional Research folder.

This tool is new and campus usage needs to be determined.

BOOK OF TRENDS // 2017-2018 / 201

GOAL 1

•

BE STUDENT READY

102 students (3,276 SCUs) received winter waivers:

STRATEGY 1C7: Collaborate on P-20 initiatives to ensure seamless and successful transfer to Stan State (e.g., Outreach, parent programs, New Student Orientation). SPEMI New partnership with Parent Institute for Quality Education (PIQE), an organization focused on conducting in-depth workshops for K-12 first-generation student families. The new partnership involves co-locating a PIQE branch within SPEMI on Stan State campus to create additional synergies for joint programming.

The following new activities are being implemented: (1) Spring parent conference in collaboration with campus and PIQE staff, (2) enhanced parent outreach, (3) PIQE training for campus staff on how to communicate/reach out to parents, (4) coffee/cafecito w/parents, and (4) enhanced parent VIP tours, brochure and workshops for parents at Stan State. Presented at 17 PIQE workshops to 630 parents. This past year AOS had 90 community college visits, and met with 2,169 students and helped guide them on the transfer pathway. AOS also visited 26 elementary schools in the area and met with or presented to 2,463 elementary school students, and held a Parent Symposium on campus. Workshops were held in English and Spanish.

GOAL 1

BE STUDENT READY

AOS continuously works with local community colleges and provides advising, workshops, and tabling events to ensure students know how to transfer to Stan State. AOS informally works with FTF denied admissions and guides them to the CCs and the transfer pathway. Admissions Counselors work with students as early as elementary school on academic preparedness, admissions, and financially planning for college.

OBJECTIVE D Increase graduate student enrollments to represent approximately 20% of total student body headcount (stateside).

STRATEGY 1D2: Consider creation of new cutting-edge, distinctive graduate programs. UNIVERSITY ADVANCEMENT Secured academic and programmatic seed funding for Masters in Family Nurse Practitioner; Established donorfunded RSCA grants

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Growing the Universityâ&#x20AC;&#x2122;s endowment and legacy giving.

STRATEGIC PLANNING // SECTION 10

STRATEGY 1E1: Consistently and prominently promote the 30 units (Think 30) per year to achieve the goals of the Finish in Four campaign. UNIVERSITY ADVANCEMENT UA has a seat on the GREAT team, represented by Senior AVP for Communications & Public Affairs.

Improving the reputation and visibility of Stanislaus State.

STRATEGY 1E3: Develop a programming and communication plan for informing students about campus resources. SPEMI The Admissions Communication teams handles Radius and communicates with all prospective and current students. Our viewbook is also online for easy review: https://www.csustan.edu/ undergrad/viewbook.

Prospective students learn about our programs â&#x20AC;&#x201C; both curricular and co-curricular.

AOS plans Open House, Warrior Welcome, Chicano Latino Youth Conference, and Parent Conferences to inform students and families all that Stan State has to offer. Last year AOS hosted over 2,800 students and family members. We also have partner breakfasts with community college counselors and high school counselors. Last year we hosted 237 counselors.

Enrollment Services implemented the Warrior Weekly newsletter which provides a consolidated email of weekly events and workshops. This was a result of collaboration with Communication & Public Affairs and Student Affairs.

To strategically communicate student success information and resources, the volume of emails going out to students first needed to be addressed. On average, students were receiving 8 campuswide emails a week on a variety of uncoordinated topics. With student feedback a consolidated weekly email, called Warrior Weekly, launched fall 2017. Plans for social media and website incorporation are underway for 2018-19.

BOOK OF TRENDS // 2017-2018 / 203

GOAL 1

Implement and institutionalize five or more cutting-edge advising and professional services and programs for students.

BE STUDENT READY

OBJECTIVE E

STRATEGY 1E4: Resurrect and institutionalize a Career Development Center. STUDENT AFFAIRS Career and Professional Development Center reestablished fall 2017 after 9 years (see also 3C3).

UNIVERSITY ADVANCEMENT

GOAL 1

BE STUDENT READY

Supported the Career Development Center in various ways, such as the inaugural Dress for Success event at JC Penny. Highlighted the return of the re-envisioned CDC in Stan Magazine as well as a featured web story.

Improving the reputation and visibility of Stanislaus State.

STRATEGY 1E5: Institutionalize comprehensive, integrated student professional development programs (e.g., soft skills certificates for students). UNIVERSITY ADVANCEMENT Identified, purchased and prepared to launch an online Alumnistudent mentoring program that provides professional development webinars.

Improving the reputation and visibility of Stanislaus State.

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. UNIVERSITY ADVANCEMENT Secured alumni mentors/volunteers to assist at Turlock and Stockton Career Fairs as career coaches. Serve as a liaison and partner to connect alumni mentors with faculty and campus departments for professional development programs and career opportunities. The Alumni Advisory Council, leaders of the Alumni Association, have developed an open line of communication with the Director of the Career Development Center to support the Centerâ&#x20AC;&#x2122;s efforts.

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Improving the reputation and visibility of Stanislaus State.

STRATEGIC PLANNING // SECTION 10

GOAL 2 // Facilitate transformational learning experiences driven by faculty success.

STRATEGY 2A2: Embrace innovation and creativity by promoting and supporting experimentation without professional consequences. SPEMI 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 new strategic plan. More information can be found at https://www.csustan.edu/spemi/ideas.

Eight proposals from faculty and staff totaling over $50,000 were selected spring 2018 for implementation through an RFP process: •

Yo Puedo (I Can) Boot Camp

•

"Next Steps" Video Powtoon Platform

•

Simulation Pilot

•

Body Positive

•

Maker Space/Fab Lab

•

LIFT Pilot Library, Faculty, and Tutoring Center

•

Creative Project Coordination

•

Sculpture Area

Additional award details can be found at the SPEMI website.

BOOK OF TRENDS // 2017-2018 / 205

GOAL 2

Provide three or more support programs to enable faculty to integrate the science of learning throughout the curriculum.

TRANSFORMATIONAL LEARNING

OBJECTIVE A

GOAL 2

TRANSFORMATIONAL LEARNING

OBJECTIVE B Ensure every student participates in at least three High Impact Practices (HIPs) before graduation (3 for undergraduates and 1 for graduate students).

STRATEGY 2B2: Create and implement a system for measuring participation and assessing impact of Experiential Learning and High Impact Practices on retention/graduation. SPEMI

GOAL 2

TRANSFORMATIONAL LEARNING

The Student Success Tracking or HIPs Dashboard was developed during spring 2018. This dashboard provides users with the ability to track student participation in HIPs programs and outcomes (see also 1C1). The report is accessible to authorized users at https:// dwreports.csustan.edu/Reports/; select the Institutional Research folder.

The HIPs dashboard is currently awaiting approval from its primary user group, the GREAT HIPs workgroup.

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. BUSINESS AND FINANCE: OIT The ATI Coordinator and Instructional Designer collaborated with Library faculty to offer recurring online workshops for faculty in multiple topics including Affordable Learning Solutions/Open Educational Resources, Copyright Concepts, Accessible Course Materials, and Open Access Publishing.

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Faculty cohorts explored choosing and creating accessible course materials for the benefit of all students, including those with disabilities. Improved access to information improves learning outcomes for all students. Faculty received a stipend for course completion and presented to colleagues in blended learning environment. Faculty who completed the workshop are now members of the ATI Steering Committee and Instructional Materials Sub-Committee.

STRATEGIC PLANNING // SECTION 10 STRATEGY 2C1 [CONTINUED] Lynda.com is provided as a free benefit to students, staff, and faculty. Of 3,258 users, 120 are faculty. This measure can be tracked and improved for 2018-19. The Instructional Designers hold workshops and individual consultations with faculty. These are publicized along with a catalog of technical resources available to faculty. Affordable Learning Solutions and QOLT resources are also available.

The training resources in Lynda.com support professional development for staff and faculty, and provide a deep pool of resources for students. Materials can be used by faculty as course support for students via inclusion in LMS or websites with recommended learning paths.

STRATEGY 2C2: Locate Instructional Designers in the Faculty Development Center so they are accessible to faculty to integrate technology into their teaching. ACADEMIC AFFAIRS One (1) instructional designer is back in FDC and plan to move the second designer soon. Goal is to create a help desk for faculty in FDC in 2018-19. Obtained base funding for a Director for Academic Technology â&#x20AC;&#x201C; hire during summer 2018. Campus exploring change in LMS.

Promote, support and celebrate faculty excellence.

STRATEGY 2D1: Increase tenure density and percentage of tenure/tenure track faculty to part-time faculty from 60.7% to 70%. SPEMI The Delaware Study analysis and benchmarking provided by Institutional Research in 2017-18 assists academic departments in assessing student faculty ratios, part-time and tenure-track instructional needs, and appropriateness of financial resources. The Delaware Study will be helpful to the institution as we work to reflect and respond to the Tenure Density Report in AY18-19. Departments may use the Delaware Study and additional data to support staffing requests for AY18-19. The report is accessible to authorized users at https://dwreports.csustan.edu/Reports/; select the Institutional Research folder.

Validation of initial findings of Delaware Study under review. College deans are discussing this information with department chairs.

BOOK OF TRENDS // 2017-2018 / 207

GOAL 2

TRANSFORMATIONAL LEARNING

OBJECTIVE D

STRATEGY 2D4: Maintain low student to faculty ratios and class size necessary for transformational learning. SPEMI

GOAL 2

TRANSFORMATIONAL LEARNING

Delaware Study â&#x20AC;&#x201C; See 2D1

OBJECTIVE E Champion diversity and inclusion in all that we do as a campus.

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). STUDENT AFFAIRS The Diversity Center strives to develop our students intellectually, personally and spiritually, with regard to social justice and inclusion. Social justice work is about both the intellect and the heart perspective taking and intersectionality are foundational themes that run through the Diversity Center. The work from the Center aims to empower underserved communities while challenging systems, hegemonic thinking and policies, and traditions that maintain inequities in our society. We 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.

SPEMI Retention and Graduation Dashboard - See 1A2.

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Through partnering with many faculty, staff, and student organizations, the Diversity Center has co-sponsored or hosted over 100 workshops, forums, presentations, events, and guest speakers during the 2017-18 academic year. The Diversity Center empowers our community by educating students, campus stakeholders, and community partners with the goal of creating a socially just environment on campus that is inclusive, affirming, and builds strong community. This kind of work is foundational to the practice of Student Affairs, helping students to succeed in becoming global citizens.

STRATEGIC PLANNING // SECTION 10

STRATEGY 2E3: Create a campus culture that welcomes, supports, includes and values all campus community members. UNIVERSITY ADVANCEMENT Created an internal PR/messaging campaign to rally and unite the Stan State community, developing messages, slogans, other marketing collateral to counteract hate speech and rhetoric: We STANd Together for Unity and Inclusion Campaign.

Improving the reputation and visibility of Stanislaus State.

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. SPEMI AOS/FASO continuously holds conferences and workshops for our community: CLYC, Parent Workshops/conference, Financial aid Workshops, Open House, Warrior Pathways, and Warrior Welcome. Altogether, we help thousands of students and their families plan for college.

Stan State is seen as a regional leader for higher education. Our expertise is oftentimes sought out.

We also work with community partners and present at their events: MJC, Delta CC, Merced CC, Columbia CC, PIQE, SCOE, Cal-Soap, Mexican Consulate, and Transfer Days/College Night organizers. Redesigned Institutional Research website; created specialized dashboards

BOOK OF TRENDS // 2017-2018 / 209

GOAL 2

Active Participant in the Accessible Technology Initiative (ATI) website compliance workgroup.

TRANSFORMATIONAL LEARNING

Facilitated Unity & Inclusion Week designed to facilitate and start the dialogue and courageous conversations around the specific diversity and inclusion issues challenging Stan State.

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. ACADEMIC AFFAIRS/UNIVERSITY ADVANCEMENT Strengthened collaboration with Academic Affairs and University Advancement using monthly meetings, conference attendance, and consultation on opportunities to develop and strengthen philanthropic resources for Academic Programs as well as RSCA.

Collaboration between these two divisions is critically important and has resulted in important donations in support of academic programs and student scholarships (i.e., gifts from Livingston Health, Stanislaus Community Foundation, Champions of the American Dream).

UNIVERSITY ADVANCEMENT Expanded the use of Crowdfunding as a platform to support faculty with smaller and more targeted fundraising needs.

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STRATEGIC PLANNING // SECTION 10

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. SPEMI Developed a comprehensive book and data dashboards in Institutional Research that tell the campus story in numbers and examines trends to provide a prospective on how the campus has changed and grown. The Book of Trends and dashboards focus on an in-depth examination of campus standing in the past year with respect to certain frequently requested indicators on students, faculty, personnel, academic programs, co-curricular programs, strategic planning and finances.

The new comprehensive approach to policy analysis, assessment and data dissemination insures that all campus constituencies will be better informed and will play a larger role in implementing the campus strategic plan.

STRATEGY 3A3: Develop a speaker series to support public and private entrepreneurial activity on campus that promotes best practices and innovation from peer institutions. UNIVERSITY ADVANCEMENT Reinvigorated the Champions of the American Dream speaker series in partnership with the College of Business Administration and the Porges family.

Improving the reputation and visibility of Stanislaus State.

BOOK OF TRENDS // 2017-2018 / 211

GOAL 3

Focus the campus on building a visionary future that will promote innovation and entrepreneurial initiatives, information technology, data informed decision-making, comparisons with other institutions; and build at least four new high quality programs, including cutting edge interdisciplinary programs.

INNOVATION & CREATIVITY

OBJECTIVE A

GOAL 3

INNOVATION & CREATIVITY

OBJECTIVE B 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 3B3: Encourage the development of collaborative, multi-disciplinary degrees based on the demand for evolving and emergent skill sets and expertise. ACADEMIC AFFAIRS Initial discussions amongst college deans to consider creation of a degree (undergraduate/graduate) in Public Health. Plan to organize a small campus conference on Public Health in the Central Valley to determine faculty interest across all four colleges.

STRATEGY 3B4: Develop new academic programs that prepare students for careers related to

sustainability/environment which also address important issues unique to the Central Valley and Foothills of our service region (e.g., water resources/policy). BUSINESS AND FINANCE: ABS Committee for Sustainable Futures established

Speaker and Film Series with focus on water resources introduced in 2017-18

Staff/Faculty survey administered in fall 2017

Survey provides a snapshot of staff/faculty knowledge of current campus sustainability initiatives and inclusion of sustainability in the curriculum.

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STRATEGIC PLANNING // SECTION 10

STRATEGY 3C2: Upgrade technology in classrooms and laboratories, converting 20 or more classrooms to smart classrooms per year until completed. ACADEMIC AFFAIRS Over summer 2017, the following classrooms were upgraded: DBH 166 (P166), DBH 167 (P167), Drama 27, Drama 28, Art 06, Art 14, Art 40, Bizzini 102 (C102), Bizzini 115 (C115), Stockton- A1002, Stockton A1062, ESB 23 (Active Learning Classroom Pilot).

Changes in technology and process will significantly improve organizational responsiveness in Academic Affairs and remove procedural roadblocks.

Classrooms upgraded in winter 2018: Naraghi 101 (N101), Bizzini 201 (C201), Bizzini 204 (C204), Bizzini 214 (C214), Bizzini 245 (C245), Science 104 (S104). Turlock classrooms scheduled for upgrade in summer 2018: DBH 145, DBH 164, DBH 165, C208, C203, C111, C234, T110, C131, G010, C212, C233, C235, C210, C117, ESB 24, N322, N104, S135, M046. Stockton classrooms scheduled for upgrade in summer 2018: 1116, 1122, 1072/1071, 1074, 1070.

STRATEGY 3C3: Improve organizational responsiveness through technology and elimination of procedural roadblocks. ACADEMIC AFFAIRS Curriculog – Curriculum Management Software will integrate with the current online catalog and PeopleSoft in fall 2018; software being built/tested for Stan State spring and summer 2018.

Changes in technology and process will significantly improve organizational responsiveness in Academic Affairs and remove procedural roadblocks.

Interfolio (electronic RPT) was piloted spring 2018 – positive feedback; being rolled out to faculty fall 2018. Budget – Beginning April 2018, Position Control Authority and Budget Transfers returned to Academic Affairs.

BOOK OF TRENDS // 2017-2018 / 213

GOAL 3

Improve investment in infrastructure, emphasizing the creation of physical and virtual spaces that optimize available contemporary tools and technology.

INNOVATION & CREATIVITY

OBJECTIVE C

STRATEGY 3C3 [CONTINUED]

GOAL 3

INNOVATION & CREATIVITY

STUDENT AFFAIRS Career and Professional Development Center was reestablished in fall 2017 after having been absent from University services for nine years.

Positive student feedback: •

“I just wanted to let you know that it was a helpful website.”

The Center is connected to the Academic Success Center (ASC) and is designed to help students across all majors make academic and career decisions, gain experience, and pursue employment or further education.

•

“This was especially helpful for trying to figure out what career field I wanted to go into.”

•

“Thank you for providing a tool that I can utilize online without making an appointment to come to campus.”

Students who are undeclared that attend a Choosing a Major workshop, complete Focus 2 assessments (new software tool), or have an appointment with a career coach can have their ASC hold lifted. These partnerships allow us to serve more students in a timely manner. Focus 2 is a self-guided interactive program that helps students select a major and plan their academic and professional career based on their personal interests, values, skills, personality, and aspirations. In partnership with ASC, students who complete assessments in Focus 2 fulfill the requirement of the RAR hold for undeclared students.

The Advising and Success Center developed new practices for the purposes of advising and empowering the increased number of students in specific population advising lists. New practices were implemented to ensure the large number of students on Probation, Undeclared, and Pre-Nursing advising lists were still able to see an advisor in a timely fashion and have mandated holds removed prior to registration. Probation students can schedule a one-on-one with either an advisor (old practice) or a Faculty Fellow (new practice).

Pre-Nursing students could attend a group meeting in the Nursing department for hold removal, as opposed to being limited to those offered by ASC staff. Undeclared students could meet with a Career and Professional Development Center (CPDC) advisor and/or complete a Focus assessment for hold removal, in addition to the prior options of workshop or individual ASC Advisor appointment. Students enrolled in new Design Your Life program had Undeclared or Pre-Nursing hold removed. Students received multiple phone calls in addition to the usual emails and holds placed in an attempt to encourage them to come in earlier to avoid crowds and long waits. Received daily updates from CPDC during registration so holds would be removed in a timely fashion.

STRATEGY 3C4: Increase classroom space to reduce scheduling barriers and support timely graduation.

BUSINESS AND FINANCE: FACILITIES A new classroom building has been moved to be the campus’ action year project on our 2019-20 5-Year Facilities Renewal and Capital Improvement Plan that was submitted to the Chancellor’s Office. Planning has started with architects to implement a contract for a feasibility study that will engage campus community in the collaborative planning of the building to support academic needs and student graduation initiatives.

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This new facility will increase the number of classrooms and seats on campus to better support our enrollment numbers and will reduce scheduling barriers.

STRATEGIC PLANNING // SECTION 10

GOAL 3

INNOVATION & CREATIVITY

GOAL 3

Foster increased creativity, innovation, and entrepreneurship.

INNOVATION & CREATIVITY

OBJECTIVE E

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. UNIVERSITY ADVANCEMENT Posted social media marketing of University Extended Education programs to University and alumni base.

OBJECTIVE F Recognize and celebrate achievements - and HAVE FUN!

STRATEGY 3F2: Create and support events on campus developed/designed to provide opportunities for social interaction (e.g., Staff picnic, Faculty BBQ , Family picnic). UNIVERSITY ADVANCEMENT UA is an active participant in University events that promote collegiality, such as the annual MSR window decorating contests (holiday and homecoming).

Improving the reputation and visibility of Stanislaus State.

Hosted and arranged annual lunch for Alumni employees of the University during Alumni Week activities.

BOOK OF TRENDS // 2017-2018 / 215

GOAL 4

ADMINISTRATIVE EFFICACY

GOAL 4 // Hone administrative efficacy through thoughtful stewardship of resources.

OBJECTIVE A Improve at least ten 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. ACADEMIC AFFAIRS Academic Space Planning Committee drafted new Guidelines for Classrooms and Labs that are being reviewed by governance committees. Draft Guidelines for Academic Office Space will be submitted to governance committees fall 2018. ASPC reviewing proposed language from Graduate Council on priority scheduling for graduate courses.

If accepted, new guidelines for scheduling hybrid courses will result in effective use of classroom space.

STRATEGY 4A2: Pursue paperless business processes, automate manual processes, and implement web-based systems that improve work-flow.

STRATEGY 4A3: Deploy technology to automate business processes that reduce redundancies and save time.

STRATEGY 4A4: Consolidate or redesign business services on campus for greater efficiency (e.g., merging positions or combining common functions in multiple offices). SPEMI A new service (Parchment) was contracted that enables Enrollment Services to receive electronic college transcripts. Electronic high school transcripts were already being received.

Improved timely receipt of transcripts while enabling the Enrollment Servicesâ&#x20AC;&#x2122; admission processing unit to continue in its plan to become paperless by 2020. Over the last 12 months we have received 3,407 transcripts compared to 1,450 in the prior year when only high school transcripts were being delivered. Student paperwork is processed quickly and efficiently resulting in timely awards and disbursement.

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STRATEGIC PLANNING // SECTION 10 STRATEGIES 4A2 - 4A4 [CONTINUED] FASO is as paperless as can be and maximizes the use of current technology. We use fillable forms online to provide easy access to students. Students can see their status on their portal account and can be directed to needed items. We have automated our processes so that awarding and communications are done quickly and efficiently.

BUSINESS AND FINANCE: FINANCE Implement workflow tied into DOA for accounts payable processing.

Initial testing of DOA process used at San Bernardino begun testing and analysis of process will continue in 2018-19.

Implement paperless forms to replace existing paper forms/processes.

Paperless Campus Program Fund application form completed and put into use in 2018-19.

Implement automated online process for print shop ordering.

In progress

STRATEGY 4B2: Tie financial resources to strategic plan priorities. ACADEMIC AFFAIRS Tied strategic priorities to budget requests.

UNIVERSITY ADVANCEMENT Aligned/Mapped fundraising priorities and budgeting to the Strategic Plan.

Diversifying giving options and the ways in which donors can support and be recognized by Stanislaus State; Growing the Universityâ&#x20AC;&#x2122;s endowment and legacy giving; and Improving the reputation and visibility of Stanislaus State.

BOOK OF TRENDS // 2017-2018 / 217

GOAL 4

Improve and implement at least six budgeting and financial innovations.

ADMINISTRATIVE EFFICACY

OBJECTIVE B

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. SPEMI The SUR process was revived in 2017-18 after a hiatus of several years. A new schedule was developed, the process was revised and opened up for comment, including feedback from the Senate, and implementation was restarted with a key new component, i.e. use of external reviewers who conduct site visits and provide findings for each unit being reviewed.

During 2017-18 the following units completed SURs: Psychological Services, Athletics, Stockton Center, Enrollment Services, Office of the Provost, and Housing. A progress update for SUR programs can be found at: https://www.csustan.edu/sites/default/files/groups/ SPEMI/documents/sur_progress_update_061918.pdf.

ACADEMIC AFFAIRS SURs: Office of the Provost, Faculty Affairs, Faculty Development Center & Stockton Center; Re-invigorating APR; closing the loop with three departments this year: Anthropology, Biology and Ethnic Studies.

Emphasizing the importance of these processes will result in improved understanding of academic and administrative programs. Such changes, when linked to the budgeting process, will result in better informed, more strategic decision making.

GOAL 4

ADMINISTRATIVE EFFICACY

Delaware Study benchmarks - See 2D1

OBJECTIVE C Create new and expand existing external revenue sources for the University by diversifying fiscal resources.

STRATEGY 4C4: Increase individual and corporate gifts. UNIVERSITY ADVANCEMENT Projected to exceed the 2017-18 target of $3.25 million, raising more than $5 million. Since President Junn’s arrival, her goal from the Chancellor to Raise $15 million in five years (2016 – 2021) is at an estimated $9,171,385. Received the largest gift from an “individual” toward the University Honors program, totaling $2.3 million. Increased and established annual gifts from corporations like AT&T, Wells Fargo, and E. & J. Gallo.

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Diversifying giving options and the ways in which donors can support and be recognized by Stanislaus State; growing the University’s endowment and legacy giving; and improving the reputation and visibility of Stanislaus State.

STRATEGIC PLANNING // SECTION 10

STRATEGY 4C5: Launch a capital campaign. UNIVERSITY ADVANCEMENT Initiated campaign readiness discussions to align a public launch with the University’s 60th Anniversary in 2020.

STRATEGY 4C6: Involve the faculty, staff and community directly in fundraising. UNIVERSITY ADVANCEMENT Featured faculty on crowdfunding platforms; worked with School of Nursing on transformational gifts. Launched employee giving with payroll deduction option

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. ACADEMIC AFFAIRS Campus Master Plan, Academic Space Planning Committee, and the University Budget Advisory Committee have all been reinvigorated in the previous academic year. All three governance committees are following their charges, and ASPC, in particular, has been focused on improving utilization of classrooms, labs, and academic offices. A new governance committee, Committee to Develop the Academic Technology Plan (name is tentative), will likely be charged with facilitating conversation about the creation of Technology Enhanced Active Learning Classrooms in the future.

BOOK OF TRENDS // 2017-2018 / 219

GOAL 4

Enhance the aesthetics, accessibility, and functionality of our campus facilities.

ADMINISTRATIVE EFFICACY

OBJECTIVE D

STRATEGIES 4D1 [CONTINUED]

UNIVERSITY ADVANCEMENT Build out Facility and Space Naming Conventions.

GOAL 4

ADMINISTRATIVE EFFICACY

Child Development Center case study build out, presented to Foundation Board spring 2018.

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. BUSINESS AND FINANCE: ABS Campus membership in AASHE (Association for Advancement of Sustainability in Higher Education)

All members of campus community have access to AASHE resources for sustainability initiatives.

Released Dining Service RFP

RFP includes sustainability requirements including biodegradable dinnerware, compost and reduction of food waste, and recycling.

BUSINESS AND FINANCE: FACILITIES Completed the installation of photo voltaic panels at the Cafeteria building. Installed Phase I of LED pathway lighting and initiated Phase II which will be complete in 2018-19. Began campus wide interior LED bulb replacement with Bizzini Hall.

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The Cafeteria PVs provide 241,272 kWh of electricity and reduce the campus carbon footprint by 62.2 tons annually. The LED lighting project thus far is saving 43,949 kWh of electricity annually. The project reduces the campus carbon footprint by 11.3 tons annually.

STRATEGIC PLANNING // SECTION 10

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 Center and Extended Education programs. SPEMI 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 recruiting, enrolling, retention and graduation, academic planning, budgeting, and overall student success. EMC provides leadership and policy analysis, and when needed the committee’s data-driven work can create an urgency for change to help campus initiatives stay on track with strategic planning goals.

The work of the EMC has led to the development of various tools and dashboards on campus for managing enrollment targets and student success, which includes the academic unit profiles, Induced Course Load Matrix, benchmarks through the Delaware Study, other dashboards on course demand analysis, and HIPs. The charge of the committee, its membership, agendas and handouts can be found at https://www.csustan.edu/spemi/enrollment-managementcommittee-emc.

As the Cal State Apply administrator, Enrollment Services collaborated with the Graduate School, the Stockton Center and Extended Education to implement an online admission application. Specifically, enabling graduate applicants to submit supplemental documents online, application to Stockton Center-specific programs, and flexible application management as needed by Extended Education. August 2017 initiated the first admission cycle with Cal State Apply (for spring 2018) followed by the first Fall cycle (fall 2018) which opened October 2017.

Through customization in Cal State Apply, the following were all firsts in 2017-18: •

Applicants to two graduate programs were able to upload supplemental documents as part of their admission application.

•

Interest in 15 Stockton Center-specific programs was collected.

•

Five Extended Education programs moved to the online application.

BOOK OF TRENDS // 2017-2018 / 221

GOAL 4

Build three enrollment management strategies that provide sound financial foundations for meeting the University’s mission.

ADMINISTRATIVE EFFICACY

OBJECTIVE E

STRATEGY 4E1: Develop robust schedules through SmartPlanner and Induced Course Load Matrix (ICLM).

GOAL 4

ADMINISTRATIVE EFFICACY

SPEMI The Induced Course Load Matrix (ICLM) was developed by the Institutional Reasearch office as a multi-dimensional projection model on campus. It provides detailed forecasts of FTES targets by academic department. It forecasts FTE targets for each academic department categorized by the college associated with the students major. It is a helpful tool in assessing the change in demand for FTES from specific departments as the number of students in the majors change. The report is accessible to authorized users at https://dwreports.csustan.edu/Reports/; select the Institutional Research folder. See the Enrollment Management section for additional information about the ICLM.

The ICLM was introduced on campus at Enrollment Management Committee meetings.

Under the CSU eAdvising initiative Enrollment Services implements technology that supports accurate and timely advising. In fall 2017 Enrollment Services implemented STAN Planner, the last of three M.A.P. (My Academic Pathways) tools (https://www.csustan.edu/ myacademicpathway). To build usage, we provided training to faculty and staff advisors, and partnered with Faculty Fellows for ongoing support.

STAN Planner went live with 29 majors and 73 concentrations; an additional 39 minor went live 6 months later. Together with crosscampus collaboration we hope to impact timely degree completion. To date, STAN Planner has been used by:

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â&#x20AC;˘

3,353 students and opened 17,334 times.

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177 advisors and opened 2,702 times.

STRATEGIC PLANNING // SECTION 10

GOAL 5 // Forge and strengthen bonds with our communities rooted in a shared future.

STRATEGY 5A1: Develop a robust strategic action plan for the Stockton Center that is reflective of the community and the University. ACADEMIC AFFAIRS Stockton Center Strategic Plan was completed March 2018; Projects significant enrollment growth, enhanced program development (expanding current programs and developing new undergraduate/graduate, state-supported/self-supported programs responsive to needs of Stockton community; and increased partnerships with many organizations in the Stockton community.

Development of the strategic plan, implementation of the Stockton Warrior Team, and strengthened relationships with the Stockton community will allow Stan State to better fulfill its commitment to the Stockton region.

As one part of the strategic plan, the Dean of the Stockton Center, created the Public Higher Education Advisory Board of San Joaquin County; President Junn championed the Stockton Warrior Team (University Leadership, Community Leaders, Chancellorâ&#x20AC;&#x2122;s Office Representatives to consider/plan for new building at University Park). Stan State and San Joaquin Delta College created MOU to streamline transfer of students from Delta to Stan State (Warriors on the Way).

UNIVERSITY ADVANCEMENT Proposed Marketing and Communications Plan was prepared and presented to Dean of the Stockton Center.

Improving the reputation and visibility of Stanislaus State.

BOOK OF TRENDS // 2017-2018 / 223

GOAL 5

Fulfill our commitment to meet the higher education needs of the Stockton community through increased investment in the Stockton Center.

COMMUNITY RELATIONS

OBJECTIVE A

STRATEGY 5A2: Galvanize and strengthen educational and business partnerships with the greater Stockton Community. UNIVERSITY ADVANCEMENT

GOAL 5

COMMUNITY RELATIONS

Active participation on the Center’s Public Higher Education Advisory Board of San Joaquin County; and part of President Junn’s Stockton Warrior Team (University Leadership, Community Leaders, Chancellor’s Office Representatives to consider/plan for new building at University Park)

Improving the reputation and visibility of Stanislaus State.

STRATEGY 5A5: Integrate more student support services at the Stockton Center. ACADEMIC AFFAIRS Student Support Services at the Stockton Center include: open computer labs, cahier, registration and general information, Testing Services, Designate General Academic Advisor, Admissions, Financial Aid, Disability Resources Support, Student Activities, Online Tutoring and Writing Services, Library Access Center, Transcript Evaluator, Career Development

STRATEGY 5A7: Articulate programs with Delta College for increased student enrollments and ease of transfer for students. SPEMI A new Memorandum of Understanding (MOU) between California State University, Stanislaus and San Joaquin Delta College formalizes new investments in staffing, resources and oversight that leads to academic coordination, faculty and administrative interactions, and student engagement. Additionally, the MOU expands the existing partnership to include a guaranteed sequence of courses in psychology, liberal studies and business administration areas leading to degree completion at the Stockton Center for Associate Degree for Transfer (ADT) students.

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Coverage by press and response by local educational and civic organizations has been positive and implementation of the MOU begins in fall 2018.

STRATEGIC PLANNING // SECTION 10

STRATEGY 5B1: Grow the pool of stakeholders and experts who can advocate on behalf of the California State University system and Stanislaus State for increased and sustained state, federal and private foundation support. UNIVERSITY ADVANCEMENT Reconfigured the role for federal and state government relations under Alumni Engagement to strengthen the connection between Alumni and broaden the pool of University and CSU System Advocates.

Improving the reputation and visibility of Stanislaus State.

On boarded two new members to the Philanthropic Foundation Board, which now resides under University Advancement.

BUSINESS AND FINANCE The University Budget Advisory Group (UBAC) was reconstituted to include membership from all constituents across the campus and community. UBAC Membership includes faculty, staff, students, administrators, and community representatives to provide input on budget priorities and recommendations from across the spectrum of views.

Budget Committee represents campus constituents

STRATEGY 5B2: Increase exposure of the University and its faculty, programs, and services via regional and national news outlets. UNIVERSITY ADVANCEMENT Expanded media pitch outreach to include higher education niche publications such as The Chronicle, Inside Higher Ed, Diverse Issues in Higher Education & University Business.

Improving the reputation and visibility of Stanislaus State.

BOOK OF TRENDS // 2017-2018 / 225

GOAL 5

Advance the University through our increased connections to the region.

COMMUNITY RELATIONS

OBJECTIVE B

STRATEGY 5B3: Establish and develop more avenues for delivering insightful and consistent messages on University initiatives and successes.

GOAL 5

COMMUNITY RELATIONS

UNIVERSITY ADVANCEMENT Organized and led the president-appointed University Communications Advisory Group, conducted a survey of faculty and staff to (1) Establish effective methods of communicating campus announcements; (2) Learn preferences when it comes to receiving University communications; (3) Better coordinate and facilitate the dissemination of campus messages; and (4) Identify ways to improve the way we communicate with the campus community

Improving the reputation and visibility of Stanislaus State.

The GREAT Student Communication workgroup conducted a survey to better understand student communication preferences and how the University can best interact with them.

STRATEGY 5B5: Develop and launch a transformational giving initiative that includes naming and seed-funding conventions for new and existing facilities and programs. UNIVERSITY ADVANCEMENT Completed review of system-wide facility and programmatic naming to inform the valuation and donor naming opportunities at Stanislaus State.

Growing the Universityâ&#x20AC;&#x2122;s endowment and legacy giving.

STRATEGY 5B7: Fortify partnerships with deans, department chairs and faculty that will extend the reach and maximize opportunities for private support. ACADEMIC AFFAIRS/UNIVERSITY ADVANCEMENT Shared projects between University Advancement and Academic Affairs: Creative Media Lab, Three Endowed Term Professorships in Innovation and Creativity, New Venture Management and Social Entrepreneurship, Center for Logistics and Distribution Research, Food Safety Concentration, MS Family Nurse Practitioner.

UNIVERSITY ADVANCEMENT Initiated onboard plan for new Athletic Director (first 60-days). Organized participation for seven colleagues from Academic Affairs at the Academic Affairs Development Advancement Academy, offered by the Chancellorâ&#x20AC;&#x2122;s Office. The group worked on developing a case for support for new funding opportunities, such as a Creative Media Lab, New Venture Management and Social Entrepreneurship; Child Development Center upgrade; Stockton Center.

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Diversifying giving options and the ways in which donors can support and be recognized by Stanislaus State.

STRATEGIC PLANNING // SECTION 10 STRATEGIES 5B7 [CONTINUED] Prepared donor stewardship portfolios to Library and College deans as part of the development of the President’s Philanthropy Circle. Facilitated a $1.6 million gift to establish an MS Family Nurse practitioner program (Legacy Health Endowment in partnership with Livingston Community Health). Progressed in partnership with the College of Science toward the establishment of a donor-supported Food Safety concentration.

UNIVERSITY ADVANCEMENT Hosted an industry-based alumni reception at Foster Farms, organized by the Office of Alumni Engagement.

Improving the reputation and visibility of Stanislaus State.

Instituted an Inaugural Alumni Week celebration, bringing alumni and students together for events such as Warrior Wisdom panel events, All Class Reunion, Golden Grad Brunch, Toast to “Alumni of the Year”. Featured regional Alumni industry leaders in Spring 2018 Stan Mag (Bronco Winery) and in Quarterly Alumni e-Newsletter. Organized a reunion of Rogers Scholar Alumni. Nominated and secured recognition of two alumni for the Chancellor’s Office marketing and recognition campaign, CSU Hospitality and Tourism Management Education Alliance and Made in the CSU website.

BOOK OF TRENDS // 2017-2018 / 227

GOAL 5

through marketing and personalized engagement.

COMMUNITY RELATIONS

STRATEGY 5B8: Increase the exposure of our alumni who contribute to the vitality of the region

GOAL 5

COMMUNITY RELATIONS

OBJECTIVE C Build on our current partnerships and increase responsiveness to the Central Valley, foothills, and surrounding regions.

STRATEGY 5C2: Create opportunities to place students in internships with local agencies and businesses. SPEMI Development of the CSU Stanislaus AAUW Student Chapter. Collaborated with faculty to establish a chartered student organization on campus, the American Association of University Women. The AAUW advances equity for women and girls through advocacy, education, philanthropy, and research (https://www.aauw.org/).

Students volunteered to take on roles as club officers. Student officers met twice during 2017-18 and attended necessary training.

STRATEGY 5C3: Increase and maintain our presence in local civic groups and identify opportunities to contribute to regional projects and programs. ACADEMIC AFFAIRS University has increased its focus on increasing our presence in the region. Examples of AA support for contributing to regional projects/programs includes: Focus on Prevention Stewardship Council, Business Advisory Board, California Health Sciences University, Stanislaus Community Foundation, Stanislaus County Office of Education, Parent Institute for Quality Education (PIQE) Advisory Board, Le Grand Medical Academy Advisory Board, Ceres Unified Induction Program Advisory Board, Stanislaus Futures Leadership Team, Stanislaus Partners in Education â&#x20AC;&#x201C; Board Member, San Joaquin Area Health Sectors Partnership, Merced County Health Career Pathways Coalition, Assyrian American Civic Club.

Increasing our presence with local civic groups and becoming committed partners increases the visibility of Stanislaus State.

UNIVERSITY ADVANCEMENT Co-Organized Warriors Giving Back with ASI and the Office of Alumni Engagement â&#x20AC;&#x201C; alumni, students and the City of Turlock partnership for Earth Day Celebration. University has increased and strategically coordinated its presence and involvement in the region, creating a matrix that identifies University representatives for various community boards and service organizations. Positioned President Junn to participate in local parades, such as the Turlock Christmas Parade and Modesto American Graffiti Parade; American Heart Association Walk; 4th of July City of Turlock Fireworks Show. Maintain and grew membership in service groups in our region, like Modesto and Turlock Rotary.

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Improving the reputation and visibility of Stanislaus State.

STRATEGIC PLANNING // SECTION 10

STRATEGY 5C4: Identify opportunities to partner with regional efforts to improve educational outcomes for the regionâ&#x20AC;&#x2122;s children (K-12). SPEMI New partnership with PIQE â&#x20AC;&#x201C; see 1C7 Students are enrolling in the ERWC course their senior year. Local and regional high schools have endorsed the program and are participating: 42 out of 62 schools are currently using the ERWC.

Cradle-to-Career partnership with Stanislaus Community Foundation, such as the Health Careers Navigator position funded by the Community Foundation to work in regional high schools and outreach on careers in nursing.

Improving the reputation and visibility of Stanislaus State.

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 that they have opportunities to interact with students and faculty. UNIVERSITY ADVANCEMENT Serve as a partner with colleges by providing information on interested alumni guest speakers.

Improving the reputation and visibility of Stanislaus State.

BOOK OF TRENDS // 2017-2018 / 229

GOAL 5

UNIVERSITY ADVANCEMENT

COMMUNITY RELATIONS

AOS works with SCOE, local and regional schools on academic preparation of students in K-12. The Early Assessment Program (EAP) works with local and regional schools on assessing math and English so that students attending college are academically prepared at the end of their HS career.

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/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 5-year 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. 3) All single subject credential program (SSCP) students are included in COEKSW regardless of the subject matter.

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Data is reported down to the degree program level. For data disaggregated by concentration, area of emphasis, track, or other academic sub-plan, visit the Institutional Research website at https://www.csustan.edu/institutional-research/institutional-data

Percentages may not sum to 100% due to rounding.

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.

The Office of Institutional Research–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 is 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

CAHSS: CBA:

College of the Arts, Humanities and Social Sciences

College of Business Administration

COEKSW:

College of Education, Kinesiology and Social Work

COS: College of Science

Other Commonly Used Acronyms

AUP:

Academic Unit Profile (see the Enrollment Management section for details)

ICLM: Induced Course Load Matrix (see the Enrollment Management

AY:

IPEDS: Integrated Postsecondary Education Data System (see

Academic Year or Aid Year (see Glossary for details)

CCCT:

California Community College Transfer(s)

C.O.: CSU Office of the Chancellor or Chancellorâ&#x20AC;&#x2122;s Office CY:

College Year (see Glossary for details)

ERSX:

CSU Enrollment Reporting System (see Data Sources for

FAFSA:

Free Application for Federal Student Aid

Full-Time Equivalent Student (see Glossary for details)

FTF:

First-Time Freshman

FTT:

First-Time (undergraduate) Transfer

GI:

Glossary for details)

IR: (Office of) Institutional Research MUL: Mean Unit Load SCH:

Student Credit Hour(s)

SPEMI: (Division of) Strategic Planning, Enrollment Management and

details)

FTES:

section for details)

Innovation

UEE: University Extended Education URM: Traditionally Underrepresented minority; includes American Indian/Alaska Native, Black/African American, and Hispanic/Latino race/ ethnic categories.

Graduation Initiative 2025

HSI:

Hispanic-Serving Institution (see Glossary for details)

BOOK OF TRENDS // 2017-2018 / 231

Data Sources Of Information CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE, MANAGEMENT INFORMATION SYSTEMS DATA MART: http://datamart.cccco.edu/Students/Student_Term_Annual_

CSU INSTITUTIONAL RESEARCH AND ANALYSES, STATISTICAL REPORTS: http://calstate.edu/as/stats.shtml

Count.aspx

https:// csusuccess.dashboards.calstate.edu/public/app/dashboard/dashboardindex.php

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, APPLICANTS (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-CAMPUS 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.

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CSU ORIGINAL STUDENT SUCCESS DASHBOARD:

INTEGRATED POSTSECONDARY EDUCATION 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

MAP SOURCE DATA OVERVIEW (see individual maps for additional information)

CENSUS BASE LAYERS: In providing greater context within the Northern California Region, additional Census data were utilized to further define the physical characteristics of the Region. The data include locations of cities, road names and highways.

CENSUS DEMOGRAPHIC DATA: To provide a comparative assessment of student variables, Census demographic information was incorporated in the map exhibits for use in evaluating social characteristics at the Census Block Group boundary unit. Demographic information was obtained from the Census website including 2016 Tiger/Line shape files and Tiger/Line table files.

STUDENT DATA:

Student data was obtained from the Stanislaus State Office of Institutional Research. The tabular data was deployed as the primary resource for map creation. The data contains address fields for each student home residential location. The Zip Code field was used in joining student data with existing spatial layers to form the basis of the mapping components. Zip Code GIS boundary layers were then mapped with the adjoining student data.

PEOPLESOFT: Stanislaus State’s student data system effective fall 2008.

GLOSSARY OF TERMS

Glossary Of Terms

ACADEMIC YEAR (AY): An annual period beginning with the fall

CADAA: California Dream Act Application. The CADAA allows

semester and ending with the spring semester. Summer sessions are not included in the Academic Year. (See also College year)

students 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. (https://dream.csac.ca.gov/)

ACADEMIC 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)

CENSUS DATE: The date official enrollment is taken for the CSU.

winter, and spring term full-time equivalent student (FTES) enrollment divided by two.

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.

ADMISSION YIELD RATES

CERTIFICATE-SEEKING:

ACADEMIC YEAR HEADCOUNT: The sum of state-supported fall,

ADMIT RATE: ADMIT YIELD:

Percent of applicants who were admitted. Percent of admits who enrolled.

APPLICANT YIELD: Percent of applicants who enrolled. ADMITTED 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.

APPLICANT:

A student who has submitted a CSU admission application to the University. Application counts include incomplete applications.

ASSISTANT PROFESSOR:

See Rank

ASSOCIATE PROFESSOR:

See Rank

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.

CLASSIFICATION:

See Student Level

COHORT TYPES:

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 fulltime 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 (https://surveys.nces.ed.gov/Ipeds/VisInstructions. aspx?survey=2&id=30084&show=all).

FIRST-TIME TRANSFER 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 (CY): The complete academic year. Includes summer, fall and spring semesters. Summer begins the college year.

BOOK OF TRENDS // 2017-2018 / 233

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.

DEGREE PROGRAM LEVEL:

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.

COST OF ATTENDANCE (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 studyabroad 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)

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.

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.

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.

ENROLLMENT TYPE: Based on the number of semester hours for CSU (CAMPUS) TOTAL:

Includes all 23 CSU campuses, including Stanislaus. Summer Arts, International Programs, and CalState TEACH 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.

which a student was enrolled on census date, categorized as Full-Time and Part-Time. See Full-Time and Part-Time for additional details.

ETHNICITY:

See Ethnic/Racial groups

ETHNIC/RACIAL GROUPS

CSU SYSTEMWIDE TOTAL:

Includes all 23 CSU campuses in addition to Summer Arts, International Programs, and CalState TEACH.

AMERICAN INDIAN OR ALASKAN 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.

DEGREE LEVEL: See Degrees

AFRICAN AMERICAN/BLACK: All persons with origins in any of

the black racial groups of Africa (except those of Hispanic origin).

DEGREE PROGRAM:

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.

DEGREES (AWARDED OR CONFERRED):

Generally reported

for the College Year.

ASIAN AMERICAN: 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.

BACHELOR’S:

An undergraduate degree granted for the completion of an undergraduate program of study.

FILIPINO:

MASTER’S:

HISPANIC/LATINO (INCLUDES THE FOLLOWING CATEGORIES):

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.).

DOCTORATE:

An earned degree carrying the title Doctor. Stanislaus State offers a Doctor of Education program.

234 / STANISLAUS STATE // CSUSTAN.EDU

All persons descending from any of the original people of the Philippine Islands. Reported in the Asian category.

CHICANO (MEXICAN AMERICAN, MEXICAN): All persons descending from any of the original people of Mexico.

LATINO:

All persons descending from any of the original peoples 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.

GLOSSARY OF TERMS

original people of the Pacific Islands (except Filipinos). This includes Hawaii, Samoa, Tahiti, Guam, Fiji and the Marshall Islands.

reported on the CSU undergraduate admission application. This definition is most consistent with the Federal TRIO program’s first generation criteria and is used in this publication.

SOUTHEAST ASIANS:

FIRST GENERATION TO ATTEND COLLEGE:

PACIFIC ISLANDER: All persons descending from any of the

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-LATINO 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.

First in their family to go to college where neither parent/guardian has a college experience. Designation is based on responses to parent(s)/ guardian(s) highest level of education self-reported on the CSU undergraduate admission application. This definition is most consistent with the NCES criteria and is not 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.

FISCAL YEAR: A period of time for financial reporting, starting July 1

NONRESIDENT ALIEN: Non-U.S. citizens of any ethnicity.

and ending June 30.

STANDARD TRANSFORMATION FOR REPORTING PURPOSES: • African American/Black=Black or African American • American Indian=American Indian/Alaska Native • Chinese, Japanese, Korean, Asian Indian, Other Asian,

FRESHMAN:

• • • • • •

Laotian, Cambodian, Other Southeast Asian, Thai, and Vietnamese=Asian Filipino=Filipino Mexican American=Mexican American Central American, Mexican American, South American, Cuban, Puerto Rican, and Other Latino=Other Latino Guamanian, Hawaiian, Samoan, and Other Pacific Islander=Pacific Islander White, Non-Latino=White Other, No Response, and Decline to State=Unknown

Note: For IPEDS reporting, Mexican American and Other Latino categories are combined to become Hispanic/Latino, and Filipinos are reported in the Asian category.

EXCLUSIVE APPLICANTS:

Applicants who apply to only one CSU

campus.

FACULTY: 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-GENERATION COLLEGE STUDENT

See First-Year

FULL-TIME EMPLOYEES:

Individuals employed "100% time"; includes full-time employees on leave with pay.

FULL-TIME UNDERGRADUATE:

An undergraduate student attempting 12 or more semester credit units as of census date is considered full-time for enrollment reporting purposes.

FULL-TIME GRADUATE/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 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).

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 will have the option to self-report their sexual orientation, gender identity, and gender expression in addition to their legal sex.

GEOGRAPHIC 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.

FIRST GENERATION TO EARN A DEGREE: Includes parents with at least some college experience. Designation is based on responses to parent(s)/guardian(s) highest level of education self-

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GRADUATE 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.

GRADUATION RATE:

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.

NEW GRADUATE STUDENT:

A postbaccalaureate student who enters a graduate program. Includes first-time and transfers.

NEW STUDENT:

An individual attending a CSU campus as a matriculated student for the first time.

NON-UNDERREPRESENTED MINORITY (NURM): Asian, Pacific Islander, White, Two or More Races, Nonresident alien, and Unknown race/ethnicity categories.

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))

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. This designation is determined by an application process with the U.S. Department of Education’s Office of Postsecondary Education’s Developing Hispanic-Serving Institutions Program – Title V.

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.

OFFICIAL OFF-CAMPUS CENTER:

The Stanislaus State-Stockton Center 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.

OTHER (FACULTY RANK):

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.

ORIGIN INSTITUTION:

INTERDISCIPLINARY DEGREE PROGRAMS: Special Major (BA/

PART-TIME EMPLOYEES: Includes employees whose assignments

BS) and Interdisciplinary Studies (MA/MS) are interdisciplinary degree programs; enrollments are reported in the Undeclared/Other category unless otherwise noted.

are less than "100% time".

Includes Administrators and Volunteers

who volunteer their time.

See Institution of Origin

PART-TIME GRADUATE/POSTBACCALAUREATE:

A postbaccalaureate student attempting less than 9 semester units as of census date is considered part-time for enrollment reporting purposes. This definition is consistent with IPEDS reporting but differs from the financial aid part-time student definition (less than 8 units).

LECTURER/LECTURE RANK:

Includes all instructional Faculty with temporary appointments only (non-tenure track).

PART-TIME UNDERGRADUATE:

An undergraduate student attempting less than 12 semester credit units as of census date is considered part-time for enrollment reporting purposes.

MATRICULATION TYPE: Identifies whether a student is matriculated in a state-supported program or a self-supported (UEE) degree program.

PELL GRANT:

The federal Pell Grant program. Generally used as a proxy for low-income status.

PELL GRANT ELIGIBLE:

MINORITY: American Indian or Alaska Native, Asian American, Black

Students who meet the University and federal guidelines. Eligibility does not indicate if a student was awarded/ received a Pell Grant.

or African American, Pacific Islander, and Hispanic/Latino race/ethnicity categories.

PELL GRANT RECIPIENT/AWARD: Students who meet the

MEAN UNIT LOAD (MUL):

University and federal guidelines and were awarded/received a Pell Grant for a particular term or aid year.

Total term units attempted divided by

the total headcount enrollment.

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GLOSSARY OF TERMS PERSISTENCE RATE:

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.

SEX: See Gender. POSTBACCALAUREATE STUDENT: A student who holds a baccalaureate or equivalent degree who is not enrolled in a graduate program.

PROFESSOR:

See Rank

(SIX-COUNTY) SERVICE REGION:

The University’s surrounding six-county 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.

STAFF EMPLOYEES: Refers to all employees who are not 'faculty'

RANK (FACULTY)

STATE-SUPPORT(ED) STUDENT:

as previously defined.

TENURE/TENURE TRACK FACULTY: Includes Professors,

A student matriculated into a state-supported program and attempting units in state-supported courses.

Associate Professors, and Assistant Professors.

STUDENT CREDIT HOURS (SCH): The amount of credit a PROFESSOR:

faculty appointed as Lecturer C.

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).

ASSISTANT PROFESSOR:

STUDENT LEVEL:

Tenured faculty member on the highest rung on the faculty tenure ladder. Includes persons appointed as Lecturer D.

ASSOCIATE PROFESSOR:

Tenured faculty member. Includes

Probationary faculty member. A faculty member’s first rung on the tenure-track ladder. Includes faculty appointed as Lecturer B.

RACE/ETHNICITY: RESIDENT:

See Ethnic/Racial groups

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.

Identifies a student’s residence status for fee purposes.

RETENTION RATE:

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. See Cohort Types for additional details.

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: RETURNING 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.

A student with 90 or more accumulated semester credit units as of census date.

POSTBACCALAUREATE:

A student who holds a baccalaureate or its equivalent and it not enrolled in a graduate degree program.

GRADUATE:

A student who holds a baccalaureate or its equivalent and has been enrolled in a graduate degree program.

RETURNING TRANSFER:

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.

Note: The headcount enrollment for Credential, Graduate, and all other postbaccalaureate students (excluding postbaccs seeking a 2nd bachelor’s degree) are reported in the aggregate as Graduate level students for IPEDS reporting purposes, but typically disaggregated in internal reports.

BOOK OF TRENDS // 2017-2018 / 237

TENURE DENSITY: Tenure-track FTE divided by total instructional

UNDERGRADUATE STUDENT: A student not holding an

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.

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.

TENURED/TENURE-TRACK FACULTY:

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 ATTEMPTED: The sum of state-supported precollegiate (beginning summer 2014), 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.

TRANSFER 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.

TRANSFER 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.

TRANSITORY/VISITING STUDENT:

A student who is admitted under special procedures but who has continuing status at another institution.

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UNDERREPRESENTED MINORITY (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. See also Non-Underrepresented Minority definition.

UNIT LOAD:

The total number of units attempted for which the student is actively enrolled at the census date for the current term.

UNIVERSITY EXTENDED EDUCATION (UEE) TERMS (FROM EXECUTIVE ORDER 1099): CERTIFICATE:

A certificate declares that a student has satisfactorily completed the prescribed course of study in a certificate program. (Title 5 section 40400)

CERTIFICATE PROGRAMS: 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 noncredit offerings. (EO 806)

CONTINUING EDUCATION 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.

CONTRACT 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 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)

GLOSSARY OF TERMS COST-RECOVERY BUDGET MODEL:

A self-support costrecovery budget ensures that costs incurred by the CSU Operating Fund for services, products, and facilities provided to extended education and to CSU auxiliary organizations are properly and consistently recovered with cash and/or a documented exchange of value. (EO 1000)

EXTENDED EDUCATION:

Extended education is a means whereby the instructional courses and programs of the CSU can be provided on a self-support 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.

EXTENDED EDUCATION LOCAL TRUST FUND:

Formerly the Continuing Education Revenue Fund, the Extended Education Local Trust Fund (“EE Local Trust Fund”) is the fund into which revenues received by the Trustees of the California State University from extended education and other self-supporting instruction— excluding Cal State Online and auxiliary programs—shall be recorded.

EXTENSION 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.

MATRICULATED 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 self-support extended education enrollment, or both.

NON-CREDIT CONTRACT PROGRAM:

A non-credit contract program offers non-academic credit activity for a specific audience, such as employees of a company.

policies and procedures governing self-supporting instructional programs and international programs. (Education Code section 89705; Trustee Resolution REP 07-84-04)

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.

SERVICE AREAS: Service areas are locations in which CSU campuses have traditionally delivered academic service. This includes but is not restricted to courses and programs transmitted by learning technologies, self-support “off-campus centers,” and face-to-face instruction. While the assignments of campus service areas was repealed by resolution of the Board of Trustees on January 30, 2002 (ROR 01-02-01), a campus president is to confer before delivering academic services in a community traditionally served by another CSU campus. (See article 11.1.2.5.1 in this executive order.)

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.

SPECIAL SESSIONS CREDIT (ACADEMIC CREDIT EARNED IN EXTENDED EDUCATION): Students enrolled in extended education may earn academic credit (“special sessions credit”) applicable to degree, certificate and credential programs. Special sessions credit may be applied in fulfillment of graduation residence requirements, consistent with Title 5 section 40403.

STATE-SUPPORT MODE: State-support mode is the type of funding structure in which the university receives state appropriations for instruction offered.

SUPPLANT:

Self-supporting special sessions shall not supplant regular course offerings available on a non-self-supporting basis during the regular academic year. (Education Code section 89708)

OPEN UNIVERSITY: Open University (also called “open enrollment”) allows non-matriculated individuals paying self-support fees to enroll in state-supported course offerings on a spaceavailable basis—after reasonable steps have been taken to provide full enrollment opportunity to eligible state-support matriculated students. (Title 5 section 40202; EO 805)

OUT-OF-STATE OR OUT-OF-COUNTRY PROGRAMS: Out-of-state and out-of-country programs are campus-based, selfsupporting instructional activities of the CSU that provide instruction outside California. These programs provide a means of utilizing the expertise of the CSU faculty in activities benefiting both students and campuses. Students benefit from instruction not readily available from nearby educational institutions. The campus, staff, faculty and students benefit from broadened understandings of other states’ and countries’ educational practices and cultures. Unless specifically excluded or clearly inapplicable, these programs are subject to

BOOK OF TRENDS // 2017-2018 / 239

Appendix A Curricular Highlights, 2017-18 Summary In fall 2017, the University purchased a paperless curriculum management software called Curriculog that will go live in fall 2018. All curricular processes will be handled in this new system. The Academic Senate and President approved three policies that required updates in the 2018/19 Academic Catalog. The University approved the following curriculum proposals in the 2017/18 academic year.

1 NEW GRADUATE DEGREE PROGRAM

2 NEW SPECIAL TOPICS

1 NEW G.E. PROGRAM: STRUCTURED

8 UNDERGRADUATE AND 1 GRADUATE PROGRAM REVISION

EXPLORATORY EMPHASES

1 NEW GRADUATE CERTIFICATE 2 NEW CONCENTRATIONS 29 NEW UNDERGRADUATE AND 26 GRADUATE COURSES

27 UNDERGRADUATE AND 4 GRADUATE COURSE MODIFICATIONS 12 NEW AND 16 REVISED COURSE FEES

Curriculog In fall 2017, the Office of the Provost introduced a curriculum management software designed to integrate with the current online catalog and PeopleSoft to the Stanislaus State faculty. Curriculog is a curriculum management system software hosted by Digarc, the company that currently hosts Stanislaus State’s online catalog (catalog. csustan.edu). The system accommodates proposal forms for revised courses and programs to be prefilled with what is currently approved in the catalog. Curriculog automatically routes new and revised proposals for approval. Agendas with curricula can be developed and routed to committees in the system. The software allows all faculty to see what courses and programs are proposed, whether they are on or off campus. The paperless process will substantially reduce the unnecessary use of paper/printing and allow all comments/revisions to be handled within Curriculog. Curriculog integrates with current University catalog program (Acalog) and PeopleSoft. The information from Curriculog can be “pushed out” to the catalog, reducing the human error factor and reducing manual work. For more information about the product, view the Curriculog Information Sheet.pdf. In order to ensure that there was campus interest and need for a curriculum management software, the University Curriculum Specialist

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shared demonstrations in fall 2017 with key stakeholders and collected feedback after each demonstration until September 22, 2017. The feedback was shared with the Senate Executive Committee and the Provost. Most of the feedback indicated interest and support of the purchase of Curriculog as a curriculum management software. It was identified as "promising" and that it would allow for a "smooth" and "transparent" curriculum process. Some had concerns about the need for in-house technological support to support the software, but it was indicated that the company includes a hosting and support package that should minimize such requirements. The purchase of a curriculum management software aligns with Goal 4, Objective A of the Strategic Plan Draft.

•

GOAL 4: Hone administrative efficacy through thoughtful stewardship of resources.

•

OBJECTIVE A: Improve at ten or more administrative practices and processes.

CURRICULAR HIGHLIGHTS // APPENDIX A The Curriculog purchase was finalized in October to November 2017. The implementation plan will occur in three stages:

STAGE 1 // January to May 2018 The Implementation Team, consisting of the Curriculum Specialist, as project lead, the Director for Academic Operations, the Faculty Director for General Education, and the Academic Programs Assistant assisted the Digarc team with the implementation of curriculum forms into Curriculog. In May, the company will work with a campus PeopleSoft Integration team to integrate Curriculog with PeopleSoft. The team is comprised of the Curriculum Specialist, the CMS Manager from Enrollment Services, and the Director for Information and Learning Systems.

STAGE 2 // May to August 2018 A series of tests will occur with available faculty and staff. The system will be revised in order to accommodate potential issues or concerns.

STAGE 3 // August 2018 Curriculog will have a Go-Live date currently tentative for no later of August 15, 2018. After this date, faculty may being to submit curriculum proposals effective for the 2019-2020 Academic Catalog and the Fall 2019 course schedule for review and approval.

New and Revised Policies •

POLICY REGARDING FINAL GRADE REPORTS On February 13, 2018 and March 22, 2018, the Academic Senate and President Ellen Junn, respectively, approved Academic Senate Resolution 23/AS/17/FAC/UEPC - Amendment to 11/AS/89/EPC. The policy states that "at the end of each term, instructors are required to submit grades to the Enrollment Services Office by 11:59pm on the last academic workday of the fall and spring terms."

•

STUDENT SUCCESS DEFINITION On March 27, 2018 and May 1, 2018, the Academic Senate and President Ellen Junn, respectively, approved 7/AS/18/SEC Stanislaus State Definition of Student Success. The definition is listed on the About Stanislaus State page in the 2018/19 Academic Catalog.

•

STRUCTURED EXPLORATORY Emphases On February 13, 2018 and March 22, 2018, the Academic Senate and President Ellen Junn, respectively, approved 4/AS/18/UEPC - Structured Exploratory Emphases (SEEs). A Structured Exploratory Emphasis (SEE) is an integrated, interdisciplinary grouping of lower and/or upper division courses across multiple General Education areas organized around a common theme. All undergraduate students must complete General Education coursework, and the SEE program provides an opportunity to focus on a specific social or academic theme or disciplinary area while completing a portion of these required courses. To enhance the experience of SEE participation, cocurricular activities may be offered that connect coursework to campus and community events, and/or link students and faculty at Stanislaus State with those at regional Community Colleges.

“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.”

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Revised Programs ANTHROPOLOGY B.A. The Physical Anthropology concentration is reduced from two tracks to one track and is renamed "Biological Anthropology Interdisciplinary" track to reflect the broader choice of courses and the more current use of terminology in the discipline.

BIOLOGICAL SCIENCES B.A. BIOL 3680 was added to the major core along with new elective choices. The revisions align the B.A. program with the revised Biological Sciences B.S. program.

BIOLOGICAL SCIENCES B.S. The five Biological Sciences B.S. concentrations (Biology Education, Ecology, General Biology, Molecular & Microbial Biology, and Organismal Biology) were reduced to a general track and two optional concentrations in Organismal, Ecological, and Evolutionary (OEE) Biology; and Molecular, Cellular, and Microbial (MCM) Biology. The revision increases flexibility and decreases time to graduation.

BUSINESS ADMINISTRATION B.S. The revision added CIS 2000 to the prerequisites for the Business Administration major. CIS 2000 also fulfills the G.E. area E1 requirement. In the major core of the Business Administration major, students will be able to complete ACC 3110 (3 units) or FIN 3225 (1 unit). The Accounting concentration was revised to add ACC 4110 as a required.

COGNITIVE STUDIES B.A. The revisions were an update of required and elective courses in the program to reflect current offerings. Alternative courses were added to the program to replace inactive courses. The program now lists required and elective courses in thematic groups. The revisions clarify degree requirements for students and offers a more reliable route to completion.

EXECUTIVE MASTER OF BUSINESS ADMINISTRATION (E.M.B.A.) To align the required coursework to the state-side M.B.A. and Online M.B.A. (UEE) programs, the core M.B.A. coursework of 21 units was added to the E.M.B.A. concentration. The remaining coursework of 15 units fulfills the requirements of the E.M.B.A. program. These revisions were submitted to comply with Executive Order 1071.

LIBERAL STUDIES B.A.: ELEMENTARY TEACHING CONTENT PREPARATION PROGRAM The major core of the Liberal Studies B.A. was revised to include more upper division coursework in English and Math. LIBS 4170 was added as a required course to prepare prospective teachers to use technology to enhance learning. All concentrations unit requirements were reduced and the Integrative Inquiry requirements are more flexible to allow transfer and native students to double count coursework and advance through the degree more smoothly.

MATHEMATICS B.A. MATH 4540 was added as a required class for the program. To compensate for the number of units, one less elective is required for this degree. The BA degree in Mathematics is primarily intended for students planning to pursue a graduate degree in Mathematics. Such students should take an entire year of Abstract Algebra to prepare them for graduate study.

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MUSIC B.M. â&#x20AC;&#x201C; INSTRUMENTAL AND CHORAL MUSIC EDUCATION EMPHASES The curricular changes reflect recommendations and needs as put forward from the California Commission on Teacher Credentialing for the Instrumental Music Education and Choral Music Education emphases. MUS 3250 was removed as a core requirement to the major.

New Programs CHILD DEVELOPMENT M.A. (SELF-SUPPORT) The Master of Arts in Child Development is a 34-unit program that integrates developmental theory and research with practice. Students begin with a foundation of theory and research courses in preparation for topical graduate seminars in social-emotional, cognitive-language and physical-motor development. Thematic topics of the advanced graduate seminars change each term, a unique feature to this program that enables faculty and students to explore new research and technologies. The program includes integration of content knowledge into applied areas, such as: literacy, intervention, curriculum, and social cognition, as well as field experience. Finally, students complete a thesis, project or comprehensive exam. These culminating experiences provide opportunities to give back to the community and discipline. This program is designed for students who are professionals in the community as administrators, educators, child and family service workers, as well as those individuals committed to pursuing doctoral study.

LIBERAL STUDIES B.A.: INTEGRATED TEACHER EDUCATION PROGRAM The Liberal Studies B.A. Integrated Teacher Education Program is a combined Subject Matter Preparation and Multiple Subject Credential (MSCP) or Education Specialist Credential (ESCP) program, designed to be completed in four years. Successful completion of the major, with either a 2.67 overall grade point average or a 2.75 grade point average in the last 60 units fulfills all CCTC requirements for an approved waiver of the California Subject Examinations for Teachers: Multiple Subjects (CSETs). Students who do no not complete those requirements must take and pass the CSET for entry into the Multiple Subjects and/or Education Specialist Credential Programs.

POST MASTERS ADVANCED PRACTICE RN (APRN) CERTIFICATE The primary purpose of the Post Masters Advanced Practice RN (APRN) Certificate is to develop skilled professionals able to assume positions of leadership, which contribute to the health, education, and social structure of the community, state, nation, and world. The certificate program will prepare nurses to work as primary care providers to patients throughout the lifespan. With advanced clinical training, APRNs are authorized to diagnose illnesses, treat conditions, and provide evidence-based health education to their patients. APRNs are prepared to provide preventive acute chronic care services to individuals of all ages. APRNs deliver primary care in small and large, private and public practices and in clinics, schools, and workplaces. They work independently and collaboratively within the health care team.

SOCIAL SCIENCES CONCENTRATION - LIBERAL STUDIES The new concentration in Social Sciences allows students to complete coursework in a variety of disciplines including Anthropology, Ethnic Studies, Geography, History, Gender Studies, Political Science, and Social Sciences.

CURRICULAR HIGHLIGHTS // APPENDIX A Revised Courses

Undergraduate BIOL 4110 // Concepts in Epidemiology

MUS 3370 // Introduction to Music (WP)

Revised the unit value from 2 to 3 units, catalog description, prerequisites, and course learning outcomes.

Revised the course title from Music in Secondary Schools, catalog description, and course learning outcomes.

BIOL 4630 // Marine Ecology

MUS 3682 // String Techniques

Revised the prerequisites.

BIOL 4650 // Freshwater Ecology Revised the prerequisites.

BIOL 3680 // Ecology Revised the course number from 4680 to 3680.

Revised the repeatability rules for a total of 2 units, which will allow for 2 completions of the course.

NURS 3310 // Leadership and Management (WP) Revised the course learning outcomes.

BOTY 4600 // Plant Ecology

NURS 3320 // Pre-Licensure Nursing Leadership and Management (WP)

Revised the prerequisites.

Revised the course learning outcomes.

ENGL 5001 // History and Rhetoric and Writing Studies

NURS 4210 // RN to BSN Clinical Practicum

Revised the course title from History and Research Methods in Composition/Rhetoric, catalog description, and course learning outcomes.

Revised the catalog description and prerequisites.

ENGL 5870 // Writing and Teaching of Composition

NURS 4240 // RN to BSN Seminar Revised the unit value from 2 to 3 units.

Revised the course title from Practicum: Writing and Teaching of Composition and catalog description.

NURS 4400 // Community Health Nursing

ETHS 2050 // Introduction to Ethnic Studies (G.E. Area D2b and G Course)

NURS 4410 // Community Health Nursing Practicum

Revised the course title from Searching for America: Introduction to Ethnic Studies, catalog description, and course learning outcomes.

Revised the course learning outcomes.

Revised the unit value from 3 to 2 units.

NURS 4830 // Pre-Licensure Practicum Revised the unit value from 4 to 5 units.

ETHS 3100 // Asian Americans in Media and Popular Culture (G.E. Area F3 and G Course)

PHYS 2100 // Basic Physics I

Revised the course title from Asian American Images in the Arts and Media, catalog description, and course learning outcomes.

Removed the discussion course component (now stand-alone PHYS 2101), reducing course from a 5 unit to a 4 unit course.

ETHS 4360 // Theories and Concepts in Ethnic Studies

PHYS 2110 // Basic Physics II

Revised the course title from Struggle in Black and Brown: Relational Ethnic Studies, catalog description, and course learning outcomes.

Removed the discussion course component (now stand-alone PHYS 2111), reducing course from a 5 unit to a 4 unit course.

GEOG 2200 // Geographer's Toolbox (G.E. Area E1 Course)

ZOOL 4151 // Histology

Revised the course title from Introduction to Geospatial Applications.

Graduate

HSCI 4948 // Internship Seminar in Health Science Revised the unit value from 2 units to a 2-5 unit range.

KINS 4900 // Exercise is Medicine (WP) Revised the unit value, catalog description, course component, and course classification number.

MATH 1000 // Excursions into Mathematics (G.E. Area B3 Course) Revised the unit value from 3 to 4 units, catalog description and prerequisites.

MATH 1500 // Finite Mathematics (G.E. Area B3 Course) Revised the catalog description.

Revised the course title from Histology and Histotechniques.

BUS 5960 // Individual Project Revised the unit value from 2 to 3 units and catalog description.

CDEV 5170 // Advanced Seminar in Cognitive and Language Development Revised prerequisites.

CDEV 5180 // Advanced Seminar in Social and Emotional Development Revised the prerequisites.

ENGL 5894 // Teaching Composition and Literature Revised the course title, catalog description, and course learning outcomes.

BOOK OF TRENDS // 2017-2018 / 243

New Courses

Undergraduate

Graduate

ART / GEND 4080 //

ACC 5040 //

Data Analytics for Accounting

BUS 5040 //

Introduction to Business Analytics

Women and Gender in the History of Art II: Global and Transnational Contexts (G.E. AreavF2 and G Course)

BIOL 4040 //

Writing for Science and Life (WP)

CDEV 5000 //

Child Development Research and Applications

Home-Visiting in Early Intervention: Working with Families of Infants and Toddlers

CDEV 5100 //

Advanced Research Methods for Child Development

CDEV 5140 //

Advanced Child Development

CDEV 3050 // CS 2950 //

Selected Topics in Computer Science

CS 4010 //

Computing for the Sciences (G.E. Area F1 Course)

CS 4950 //

Selected Topics in Computer Science* // New Topic: Introduction to Computational Thinking

ETHS 2300 //

Introduction to Native American/Indigenous Studies (G.E. Area D2b and G Course)

ETHS 4050 //

Latinx Communities

GEOG 4850 //

Geographic Information Systems Applications in

Urban Analysis

HIST 4900 //

The Ottoman Empire, 1300-1922

HIST 4930 //

Migrants and Refugees in the Middle East

HIST 4950 //

Selected Topics in History* - New Topic: Modern Assyrian History

CDEV 5160 //

Advanced Seminar in Physical and Motor Development

CDEV 5280 //

Child and Family Interventions

CDEV 5940 //

Advanced Field Experience

CDEV 5960 //

Graduate Project

CDEV 5970 //

Graduate Comprehensive Exam Preparation

CDEV 5980 //

Individual Study

CDEV 5990 //

Graduate Thesis

CJ 5330 //

Investigating Death and Dying in the Criminal Justice System

CJ 5555 //

Theory of Crime and Punishment

ENGL 5550 //

Seminar in British Literature: Genres

HLTH 3400 //

Foundations of Occupational Health

ENGL 5560 //

Seminar in British Literature: Periods

KINS 2590 //

Intercollegiate Cheerleading

ENGL 5570 //

Seminar in British Literature: Traditions

LIBS 3009 //

Writing for Elementary Teachers (WP)

and Movements

ENGL 5580 //

Seminar in British Literature: Authors

Elementary Foundations of Math with Support IA

ENGL 5650 //

Seminar in American Literature: Genres

Elementary Foundations of Math with Support IB (G.E. Area B3 Course)

ENGL 5660 //

Seminar in American Literature: Periods

ENGL 5670 //

Seminar in American Literature: Traditions and

LIBS 4170 //

Technology for Teachers

MATH 1035 // MATH 1036 // MATH 1071 //

College Algebra with Support I

MATH 1072 //

College Algebra with Support II (G.E. Area B3 Course)

MATH 1551 //

Finite Mathematics and Business Statistics I

MATH 1552 //

Finite Mathematics and Business Statistics II (G.E. Area B3 Course)

MATH 1553 //

Finite Mathematics and Business Statistics III

MATH 1601 //

Statistics with Support I

MATH 1602 //

Statistics with Support II (G.E. Area B3 Course)

MBIO 4800 //

Advanced Food Microbiology

MGT 4950 //

Selected Topics in Management* - New Topic: Negotiation Skills

MUS 3685 //

Instruments for Singers

PHYS 2101 //

Problem Solving for Topics in PHYS 2100

PHYS 2111 //

Problem Solving for Topics in PHYS 2110

ZOOL 4610 //

Ichthyology

244 / STANISLAUS STATE // CSUSTAN.EDU

Movements

ENGL 5680 // MKT 5040 //

Seminar in American Literature: Authors Marketing Analytics

OM 5040 //

Operations Analytics

OM 5580 //

Seminar in Supply Chain Management

SW 5017 //

Social Work in Healthcare

* Selected Topics are only offered twice at the undergraduate level and once at the graduate level. Subsequently the faculty may select to create a course in the topic.

CURRICULAR HIGHLIGHTS // APPENDIX A New Course Fees ART 3000 //

Color ($130)

ART 3714 //

3D Digital Modeling and Rendering ($50)

ART 3820 //

Visual Approach to Learning ($30)

ART 4970 //

New Genre ($100)

BIOL 4040 //

Writing for Science and Life ($125)

GEOG 2250 //

Wilderness Exploration and Navigation ($100)

GEOL 2202 //

History of Earth and Life Laboratory ($75)

GEOL 4360 //

Structural Geology ($73)

GEOL 4390 //

Paleontology and Stratigraphy ($73)

GEOL 4810 //

Development and Management of Water

Resources ($78)

MBIO 4800 //

Advanced Food Microbiology ($75)

ZOOL 4610 //

Ichthyology ($30)

Revised Course Fees ART 1010 //

Foundation Drawing (From $35 to $80)

ART 3360 //

Construction Sculpture ($45-$100)

ART 1020 //

Drawing II: Composition (From $10 to $75)

ART 3370 //

Sculpture in Context ($50-$100)

ART 1100 //

Foundation Painting (From $40 to $150)

ART 3380 //

Public Sculpture ($45-$110)

ART 1200 //

Foundation Sculpture (From $55 to $95)

ART 3005 //

Drawing the Human Figure from Observation

ART 3230 //

Painting the Human Figure (From $75 to $150)

ART 3300 //

Multimedia Assemblages and Construction ($25-$100)

ART 3330 //

Metal Casting ($100-$150)

ART 3340 //

Figure Sculpture ($110-$150)

ART 3350 //

Ceramic Sculpture ($45-$100)

($75-$150)

ART 3010 //

Drawing the Human Figure from Memory ($25-$100)

KINS 1330 //

Golf ($40-$44)

KINS 3330 //

Individual Sports and Games ($40-$44)

BOOK OF TRENDS // 2017-2018 / 245