Book of Trends: The Sum of Our Success 2018-2019 by Stanislaus State

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 Ashlea Eaton, M.A. Administrative Analyst Office of Institutional Effectiveness and Analytics

Jovonte Willis, M.S. Director for Institutional Research and Business Intelligence Lisa Fields, M.P.A. Research Analyst Veronica Parra, M.S.W. Research Analyst Never Boring Graphic Designer

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

A LETTER FROM THE VICE PRESIDENT Division of Strategic Planning, Enrollment Management and Innovation On the first anniversary of the Book of Trends, I am delighted to provide a new and improved edition. The purpose of this new edition remains unchanged from last year. It is to tell our story, sometimes in numbers and in other instances through highlights and stories that emerge from the significant work that people do. As in the first edition, this yearâ&#x20AC;&#x2122;s book provides pertinent facts and figures in one single and readily accessible format. We continue to build and improve web-based dashboards in Institutional Effectiveness and Analytics (IEA) to supplement information in this book. However, as in the past there still remains a need to build a context and to explore the value of data in a thoughtful manner. The second edition of the Book of Trends continues to provide highlights based on feedback from those who are closest to the source of the data. The relevant highlights in this book continue to be drafted and circulated to deans, department heads, directors and others for further consultation and feedback. I would like to draw your attention to the new Student Success Initiatives and Programs section that provides a spotlight on the individual programs offered through the Division of Student Affairs. This section provides rich highlights regarding co-curricular programs available to students on campus. Another section with new and noteworthy enhancements is the Strategic Planning section. This year the campus initiatives behind the various strategic planning goals have matured and have completed their second year of implementation. This section captures the collective work of the entire University throughout the 2018-2019 academic year. It is my sincerest hope that this second edition of the Book of Trends continues to help us be better informed, form new partnerships, address unspoken reservations, and be inspired to see new potential in what we do together. A lot of work goes into developing and producing this book, and it represents a unique resource that is available to the campus community. Sincerely, Gitanjali Kaul, Ed.D. Vice President for Strategic Planning, Enrollment Management and Innovation

BOOK OF TRENDS â&#x20AC;˘ 2018-2019

TABLE OF CONTENTS 1

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

12 12 13 14 14 15-16 17-19 21 21 22

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS Total Enrollment Table 2.1: Stanislaus State Headcount and Full-Time Equivalent Student (FTES) Enrollment Compared to CSU Campus Total, 5-Year Trend Table 2.2: Stanislaus State Stockton Campus Headcount and Full-Time Equivalent Student (FTES) Enrollment Compared to Stanislaus State Total, 5-Year Trend Table 2.3: Enrollment by Degree Level and Academic Level, 5-Year Trend Fig. 2.3: Enrollment by Academic Level, 5-Year Trend Table 2.4: Enrollment by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2018 Fig. 2.4: Undergraduate to Graduate Ratio with CSU Peer Institutions Comparisons, Fall 2018 Table 2.5: Enrollment by Gender and Race/Ethnicity, 5-Year Trend Fig. 2.5A: Enrollment by Gender, Fall 2018 Fig. 2.5B: Enrollment by Race/Ethnicity, Fall 2018 Table 2.6: Enrollment by Degree Level and Race/Ethnicity with CSU Campus Total and 6-County Service Region Population Comparisons, Fall 2018 Table 2.7: Enrollment by Race/Ethnicity with CSU Peer Institutions Comparisons, Fall 2018 Fig. 2.7: Percentage of Hispanic/Latino and URM Enrollment with CSU Peer Institutions Comparisons, Fall 2018 Table 2.8: Enrollment by Geographic Origin, 5-Year Trend Table 2.9: Enrollment by Enrollment Status, 5-Year Trend Fig. 2.9: Enrollment by Enrollment Status, Fall 2018 Table 2.10: Enrollment by College, 5-Year Trend Fig. 2.10: Enrollment by College, Fall 2018 Table 2.11: Undergraduate Enrollment by College and Enrollment Status, 5-Year Trend Fig. 2.11: Undergraduate Enrollment by Enrollment Status, Fall 2018 Table 2.12: Undergraduate Enrollment by Enrollment Status and Full-Time and Part-Time Status, 5-Year Trend Fig. 2.12: Ratio of Full-Time to Part-Time Undergraduates by Enrollment Status, Fall 2018 Table 2.13: Undergraduate Students Enrolled in a Full Load by Enrollment Status, 5-Year Trend Fig. 2.14: Percentage of Full-Time and Full Load Undergraduates, 5-Year Trend Table 2.15: Graduate/Postbac Enrollment by Enrollment Status and Full-Time and Part-Time Status, 5-Year Trend New Student Enrollment Table 2.16: New Fall Undergraduate Student Enrollment, 5-Year Trend Table 2.17: New Fall Undergraduate Student Enrollment with CSU Peer Institutions Comparisons, Fall 2018 Fig. 2.17: Ratio of First-Time Freshman to First-Time Transfer Enrollment with CSU Peer Institutions Comparisons, Fall 2018 Enrollment Details Table 2.18: Fall Student Credit Units by College, 5-Year Trend Table 2.19: Spring Student Credit Units by College, 5-Year Trend Table 2.20: Annualized Student Credit Units by College, 5-Year Trend Table 2.21: Total Enrollment, Student Credit Units, and Mean Unit Load (MUL) by College and Academic Level, Fall 2018 Table 2.22: MUL by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2018 Table 2.23: Undergraduate Enrollment, Student Credit Units, and MUL by College, 5-Year Trend Table 2.24: Enrollment by Full-Time and Part-Time Status and Student Level, 5-Year Trend Table 2.25: Total Enrollment by College, Age, Degree Level, and Gender, Fall 2018

STANISLAUS STATE • CSUSTAN.EDU

26 27 28 28 29 29 30 31 31 32 33 33 34 35 35 36 36 37 38 39 39 40 40 41 42 42 42 43 43 43 44 45 46 47 48

Table 2.26: Average Age by Student Level with CSU Peer Institutions Comparisons, Fall 2018 49 Table 2.27: First-Generation College Student Undergraduate Enrollment by College, 5-Year Trend 50 Table 2.28: Percentage of Undergraduate Students who are First in Family to Pursue Earning a Bachelor’s Degree with CSU Peer Institutions Comparisons, Fall 2018 50 Table 2.29: Pell Eligible Undergraduate Enrollment by College, 5-Year Trend 51 Stockton Campus Enrollment Table 2.30: Stockton Campus Headcount Enrollment by Degree Level and Academic Level, 5-Year Trend 52 Table 2.31: Stockton Campus FTES Enrollment by Degree Level and Academic Level, 5-Year Trend 53 On-Campus Resident and Student-Athlete Enrollment Table 2.32: On-Campus Housing Residents, 5-Year Trend 54 Table 2.33: Full-Time Undergraduate Degree-Seeking Student-Athletes by Race/Ethnicity, 5-Year Trend 54 Table 2.34: Full-Time Undergraduate Degree-Seeking Student-Athletes by Gender, 5-Year Trend 55 University Extended Education (UEE) Table 2.35: UEE Enrollment Summary by Program, 5-Year Trend 55 Table 2.36: UEE Enrollment Summary by Program and Student/Course Type, 5-Year Trend 56-57

3 DETAILED ENROLLMENT CHARACTERISTICS FOR COLLEGES AND PROGRAMS State- and Self-Supported Student Enrollment Table 3.1A-3.1C: Enrollment by College and Program Level, 5-Year Trend Table 3.2A-3.2C: CAHSS Enrollment by Program Level and Primary Major/Program, 5-Year Trend Table 3.3A-3.3C: CBA Enrollment by Program Level and Primary Major/Program, 5-Year Trend Table 3.4A-3.4C COEKSW Enrollment by Program Level and Primary Major/Program, 5-Year Trend Table 3.5A-3.5C: 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 Table 3.7: New Fall Undergraduate Student Enrollment by College, Major and New Undergraduate Type, 5-Year Trend Table 3.8: New Spring Undergraduate Student Enrollment by College, Major and New Undergraduate Type, 5-Year Trend

60-62 63-64 65 66-67 68-69 70 71 72

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, 4-Year Trend Table 3.12: Users in Library by Location, 2017-18 and 2018-19 Table 3.13: Research Consultation and Reference Desk Activity, 5-Year Trend Table 3.14: Library Instruction Sessions, 5-Year Trend

74 74 75 75 76 77

GRADUATE STUDIES AND RESEARCH Graduate Studies Graduate Degree Programs and Concentrations, AY 2018-19 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 Fig. 4.2: Graduate Enrollment by Source of Funding, 5-Year Trend Table 4.3: Stanislaus State’s Graduate Degree Programs Offered at CSU Peer Institutions, AY 2018-19 Table 4.4: State-Supported Graduate Enrollment by Discipline Division with CSU Peer Institutions Comparisons, Fall 2018 Table 4.5: CAHSS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Table 4.6: CBA Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Table 4.7: COEKSW Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Table 4.8: COS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Table 4.9: Interdisciplinary Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Table 4.10: Campus Undergraduate to Graduate Pipeline: Graduate Students Who Completed a Stan State Bachelor’s Degree Program, 5-Year Trend Table 4.11: Percentage of Female Graduate/Postbac Enrollment with CSU Peer Institutions and Systemwide Comparisons, Fall 2018 Table 4.12: Graduate Degrees Awarded by Degree Level, 5-Year Trend Table 4.13: Graduate Degrees Awarded by Degree Level with CSU Peer Institutions Comparisons, CY 2018-19 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 Institutions Comparisons, CY 2018-19

80-81 82 83 83 84 85 86 87 88 90 92 92 93 94 94 95 96

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

BOOK OF TRENDS • 2018-2019

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, 2018-19 Stanislaus State’s Centers & Institutes

STUDENT SUCCESS INITIATIVES AND PROGRAMS Stanislaus State Definition of Student Success Academic Success Center (ASC) Tutoring Center (Learning Commons) Career and Professional Development Center Health & Wellness - Student Health Center Health & Wellness - Psychological Counseling Services Health & Wellness - Disability Resource Services Diversity Center Warrior Athletics Program Student Leadership and Development (SLD) Housing and Residential Life TRIO Student Support Services (SSS)

134 134 135 135 135 136-137 138 138 139 140 141

ENROLLMENT MANAGEMENT Admissions Table 7.1: Resident FTES Enrollment Targets and Reported Actuals, 5-Year Trend Fig. 7.1: Resident FTES Enrollment Targets and Reported Actuals, 5-Year Trend Fig. 7.2: Ratio of Resident Full-Time Equivalent Students (FTES) to Resident Fall Headcount, 5-Year Trend Fig. 7.3: New Undergraduate Academic Year Enrollment, 5-Year Trend Fig. 7.4: Redirected First-Time Transfer Enrollment, 3-Year Trend Table 7.5: First-Time Freshman Applications, Admissions and Enrollment, 5-Year Trend Fig. 7.5: First-Time Freshman Admission Yield Rates, 5-Year Trend Table 7.6: First-Time Transfer Applications, Admissions and Enrollment, 5-Year Trend Fig. 7.6: First-Time Transfer Admission Yield Rates, 5-Year Trend Table 7.7: First-Time Freshman Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2018 Table 7.8: First-Time Transfer Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2018 Table 7.9: Percentage of First-Time Freshman Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2018 Table 7.10: Percentage of First-Time Transfer Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2018

113 114 115-116 117-119 120 121-122 123 123 124 125-127 128-129 130-131

UNIVERSITY ADVANCEMENT Philanthropic/Advancement Activity Table 6.1: Philanthropic/Advancement Performance Metrics, 5-Year Trend Fig. 6.1A: Actual Gift Commitments, 5-Year Trend Fig. 6.1B: Actual Number of Alumni Donors, 5-Year Trend Fig. 6.1C: Actual Number of Individual Donors, 5-Year Trend California State University, Stanislaus Foundation Board Alumni Advisory Council Annual Alumni Fundraiser: Vines 2019 Map of Stanislaus State Alumni in California by County, 1960 to 2018 Communicating with Purpose Highlights of Communications and Public Affairs

97 98 99 99 100 101 102 103-110 111

STANISLAUS STATE • CSUSTAN.EDU

144 144 145 145 146 146 146 147 147 148 148 149 149

Map of On-Campus Residents by Permanent Residence Location in CA, Fall 2017 150 Map of Student-Athletes by Permanent Residence Location in CA, Fall 2017 151 Financial Aid Table 7.11: Undergraduate Cost of Attendance, 5-Year Trend 152 Table 7.12A: Financial Aid Disbursed by Type of Aid, 5-Year Trend 153 Fig. 7.12A: Financial Aid Disbursed by Type of Aid, 2017-18 153 Table 7.12B: Financial Aid Disbursed by Program, 5-Year Trend 155 Table 7.13: Percentage of All Undergraduates Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2016-17 155 Table 7.14: Percentage of First-Time, Full-Time Freshmen Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2016-17 155 Enrollment Management Table 7.15: Regional 12th Grade Graduates and A-G Completers in Stanislaus State’s Six-County Service Region by County, 5-Year Trend 156 Table 7.16: A-G Completion Rate for 12th Grade Graduates in Stanislaus State’s Six-County Service Region by County, 5-Year Trend 157 Table 7.17: Percentage of 12th Grade Graduates in Stanislaus State’s Six-County Service Region who Enrolled at Stanislaus State by County, 5-Year Trend 157 Table 7.18: Entering Fall First-Time Freshmen by Top 10 Feeder High Schools, 5-Year Trend 158 Table 7.19: Entering Fall First-Time Freshmen by High School Location, 5-Year Trend 159 Table 7.20: College-Going Rate by County for High School Completers in Stanislaus State’s Six-County Region, 4-Year Trend 159 Table 7.21: College-Going Rate by County and Postsecondary Institution Type for Regional High School Completers, 2017-18 160 Table 7.22: College-Going Rate by County and Postsecondary Institution Type for High School Graduates in Stanislaus State’s Service Region by County and School District, 2017-18 161-162 Table 7.23: Fall Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend 163 Table 7.24: Spring Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend 163 Table 7.25: Annual Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend 163 Table 7.26: Entering Fall First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend 164 Table 7.27: Entering Spring First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend 164 Table 7.28: Annual Entering First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend 165 Fig. 7.28: First-Time Transfer Students by the Top Feeder Institutions, 5-Year Trend 165 Table 7.29: Community College Transfer Pathway to Stanislaus State, 5-Year Trend 166 Table 7.30: Modesto Junior College Transfer Pathway to Stanislaus State, 5-Year Trend 166 Table 7.31: Merced College Transfer Pathway to Stanislaus State, 5-Year Trend 166 Table 7.32: San Joaquin Delta College Transfer Pathway to Stanislaus State, 5-Year Trend 167 Table 7.33: Partner Community College Transfer Pathway to Stanislaus State, 5-Year Trend 167 Fig. 7.33: Partner Community College Transfers to Stanislaus State, Fall 2018 167 Stanislaus State’s Warriors on the Way (WOW) Program 168 Table 7.34: Stanislaus State Graduation Initiative Goals for Transfer Students 168 Table 7.35: Stanislaus State Service Region Educational Attainment by County, 2013-2017 168

DEGREES AWARDED AND RETENTION & GRADUATION RATES Degrees Awarded Table 8.1: Degrees Awarded by Degree Level and Gender, 5-Year Trend Fig. 8.1A: Ratio of Undergraduate to Graduate Degrees Awarded, 5-Year Trend Fig. 8.1B: Degrees Awarded by Gender, 2018-19 Table 8.2: Degrees Awarded by Degree Level and Underrepresented Minority (URM) Status, 5-Year Trend Fig. 8.2: Degrees Awarded by URM Status, 2018-19 Fig. 8.3: Ratio of Bachelor’s Degrees Awarded to First Generation and Non-First Generation Students, 5-Year Trend Table 8.4: Degrees Awarded by College and Degree Level, 5-Year Trend Fig. 8.4: Degrees Awarded by College, 2018-19 Table 8.5A-8.5C: Degrees Awarded by College, First and Second Majors, 5-Year Trend Table 8.6A-8.6B: CAHSS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend Table 8.7A-8.7B: CBA Degrees Awarded by Degree Level and Degree Program, 5-Year Trend Table 8.8A-8.8B: COEKSW Degrees Awarded by Degree Level and Degree Program, 5-Year Trend Table 8.8C: Teaching Credentials Awarded, 5-Year Trend Table 8.9A-8.9B: COS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

174 174 174 175 175 175 176 176 177 178-179 180 181 182 183-184

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

BOOK OF TRENDS • 2018-2019

Table 8.10: Self-Support Degrees Awarded by Degree Level, 5-Year Trend Retention and Graduation Rates Table 8.11: First-Time Full-Time Freshman Retention and Graduation Rates Summary, Fall Cohort Trends, 2009-2018 Cohorts Table 8.12: Community College First-Time Transfer Retention and Graduation Rates Summary, Fall Cohort Trends, 2009-2018 Cohorts Table 8.13: Graduation Initiative (GI) 2025 Metrics and Progress with CSU Peer Institutions Comparisons, Through Summer 2019 Fig. 8.14: GI 2025 Metrics: Graduation Rates, Equity Gaps, and Goals, 5-Year Trend Table 8.15: NCAA Reported Student-Athlete Graduation Rates, 5-Year Trend Table 8.16: On-Campus Housing Resident Graduation Rates Compared to Non-Housing Residents, 5-Year Trend

185 186 187 188 189 190 191

FACULTY AND STAFF Table 9.1: Faculty and Staff Headcount, 5-Year Trend Table 9.2A-9.2B: Faculty and Staff Headcount with CSU Peer Institutions Comparisons, Fall 2018 Table 9.3: Faculty Headcount by Academic Rank, 5-Year Trend Table 9.4: Full-Time Equivalent Students and Faculty, 5-Year Trend Fig. 9.4A: Student to Faculty Ratio, 5-Year Trend Fig. 9.4B: Tenure Density, 5-Year Trend Table 9.5: Tenure Density with CSU Peer Institutions Comparisons, 5-Year Trend Table 9.6: Student to All Faculty Ratio (SFR) with CSU Peer Institutions Comparisons, 5-Year Trend Table 9.7: Faculty Headcount by Race/Ethnicity, 5-Year Trend Table 9.8: Faculty Headcount by Gender, 5-Year Trend Table 9.9: Staff Headcount by Race/Ethnicity, 5-Year Trend Table 9.10: Staff Headcount by Gender, 5-Year Trend Table 9.11: Stockton Campus Faculty Headcount, 5-Year Trend Table 9.12: Stockton Campus Staff Headcount, 5-Year Trend Table 9.13: New Full-Time Hires by Race/Ethnicity, 11/1/2017 - 10/31/2018 Table 9.14: New Full-Time Hires by Gender, 11/1/2017 - 10/31/2018

194 195 196 197 197 197 198 199 200 200 201 201 202 202 203 203

10 UNIVERSITY BUDGET AND FINANCE Table 10.1: Statement of Revenues, Expenditures and Changes in Net Position, 5-Year Trend 206-207 Fig. 10.1: Percentage of Student Tuition & Fees and Grants & Contracts of Total Operating Revenues, 5-Year Trend 208 Table 10.2: Percentage of Instructional Expenditures of Total Expenditures with CSU Peer Institutions Comparisons, 5-Year Trend 208 Table 10.3: Percentage of Student Grants and Scholarship Expenditures of Total Expenditures with CSU Peer Institutions Comparisons, 5-Year Trend 209 Fig. 10.4: Percent Distribution of Core Revenues by Source with CSU Peer Institutions Comparisons, FY 2017 209 University Extended Education Fee Revenue and Reserves Table 10.5: Extended Education Fee Revenue with CSU Peer Institutions Comparisons, 5-Year Trend 210 Table 10.6: Extended Education Reserves with CSU Peer Institutions Comparisons, 5-Year Trend 211

STUDENT SURVEY RESULTS University-Wide Surveys Overview Graduating Senior Survey Table 11.1: Graduating Senior Survey Respondent Count and Response Rate by Survey Year, 5-Year Trend Table 11.2: Graduating Senior Survey Respondents by Gender and Survey Year, 5-Year Trend Table 11.3: Graduating Senior Survey Respondents by Race/Ethnicity and Survey Year, 5-Year Trend Table 11.4: Employment Status While Pursuing Bachelor’s Degree, 5-Year Trend Table 11.5: Employment Plans After Completing Bachelor’s Degree, 5-Year Trend Table 11.6: General Education Experience, 5-Year Trend Fig. 11.7: Percentages of Graduating Seniors Who Would “Definitely” or “Probably” Attend Stan State Again, 5-Year Trend Graduate School Exit Survey Table 11.8: Graduate School Exit Survey Respondent Count and Response Rate by Survey Year, 5-Year Trend Table 11.9: Graduate School Exit Survey Respondents by Gender and Survey Year, 5-Year Trend Table 11.10: Graduate School Exit Survey Respondents by Race/Ethnicity and Survey Year, 5-Year Trend Table 11.11: Employment Status While Pursuing Master’s Degree, 5-Year Trend Table 11.12: Employment Plans After Completing Master’s Degree, 5-Year Trend Table 11.13: Master’s Degree Program Effectiveness, 5-Year Trend

STANISLAUS STATE • CSUSTAN.EDU

214 215 215 216 217 217 218 218 219 219 220 221 221 222

Fig. 11.14: Percentages of Graduate School Exit Survey Respondents Who Would “Definitely” or “Probably” Attend Stan State Again, 5-Year Trend National Survey of Student Engagement (NSSE) Table 11.15: NSSE Respondent Counts and Response Rates by Survey Year Table 11.16: NSSE First-Year Respondents by Gender, 2014 and 2017 Table 11.17: NSSE Senior Respondents by Gender, 2014 and 2017 Table 11.18: NSSE First-Year Respondents by Race/Ethnicity, 2014 and 2017 Table 11.19: NSSE Senior Respondents by Race/Ethnicity, 2014 and 2017 Table 11.20: Percentage of Students Participating in High-Impact Practices (HIPs), 2014 and 2017 Table 11.21: Perceived Gains Among Seniors, 2014 and 2017 Fig. 11.22: Percentage of NSSE Respondents Rating Their Overall Experience at Stan State as “Excellent” or “Good,” 2014 and 2017 Fig. 11.23: Percentage of NSSE Respondents Who Would “Definitely” or “Probably” Attend Stan State Again, 2014 and 2017 Faculty Survey of Student Engagement (FSSE) Table 11.24: FSSE Respondent Counts and Response Rates by Participation Year Table 11.25: FSSE Respondents by Gender, 2014 and 2017 Table 11.26: FSSE First-Year Respondents by Race/Ethnicity, 2014 and 2017 Table 11.27: Student-Perceived Gains, 2014 and 2017 Table 11.28: Student Course Engagement, 2014 and 2017 Beginning College Survey of Student Engagement (BCSSE) Table 11.29: BCSSE Respondent Count and Response Rate, 2019 Table 11.30: BCSSE Respondents by Gender, 2019 Table 11.31: Perceived Academic Preparedness of Incoming Students, 2019 Fig. 11.32: Percentage of BCSSE respondents who expect to graduate from Stanislaus State, 2019 Table 11.33: Perceived Importance of Stan State Support for Incoming Students, 2019 Table 11.34: Expected Academic Perseverance for Incoming Students, 2019 Table 11.35: Expected Transition Difficulty for Incoming Students, 2019 Fig. 11.36: Percentage of BCSSE respondents who expect to talk with a faculty member “Sometimes,” “Often” or “Very often” during the coming school year about their career plans and academic performance, 2019

222 223 223 224 224 225 226 226 227 227 228 228 229 230 230 231 231 232 232 233 233 234 234

12 STRATEGIC PLANNING Top Achievements by Administrative Division, 2018-19 Division of Academic Affairs Division of Business & Finance Division of Student Affairs Division of Strategic Planning, Enrollment Management & Innovation Division of University Advancement Division of Human Resources, Equal Opportunity, and Compliance Selected Strategic Planning Objectives, Strategies, Actions and Outcomes by Division: Tracking Year-2 (2018-19) Goal 1: Be a student-ready University. Goal 2: Provide transformational learning experiences driven by faculty success. Goal 3: Boldly pursue innovation and creativity. Goal 4: Hone administrative efficacy through thoughtful stewardship of resources. Goal 5: Forge and strengthen bonds with our communities rooted in a shared future. Innovate, Design, Excel & Assess for Success (IDEAS) Program

238 238 239 240 241 241 242-267 268-282 283-294 295-306 307-315 316-317

NOTES AND GLOSSARY Notes Acronyms & Abbreviations Data Sources of Information Glossary of Terms

318 319 320 321-327

BOOK OF TRENDS • 2018-2019

STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

SE CTIO N

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

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 students’ 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

Valley by advancing the competitiveness

continual challenges to provide

of the region. The sense of place includes

educational access to a geographically

the University’s success in building

large six-county region of students

sustainable and vibrant communities.

who are often underserved and at-risk

Values and culture define this sense of

in numerous ways. The community has

place and expand the campus identity

seen the institution mature in stature,

beyond the Central Valley and the state.

grow its enrollment, raise the quality of

Campus programs are simultaneously

its programs, sustain high faculty density,

global in scope and vision as well as rooted

and yield student graduation rates higher

in the Valley. Collectively, these sentiments

than nearly half of the institutions in the

contribute to Warrior pride. There is a

23-campus CSU system. Interwoven with

special feeling and an exceptional spirit

this identity is the knowledge that the

essential to being a Warrior.

campus stands out as a physical space,

Warrior pride links the campus community

known as one of the region’s picturesque

to its past traditions and provides a

treasures, with campus buildings set

launching pad to a future where the

among lakes, a reflection pond and

University is a place of unbounded

waterfowl in a truly park-like setting.

opportunity and innovation.

BOOK OF TRENDS • 2018-2019

UNIVERSITY LEADERSHIP, AY 2018-19 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

Christine Erickson, Ed.D.

Vice President for Student Affairs

Michele Lahti, Ed.D.

Vice President for University Advancement

Gitanjali Kaul, Ed.D.

Vice President for Strategic Planning, Enrollment Management & Innovation

Julie Johnson, J.D.

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

Rosalee Rush, Ph.D.

Senior Associate Vice President for Communications, Marketing & Media Relations

Neisha Rhodes, B.A.

Director for Presidential Initiatives

Nina Palomino, M.A.

Special Assistant to the President

Thy Monaco, J.D.

General Counsel

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

ACADEMIC AFFAIRS LEADERSHIP Kimberley Greer, Ph.D.

Provost/Vice President for Academic Affairs

Shawna Young, Ed.D.

Associate Vice President for Academic Affairs

Katie Olivant, Ed.D.

Interim Associate Vice President for Academic Affairs (effect. July 30, 2019)

Jason Myers, Ph.D.

Associate Vice President for Faculty Affairs

James Tuedio, Ph.D.

Dean, College of the Arts, Humanities and Social Sciences

Tomás Gómez-Arias, Ph.D.

Dean, College of Business Administration

Oddmund Myhre, Ph.D.

Dean, College of Education, Kinesiology and Social Work

David Evans, Ph.D.

Dean, College of Science

Faimous Harrison, Ph.D.

Dean, Stockton Campus

Helene Caudill, Ph.D.

Dean, University Extended & International Education

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

Dean, University Library

Amanda Theis, M.P.A.

Director, Academic Operations

Lisa Butler, B.S.

Senior Budget Analyst

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

STANISLAUS STATE • CSUSTAN.EDU

INTRODUCTION • SECTION 1 •

UNIVERSITY GOVERNANCE, AY 2018-19 SENATE EXECUTIVE COMMITTEE Chris Nagel, Ph.D.

Speaker

Steven Filling, Ph.D.

Speaker-Elect

Lisa Mariona, M.P.A.

Clerk

Keith Nainby, Ph.D.

Chair of Faculty Affairs Committee

Betsy Eudey, Ph.D.

Chair of University Education Policies Committee

Andrew Dorsey, Ph.D.

Chair of Faculty Budget Advisory Committee

Matthew Cover, Ph.D.

Chair of Graduate Council

STAFF COUNCIL Ilene Ruesga, A.S.

Staff Council Chair

Cheryl Sweeten

Staff Council Secretary

Angie Raposo

Staff Council Treasurer

Cindy Browning, B.S. Anallely Andrade Calderon, B.A. Christina Freitas Carmen Garcia, B.S. Denise Harteau, B.S. Susan Jordan Lisa Medina, M.B.A. Veronica Parra, M.S.W. Monica Teicheira, B.S.

STUDENT GOVERNMENT, ASSOCIATED STUDENTS, INC. (ASI) BOARD OF DIRECTORS Vacant

Director for College of Business Administration

Rosa Martinez

Director for College of Education, Kinesiology & Social Work

Kassandra Lopez

Director for College of Science

Braden Palma

Director for College of the Arts, Humanities and Social Sciences

Director for Student Clubs and Organizations

Ron Noble

Interim Associate Vice President, Dean of Students

Andrea Sandoval

Director for Housing and Residential Life

Edward Erickson, Ph.D.

Faculty Representative

Vacant

Director for Stockton Campus

Vacant

Director for Graduate Students

Maria Marquez

President

Michelle Nungaray

Vice President

Alec Austin

Director at Large

A’Kia Walker

Director for Athletics

Monique Bravo

Director for Environment

Mi’Shaye Venerable

Director for Diversity/ASI Secretary

Alessandra Ramirez

BOOK OF TRENDS • 2018-2019

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

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

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

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES

COLLEGE OF EDUCATION, KINESIOLOGY & SOCIAL WORK

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

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

COLLEGE OF BUSINESS ADMINISTRATION

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

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

ACCOLADES Stanislaus State is often recognized for its accomplishments at the regional, state, and national level. The following are selected acknowledgments the University is especially proud of. Visit https://www.csustan.edu/about/points-pride/accolades for more information. Princeton Review's “Best Colleges” list for 14th straight year 2019 2017, 2015 Ranked No. 1 value-added public college in the nation by Money Magazine in its list of “Value-Added All-Stars” 2019, 2017 Included on list of “America’s Best Value Colleges” by Forbes 23rd consecutive year on U.S. News & World Report’s “Best Colleges in the West” rankings 2018 2017, 2016, 2015 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” for 5th straight year – moving up to the No. 1 spot in 2018 2019 Named a Social Mobility Innovator for fifth straight year by CollegeNET 2018 2017 Accelerated Nursing Program ranked No. 1 in California, No. 2 in the western region, and No. 23 in the nation by TopRNtoBSN.com 2017 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 2016 2016 Among 13 public institutions nationwide praised by Department of Education for admitting and graduating Pell Grant recipients 2015 Ranked No. 5 in the nation for Upward Mobility in a study commissioned by the National Public Radio 2015 Earned Carnegie Foundation Recognition for Community Engagement 2015 School of Nursing included in the America’s Best Nursing Schools – West Region published by NursJournal.org

STANISLAUS STATE • CSUSTAN.EDU

INTRODUCTION • SECTION 1 •

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

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

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

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

DR. BAKER has had an incredible impact on his colleagues and his students during his time at Stanislaus State in the Department of Psychology. He is a mentor to many and continues to demonstrate and integrate influential teaching practices into his courses. Students have described Dr. Baker a great listener, a creative instructor, and an advisor who helps students envision career and academic paths that are both bold and attainable. His colleagues describe him as someone who can connect with students quickly and meaningfully, developing relationships built on trust and empathy.

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

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

2012-2013 Peggy Hauselt 2013-2014 Choong-Min Kang 2013-2014 Donna Andrews 2014-2015 Jennifer (Jey) Strangfeld Daniel Soodjinda 2015-2016 2016-2017 Christopher Claus Alison McNally 2017-2018 2018-2019 Renato Alvim, Philosophy and Modern Languages

DR. ALVIM has not only built meaningful relationships with his students and colleagues but has also revitalized the Portuguese Program here at Stanislaus State. His colleagues have referenced his passion for the language and culture as the powerhouse behind the growing program. By starting a Portuguese Club and taking on the role as Director of the Portuguese Program, Dr. Alvim demonstrates his commitment to student engagement and student success. OUTSTANDING FACULTY GOVERNANCE 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

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

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

Lynn Johnson Cathlin Davis Stuart Sims David Lindsay Chris Nagel, Philosophy and Modern Languages

DR. NAGEL has participated in remarkable levels of university engagement and service in regard to shared governance on campus. His advocacy for lecturers to be included in faculty governance has been a central part to his contributions and success. Dr. Nagel has played a vital role in the inclusion of lecturers as fellow colleagues and members of the profession. His colleagues consistently comment on his commitment to shared governance and his ability to dissect problems and communicate solutions to all involved parties on campus.

SOURCE: Stanislaus State Office of the Academic Senate

BOOK OF TRENDS • 2018-2019

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

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

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

Jessica Gomula Donna Andrews Janice Herring Susan Neufeld Tim Helfer No Applicants Eric Broadwater Stefani Overman-Tsai Xamuel Bañales, Anthropology, Geography and Ethnic Studies

DR. BAÑALES has served in various roles as part of the Ethnic Studies program here at Stanislaus State and currently as the program director. He also assists with organizing various cultural events on campus and in the local community such as, Day of the Dead and Indigenous Peoples Day events along with advising the Ethnic Studies Student Club and the Queer and Trans People of Color Collective. Through the program and the various organizations, Dr. Bañales has given selflessly his time, energy, and attention to promoting diversity, equity, and social justice not only here at Stan State but the Central Valley region. OUTSTANDING RESEARCH, SCHOLARLY AND CREATIVE ACTIVITY 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

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

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

Samuel Regalado Bret Carroll Arnold Schmidt Jesse Wolfe Sari Miller-Antonio David Olivant Elvin Aleman Choong-Min Kang Panos Petratos, Computer Information Systems

DR. PETRATOS has made significant contributions to the department of Computer Information Systems at Stanislaus State and his field. He has written a book along with dozens of articles and chapters for other books, academic journals, and conference proceedings. Outside of his publications, Dr. Petratos has also delivered 30 conference presentations, acted as a Co-Chair for an international conference and was an invited speaker for two other international conferences regarding information quality and copyright law for digital intellectual property in cyberspace.

STANISLAUS STATE • CSUSTAN.EDU

INTRODUCTION • SECTION 1 •

STUDENT AWARDS & HONORS STUDENT LEADERSHIP AWARDS, 2018-19 The Student Leadership Awards ceremony is held in May annually. This is an event in which President Junn, the Vice President for Student Affairs and the Associate Vice President for Student Affairs/Dean of Students acknowledge and present 12 awards to students or organizations that go beyond the call of duty to help their community, peers, club/organization, and school. Clubs and organizations are also awarded at this event for their school spirit, achievements and contribution to the community. Outstanding Student Leader of the Year Award

Heather Friedberg

Judge and Alverta Hughes Humanitarian Award

Livier Camarena Sanchez

Carol Burke Memorial Award

Mi’Shaye Vernerable

Miriam V. and John L. Keymer Menorial Award

Kevin Lorenti

Greatest Achievement

Gloria Vallin

Outstanding Student Organization Award

Sociology Club

Presidents Trophy

Peer Health Educators

ASI Diversity Awareness Award

Progressive Alliance

Most Spirited Organization

Market Inc.

Most Improved

Computer Science

Student Organization Advisor of the Year

Carolina Alfaro

Student Empowerment Award

Julie Fox

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

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

2013 2014 2015 2016 2017 2018 2019

Kenneth Maa Sin Chee Dora Dominguez Corey Owen Smith Heidi Rocha Brittany Silveira Katherine Temnyk Scott Contreras

BOOK OF TRENDS • 2018-2019

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

Sharon Nuebaum

1966

Walter T. Archer John Russel and

Ramond Desagun

1969

David A. Alvernaz

1973 1974 1975

1984 1985 1986 1987

L. Mark Matthew

1968

1972

1983

Coy Roberts

1971

1982

Linda Sanders James Shuman and

1970

1981

Richard A. Brown

1965

1967

1980

Kenneth Williams

1988 1989 1990

Michael A. Pimental

1991 1992

Megan Metcalf

1993

Arnold Webb Jr.

1994

Richard Parnell

1995

Corey G. Cate

1996

Robert S. Doody

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

1976

Jerry A. McNown and

Catherine Jane Fitzpatrick

1977

Ronald J. Noble

1999

June Robertson

Arounsac

Michael Arlen Rein

2000

1978 1979

1997

Laurie E. Sylvester

1998

Lewis Kurt Wilhelm

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

2012 2013 2014 2015 2016 2017 2018

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

Cynthia Schwerdtfeger

2019

Jenna Pablo and

Soulinhakhath Steve

Maria Marquez

Tyler Summersett

OUTSTANDING STUDENT AWARDS, 2018-19 Top-performing student in each major are honored each May at the annual A Salute to Student Achievers ceremony with the Dean’s Medal of Excellence.

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

Frankie Bowers Molly Landon Humberto Maldonado Jennifer Van Oosetende Kristen Dias Amber Crabtree Shelby Keefer Joseph Silva Kayla Wilton Heather Simmons Jasmin Arroyo Tessa Mitchell

STANISLAUS STATE • CSUSTAN.EDU

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

Alex Tagge Danielle Dai’Re Christopher Peterson Hanna Smolinskiy Emily Basnight Emily Yonan Jacqueline Cavan Ashley Pinheiro Hope Brenda Mikaela Heisler Jamie White

INTRODUCTION • SECTION 1 • COLLEGE OF BUSINESS ADMINISTRATION Accounting Henry Castaneda Computer Information Systems Jaime Delgadillo Finance Jessica Urquizo General Business Sofia Marcoccia Management Ashley Doss Marketing Ramey Gardner Operations Management Sarah Anquiano Business Administration (MBA) Michael Sederquist Amarpreet Sandhu Executive Master of Business Administration (EMBA) Briana Blakemore Online Master of Business Administration (OMBA)

COLLEGE OF EDUCATION, KINESIOLOGY & SOCIAL WORK Administrative Services - Preliminary Credential Jacklyn Hawkins Single Subject Credential Theo Batiste Single Subject Credential BILA Claudia Narez Multiple Subjects Credential Emily Delay Judith Picaso Multiple Subjects Credential BILA Erika Rodriguez Pupil Personnel Services Credential Reading Specialist Credential Chelsea Lopez Pamela Wilkins Education Specialist: Mild/Moderate Disabilities Dylan Ferreira Education Specialist: Moderate/Severe Disabilities Mishal-Ann Conly Education Specialist: Concurrent Credential Option Educational Leadership (Ed.D) Javier Martinez Jennifer Orozco Curriculum and Instruction: Educational Technology Adriana Hernandez Curriculum and Instruction: Reading Alanna Williams Curriculum and Instruction: Elementary Education School Administration Benjamin Vue Counselor Education Brandon Castro Kinesiology (BA) Tirzah Ricklick Liberal Studies (BA) Tate Thomasson Social (MSW) Genifer Wayrynen

COLLEGE OF SCIENCE Biological Sciences (BS) Ecology & Sustainability (MS) Chemistry (BS) Child Development (BA) Cognitive Studies (BA) Computer Science (BS) Geology (BS) Health Science (BS) Mathematics (BA) Mathematics (BS) Nursing (BS) Pre-Licensure Nursing (MSN) Nursing (BS) RN TO BSN

Fernando Ramirez Kandiss Ulm Jose Godinez Castellanos Faith Molthen Tiffany Spencer Binal Patel Jessica Cruz Evan Sokol Lucas Wiggins Scott Contreras Darcie Lenz Courtney Fontana Robin Fredeking

Nursing (BS) ASBSN Physical Sciences (BA) Physics (BA) Physics (BS) Psychology (BA) Psychology (MA) General Psychology (MA) Behavioral Science Psychology (MA) Behavioral Science Psychology (MA) Behavioral Science

Christine Davis Mary Cavanaugh Ryan Enoki German Astorga Genna Mashinchi Alyssa Dye Erika Silva Christa McDiffett Urhay Ishaya

INTERDISCIPLINARY STUDIES Interdisciplinary Studies (MS)

Terry Murray

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

BOOK OF TRENDS • 2018-2019

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

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

1957

Stanislaus State College established in Stanislaus County on July 5.

1960

Instruction began September 19 at the Stanislaus County Fairgrounds.

1961

First commencement ceremony awarding 25 degrees on January 28.

1963

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

1965

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

1966

First four-year degree and graduate program offered.

1973

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

1974

First classes held in Stockton.

1976

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

1979

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

1981

First television courses transmitted to Tracy and Stockton.

1985

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

1989

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

1991

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

1992

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

1997

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

1998

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

1998

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

2003

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

2006

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

2009

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

2010

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

2016

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

2019

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

semester.

on July 12.

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

STANISLAUS STATE • CSUSTAN.EDU

INTRODUCTION • SECTION 1 •

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

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

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

CA REG I ON 2

CS U CA MPUS 1

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

% PE LL FALL 2017

% URM FALL 2018

TOTAL STUDE NTS FALL 2018

TOTAL FACULTY FALL 2018

SFR 3 FALL 2018

HSI 4 2017 -18

AA NAPISI 4 2017 - 18

IMPAC TED 2018 - 19

STA NI S LAUS

San Joaquin Valley/Central CA

10,214

677

19.1

San Bernardino

Inland Empire/ Southern CA

19,973

985

25.1

Bakersfield

San Joaquin Valley/Central CA

10,493

605

21.7

Fresno

San Joaquin Valley/Central CA

25,995

1,482

20.5

East Bay

East Bay/ Northern CA

14,525

810

21.9

Monterey Bay

Central Coast/ Central CA

7,079

436

20.7

San Francisco

San Francisco/ Northern CA

29,586

1,702

21.1

428,362

27,134

21.8

N/A

CS U TOTA L

Table 1.1 Sources: CSU Enrollment Dashboard, Fall Term State-Supported Student Enrollment (% 1st in family to pursue earning a bachelor’s degree (undergrads), % Pell Grant recipient (undergrads), % URM/Traditionally Underrepresented undergrads), Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html; CSU Systemwide Human Resources, 2018 CSU Employee Profile (Faculty headcounts), Retrieved from https://www2.calstate.edu/csu-system/faculty-staff/employee-profile/Documents/Fall2018CSUProfiles.pdf; CSU Office of the Chancellor, Academic Human Resources, November 2018 (Student to All Faculty Ratio (SFR)); 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 Notes: Data displayed is most recent available in the sources listed above. 1. Sorted by % 1st in family to pursue earning a bachelor’s degree in descending order; this percentage includes the combined percentages of students who are 1st generation to attend college and students whose parent(s) attended some college, as reported by the CSU Office of the Chancellor. 2. Northern CA, Central CA, and Southern CA regions according to the CSU Peers Report of the CSU’s Graduation Rates Dashboard. 3. Student to (All) Faculty Ratio (SFR) is student FTE divided by faculty FTE, as of October 31. See the Glossary for additional details about the SFR. 4. Meet Hispanic Serving Institution (HSI) and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) Criteria.

BOOK OF TRENDS • 2018-2019

MAP OF CSU COMPARISON CAMPUSES

STOCKTON CAMPUS 647 Students

STANISLAUS STATE 10,214 Students 677 Faculty 1st in family to pursue earning a bachelor’s degree: 70% Pell Recipients: 57% 6-County Service Region Stanislaus County San Joaquin County Merced County

Sacramento

Mariposa County Calaveras County Tuolumne County

San Francisco 29,586 Students 1,702 Faculty 1st in family to pursue earning a bachelor’s degree: 51% Pell Recipients: 41%

Fresno

Stockton

25,995 Students 1,482 Faculty 1st in family to pursue earning a bachelor’s degree: 62% Pell Recipients: 53%

Turlock

East Bay

Bakersfield

14,525 Students 810 Faculty 1st in family to pursue earning a bachelor’s degree: 57% Pell Recipients: 40%

10,493 Students 605 Faculty 1st in family to pursue earning a bachelor’s degree: 64% Pell Recipients: 57%

Monterey Bay 7,079 Students 436 Faculty 1st in family to pursue earning a bachelor’s degree: 57% Pell Recipients: 47%

San Bernardino 19,973 Students 985 Faculty 1st in family to pursue earning a bachelor’s degree: 69% Pell Recipients: 57% Los Angeles

San Diego

STANISLAUS STATE • CSUSTAN.EDU

INTRODUCTION • SECTION 1 •

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BOOK OF TRENDS • 2018-2019

S EC T I O N

2 CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS The campus enrollment characteristics are best understood through the lens of planning assumptions and values embraced by the campus community. In spring 2017, the University Strategic Planning Council comprehensively discussed and reaffirmed the assumptions listed below that today serve as the foundation for the campus planning process: • Stanislaus State plans to remain a non-impacted campus, i.e., admit all who meet CSU admissions criteria. • First-generation students define

• 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 proven practices in teaching, learning, research, scholarship, and service as well as focus on the processes of innovation. • Male students of color are underrepresented—we want to recruit, retain, and graduate a larger percentage of this underrepresented population. • Stan State values the authentic relationships that deepen student

our success, outcomes, and

learning. We want to grow

accomplishments.

enrollments, but also preserve

• Diversity and inclusion are key pillars of this strategic plan. • This new plan must provide continuing support for graduate programs. • Stan State will reinvigorate the sciences—increase the percentage

this feature related to personal interactions between faculty and students. • Stanislaus State wants to be a beacon of higher education for the region with a small campus ethos. • We exist in a time when state

of degrees through enrollment,

resources are not guaranteed.

enhancement of programs, labs,

Stan State must find creative and

and scholarships.

innovative ways to conduct the

• Stanislaus State desires to be distinctive—we will become the first-

important work of the institution. • The campus community believes in

choice institution in our region—a

dialogue, discussion, and

university that provides high quality,

shared governance.

accessibility, and inclusion for all.

Photo: Student studying adjacent to Science 1 Building, near Willow Lake, one of the University’s many ponds.

STANISLAUS STATE • CSUSTAN.EDU

BOOK OF TRENDS â&#x20AC;¢ 2018-2019

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

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

Headcount

FTES1

FTES/HC

Headcount

FTES1

% OF C SU TOTAL

FTES/HC

Headcount

FTES

2014

9,045

7,710

0.85

458,897

391,532

0.85

2.0

2015

9,282

7,776

0.84

473,239

404,747

0.86

2.0

1.9

2016

9,762

8,241

0.84

477,148

409,367

0.86

2.0

2017

10,003

8,521

0.85

482,755

419,518

0.87

2.1

2.0

2018

10,214

8,760

0.86

479,808

418,062

0.87

2.1

HIGHLIGHTS • Both headcount and FTES enrollment increased over the last five years for Stanislaus State and the CSU campus total, with the Stanislaus campus headcount increasing at a rate almost three times as high as the CSU’s (12.9% compared to 4.6%), and FTES increasing at a rate twice as high as the CSU’s (13.6% compared to 6.8%). • Stanislaus State’s headcount and FTES enrollment has increased annually over the last five years, however the CSU campus total experienced a minor decrease in enrollment in fall 2018 compared to the prior fall.

• The FTES to headcount ratio has gradually increased in the last four years at the Stanislaus campus, an indication that students are taking higher mean unit loads from year to year. The trend is the same at the CSU level however the ratio is slightly higher compared to Stanislaus State. • Stanislaus State continues to comprise about two percent of the CSU total headcount and FTES enrollment. There was however a 0.1% increase in Stanislaus’ share of the CSU’s total FTES from fall 2017 to 2018.

Table 2.1 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, CSU Fall Term Enrollment Summary, Table 1: Total Enrollment by Sex and Student Level, and Table 2: Total Full-Time Equivalent Students by Sex and Student Level, Retrieved from http://calstate.edu/as/stats.shtml Table 2.1 Notes: State-supported enrollment data displayed throughout section two, unless otherwise noted. Historical enrollment trends can be obtained from the 2018 Book of Trends or from the CSU’s Statistical Reports available at http://calstate.edu/as/stats.shtml. 1. FTES is a measurement of enrollment derived by dividing the total student credit hours for a term by 12 for graduate students (master’s and doctoral) and by 15 for all other students. 2. CSU Campus Total includes all 23 CSU campuses, including Stanislaus. Summer Arts, International Programs, and CalStateTEACH enrollments are not included in CSU totals.

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.2 | Stanislaus State Stockton Campus Headcount (HC) and Full-Time Equivalent Student (FTES) Enrollment Compared to Stanislaus State Total, 5-Year Trend STO C KTO N CAM P U S FALL TER M

Headcount

FTES

STA NISL AU S STAT E TOTA L

FTES/HC

Headcount

FTES

% OF STA N STATE TOTAL

FTES/HC

Headcount

FTES

2014

262

0.33

9,045

7,710

0.85

2.9

1.1

2015

585

208

0.36

9,282

7,776

0.84

6.3

2.7

2016

548

194

0.35

9,762

8,241

0.84

5.6

2.3

2017

647

233

0.36

10,003

8,521

0.85

6.5

2.7

2018

670

274

0.41

10,214

8,760

0.86

6.6

3.1

HIGHLIGHTS • Headcount enrollment at the Stanislaus State Stockton Campus, formerly the Stockton Center, represents the unduplicated number of Stanislaus State students enrolled in at least one Stockton course in each fall semester displayed.

• From fall 2014 to 2018, the percent of Stockton headcount enrollment of the Stanislaus State total has more than doubled, and the percent of Stockton FTES of the Stanislaus State total has nearly tripled. The percents have gradually increased in the three most recent years.

• Stockton’s fall 2018 enrollment is the highest it’s been over the last nine years. While not displayed, the record high for headcount was in fall 2002 with 1,235 students or about 16% of the University’s total, while the record high for FTES was in fall 2001 with 539 FTES or about 10% of the University’s total.

• It is important to note that enrollments in the above table represent state-supported students and therefore would be higher if self-support degree-seeking students were included, particularly the Stockton Campus total with the addition of the Stockton Executive MBA cohorts and ASBSN program offered exclusively at the Stockton Campus. Additional information on self-support degree program enrollment can be found in section three.

• The Stockton headcount has increased over the last five years, similarly FTES enrollment has significantly increased as a result of students enrolling in more units at the Stockton campus. This trend is attributing to the increasing FTES to headcount ratio.

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

BOOK OF TRENDS •

2018-2019

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

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

U N DE R G R A D UAT E

5 Year

First-Year

2,010

1,940

2,118

2,131

2,258

6.0

12.3

Sophomore

1,086

1,152

1,144

1,222

1,243

1.7

14.5

Junior

2,036

2,184

2,394

2,487

2,457

-1.2

20.7

Senior

2,705

2,815

2,958

3,048

3,121

2.4

15.4

166.7

-20.0

Undergraduate Total

7,847

8,099

8,620

8,891

9,087

2.2

15.8

Graduate/Postbac Total

1,198

1,183

1,142

1,112

1,127

1.3

-5.9

9,045

9,282

9,762

10,003

10,214

2.1

12.9

Postbac/2nd Bachelor’s

TOTAL

HIGHLIGHTS

FIG. 2.3 |

• Fall enrollment grew 2% overall and at the undergraduate level and over 1% at the graduate/postbac level in the last year.

3,500

• Over the last five years, overall enrollment increased by 1,169 students or 12.9%, undergraduate enrollment increased by 15.8%, and graduate/postbac enrollment decreased by 5.9%.

• While seniors comprise the majority of the undergraduate population, juniors continue to grow at the highest rate in the most recent five year period, almost 21% since fall 2014. This is largely attributed to new fall transfers combined with new spring transfers continuing in the fall.

3,000

2,500

HEADCOUNT

• Senior level students have consistently been the largest among the undergraduate population. As of fall 2018, the majority of undergraduates were seniors (34.3%), followed by juniors (27.0%), freshmen or first-year (24.8%), and sophomores (13.7%).

Enrollment by Academic Level, 5-Year Trend

2,000

1,500

1,000

500

0 2014

2015

2016

2017

2018

FALL TERM

KEY:

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

STANISLAUS STATE • CSUSTAN.EDU

FIRST-YEAR SENIOR

SOPHOMORE GRADUATE/POSTBAC

JUNIOR

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.4 | Enrollment by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2018

U N D E R G R AD UAT E ( U G) First-Year

CS U CA MPUS 1 Monterey Bay San Francisco San Bernardino

Bakersfield

East Bay

Junior

Senior

UG Total

Teacher Credential2

All Other Postbacs

Total Graduate

GR Total

1,489

808

1,787

2,427

6,511

150

408

568

7,079

21.0

11.4

25.2

34.3

92.0

2.1

0.1

5.8

8.0

100.0

6,737

3,311

7,954

8,434

26,436

221

146

2,783

3,150

29,586

22.8

11.2

26.9

28.5

89.4

0.7

0.5

9.4

10.6

100.0

4,277

2,539

5,084

5,954

17,854

306

1,756

2,119

19,973

21.4

12.7

25.5

29.8

89.4

1.5

0.3

8.8

10.6

100.0

2,258

1,243

2,457

3,121

9,079

351

137

647

1,135

10,214

22.1

12.2

24.1

30.6

88.9

3.4

1.3

6.3

11.1

100.0

5,163

3,157

5,653

8,060

22,033

626

127

2,209

2,962

24,995

20.7

12.6

22.6

32.2

88.1

2.5

0.5

8.8

11.9

100.0

2,442

1,285

2,556

2,913

9,196

430

155

712

1,297

10,493

23.3

12.2

24.4

27.8

87.6

4.1

1.5

6.8

12.4

100.0

2,217

1,207

3,871

5,021

12,316

221

136

1,852

2,209

14,525

15.3

8.3

26.7

34.6

84.8

1.5

0.9

12.8

15.2

100.0

89,979

59,736

117,789

160,448

427,952

7,896

3,114

40,846

51,856

479,808

18.8

12.4

24.5

33.4

89.2

1.6

0.6

8.5

10.8

100.0

STA NI S LAUS

Fresno

Soph.

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

CS U TOTA L

HIGHLIGHTS

FIG. 2.4 |

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

• Like Stanislaus, at the CSU peer institution campuses, upper-division students outnumber lower-division students, with seniors comprising the highest percentage of undergraduates, followed by juniors, first-year, and sophomores. • Compared to the prior year, fall 2017, San Bernardino’s graduate/postbac population decreased by one percentage point and Bakersfield and East Bay’s graduate/postbac population increased by one percentage point.

92:8

89:11

88:12

85:15

89:11

Undergraduate to Graduate Ratio with CSU Peer Institutions Comparisons, Fall 2018

MONTEREY BAY SAN FRANCISCO SAN BERNARDINO CSU CAMPUSES

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

UG to GR Ratio

STA N I S LAU S FRESNO BAKERSFIELD EAST BAY

C S U TOTA L 0

100

RATIO

KEY:

UNDERGRADUATE

GRADUATE

Table 2.4 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Institutional Research and Analyses, Statistical Reports, Retrieved from http://calstate.edu/as/stats.shtm Table 2.4 Notes: Percentages may not sum to total due to rounding. 1. Sorted by undergraduate percent in descending order 2. Credential student enrollment reported at the CSU system level includes teacher credential seeking students only.

BOOK OF TRENDS •

2018-2019

TABLE 2.5 | Enrollment by Gender and Race/Ethnicity, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

FE MALE American Indian or Alaskan Native Asian

5 Year

-15.0

-34.6

602

595

599

572

576

0.7

-4.3

153

146

138

150

143

-4.7

-6.5

Hispanic/Latino

2,806

2,994

3,300

3,556

3,777

6.2

34.6

White

1,594

1,528

1,526

1,521

1,486

-2.3

-6.8

-19.4

-21.6

Two or More Races

217

234

258

230

225

-2.2

3.7

Non-Resident Alien

125

147

196

233

237

1.7

89.6

Unknown

345

340

357

328

339

3.4

-1.7

5,905

6,038

6,422

6,646

6,829

2.8

15.6

-25.0

-14.3

359

356

374

357

-4.5

-0.6

Black or African American

Native Hawaiian or Other Pacific Islander

Female Total

MAL E American Indian or Alaskan Native Asian Black or African American Hispanic/Latino

5.0

12.0

1,363

1,444

1,540

1,584

1,681

6.1

23.3

881

880

871

834

818

-1.9

-7.2

Native Hawaiian or Other Pacific Islander

17.6

-9.1

Two or More Races

111

126

131

117

-10.7

18.2

White

Non-Resident Alien

114

141

124

132

121

-8.3

6.1

Unknown

213

209

192

189

175

-7.4

-17.8

3,140

3,244

3,340

3,357

3,385

0.8

7.8

-19.4

-27.5

961

951

973

946

933

-1.4

-2.9

Male Total

TOTAL American Indian or Alaskan Native Asian

228

219

218

230

227

-1.3

-0.4

Hispanic/Latino

4,169

4,438

4,840

5,140

5,458

6.2

30.9

White

2,475

2,408

2,397

2,355

2,304

-2.2

-6.9

-7.5

-16.9

Two or More Races

316

345

384

361

342

-5.3

8.2

Non-Resident Alien

239

288

320

365

358

-1.9

49.8

Unknown

558

549

517

514

-0.6

-7.9

9,045

9,282

9,762

10,003

10,214

2.1

12.9

Black or African American

Native Hawaiian or Other Pacific Islander

TOTAL

HIGHLIGHTS • One in three students overall are male. The percentage of male students decreased from nearly 35% in 2014 to slightly over 33% in fall 2018.

• Hispanic/Latino females represent the largest proportion of students at 37.0% overall, followed by Hispanic/Latino males at 16.5%.

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

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 •

FIG. 2.5A |

Enrollment by Gender, Fall 2018

33.1% 3,385 Males

10,214 Total Enrollment

66.9% 6,829 Females

FIG. 2.5B |

Enrollment by Race/Ethnicity, Fall 2018

AMERICAN INDIAN OR ALASKAN NATIVE ASIAN BLACK OR AFRICAN AMERICAN

RACE/ETHNICITY

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

PERCENTAGE

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

BOOK OF TRENDS •

2018-2019

TABLE 2.6 | Enrollment by Degree Level and Race/Ethnicity with CSU Campus Total and Six-County Service Region Population Comparisons, Fall 2018

DEGREE LEVEL U N DE R R EPR ES ENTED MIN O R I T Y (UR M) American Indian or Alaskan Native

Undergraduate (%)

Graduate/ Postbac (%)

Total (%)

CSU Campus Total (%)

Six-County1 Population, 2018 Projected (%)

25 (0.3)

4 (0.4)

29 (0.3)

1,058 (0.2)

9,322 (0.5)

208 (2.3)

19 (1.7)

227 (2.2)

19,250 (4.0)

83,557 (4.9)

4,988 (54.9)

470 (41.7)

5,458 (53.4)

199,126 (41.5)

762,073 (44.4)

5,221 (57.5)

493 (43.7)

5,714 (55.9)

219,434 (45.7)

854,952 (49.9)

Asian

852 (9.4)

81 (7.2)

933 (9.1)

74,912 (15.6)

159,893 (9.3)

White

1,926 (21.2)

378 (33.5)

2,304 (22.6)

109,884 (22.9)

644,731 (37.6)

40 (0.4)

9 (0.8)

49 (0.5)

1,375 (0.3)

7,455 (0.4)

Two or More Races

302 (3.3)

40 (3.5)

342 (3.3)

21,321 (4.4)

47,735 (2.8)

Non-Resident Alien

335 (3.7)

23 (2.0)

358 (3.5)

31,015 (6.5)

N/A

Unknown

411 (4.5)

103 (9.1)

514 (5.0)

21,867 (4.6)

N/A

3,866 (42.5)

634 (56.3)

4,500 (44.1)

260,374 (54.3)

859,814 (50.1)

9,087 (100.0)

1,127 (100.0)

10,214 (100.0)

479,808 (100.0)

1,714,766 (100.0)

Black or African American Hispanic/Latino URM Total

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

Native Hawaiian or Other Pacific Islander

Non-URM Total

TOTAL

HIGHLIGHTS • Over half of Stanislaus State students are Hispanic/ Latino at 53.4%. This is a two percentage point increase compared to the prior fall term. At the undergraduate level the percentage of Hispanic students is higher at about 55% but lower at the graduate/postbac level at about 42%.

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

• Stan State is a minority-majority institution with an Underrepresented Minority (URM) student population of 55.9%, and a minority student population of nearly 66%. • The University’s overall population disaggregated by race/ethnicity is somewhat representative of the overall six-county region population, however White and Black or African American students are underrepresented and Hispanic students are overrepresented.

Table 2.6 Source: Report P-2: Total Estimated and Projected Population for California Counties: July 2, 2010 to July 1, 2060 in 1-year Increments, January 2018, Retrieved from http://www.dof.ca.gov/ Forecasting/Demographics/Projections/ on July 31, 2018 Table 2.6 Notes: Percentages may not sum to total due to rounding. The undergraduate headcount includes postbacs seeking a second bachelor’s degree. 1. The University’s six-county service region includes Stanislaus, San Joaquin, Merced, Mariposa, Tuolumne, and Calaveras counties.

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.7 | Enrollment by Race/Ethnicity with CSU Peer Institutions Comparisons, Fall 2018

CSU CAMPUS San Bernardino

Bakersfield

American Indian or Alaska Native

Monterey Bay

East Bay

San Francisco

Hispanic/ Latino

White

Pacific Islander2

Unknown

Campus Total

984

12,564

2,504

485

1,469

856

19,731

0.2

5.4

4.9

63.0

12.5

0.2

2.4

7.4

4.3

100.0

646

541

5,808

1,637

272

445

1,073

10,493

0.5

6.1

5.2

55.4

15.6

0.2

2.6

4.2

10.2

100.0

933

227

5,458

2,304

342

358

514

10,214

0.3

9.1

2.2

53.4

22.6

0.5

3.3

3.5

5.0

100.0

105

3,231

688

12,796

4,776

695

1,489

1,171

24,995

0.4

12.9

2.8

51.2

19.1

0.2

2.8

6.0

4.7

100.0

349

265

3,332

1,755

383

416

534

7,079

0.2

5.0

3.7

47.1

24.8

0.4

5.4

5.9

7.5

100.0

3,175

1,446

4,743

2,271

132

712

1,210

810

14,525

0.2

21.9

10.0

32.7

15.6

0.9

4.9

8.3

5.6

100.0

7,322

1,605

9,555

5,602

134

1,745

2,318

1,257

29,586

0.2

24.7

5.4

32.3

18.9

0.5

5.9

7.8

4.2

100.0

1,058

74,912

19,250

199,126

109,884

1,375

21,321

31,015

21,867

479,808

0.2

15.6

4.0

41.5

22.9

0.3

4.4

6.5

4.6

100.0

Percentage of Hispanic/Latino and URM Enrollment with CSU Peer Institutions Comparisons, Fall 2018

40 20

San Bakersfield STANISLAUS Bernardino

Fresno

Monterey Bay

CSU CAMPUS

HISPANIC/LATINO

URM

East Bay

San Francisco

68.1

61.1

55.9

54.4

51.0

42.9

37.9

45.7

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

% URM3

HIGHLIGHTS

PERCENTAGE

Non-Res. Alien

1,039

100

KEY:

Two or More Races

C S U TOTA L

FIG. 2.7 |

Black or African American

STA N I S L AU S

Fresno

Asian

C S U TOTAL

• Stanislaus State ranks third among its CSU comparison group with the highest percentage of Hispanic students at 53.4%, following San Bernardino (63%) and Bakersfield (55.4%). • Stanislaus State also ranks third among its CSU comparison group with the highest percentage of Underrepresented minority (URM) students at 55.9%, following San Bernardino (68.1%) and Bakersfield (61.1%).

Table 2.7 Sources: 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 2018, Retrieved from http://calstate.edu/as/stat_reports/2018-2019/feth02.htm Table 2.7 Notes: Percentages may not sum to total due to rounding. 1. Sorted by % Hispanic/Latino in descending order 2. Includes Native Hawaiians 3. The Underrepresented Minority (URM) category includes American Indian or Alaska Native, Black or African American, and Hispanic/Latino. The URM category may differ at the individual campuses due to different criteria.

BOOK OF TRENDS •

2018-2019

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

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE 1 Year

5 Year

Calaveras

-12.2

-18.2

Mariposa

18.2

0.0

Merced

1,673

1,718

1,797

1,844

1,868

1.3

11.7

San Joaquin

1,405

1,445

1,537

1,620

1,618

-0.1

15.2

Stanislaus

4,365

4,533

4,740

4,831

4,972

2.9

13.9

Tuolumne

0.0

-4.1

Six-County Service Region Total

7,574

7,809

8,195

8,418

8,578

1.9

13.3

% From Six-County Total

83.7

84.1

83.9

84.2

84.0

1,375

1,372

1,470

1,497

1,559

4.1

13.4

101

-12.5

-19.8

9,045

9,282

9,762

10,003

10,214

2.1

12.9

Other CA County Out of State/Country

TOTAL

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

• Nearly 99% of students from the six-county region as of fall 2018 have a permanent residence in the valley communities, with the largest number of students from Stanislaus County, followed by Merced and San Joaquin Counties.

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

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.9 | Enrollment by Enrollment Status, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

E N R O LLMENT STAT U S

5 Year

Continuing

6,326

6,513

6,724

6,990

7,105

1.6

12.3

First-Time

1,616

1,654

1,788

1,840

2,029

10.3

25.6

Transfer

965

964

1,095

1,028

950

-7.6

-1.6

Returning

135

145

142

109

-23.2

-19.3

600.0

9,045

9,282

9,762

10,003

10,214

2.1

12.9

Transitory/Visiting

TOTA L

HIGHLIGHTS

FIG. 2.9 |

Enrollment by Enrollment Status, Fall 2018

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

69.6%

Continuing

• Nearly 30% of all students enrolled in fall 2018 were new students, either a first-time student or new transfer student.

19.9% First-Time

• Most of the major enrollment status categories displayed experienced growth over the last five fall semesters, with the exception of the transfer student population. It is important to note that the transfer headcount above includes postbac level students. Nonetheless, most new transfers are undergraduate transfers (e.g., first-time transfers). Unlike first-time freshmen that mainly enter in the fall, a significant number of first-time transfers entered in the spring in recent years.

9.3%

Transfer

1.3%

Returning & Transitory/Visiting

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

BOOK OF TRENDS •

2018-2019

TABLE 2.10 | Enrollment by College, 5-Year Trend H E A D C O U NT Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

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

2,188

2,186

2,379

2,512

2,585

2.9

College of Business Administration (CBA)

1,496

1,594

1,623

1,611

1,582

College of Education, Kinesiology and Social Work (COEKSW)

1,933

1,980

1,963

1,994

College of Science (COS)

2,536

2,645

2,822

892

877

9,045

9,282

CO L L E G E

Undeclared / Other

TOTAL

FTES

% HC CHANGE

% FTES C H A NGE

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

18.1

1,904

1,865

2,028

2,186

2,253

3.1

18.3

-1.8

5.7

1,271

1,316

1,355

1,363

1,346

-1.2

5.9

2,090

4.8

8.1

1,624

1,662

1,665

1,706

1,811

6.2

11.5

2,910

2,994

2.9

18.1

2,165

2,213

2,379

2,455

2,556

4.1

18.1

975

976

963

-1.3

8.0

745

720

814

811

794

-2.1

6.5

9,762

10,003

10,214

2.1

12.9

7,710

7,776

8,241

8,521

8,760

2.8

13.6

1 Year

5 Year

1 Year

5 Year

HIGHLIGHTS • The colleges with the largest five-year percent increase in headcount are CAHSS and COS, each at slightly over 18 percent.

FIG. 2.10 |

• The three colleges that have consistently had increases in headcount enrollment and FTES enrollment are CAHSS, COS, and COEKSW.

Enrollment by College, Fall 2018

3,000

2,500

ENROLLMENT

2,000

1,500

1,000

500

College of the Arts, Humanities and Social Sciences

College of Business Administration

College of Education, Kinesiology and Social Work

College of Science

Undeclared /Other

COLLEGE

KEY:

HEADCOUNT

FTES

Table 2.10 & Table 2.11 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.10 Note: FTES is a measurement of enrollment derived by dividing the total student credit hours for a term by 12 for graduate students (master’s and doctoral) and by 15 for all other students. Table 2.11 Note: Postbac students seeking a second bachelor’s degree are not included.

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.11 | Undergraduate Enrollment by College and Enrollment Status, 5-Year Trend Fall 2014

CAHSS

Fall 2015

Fall 2016

Fall 2017

% C H ANGE

Fall 2018

1 Year

5 Year

1,471

1,553

1,634

1,766

1,825

3.3

24.1

-66.7

-46.7

Transfer

279

241

323

294

296

0.7

6.1

First-Year

283

256

296

312

337

8.0

19.1

2,048

2,067

2,270

2,396

2,466

2.9

20.4

1,100

1,159

1,181

1,180

1,145

-3.0

4.1

0.0

40.0

Transfer

180

214

201

204

181

-11.3

0.6

First-Year

141

149

156

153

176

15.0

24.8

1,431

1,533

1,551

1,516

-2.3

5.9

802

868

867

840

954

13.6

19.0

133.3

16.7

Transfer

144

139

112

160

134

-16.3

-6.9

First-Year

113

114

121

156

165

5.8

46.0

1,065

1,128

1,109

1,159

1,260

8.7

18.3

1,805

1,921

2,007

2,130

2,191

2.9

21.4

-31.6

-23.5

Transfer

268

283

311

276

260

-5.8

-3.0

First-Year

344

331

399

398

432

8.5

25.6

2,434

2,546

2,735

2,823

2,896

2.6

19.0

447

344

386

466

379

-18.7

-15.2

-25.0

200.0

131

-7.1

36.8

351

420

417

402

460

14.4

31.1

600.0

859

817

949

959

941

-1.9

9.5

5,625

5,845

6,075

6,382

6,494

1.8

15.4

-29.7

-8.2

928

922

1,078

1,018

949

-6.8

2.3

1,232

1,270

1,389

1,421

1,570

10.5

27.4

600.0

7,837

8,091

8,614

8,888

9,079

2.1

15.8

Continuing Returning

CAHSS Total

CBA Continuing Returning

CBA Total

CO EKSW Continuing Returning

COEKSW Total

CO S Continuing Returning

COS Total

UN DECLARED/OTHE R Continuing Returning Transfer First-Year Transitory/Visiting Undeclared/Other Total

UN DERG RADUATE TOTA L Continuing Returning Transfer First-Year Transitory/Visiting Undergraduate Total

BOOK OF TRENDS •

2018-2019

FIG. 2.11 |

Undergraduate Enrollment by Enrollment Status, Fall 2018

71.5% Continuing

10.5% Transfer

17.3% First-Year

0.7%

Returning & Transitory/Visiting

HIGHLIGHTS • Over 71% of undergraduates are continuing students, students that were enrolled in the prior spring semester. • With the exception of visiting students, first-year or firsttime freshmen overall had the largest 1-year and 5-year percentage increases. While the number of entering transfers in the fall decreased compared to the prior fall, it is important to note that a significant number of transfers enter in the spring, as previously stated. • In the most recent five fall terms displayed, the largest increase in first-time freshmen at the college level was in the College of Education, Kinesiology and Social Work, which houses the Liberal Studies and Kinesiology degree programs.

• As of the fall 2018 census date, most first-year were undeclared. The undeclared/other total however includes students who have expressed an interest in nursing, biology, and kinesiology but were not admissible to the desired program due to additional admission requirements implemented in recent years. • There were 88 more first-time freshmen with a declared major in the College of Science in fall 2018 compared to fall 2014, an increase of 25.6%. The majority of first-year students have consistently declared a major in the College of Science.

Fig. 2.11, Table 2.12 & Fig. 2.12 Source: CSU Enrollment Reporting System-Student (ERSS) data files Fig. 2.11, Table 2.12 & Fig. 2.12 Note: Postbac students seeking a second bachelor’s degree are not included.

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.12 | Undergraduate Enrollment by Enrollment Status and Full-Time and Part-Time Status, 5-Year Trend Fall 2014

CO NTI NUI NG Full-Time

Fall 2015

Fall 2016

Fall 2017

% C HANGE

Fall 2018

1 Year

5 Year

4,724

4,807

4,988

5,233

5,372

2.7

13.7

901

1,038

1,087

1,149

1,122

-2.3

24.5

Continuing Total

5,625

5,845

6,075

6,382

6,494

1.8

15.4

% Full-Time

84.0

82.2

82.1

82.0

82.7

0.9

-1.5

-32.3

Part-Time

R ET UR NI NG Full-Time

-27.3

33.3

Returning Total

-29.7

-8.2

% Full-Time

63.3

54.2

62.9

48.4

46.7

-3.7

-26.2

Full-Time

743

720

856

832

758

-8.9

2.0

Part-Time

185

202

222

186

191

2.7

3.2

Part-Time

TRA NS FER

Transfer Total

928

922

1,078

1,018

949

-6.8

2.3

% Full-Time

80.1

78.1

79.4

81.7

79.9

-2.3

-0.2

Full-Time

1,198

1,220

1,330

1,362

1,508

10.7

25.9

Part-Time

5.1

82.4

First-Year Total

1,232

1,270

1,389

1,421

1,570

10.5

27.4

% Full-Time

97.2

96.1

95.8

96.1

0.2

-1.2

Full-Time

Part-Time

400.0

1400.0

Transitory Total

600.0

% Full-Time

66.7

100.0

20.0

0.0

28.6

6,698

6,779

7,215

7,458

7,665

2.8

14.4

FIR ST-Y EA R

TRA NS I TO RY 6

200.0

-57.1

TOTA L Full-Time

1,139

1,312

1,399

1,430

1,414

-1.1

24.1

Total

7,837

8,091

8,614

8,888

9,079

2.1

15.8

% Full-Time

85.5

83.8

83.9

84.4

HIGHLIGHTS • The large proportions of new and continuing students, as well as large percentages of full-time students, are important components in Stan State’s efforts to achieve its Graduation Initiative 2025 goals. • Over the past four years, 96% of new freshmen enrolled fulltime at entry.

FIG. 2.12 |

Ratio of Full-time to Part-time Undergraduates by Enrollment Status, Fall 2018

ALL UNDERGRADUATES TRANSITORY/VISITING ENROLLMENT STATUS

Part-Time

RETURNING TRANSFER CONTINUING FIRST-TIME FRESHMAN

KEY: 0

FULL-TIME PART-TIME

100

RATIO

BOOK OF TRENDS •

2018-2019

TABLE 2.13 | Undergraduate Students Enrolled in a Full Load by Enrollment Status, 5-Year Trend Fall 2014

Fall 2015

Fall 2017

Fall 2018

5 Year

Continuing

1,917

34.1

1,673

28.6

1,725

28.4

1,891

29.6

2,135

32.9

12.9

11.4

20.4

6.3

9.7

14.1

11.1

-44.4

-50.0

Transfer

172

18.5

173

18.8

221

20.5

229

22.5

252

26.6

10.0

46.5

First-Year

285

23.1

197

15.5

367

26.4

421

29.6

410

26.1

-2.6

43.9

14.3

2,805

30.9

10.0

17.7

2,384

TOTAL

30.4

2,046

25.3

2,319

26.9

2,550

28.7

1 Year

Transitory/Visiting

% CHANGE

E N R O LLMENT STAT US

Returning

Fall 2016

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

FIG. 2.14 |

• While 84% of undergraduates overall were enrolled fulltime in fall 2018, less than a third were enrolled in a full load. • The percentage of undergraduates overall enrolled in a full load in the fall term has increased by 1-2 percentage points annually since fall 2015.

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

100

PERCENTAGE

0 Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

TERM

KEY:

FULL-TIME

FULL LOAD

Table 2.13 & Fig. 2.14 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.13 & Fig. 2.14 Notes: Postbacs seeking a second bachelor’s degree are not included. Undergraduates enrolled in 15+ units are designated as taking a full load.

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.15 | Graduate/Postbac Enrollment by Enrollment Status and Full-Time and Part-Time Status, 5-Year Trend Fall 2014

G R A D UATE

CO NTI NUI NG

R ET UR NI NG

NEW

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

5 Year

Full-Time

247

219

228

206

208

1.0

-15.8

Part-Time

267

266

207

182

173

-4.9

-35.2

Continuing Total

514

485

435

388

381

-1.8

-25.9

Full-Time

12.0

-17.6

Part-Time

0.0

-42.4

Returning Total

6.8

-29.9

Full-Time

148

137

145

152

158

3.9

6.8

Part-Time

-3.2

-28.2

New Total

233

192

202

215

219

1.9

-6.0

814

741

688

647

0.0

-20.5

Full-Time

120

126

149

166

160

-3.6

33.3

Part-Time

22.4

15.4

172

171

202

215

220

2.3

27.9

Full-Time

-60.0

-41.2

Part-Time

-33.3

200.0

-52.9

-15.8

Full-Time

157

180

181

175

205

17.1

30.6

Part-Time

-21.4

10.0

New Total

177

192

201

203

227

11.8

28.2

368

394

435

452

463

2.4

25.8

Full-Time

60.0

100.0

Part-Time

54.5

-22.7

56.3

-3.8

727

736

756

754

777

3.1

6.9

Graduate Total

CR ED ENTI A L

CO NTI NUI NG

Continuing Total

R ET UR NI NG

Returning Total

NEW

Credential Total

A LL OT HER PO ST B AC S

All Other Postbacs Total

G R A D UATE/PO ST B AC TOTAL Full-Time Part-Time Graduate/Postbac Total

481

455

392

361

358

-0.8

-25.6

1,208

1,191

1,148

1,115

1,135

1.8

-6.0

HIGHLIGHTS • Graduate enrollment, students seeking a master’s or doctorate degree, remained stable in the last year however decreased by 20.5% over the last five years. As previously mentioned, the enrollment counts presented here do not include enrollments in self-support degree programs.

• Credential student enrollment has been on an upward trend over the last five years, increasing by 26.1% from fall 2014 to fall 2018.

Table 2.15 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.15 Notes: Includes postbacs seeking a second bachelor’s degree. Graduate/postbac full-time definition consistent with IPEDS - enrolled in 9 or more credit units.

BOOK OF TRENDS •

2018-2019

TABLE 2.16 | New Fall Undergraduate Student Enrollment, 5-Year Trend Fall 2014 First-Time Freshman

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

5 Year

1,232

1,270

1,389

1,421

1,570

10.5

27.4

928

922

1,078

1,018

949

-6.8

2.3

2,160

2,192

2,467

2,439

2,519

3.3

16.6

First-Time Transfer

TOTAL NEW U N DE R G R A D UATES

Fall 2015

HIGHLIGHTS •

Since fall 2014, first-time freshman enrollment has steadily increased.

•

There has been fluctuation in the number of transfer students enrolling in the fall, with a 2.3% increase over the past five years but a 6.8% decrease in the past year.

TABLE 2.17 | New Undergraduate Student Enrollment with CSU Peer Institutions Comparisons, Fall 2018

First-Time Freshman

CSU CA MPUS 1

First-Time Transfer

Total New Undergraduates

Fresno

3,574

62.9

2,108

37.1

5,682

STAN IS LAUS

1,570

62.3

949

37.7

2,519

Bakersfield

1,494

56.1

1,167

43.9

2,661

San Francisco

4,287

55.8

3,390

44.2

7,677

Monterey Bay

1,000

52.7

897

47.3

1,897

San Bernardino

2,682

52.6

2,418

47.4

5,100

East Bay

1,459

40.0

2,187

60.0

3,646

66,803

55.1

54,517

44.9

121,320

CSU TOTA L

HIGHLIGHTS

FIG. 2.17 |

• Stanislaus ranks second among its CSU peers in the proportion of new undergraduates entering in the fall as first-time freshman (62.3%), following Fresno at 62.9%.

BAKERSFIELD EAST BAY FRESNO CSU CAMPUS

• While Stanislaus and Fresno have a fall freshmen proportion that exceeds 60%, most of Stanislaus State’s CSU peers have a proportion that is more consistent with the CSU overall at 55%. It is important to note that these counts do not include new spring transfers. Additional information on new undergraduate students, including spring entrants and feeder high schools, can be found in section 7, Enrollment Management.

Ratio of First-Time Freshman to First-Time Transfer Enrollment with CSU Peer Institutions Comparisons, Fall 2018

MONTEREY BAY SAN BERNARDINO SAN FRANCISCO

STANISLAUS C SU TOTAL 0

100

RATIO

KEY:

FIRST-TIME FRESHMAN

FIRST-TIME TRANSFER

Table 2.16 & Table 2.17 Sources: 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 Table 2.17 Notes: Percentages may not sum to total due to rounding. Total applications received include redirected applicants. 1. Sorted by % First-Time Freshman in descending order

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.18 | Fall Student Credit Units by College, 5-Year Trend Fall 2014

CO LLEG E

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C H ANGE 1 Year

5 Year

CAHSS

28,332

27,779

30,232

32,582

33,578

3.1

18.5

CBA

18,942

19,624

20,192

20,336

20,071

-1.3

6.0

COEKSW

23,213

23,847

23,918

24,615

26,204

6.5

12.9

COS

32,238

32,994

35,474

36,626

38,129

4.1

18.3

Undeclared/Other

11,148

10,784

12,204

12,161

11,906

-2.1

6.8

113,873

115,028

122,020

126,320

129,888

2.8

14.1

TOTA L

TABLE 2.19 | Spring Student Credit Units by College, 5-Year Trend

CO LLEG E

Spring 2015

Spring 2016

Spring 2017

Spring 2018

Spring 2019

% C H ANGE 1 Year

5 Year

CAHSS

26,737

27,772

30,012

33,262

32,595

-2.0

21.9

CBA

19,044

18,962

19,308

19,494

18,459

-5.3

-3.1

COEKSW

22,593

23,021

22,763

23,929

24,824

3.7

9.9

COS

29,807

31,783

33,115

35,440

36,133

2.0

21.2

7,993

7,605

9,904

9,178

8,607

-6.2

7.7

106,174

109,143

115,102

121,303

120,618

-0.6

13.6

Undeclared/Other

TOTA L

TABLE 2.20 | Annualized Student Credit Units by College, 5-Year Trend

CO LLEG E

2014-15

2015-16

2016-17

2017-18

2018-19

% C H ANGE 1 Year

5 Year

CAHSS

27,535

27,776

30,122

32,922

33,087

0.5

20.2

CBA

18,993

19,293

19,750

19,915

19,265

-3.3

1.4

COEKSW

22,903

23,434

23,341

24,272

25,514

5.1

11.4

COS

31,023

32,389

34,295

36,033

37,131

3.0

19.7

9,571

9,195

11,054

10,670

10,257

-3.9

7.2

110,024

112,086

118,561

123,812

125,253

1.2

13.8

Undeclared/Other

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 experienced the second largest five-year percent increase in annualized student credit units at 19.7%, following CAHSS at 20.2%.

• The annualized student credit units for COS majors increased from 28.2% of the total in 2014-15 to 29.6% of the total in 2018-19. The annualized student credit units for CAHSS majors increased from 25.0% of the total in 2014-15 to 26.4% of the total in 2018-19.

Table 2.18, Table 2.19, & Table 2.20 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.18 & Table 2.19 Note: Student credit units are disaggregated by college based on students’ primary major. Table 2.20 Notes: 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 •

2018-2019

TABLE 2.21 | Total Enrollment, Student Credit Units (SCU), and Mean Unit Load (MUL) by College and Academic Level, Fall 2018 Headcount

CAH SS

SCU

MUL

First-Year

503

Sophomore

328

4,532

13.82

Junior

817

10,946

13.40

Senior

818

10,453

12.78

2,466

32,726

13.27

Undergraduate Total

6,795

13.51

119

852

7.16

2,585

33,578

12.99

First-Year

254

3,472

13.67

Sophomore

183

2,476

13.53

Junior

402

5,233

13.02

Senior

677

8,398

12.40

1,516

19,579

12.91

492

7.45

1,582

20,071

12.69

First-Year

245

3,331

13.60

Sophomore

171

2,297

13.43

Junior

323

4,362

13.50

Graduate CAHSS Total

CBA

Undergraduate Total Graduate CBA Total

HIGHLIGHTS • Sophomores have the highest mean unit load overall at 13.57 (see Table 2.22). CBA firstyear students have the highest among the four colleges at 13.67. • As MUL increases, this requires more sections to be offered.

CO E S K W

521

6,764

12.98

1,260

16,754

13.30

Graduate

367

3,830

10.44

Credential

463

5,620

12.14

2,090

26,204

12.54

First-Year

609

8,166

13.41

Sophomore

388

5,367

13.83

Senior Undergraduate Total

COESKW Total

CO S

Junior

815

10,714

13.15

Senior

1,084

12,955

11.95

2,896

37,202

12.85

861

9.57

Undergraduate Total Graduate

8.25

2,994

38,129

12.74

First-Year

647

8,266

12.78

Sophomore

173

2,197

12.70

Junior

100

1,085

10.85

All Other Postbacs COS Total U NDE CLAR ED / OTH E R

Senior Undergraduate Total Graduate All Other Postbacs Undeclared / Other Total

TOTAL

206

9.81

941

11,754

12.49

5.40

125

7.35

963

11,906

12.36

10,214

129,888

12.72

STANISLAUS STATE • CSUSTAN.EDU

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

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.22 | Mean Unit Load (MUL) by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2018

U N D E R G RA D UAT E

Credential

All Other Postbacs

CAMPUS TOTA L

Sophomore

Monterey Bay

14.51

15.24

14.35

14.01

14.37

12.01

6.90

9.97

14.05

San Bernardino

13.60

13.96

13.55

13.33

13.55

12.57

8.26

9.13

13.13

Fresno

13.23

13.97

13.56

13.19

13.41

14.21

8.69

10.18

13.12

Bakersfield

13.43

13.91

13.31

12.86

13.28

13.20

11.39

9.63

13.00

STA NI S LAUS

13.30

13.57

13.16

12.42

13.00

12.53

10.32

9.37

12.72

San Francisco

12.83

13.55

12.99

12.61

12.90

12.65

10.48

8.94

12.51

East Bay

13.08

13.76

12.74

12.60

12.84

14.99

8.25

9.93

12.46

CS U TOTA L

13.79

13.98

13.17

12.76

13.26

13.51

8.99

9.02

12.88

CS U CA MPUS

Senior

Undergraduate Total

First-Year

Junior

GRA D UAT E/ P OST BAC Graduate

HIGHLIGHTS • In comparison to Stanislaus State’s CSU peers, San Francisco and East Bay have a lower undergraduate overall mean unit load.

• Three of Stanislaus State’s CSU peers have a lower firstyear MUL, including East Bay (13.08), Fresno (13.23), and San Francisco (12.83).

Table 2.22 Source: CSU Institutional Research and Analyses, Statistical Reports, Table 1: Total Enrollment by Gender and Student Level, Fall 2018, Retrieved from https://calstate.edu/as/stat_ reports/2018-2019/f18_02b.htm; Table 2.1: Total Term Units Attempted by Campus by Student Level, Fall 2018, Retrieved from http://calstate.edu/as/stat_reports/2018-2019/f18_02b.htm Table 2.22 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) in descending order

BOOK OF TRENDS •

2018-2019

TABLE 2.23 | Undergraduate Enrollment, Student Credit Units (SCU), and Mean Unit Load (MUL) by College, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

CO L L E G E

SCU

M UL 1

SC U

CAHSS

2,048

27,395

13.38

2,067

26,972

13.05

2,270

29,488

CBA

1,431

18,427

12.88

1,533

19,170

12.50

1,551

COEKSW

1,065

14,285

13.41

1,128

14,722

13.05

COS

2,434

31,239

12.83

2,546

32,150

859

10,943

12.74

817

7,837

102,289

13.05

8,091

Undeclared/ Other

TOTAL

MUL 1

SCU

Fall 2017 MUL 1

Fall 2018 MUL 1

SC U

SCU

12.99

2,396

31,744

13.25

2,466

32,726

13.27

19,634

12.66

1,551

19,907

12.83

1,516

19,579

12.91

1,109

14,539

13.11

1,159

15,305

13.21

1,260

16,754

13.30

12.63

2,735

34,609

12.65

2,823

35,800

12.68

2,896

37,202

12.85

10,372

12.70

949

12,017

12.66

959

12,060

12.58

941

11,754

12.49

103,386

12.78

8,614

110,287

12.80

8,888

114,816

12.92

9,079

118,015

13.00

HIGHLIGHT • Over the past year, the mean unit load increased for all undergraduate students to 13.0 overall, and across all colleges.

Table 2.23 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.23 Notes: Postbacs seeking a second bachelor’s degree are not included. The student headcount, credit units, and MUL are disaggregated by college based on students’ primary major. 1. Mean Unit Load (MUL) = Student Credit Units (SCU) / Headcount (N)

MU L 1

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.24 | Enrollment by Full-Time and Part-Time Status and Student Level, 5-Year Trend Fall 2014

FULL-T I ME

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

5 Year

First-Year

1,912

1,836

1,990

2,014

2,134

6.0

11.6

Sophomore

1,011

1,049

1,042

1,107

1,143

3.3

13.1

Junior

1,724

1,813

1,982

2,064

2,091

1.3

21.3

Senior

2,051

2,081

2,201

2,273

2,297

1.1

12.0

Graduate

429

391

397

383

394

2.9

-8.2

Credential

294

331

349

366

375

2.5

27.6

100.0

7,425

7,515

7,971

8,212

8,442

2.8

13.7

First-Year

104

128

117

124

6.0

26.5

Sophomore

103

102

115

100

-13.0

33.3

Junior

312

371

412

423

366

-13.5

17.3

Senior

654

734

757

775

824

6.3

26.0

Graduate

385

350

292

264

253

-4.2

-34.5

Credential

2.3

18.9

All Other Postbacs1

54.5

-22.7

1,620

1,767

1,791

1,772

-1.1

9.4

First-Year

2,010

1,940

2,118

2,131

2,258

6.0

12.3

Sophomore

1,086

1,152

1,144

1,222

1,243

1.7

14.5

Junior

2,036

2,184

2,394

2,487

2,457

-1.2

20.7

Senior

2,705

2,815

2,958

3,048

3,121

2.4

15.4

Graduate

814

741

689

647

-20.5

Credential

368

394

434

452

463

2.4

25.8

56.3

-3.8

9,045

9,282

9,762

10,003

10,214

2.1

12.9

All Other Postbacs1 Full-Time Total

PA RT-T I ME

Part-Time Total

TOTA L

All Other Postbacs1

TOTA L

HIGHLIGHTS • On average, 82% of students over the past five years enrolled full-time in the fall semester. As of fall 2018, nearly 83% were full-time students. • The increase in full-time enrollment overall, 13.7% since fall 2014, is reflected in the University’s higher mean unit load.

• While the percentage of undergraduate students enrolled full-time has remained steady at about 84% on average, the percentage of graduate students enrolled full-time has increased from 53% in fall 2014 to 61% in fall 2018.

Table 2.24 Source: CSU Enrollment Reporting System-Student (ERSS) data files 1. Includes postbacs seeking a second bachelor’s degree.

BOOK OF TRENDS •

2018-2019

TABLE 2.25 | Total Enrollment by College, Age, Degree Level, and Gender, Fall 2018 Female

CAH SS

Male

HIGHLIGHTS

Total

1,312

711

2,023

345

217

562

1,657

928

2,585

Under 25

566

577

1,143

25 and Over

243

196

439

809

773

1,582

Under 25

954

253

1,207

25 and Over

661

222

882

1,615

475

2,089

1,608

752

2,360

422

212

634

2,030

964

2,994

678

223

901

718

245

964

Under 25

5,118

2,516

7,634

25 and Over

1,711

869

2,580

6,829

3,385

10,214

Under 25 25 and Over CAHSS Total

CBA

CBA Total

CO E K S W

COEKSW Total

CO S Under 25 25 and Over COS Total

U N DE CLA R ED /OTHER Under 25 25 and Over Undeclared/Other Total

TOTAL

Total

Table 2.25 Source: CSU Enrollment Reporting System-Student (ERSS) data files

STANISLAUS STATE • CSUSTAN.EDU

• For the University as a whole the percentage of traditional age students, i.e., under 25 years old, is nearly 75%. A much larger percentage of undeclared students are in traditional age categories (93.5%) • Among the four colleges, COS has the highest percentage of students in traditional student age categories (78.8%). The college with the smallest percentage of traditional age students is COEKSW with about 58% of students in traditional age categories. This is largely because it is the only college with a strong focus on graduate and credential programs.

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.26 | Average Age by Student Level with CSU Peer Institutions Comparisons, Fall 2018

CS U CA MPUS 1

First-Year

Sophomore

Junior

Senior

Postbac

Graduate

Total

Fresno

18.2

19.7

22.3

24.5

28.1

30.2

22.7

Monterey Bay

18.7

19.5

23.2

24.7

31.8

31.3

23.0

San Francisco

18.3

19.8

23.2

25.0

32.3

30.9

23.0

STA NI S LAUS

18.4

19.5

22.9

24.8

30.5

30.1

23.0

San Bernardino

18.4

19.9

23.6

25.2

31.2

32.1

23.4

Bakersfield

18.8

20.2

23.8

25.5

29.7

31.8

23.5

East Bay

18.6

20.0

24.2

26.9

34.1

31.3

25.1

CS U TOTA L

18.4

19.5

22.9

24.8

30.7

30.1

23.1

HIGHLIGHT • Stanislaus State’s overall average student age is 23 years, comparable to the CSU systemwide average.

Table 2.26 Sources: 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 2018, Retrieved from http://calstate.edu/as/stat_reports/2018-2019/fage01.htm 1. Sorted by overall average age in ascending order

BOOK OF TRENDS •

2018-2019

TABLE 2.27 | First-Generation College Student Undergraduate Enrollment by College, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% CHANGE 1 Year

5 Year

CO L L E G E

CAHSS

1,569

76.6

1,569

75.9

1,731

76.3

1,838

76.7

1,862

75.5

1.3

18.7

CBA

1,083

75.7

1,169

76.3

1,204

77.6

1,200

77.4

1,148

75.7

-4.3

6.0

790

74.2

835

74.0

824

74.3

875

75.5

928

73.7

6.1

17.5

1,748

71.8

1,841

72.3

2,011

73.5

2,112

74.8

2,119

73.2

0.3

21.2

682

79.4

642

78.6

748

78.8

747

77.9

718

76.3

-3.9

5.3

5,872

74.9

6,056

74.8

6,518

75.7

6,772

76.2

6,775

74.6

0.0

15.4

COEKSW COS Undeclared/Other

TOTAL

HIGHLIGHT • 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 2.28 | Percentage of Undergraduate Students who are First in Family to Pursue Earning a Bachelor’s Degree with CSU Peer Institutions Comparisons, Fall 2018

% 1 ST I N FAM I LY TO P U R S U E EA RNING A B AC H E LO R’S D E G REE CSU CA MPUS 1

Fall 2018

Prior Year

% Point Change

STAN IS LAUS

-2

San Bernardino

Bakersfield

-2

Fresno

-1

East Bay

-2

Monterey Bay

-2

San Francisco

-1

CSU TOTA L

-1

HIGHLIGHTS • Stanislaus has the highest proportion of undergraduate students who are the first in their family to pursue earning a bachelor’s degree among its CSU peer institutions, at 72%, followed closely by San Bernardino at 71%. • The proportion of students who are the first in their family to pursue earning a bachelor’s degree at Stanislaus is 16 percentage points higher than the CSU overall at 56%.

Table 2.27 Sources: CSU Enrollment Reporting System-Student (ERSS) and Application (ERSA) data files Table 2.27 Notes: Postbacs seeking a second bachelor’s degree are not included. First-Generation College Student (or 1st Generation) includes students who reported their parent(s)/guardian(s) highest level of education on the CSU undergraduate admission application as less than a four-year college degree. The percentages of first generation students in Table 2.27 are slightly different than previously reported due to revised methodology. It is important to note that there are a variety of ways to define first generation. This definition is consistent with the definition used by the National Survey of Student Engagement (NSSE) and the Federal TRIO program definition, but differs somewhat from the methodology at the CSU system level, therefore Table 2.27 and Table 2.28 percentages are not comparable. Table 2.28 Source: CSU Institutional Research and Analyses, CSU Student Enrollment Information Dashboard, Fall Term Enrollment Summary, 1st in family to pursue earning a bachelor’s degree, Fall 2018, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html Table 2.28 Note: The fall 2017 percentage of first-generation college students at San Francisco State was adjusted from 53 to 55. 1. Sorted by Fall 2018 percentage in descending order

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.29 | Pell Eligible Undergraduate Enrollment by College, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% CHANGE 1 Year

5 Year

CO LLEG E

CAHSS

1,407

68.7

1,428

69.1

1,600

70.5

1,640

68.4

1,685

68.3

2.7

19.8

CBA

900

62.9

973

63.5

1,008

65.0

1,002

64.6

965

63.7

-3.7

7.2

COEKSW

695

65.3

746

66.1

728

65.6

769

66.4

832

66.0

8.2

19.7

1,610

66.1

1,682

66.1

1,848

67.6

1,890

67.0

1,927

66.5

2.0

19.7

546

63.6

531

65.0

616

64.9

619

64.5

560

59.5

-9.5

2.6

5,158

65.8

5,360

66.2

5,800

67.3

5,920

66.6

5,969

65.7

0.8

15.7

COS Undeclared/Other

TOTA L

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

• 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 2.29 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; PeopleSoft Financial Aid Database Table 2.29 Notes: Postbacs seeking a second bachelor's degree are not included. 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, eligible students in fall 2018 submitted a 2018-19 FAFSA and were deemed eligible for a Federal Pell Grant based on the calculated Estimated Family Contribution (EFC). Eligibility for a Federal Pell Grant does not guarantee a Pell Grant award.

BOOK OF TRENDS •

2018-2019

TABLE 2.30 | Stockton Campus Headcount Enrollment by Degree Level and Academic Level, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

U N DER G R A D UAT E

5 Year

-68.8

-37.5

-32.0

41.7

Junior

107

216

199

234

242

3.4

126.2

Senior

105

219

190

255

286

12.2

172.4

232

490

445

530

550

3.8

137.1

Graduate

10.6

160.7

Credential

-6.3

4400.0

All Other Postbacs

-33.3

100.0

103

117

120

2.6

300.0

262

585

548

647

670

3.6

155.7

Stockton-only Headcount

101

124

22.8

210.0

% Stockton-only

15.3

14.5

13.5

15.6

18.5

18.6

21.2

First-Year Sophomore

Undergraduate Total

GR ADUATE/PO STB AC

Graduate/Postbac Total

TOTAL

STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.31 | Stockton Campus Full-Time Equivalent Student (FTES) Enrollment by Degree Level and Academic Level, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

U ND ER G R A D UAT E

% C HANGE 1 Year

5 Year

First-Year

2.1

4.7

5.5

4.5

0.6

-86.6

-71.9

Sophomore

3.3

8.5

9.1

6.3

-45.7

4.1

Junior

41.0

77.5

67.1

86.1

97.8

13.5

138.5

Senior

29.2

69.3

64.9

77.7

97.9

25.9

235.2

75.6

160.0

146.5

174.6

199.7

14.4

164.1

Graduate

10.8

22.5

27.8

32.7

52.9

62.0

388.5

Credential

0.2

24.5

18.6

24.5

21.0

-14.2

All Other Postbacs

0.2

0.7

1.3

0.1

-90.0

-33.3

11.2

47.8

47.1

58.5

74.1

26.7

559.2

86.8

207.8

193.6

233.1

273.7

17.4

215.2

Stockton-only FTES

20.8

58.0

48.4

71.4

97.2

36.2

367.0

% Stockton-only

9.9

27.9

25.0

30.6

35.5

15.9

48.2

Undergraduate Total

GR A D UAT E/PO ST B AC

Graduate/Postbac Total

TOTA L

HIGHLIGHTS • Stockton Campus enrollment has been on an upward trend over the past five years, with significant increases in the student headcount and FTE from fall 2014 to fall 2018.

• As of fall 2018, nearly 19% of Stockton Campus students were exclusively enrolled there, increasing from 15.3% five years prior.

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

Table 2.30 & Table 2.31 Source: CSU Enrollment Reporting System-Off-Campus Center (ERSO) data files Table 2.30 & Table 2.31 Notes: Stockton Campus enrollment includes students enrolled in at least one course at the Stockton Campus. Stockton-only enrollment includes students who are enrolled exclusively at the Stockton Campus. Postbacs seeking a second bachelor’s degree are included in the graduate/postbac category. FTES is a measurement of enrollment derived by dividing the total student credit hours for a term by 12 for graduate students (master’s and doctoral) and by 15 for all other students.

BOOK OF TRENDS •

2018-2019

TABLE 2.32 | On-Campus Housing Residents, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NG E 1 Year

5 Year

Total Residents1

649

660

695

603

652

8.1

0.5

Total Undergraduate Residents2

647

658

692

598

648

8.4

0.2

% Undergraduate Residents (of Total UG)

8.2

8.1

8.0

6.7

7.1

6.0

-13.5

Total First-Time Freshman (FTF) Residents

345

330

346

282

310

9.9

-10.1

% FTF Residents (of Total FTF)

28.0

26.0

24.9

19.8

19.7

-0.5

-29.5

% FTF Residents (of UG Residents)

53.3

50.2

50.0

47.2

47.8

1.4

-10.3

HIGHLIGHTS • A smaller proportion of housing residents are first-time freshmen compared to five years ago. These decreases overall are largely attributed to housing capacity limitations.

• The number of students living on campus increased by 8% in the past year, but less than 1% over the past five years. • As of fall 2018, 7% of all undergraduates and nearly 20% of all first-time freshmen were living on campus. Compared to five years ago, the percent of undergraduates living on-campus decreased by one percentage point and the percent of first-time freshmen living on-campus decreased by eight percentage points.

TABLE 2.33 | Full-Time Undergraduate Degree-Seeking Student-Athletes by Race/Ethnicity, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

R ACE /ETHNI CI TY American Indian or Alaskan Native

Asian

Black or African American

Hispanic/Latino

Native Hawaiian or Other Pacific Islander

Non-Resident Alien

Two or More Races

Unknown

5 Year -100.0

-100.0

-12.5

0.0

-25.9

-4.8

15.3

78.9

100.0

-33.3

-50.0

-11.8

25.0

9.1

-14.3

White

4.3

-18.3

TOTAL

160

166

169

184

175

-4.9

9.4

Table 2.32 Sources: Stanislaus State Housing and Residential Life (Resident rosters); CSU Enrollment Reporting System-Student (ERSS) data files 1. The total residents headcounts include graduate/postbac students; students enrolled in self-support programs are not included. 2. Includes first-time freshmen.

STANISLAUS STATE • CSUSTAN.EDU

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 • TABLE 2.34 | Full-Time Undergraduate Degree-Seeking Student-Athletes by Gender, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

G END ER

5 Year

Female

106

104

-1.9

5.1

Male

-9.0

16.4

160

166

169

184

175

-4.9

9.4

TOTA L

HIGHLIGHTS • The number of full-time undergraduate degree-seeking student-athletes has gradually increased over the last five years. The Hispanic student-athlete sub-population had the largest five-year increase at 78.9%.

• The White student-athlete sub-population was the largest from fall 2014 to fall 2015, until fall 2016 when the number of Hispanic student-athletes exceeded the number of White student-athletes.

TABLE 2.35 | University Extended Education Enrollment Summary by Program, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C H ANGE

2018-19

1 Year

PR O G R A M

5 Year

Special Session1

2,137

2,719

3,615

3,531

4,091

15.9

91.4

Summer Session

3,106

3,321

3,653

4,090

4,207

2.9

35.4

Winter Session

593

676

856

1,180

1,410

19.5

137.8

Open University

431

367

389

494

533

7.9

23.7

87.2

52.1

NonCredit

175

189

116

167

276

65.3

57.7

Contract Extension

940

1,179

1,034

1,174

796

-32.2

-15.3

7,430

8,486

9,682

10,675

11,386

6.7

53.2

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 6.7% increase in the last year and a 53.2% increase in the last five years. The significant 5-year percent change is attributed in large part to new self-support degree programs implemented during this time period, most recently the launch of the MSW Hybrid program, the MA Interdisciplinary Studies with a concentration in Child Development, and the online RN-BSN program.

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

Table 2.33 & Table 2.34 Source: Stanislaus State Office of Institutional Effectiveness & Analytics, as reported to the National Collegiate Athletic Association (NCAA) Table 2.33 & Table 2.34 Notes: Student-athlete enrollment headcounts are a subset of the total full-time degree seeking undergraduate student enrollment, as reported annually to the NCAA. Only studentathletes 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 studentathlete graduation and academic success rates.

Table 2.35 Source: Office of University Extended Education Table 2.35 Notes: Enrollments represent duplicated headcounts. 1. Academic programs

BOOK OF TRENDS •

2018-2019

TABLE 2.36 | University Extended Education Enrollment Summary by Program and Student/Course Type, Academic Year by Term, 5-Year Trend 2014-15 Summer

SP E CI A L S ES S I O N

215

Degree NonDegree1 Special Session Total

215

2015-16

Winter

Fall

Spring

Summer

847

972

869

1,053

275

Fall

Winter

Spring

1,106

1,245

1,150

1,294

SU MM ER S ES S I O N 369

Non-Matriculants Matriculants, stateside Summer Session Total

380

2,737

2,941

3,106

3,321

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

549

622

593

676

O P E N UNI V ER S I TY 187

244

Open University/Non-admitted Total

204

163

CO N TI NUI NG ED UCAT I O N U N I TS (CE U ) Certificate Programs Designing Your Life

Nurse Extern Life After the Diagnosis

CEU Total

N O N C R ED I T Ed2Go3 Electrocardiograms (EKG)2 12

107

210

601

426

440

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

598

Hubei students

15 Contract Extension Total

TOTAL

619

3,977

1,219

1. Early College, Misc. Credit Courses 2. New course effective spring 2018 3. As of fall 2016, ED2Go handles all registrations. 4. New course offered spring 2019

STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

593

222

645

1,641

4,295

1,516

676

1,999

C A MP U S -WI DE E N RO LLME NT CH ARACT E RIST ICS & T RE NDS • SECTION 2 •

continued from previous page 2016-17 Summer 413

413

Fall

2017-18

Winter

Spring

Summer

Fall

2018-19

Winter

Spring

Summer

Fall

Winter

Spring

1,356

1,698

439

1,338

1,601

458

1,635

1,870

1,416

1,786

456

1,422

1,653

487

1,678

1,928

445

468

409

3,208

3,622

3,798

3,653

4,090

4,207

777

1,126

1,324

858

1,180

1,420

196

193

254

240

276

257

9 1

9 16 8

104

102

124

581

350

673

341

307

354

630

364

691

120

363

326

389

4,737

1,686

2,401

5,260

1,850

2,385

5,085

2,159

858

1,180

1,410

2,732

Table 2.36 Source: Office of University Extended Education Table 2.36 Note: Enrollments represent duplicated headcounts.

BOOK OF TRENDS •

2018-2019

STANISLAUS STATE â&#x20AC;¢

CSUSTAN.EDU

SE CTIO N

3 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 Agriculture. 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 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 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.

Photo: Demergasso-Bava Hall during the fall 2018 semester, named in honor of the Demergasso and Bava families who contributed to the cost of construction, the three-story building is often referred to as the Professional Schools Building and houses the College of Business Administration and College of Education, Kinesiology and Social Work. The departments of Cognitive Studies, Communication Studies, Liberal Studies, and Computer Science are located here as well as the campus radio station, KCSS, and the student newspaper, The Signal.

BOOK OF TRENDS • 2018-2019

TABLE 3.1A | Enrollment by College and Program Level, 5-Year Trend Fall 2014

CAH SS

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

5 Year

2,048

2,068

2,271

2,396

2,466

2.9

20.4

140

118

108

116

119

2.6

-15.0

2,188

2,186

2,379

2,512

2,585

2.9

18.1

1,432

1,533

1,551

1,516

-2.3

5.9

10.0

3.1

1,496

1,594

1,623

1,611

1,582

-1.8

5.7

Bachelor’s

1,066

1,129

1,110

1,159

1,260

8.7

18.2

Credential

368

394

434

452

463

2.4

25.8

Master’s

449

408

383

351

341

-2.8

-24.1

Doctoral

-18.8

-48.0

1,933

1,980

1,963

1,994

2,090

4.8

8.1

2,442

2,551

2,738

2,826

2,904

2.8

18.9

7.1

-4.3

2,536

2,645

2,822

2,910

2,994

2.9

18.1

859

818

950

959

941

-1.9

9.5

Master’s

25.0

-70.6

All Other Postbacs

30.8

6.3

892

877

975

976

963

-1.3

8.0

Bachelor’s

7,847

8,099

8,620

8,891

9,087

2.2

15.8

Credential

368

394

434

452

463

2.4

25.8

Master’s

764

692

653

615

621

1.0

-18.7

Doctoral

-18.8

-48.0

All Other Postbacs

30.8

6.3

9,045

9,282

9,762

10,003

10,214

2.1

12.9

Bachelor’s 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

TOTAL

HIGHLIGHTS •

The College of Science has the largest percentage of statesupported students followed by the College of the Arts, Humanities and Social Sciences.

•

Credential program enrollments, including single-subject, multiple subject, education specialist and advanced credential programs, have shown a steady growth over the past five years.

Table 3.1A Source: CSU Enrollment Reporting System-Student (ERSS) data files

STANISLAUS STATE •

CSUSTAN.EDU

•

During this time period, state-supported undergraduate enrollment grew consistently within each college and across the University as a whole.

D E TA I L ED E N R O L L ME NT C H A R AC T E RIST ICS FO R CO LLE G E S AND PRO G RAMS • SECTION 3 TABLE 3.1B | Self-Support Enrollment by College and Program Level, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C H ANGE

Fall 2018

1 Year

CA HS S Bachelor’s CAHSS Total

5 Year

101

-12.9

183.9

101

-12.9

183.9

101

-14.9

24.6

101

-14.9

24.6

96.3

CB A Master’s CBA Total

CO EK S W Master’s COEKSW Total

CO S Bachelor’s

118

81.5

68.6

Master’s

-40.0

0.0

106

136

43.2

54.5

101

113

175

166

206

24.1

104.0

107

132

158

157

-0.6

80.5

188

220

307

324

363

12.0

93.1

COS Total

TOTA L Bachelor’s Master’s

TOTA L

HIGHLIGHTS •

Over this five year period, enrollment in self-support degree programs have increased by 93.1% overall.

•

CAHSS self-support bachelor programs achieved the largest increase over the last five years, with an increase of 57 students (184%).

•

COS and CBA self-support enrollment also increased significantly over the past five years, 54.4% and 24.6% respectively.

Table 3.1B Source: CSU Enrollment Reporting System Self-Support (sERSS) date files

BOOK OF TRENDS • 2018-2019

TABLE 3.1C | State- and Self-Support Enrollment by College and Program Level, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

CAH SS

5 Year

2,079

2,133

2,358

2,497

2,554

2.3

22.8

140

118

108

116

119

2.6

-15.0

2,219

2,251

2,466

2,613

2,673

2.3

20.5

1,432

1,533

1,551

1,516

-2.3

5.9

133

124

159

161

152

-5.6

14.3

1,565

1,657

1,710

1,712

1,668

-2.6

6.6

Bachelor’s

1,066

1,129

1,110

1,159

1,260

8.7

18.2

Credential

368

394

434

452

463

2.4

25.8

Master’s

449

434

410

378

394

4.2

-12.2

Doctoral

-18.8

-48.0

1,933

2,006

1,990

2,021

2,143

6.0

10.9

2,512

2,599

2,826

2,891

3,022

4.5

20.3

112

102

114

108

-5.3

-3.6

2,624

2,711

2,928

3,005

3,130

4.2

19.3

859

818

950

959

941

-1.9

9.5

Master’s

25.0

-70.6

All Other Postbacs

30.8

6.3

892

877

975

976

963

-1.3

8.0

Bachelor’s

7,847

8,099

8,620

8,891

9,293

4.5

18.4

Credential

368

394

434

452

463

2.4

25.8

Master’s

764

692

653

615

778

26.5

1.8

Doctoral

-18.8

-48.0

All Other Postbacs

30.8

6.3

9,233

9,502

10,069

10,327

10,577

2.4

14.6

Bachelor’s 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

TOTAL

Table 3.1C Sources: CSU Enrollment Reporting System-Student (ERSS) and Self-Support (sERSS) date files

STANISLAUS STATE •

CSUSTAN.EDU

D E TA I L ED E N R O L L ME NT C H A R AC T E RIST ICS FO R CO LLE G E S AND PRO G RAMS • SECTION 3 TABLE 3.2A | CAHSS Enrollment by Program Level and Primary Major/Program, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HANGE

Fall 2018

1 Year

B ACHELO R’ S

5 Year

Agriculture1

-1.2

23.5

Anthropology

-28.2

-46.2

-100.0

Art

101

107

118

10.3

19.2

Art BFA

-15.0

-26.1

Communication Studies

216

208

210

216

208

-3.7

Criminal Justice

662

639

664

690

744

7.8

12.4

14.7

39.3

152

157

186

192

202

5.2

32.9

Ethnic Studies

66.7

400.0

Gender Studies

14.3

100.0

-17.9

27.8

108

117

148

164

181

10.4

67.6

Music

142.1

100.0

Music Performance

-58.8

-50.0

Philosophy

-60.0

-9.1

Political Science

-5.8

-4.7

Social Sciences

-13.3

16.1

323

371

416

455

475

4.4

47.1

Spanish

22.2

46.7

Theatre Arts

0.0

33.3

2,048

2,068

2,271

2,396

2,466

2.9

20.4

Criminal Justice

-58.8

English

3.8

-18.2

History

0.0

20.0

Public Administration

21.8

-10.7

140

118

108

116

119

2.6

-15.0

2,188

2,186

2,379

2,512

2,585

2.9

18.1

Applied Leadership

Economics English

Geography History

Sociology

Bachelor’s Total

MAST ER’ S

Master’s Total

TOTA L

HIGHLIGHTS •

CAHSS experienced the second largest net increase in state-supported students over this time (18.1%).

•

Four programs contributed most to the increase in CAHSS degree-seeking students: Sociology, Criminal Justice, History, and English. All four programs have grown consistently during this time period. More recently, Agriculture, Art, and Spanish have also exhibited significant growth in majors.

•

A more in-depth examination of overall enrollments generated by CAHSS programs shows that the Criminal Justice department is primarily serving majors, while enrollment generated by the Sociology and Communication Studies programs reflect a balance between providing GE courses and courses for the major. The English program has a more substantial proportion of GE enrollment than enrollment generated by English majors, making it the second largest program overall in terms of FTES generated in the college.

Table 3.2A Source: CSU Enrollment Reporting System-Student (ERSS) data files 1. The BA in Agricultural Studies degree program changed to a BS in Agriculture in 2016-17.

BOOK OF TRENDS • 2018-2019

continued from previous page

•

Factoring in undergraduate and graduate students, the four largest degree programs in CAHSS are Criminal Justice (751 majors, 29.1% of CAHSS), Sociology (475, 18.1%), English (299, 8.9%), and Communication Studies (208, 7.8%).

•

Criminal Justice courses serving majors are at capacity, which will likely make future growth difficult to serve without additional faculty resources.

•

Sociology shows significant growth in majors (up 152 students, 47.1%). 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.

•

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

•

In programs with smaller numbers of majors (especially Economics, Philosophy, Theater Arts, Geography, Ethnic Studies, Anthropology, and Gender Studies), a significantly higher proportion of program enrollments are generated by GE enrollments, with strong demand across all of their GE courses.

•

Music Performance (BM) enrollments have declined recently, but their BA enrollments have grown, steadying their overall enrollment picture.

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

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

BACH ELO R’ S

5 Year

Criminal Justice

-17.1

100.0

Social Sciences

-10.0

285.7

TOTAL

101

-12.9

183.9

HIGHLIGHTS •

Enrollment in self-support programs for the CAHSS increased significantly from fall 2014 to fall 2018 showing a growth rate of 183.9%.

•

The program with the largest percentage increase and the largest increase in UEE enrollment is Social Sciences, with an increase of 40 students and a percentage increase of 285.7%.

•

After significant growth in fall 2015, UEE enrollment in the Criminal Justice BA degree completion program has held fairly steady over the past four years.

TABLE 3.2C | CAHSS State- and Self-Support Enrollment by Program Level, 5-Year Trend % C HA NGE Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

DE GREE LEV EL Bachelor’s Master’s

TOTAL

STANISLAUS STATE •

5 Year

2,079

2,133

2,358

2,497

2,554

2.3

22.8

140

118

108

116

119

2.6

-15.0

2,219

2,251

2,466

2,613

2,673

2.3

20.5

Table 3.2B Source: CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 3.2C Sources: CSU Enrollment Reporting System-Student (ERSS) and Self-Support (sERSS) data files

1 Year

CSUSTAN.EDU

D E TA I L ED E N R O L L ME NT C H A R AC T E RIST ICS FO R CO LLE G E S AND PRO G RAMS • SECTION 3 TABLE 3.3A | CBA Enrollment by Program Level and Primary Major/Program, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HANGE

Fall 2018

1 Year

BACHELO R’ S Business Administration

1,411

1,526

1,540

1,545

1,515

-1.9

7.4

-83.3

-95.2

1,432

1,533

1,551

1,516

-2.3

5.9

10.0

3.1

1,496

1,594

1,623

1,611

1,582

-1.8

5.7

CIS

Bachelor’s Total

5 Year

M AST ER' S Business Administration (Evening MBA)

TOTA L

HIGHLIGHTS •

CBA had the smallest increase in enrollment from fall 2014 to 2018. The increase was 86 students which is a 5.7% increase. This is largely due to capacity constraints.

•

The overall growth is a combination of an expansion of 104 students in Business Administration (BS) and a reduction of two MBA students and 20 Computer Information Systems (CIS) students. 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 2014

Fall 2015

Fall 2016

Fall 2017

% C HANGE

Fall 2018

1 Year

M AST ER’ S

5 Year

Executive MBA

-4.0

0.0

Online MBA

-25.5

81.0

TOTA L

101

-14.9

24.6

HIGHLIGHTS •

Over the period from fall 2014 to fall 2018, CBA’s selfsupport program enrollment grew by 24.6%. The largest share of this enrollment growth was in the Online MBA program.

•

The Online MBA program over this time period grew by 17 students which is an 81% increase.

TABLE 3.3C | CBA State- and Self-Support Enrollment by Program Level, 5-Year Trend % C H ANGE Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

D EG R EE LEV EL Bachelor’s Master’s

TOTA L

1 Year

5 Year

1,432

1,533

1,551

1,516

-2.3

5.9

133

124

159

161

152

-5.6

14.3

1,565

1,657

1,710

1,712

1,668

-2.6

6.6

Table 3.3A Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 3.3B Source: CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 3.3C Source: CSU Enrollment Reporting System-Student (ERSS) and Self-Support (sERSS) data files Table 3.3A Note: Concentrations for CBA majors and all other college majors available at the IEA website (www.csustan.edu/ir). 1. The BS in Computer Information Systems (CIS) was discontinued and replaced with a CIS concentration in the BS in Business Administration (BSBA) degree program.

BOOK OF TRENDS • 2018-2019

TABLE 3.4A | COEKSW Enrollment by Program Level and Primary Major/Program, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

BACH E LO R’ S

5 Year

Kinesiology

482

528

460

432

473

9.5

-1.9

Liberal Studies

584

601

650

727

787

8.3

34.8

1,066

1,129

1,110

1,159

1,260

8.7

18.2

368

394

434

452

463

2.4

25.8

Education

295

269

233

213

215

0.9

-27.1

Social Work

154

139

150

138

126

-8.7

-18.2

449

408

383

351

341

-2.8

-24.1

-18.8

-48.0

1,933

1,980

1,963

1,994

2,090

4.8

8.1

Bachelor’s Total

CRE DENTI A L 1 Credential

MASTE R' S

Master’s Total

DO CTOR A L Educational Leadership

TOTAL

HIGHLIGHTS •

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

•

Credential enrollment grew by 25.8% or 95 students and Liberal Studies enrollment grew by 34.8% or 203 students, while Kinesiology dropped by 1.9% or nine students.

•

The increased enrollment in credential programs and Liberal Studies was offset by declines in the college’s graduate student enrollment. The enrollment in the Master of Education program dropped by 27.1% or 80 students, enrollment in the state-supported Master of Social Work program dropped by 18.2% or 28 students, and the number of doctoral students declined by 48% or 24 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.

Table 3.4A Source: CSU Enrollment Reporting System-Student (ERSS) data files 1. Credential enrollment includes enrollment in teacher credential programs and advanced credential programs.

STANISLAUS STATE •

CSUSTAN.EDU

D E TA I L ED E N R O L L ME NT C H A R AC T E RIST ICS FO R CO LLE G E S AND PRO G RAMS • SECTION 3 TABLE 3.4B | COEKSW Self-Support Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HANGE

Fall 2018

1 Year

MAST ER’ S Social Work Hybrid 0

TOTA L

5 Year

96.3

HIGHLIGHT •

In the last five years, COEKSW offered one self-support degree program, a hybrid master’s degree program in Social Work. The first cohort started fall 2015. Enrollment nearly doubled from fall 2017 to fall 2018 with the start of a new cohort.

TABLE 3.4C | COEKSW State- and Self-Support Enrollment by Program Level, 5-Year Trend % C HANGE Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

1 Year

D EG R EE LEV EL

5 Year

Bachelor’s

1,066

1,129

1,110

1,159

1,260

8.7

18.2

Credential

368

394

434

452

463

2.4

25.8

Master’s

449

434

410

378

394

4.2

-12.2

Doctoral

-18.8

-48.0

1,933

2,006

1,990

2,021

2,143

6.0

10.9

TOTA L

Table 3.4B Source: CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 3.4C Source: CSU Enrollment Reporting System-Student (ERSS) and Self-Support (sERSS) data files

BOOK OF TRENDS • 2018-2019

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

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

BACH E LO R’ S

5 Year

Biological Sciences

713

706

735

713

701

-1.7

Chemistry

136

135

121

105

107

1.9

-21.3

Child Development

163

188

224

227

246

8.4

50.9

Cognitive Studies

46.2

-5.0

Computer Science

197

255

289

293

319

8.9

61.9

25.0

-23.1

Mathematics

108

119

127

144

141

-2.1

30.6

Nursing

222

204

206

194

186

-4.1

-16.2

16.7

133.3

2.2

38.2

807

860

951

1,061

1,101

3.8

36.4

2,442

2,551

2,738

2,826

2,904

2.8

18.9

Ecology & Sustainability

-85.7

-91.7

Nursing

100.0

52.4

Psychology

-6.6

7.1

-4.3

2,536

2,645

2,822

2,910

2,994

2.9

18.1

Geology

Physical Sciences Physics Psychology Bachelor’s Total

MASTER’ S

Master’s Total

TOTAL

HIGHLIGHTS •

COS has consistently had the largest percentage of student enrollment University-wide at over 29% as it is home to some of the largest enrolled undergraduate majors, including Psychology, Biological Sciences, and Computer Science.

•

Over the last five years, COS enrollment grew by 18.1%; this rate reflects an increase of 458 students

Table 3.5A Source: CSU Enrollment Reporting System-Student (ERSS) data files

STANISLAUS STATE •

CSUSTAN.EDU

•

Over the last five years, the undergraduate Psychology major had the largest net increase in headcount enrollment at 294 students, while Computer Science had the largest percentage increase at 61.9%.

D E TA I L ED E N R O L L ME NT C H A R AC T E RIST ICS FO R CO LLE G E S AND PRO G RAMS • SECTION 3 TABLE 3.5B | COS Self-Support Enrollment by Program Level and Primary Major/Program, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HANGE

Fall 2018

1 Year

B ACHELO R’ S

5 Year

Health Science

44.4

160.0

Nursing AS-BSN

35.7

-30.9

310.0

Online RN-BSN Bachelor’s Total

118

81.5

68.6

0.0

MAST ER’ S Genetic Counseling Interdisciplinary Studies: Child Development

Master’s Total

TOTA L

-40.0

0.0

106

136

43.2

54.5

HIGHLIGHTS •

From fall 2014 through fall 2018, COS has offered three undergraduate self-support programs and two graduate self-support programs. Overall enrollment in these programs increased by 54.5% or by 48 students.

•

The last cohort of the self-support graduate program in Interdisciplinary Studies with a concentration in Child Development has completed. From the IS Concentration in Child Development, a stand-alone Child Development MA has a cohort start date of fall 2019.

TABLE 3.5C | COS State- and Self-Support Enrollment by Program Level, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

D EG R EE LEV EL Bachelor’s Master’s

TOTA L

% C HANGE 1 Year

5 Year

2,512

2,599

2,826

2,891

3,022

4.5

20.3

112

102

114

108

-5.3

-3.6

2,624

2,711

2,928

3,005

3,130

4.2

19.3

Table 3.5B Source: CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 3.5C Sources: CSU Enrollment Reporting System-Student (ERSS) and Self-Support (sERSS) date files

BOOK OF TRENDS • 2018-2019

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

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

BACH E LO R’ S Special Major Undeclared Bachelor’s Total

5 Year

1 858

818

950

959

941

-1.9

9.7

859

818

950

959

941

-1.9

9.5

25.0

-70.6

30.8

6.3

892

877

975

976

963

-1.3

8.0

MASTE R’ S Interdisciplinary Studies

OTH E R All Other Postbacs

TOTAL

HIGHLIGHT •

Over the past five years, the number of undeclared students increased by 9.7% (83 students).

Table 3.6A Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 3.7 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 3.7 Notes: State-supported enrollment only; does not include new (transfers) students entering self-support degree programs. The BS in Nursing not open to first-time freshmen. 1. The BA in Agricultural Studies changed to a BS in Agriculture in 2016-17. 2. The BS in Computer Information Systems (CIS) was discontinued and replaced with a CIS concentration in the BS in Business Administration (BSBA) degree program. 3. Pre-Nursing established systemwide to track students interested in pursuing a BSN. In fall 2016, the Nursing department established an Undeclared with a Pre-Nursing Interest due to the high demand of students interested in pursuing a BSN (both Pre-Nursing and Undeclared with a Pre-Nursing Interest are included in Undeclared/Other).

STANISLAUS STATE •

CSUSTAN.EDU

D E TA I L ED E N R O L L ME NT C H A R AC T E RIST ICS FO R CO LLE G E S AND PRO G RAMS • SECTION 3 TABLE 3.7 | New Fall Undergraduate Student Enrollment by College, Major and New Undergraduate Type, 5-Year Trend Fall 2014 FT F

COLLEGE

Fall 2015 ALL NEW

FTT

FTF

Fall 2016 ALL NEW

FTT

FTF

Fall 2017 ALL NEW

FTT

FTF

ALL NEW

FTT

% CHANGE (ALL NEW)

Fall 2018 FTF

ALL NEW

FTT

1 Year

5 Year

CAH S S Agriculture1 Anthropology

-34.6

80.0

Applied Leadership Art Communication Studies Criminal Justice Economics English

-6.9

28.6 -16.7

6.1

215

116

168

120

203

140

204

145

233

14.2

8.4

300.0

20.0

10.0

96.4

4 10

-66.7

33.3

6.8

20.5

-20.0

-42.9

Music

Music Performance

Philosophy

Political Science

Social Sciences

109

Spanish

Theatre Arts

283

279

562

256

241

497

296

323

619

312

294

606

337

100.0

16.7

90.9

-83.3

-50.0

-9.1

-28.6

-22.7

13.3

105

-3.7

26.5

-13.3

0.0

28.6

296

633

4.5

12.6

0.3

11.2

26.0

CAHSS % of Total

Geography

CAHSS Total

144

Gender Studies

Sociology

-70.6 -100.0

Ethnic Studies

History

-37.0

25.1

C BA 141

Business Administration

180

321

149

214

363

156

201

357

152

204

CIS2 CBA Total

141

180

321

149

214

363

156

201

357

153

356

176

181

204

357

-100.0 176

181

14.9

CBA % of Total

357

1 357

0.0

11.2

14.2

C OE K S W 59

Kinesiology Liberal Studies COEKSW Total

115

142

113

144

257

116

114

139

137

100

162

253

121

112

233

110

-12.7

-16.5

112

156

160

206

108

203

-1.5

43.0

316

165

134

299

-5.4

16.3

11.9

COEKSW % of Total

11.9

C OS 149

200

127

181

153

175

139

157

135

149

-5.1

-25.5

Chemistry

76.2

23.3

Child Development

26.9

73.7

Cognitive Studies

0.0

Computer Science

14.6

62.1

0.0

-72.7

-4.2

70.4

0.0

-33.3

-50.0

-33.3

Biological Sciences

Geology Mathematics Nursing

Physical Sciences Physics Psychology COS Total

-31.3

83.3

114

207

112

204

111

150

261

107

161

268

124

137

261

-2.6

26.1

344

268

612

331

283

614

399

311

710

398

276

674

432

260

692

2.7

13.1

538

10.7

31.9

538

10.7

31.9

3.3

16.6

28.3

COS % of Total

27.5

U N DE C L A R E D/OTH E R 3 Undeclared/Other Undeclared/Other Total

351

420

465

417

131

548

402

486

460

408

420

465

417

131

548

402

486

460

18.9

Undeclared/Other % of Total

TOTA L

408

1,232

928

2,160

21.4 1,270

922

2,192

1,389

1,078

2,467

1,421

1,018

2,439

1,570

949

2,519

BOOK OF TRENDS • 2018-2019

TABLE 3.8 | New Spring Undergraduate Student Enrollment by College, Major and New Undergraduate Type, 5-Year Trend Spring 2015 FT F

COLLEG E

Spring 2016 ALL NEW

FTT

FT F

Spring 2017 ALL NEW

FTT

FTF

Spring 2018 ALL NEW

FTT

FTF

ALL NEW

FTT

% CHANGE (ALL NEW)

Spring 2019 FTF

ALL NEW

FTT

1 Year

5 Year

CA H S S Agriculture1

Anthropology

Communication Studies

Criminal Justice

Art

Economics

English

Ethnic Studies Gender Studies

Geography

History

Music Music Performance

Philosophy

Political Science Social Sciences Sociology Spanish Theatre Arts CAHSS Total

-40.0

80.0

-100.0

80.0

350.0

-26.3

-17.6

-49.1

42.1

-50.0

-74.1

0.0

-50.0

0.0 -100.0

-20.0

100.0

-100.0

2 1

100.0

-23.9

94.4

50.0

-25.0

131

123

133

-36.8

1 5

208

209

0.0

300.0

0.0

139

140

-33.0

50.5

25.1

CAHSS % of Total

122

30.1

C BA Business Administration CBA Total

112

101

100

101

-2.0

-11.6

112

101

100

101

-2.0

-11.6

-16.7

30.2

CBA % of Total

21.3

COEKSW Kinesiology Liberal Studies COEKSW Total

15.4

-59.0

0.0

-45.9

-7.0

-68.4

11.6

COEKSW % of Total

8.6

COS 18

-25.0

Chemistry

0.0

-75.0

Child Development

11.1

150.0

Biological Sciences

Cognitive Studies

Computer Science

Geology

-100.0

-27.3

60.0

33.3

-14.3

100.0

27.3

0.0

Physical Sciences

Physics

0.0

95.0

150

151

149

150

-0.7

41.5

Mathematics Nursing

Psychology COS Total

105

106

128

140

119

134

28.6

COS % of Total

32.3

U N D E C L A R E D/OTH E R 2 Undeclared/Other Undeclared/Other Total

-26.5

111.8

-26.5

111.8

-20.2

25.3

4.6

Undeclared/Other % of Total

TOTAL

STANISLAUS STATE â&#x20AC;¢

370

371

7.7 45

427

CSUSTAN.EDU

472

462

511

580

583

458

465

D E TA I L ED E N R O L L ME NT C H A R AC T E RIST ICS FO R CO LLE G E S AND PRO G RAMS • SECTION 3

HIGHLIGHTS •

Over the last five years, the College of Science has captured the largest share of entering fall undergraduates , followed closely by the College of the Arts, Humanities and Social Sciences.

•

The largest enrolled major among entering students is Psychology, with over 10% on average of new fall entrants, and over 13% on average of new spring entrants declaring it as their major.

•

The most popular program in CAHSS for new students entering in the fall is Criminal Justice with approximately 9% of new students on average declaring CJ at entry.

•

The increase in fall term new students over these years is only 359 students, about 1.2% of the total enrollment. A more important fact is that the number of new students in the fall terms has been consistently high, approximately 27.7% of the undergraduate population and 24.7% of the total population as of fall 2018. Due to extensive over enrollment over the past five years, relative to our assigned enrollment target, the campus has allowed only very limited FTF admissions in spring.

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. On average, the University is admitting more first-time transfer students than first-time freshmen for the overall academic year.

•

In 2018-19, spring admits accounted for 34.6% of new Agriculture students, 25% of new Sociology students, and 23% of new Child Development students.

•

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 admissions becomes concentrated in fall semesters.

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

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

•

New entrant data in self-supported degree programs may be included in future publications. Starting fall 2017, self-support first-time transfer students are included in the University’s transfer cohorts for reporting retention and graduation rates, i.e., two- and four-year transfer graduation rate metrics for the Graduation Initiative 2025. Trends on new self-supported entrants are available by contacting the IEA office.

Table 3.8 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 3.8 Note: BS in Nursing not open to first-time freshmen. 1. The BA in Agricultural Studies degree program changed to a BS in Agriculture in 2016-17. 2. Pre-Nursing established systemwide to track students interested in pursuing a BSN. In fall 2016, the Nursing department established an Undeclared with a Pre-Nursing Interest due to the high demand of students interested in pursuing a BSN (both Pre-Nursing and Undeclared with a Pre-Nursing Interest are included in Undeclared/Other).

BOOK OF TRENDS • 2018-2019

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 through 2016-17 and corresponding highlights were derived from the University Library's 2018 Self-Study. Data for 2017-18, and 2018-19 when available, provided by Library Services. TABLE 3.9 | Library Electronic Resources Usage (Full-Text), 5-Year Trend

2013-14

2014-15

2015-16

2016-17

% C HA NGE

2017-18

1 Year

TYP E

5 Year

Article

333,197

335,416

355,187

386,526

390,267

1.0

17.1

eBook

97,688

83,624

108,387

233,337

225,218

-3.5

130.5

Other

32,053

45,242

46,296

42,518

37,052

-12.9

15.6

HIGHLIGHTS •

The Stanislaus State Library provides access to more than 70,000 online periodicals, including 24,181 scholarly journals and more than 40,000 news, business, legal and trade periodicals. The library provides access to 225,218 e-books.

•

In 2017-18, Stanislaus State users retrieved more than 390,000 journal and periodical articles and viewed more than 225,000 pages in e-books from the library’s online collections. There has been a significant increase in the use of electronic books and streaming media over the past five years.

FIG. 3.10 | Library Materials and Laptop Usage, 5-Year Trend 40,000 36,029

35,392

33,410

35,000 29,878

KEY: LIBRARY MATERIALS LAPTOP USAGE

29,759

30,000

# OF CHECKOUTS

25,000 20,000 15,000

11,940 9,855

10,000

7,947

7,453 5,118

5,000 0

2013-14

2014-15

2015-16

2016-17

2017-18

ACADEMIC YEAR

HIGHLIGHTS •

While checkout counts of tangible library items have fluctuated through the years, student demands for laptop computers remain steadily high for the last three years. At the time when this report is being prepared, initial checkout counts for library materials and laptop checkouts for 2018-19 were reportedly 29,600 for library materials and 10,040 for laptops.

STANISLAUS STATE •

CSUSTAN.EDU

•

In the summer of 2019, the university library purchased 20 new laptops, increasing the total number of laptop computers reserved for use by Stanislaus State students from 21 to 41. The additional laptops should serve Stan State students’ increasing need for this device during the next two years when the library is undergoing renovation and the number of workstations in the temporary library is reduced.

D E TA I L ED E N R O L L ME NT C H A R AC T E RIST ICS FO R CO LLE G E S AND PRO G RAMS • SECTION 3 FIG. 3.11 | Library Gate Count, 4-Year Trend 350,000

# OF VISITORS

330,000

310,000

290,000

270,000

250,000 2014-15

2013-14

2015-16

2016-17

ACADEMIC YEAR

HIGHLIGHT •

While the overall physical materials checkout count may have 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. Since 2017-18, the library has begun to conduct user headcounts every two hours, in lieu of gate count.

TABLE 3.12 | Users in Library by Location, 2017-18 and 2018-19 2017-18

L IB R A RY LO CATI O N

Total

2018-19 Monthly Avg.

Total

% CHANGE Monthly Avg.

1 Year

Collaboratory

36,432

3,036.0

34,870

2,905.8

-4.3

References, Periodicals & Documents Areas

22,587

1,882.3

21,635

1,802.9

-4.2

L210 East Reading Room

10,273

856.1

9,454

787.8

-8.0

2nd Floor Book Area

17,772

1,481.0

14,067

1,172.3

-20.8

Online Public Access Catalog (OPAC) Area

19,602

1,633.5

19,895

1,657.9

1.5

3rd Floor Book Area

15,267

1,272.3

14,449

1,204.1

-5.4

Group Study Room (L220)

20,414

1,701.2

19,302

1,608.5

-5.4

Study Rooms

19,988

1,665.7

18,069

1,505.8

-9.6

8,362

696.8

7,453

621.1

-10.9

L210 West Reading Room

HIGHLIGHTS •

According to the library’s time-based analysis, most of the library’s users visits occur in the month of October, followed by September, April, and May. In addition, during the day, 10:00 a.m. through 6:00 p.m. is the busiest time when most users are in the library.

•

As shown in the patron count tables above, the library’s computer lab, the Collaboratory, equipped with 47 workstations are heavily used. However, study areas are also high used space. Ref, Per, & Docs areas are quiet study areas welcomed by many; OPAC area, Circ Hall, and Group Study Room L220 are popular group study areas where active discussions take place; and the nine smaller Study Rooms are always full.

BOOK OF TRENDS • 2018-2019

TABLE 3.13 | Research Consultation and Reference Desk Activity, 5-Year Trend 2014-15

2015-16

2016-17

2017-18

2018-19

ACTIV I T Y T Y PE

% C HA N GE 1 Year

4 Year

Total Research Related Questions

8,450

8,742

7,256

7,656

7,348

-4.0

-13.0

Total Reference Desk Transactions

4,445

4,106

3,848

2,626

3,719

41.6

-16.3

Total Circulation/Stockton Reference Transactions

5,307

4,707

3,249

N/A

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 declines 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.

STANISLAUS STATE •

CSUSTAN.EDU

•

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

D E TA I L ED E N R O L L ME NT C H A R AC T E RIST ICS FO R CO LLE G E S AND PRO G RAMS • SECTION 3 TABLE 3.14 | Library Instruction Sessions, 5-Year Trend 2014-15

2015-16

2016-17

2017-18

% CHANGE

5-Year Total

2018-19

SES S I O NS O F FERE D

1 Year

5 Year

170

199

222

239

212

1,042

-11.3

24.7

0.0

173

202

225

242

215

1,057

-11.2

24.3

4,226

4,679

5,315

5,361

4,778

24,359

-10.9

13.1

398

-1.2

5.3

4,302

4,758

5,397

5,442

4,858

24,757

-10.7

12.9

Instruction sessions1 SSCI 3005 (# of sections)

TOTA L O F FER ED ST UD ENTS S ERV E D

SSCI 3005 (# of students enrolled)

ST UD ENTS S ERV E D

HIGHLIGHTS •

•

Librarians provide course related instruction sessions, orientations and workshops. These have been growing steadily between 2014 to 2018 in terms of sessions offered and students served. Librarians teach a credit course required for History and Social Science majors (SSCI 3005) with a steady three sections and approximately 80 students per year served.

FIG 3.14 | Total Students Served in Library Instruction, 5-Year Trend 6,000

ENROLLED TOTAL

Instruction sessions1

5,000 4,000 3,000 2,000 1,000 0 2014-15

2015-16

2016-17

2017-18

2018-19

ACADEMIC YEAR

1. Instruction sessions include course related, orientations, and workshops.

BOOK OF TRENDS • 2018-2019

S EC T I O N

GRADUATE STUDIES AND RESEARCH AT STANISLAUS STATE Graduate education on the campus is recovering well from the last recession, which had made a significant impact at the University. The University is in the process of re-establishing the position of a Graduate Dean, as well as further cementing the importance of the Graduate School. The loss of a Dean of Graduate Education required that masterâ&#x20AC;&#x2122;s programs had to incorporate several tasks that would have been the purview of a Graduate School, such as outreach, recruitment and the marketing of graduate programs. The establishment of a Graduate Council and a Center for Graduate Education provided graduate education input on issues related to graduate education. The future of graduate education at CSU Stanislaus is hopeful, as graduate programs continue to look upwards, and have a quality and growth related orientation.

Photo: Graduate students, including three Master of Science in Nursing graduates, at the 2019 Commencement ceremony.

78 STANISLAUS STATE â&#x20AC;˘ CSUSTAN.EDU

BOOK OF TRENDS â&#x20AC;¢ 2018-2019

GRADUATE DEGREE PROGRAMS AND CONCENTRATIONS, ACADEMIC YEAR 2018-19 DE GRE E

UNITS RE QUIRE D

STATE-SUPPORT & ON-SITE

Accounting

MBA

✓

Business Analytics

MBA

✓

Executive Master of Business Administration

MBA

Finance

MBA

General

MBA

DE G R E E PROG R AM

SE LF-SUPPORT/ E XTE NDE D E D

STOCKTON CAMPUS*

D ISTA NC E ED * *

BUSINESS ADMINISTRATION ✓ ✓

✓

Ecological Conservation

✓

Ecological Economics

✓

Counselor Education

✓

Counselor Education Concentration and Pupil Personnel Services Credential

✓

Counselor Education Professional Clinical Counselor

✓

Curriculum and Instruction: Educational Technology

✓

Curriculum and Instruction: Elementary Education

✓

Curriculum and Instruction: Multilingual Education

✓

Curriculum and Instruction: Reading

✓

Curriculum and Instruction: Secondary Education

✓

Curriculum and Instruction: Special Education

✓

School Administration

✓

Community College Leadership

EdD

✓

P-12 Leadership

EdD

✓

Literature

✓

Rhetoric and the Teaching of Writing

✓

TESOL

✓

CRIMINAL JUSTICE

✓

ECOLOGY AND SUSTAINABILITY

EDUCATION

EDUCATIONAL LEADERSHIP

ENGLISH

STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

DE GRE E

UNITS RE QUIRE D

GENETIC COUNSELING

HISTORY

✓

General

✓

General

✓

Geospatial Analysis of Human-Environmental Change

✓

Family Nurse Practitioner

✓

Gerontological Nursing

✓

Nursing Administration

✓

Nursing Education

✓

Behavior Analysis

✓

Behavior 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

SE CTION 4 •

STOCK TO N CAMP U S*

D ISTA NC E ED * *

✓

INTERDISCIPLINARY STUDIES

MARINE SCIENCES NURSING

PSYCHOLOGY

✓ ✓

✓

Source: List of degrees retrieved from http://degrees.calstate.edu/ on May 1, 2019 *Official Off-Campus Center, Stockton Campus, degree program as reported to WASC (http://www.wascsenior.org/location/2776) **Official distance education, e.g., online, hybrid, degree program as reported to WASC

BOOK OF TRENDS • 2018-2019

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

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

STATE -S UPPO RT

5 Year

Master’s

764

692

652

615

621

1.0

-18.7

Doctoral

-18.8

-48.0

368

394

434

452

480

3.2

30.4

-50.0

-69.2

1,208

1,191

1,148

1,115

1,135

1.8

-6.0

107

132

158

157

-0.6

80.5

107

132

158

157

-0.6

80.5

1,295

1,298

1,280

1,273

1,292

1.5

-0.2

Credential All Other Postbacs State-Support Total

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

TOTAL

HIGHLIGHTS • A positive, one-year, 1.0% increase in master’s statesupported degree enrollments were realized this past year. This is the first master-level year-to-year enrollment increase Stan State has experienced over the past four years. • Taking into account both state-supported and selfsupported students, total graduate/postbac enrollment increased by 1.5% in the past year, an increase of 19 students.

• The increase in graduate/postbac enrollment over the past five years is largely attributed to state-supported credential-seeking students and self-supported graduate students. • Over the past five years, self-supported graduate enrollment increased by 80.5%, and state-supported credential-seeking students increased by 30.4%.

Table 4.1 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 4.1 Note: All Other Postbacs include unclassified/undeclared postbacs and postbacs seeking a second bachelor’s degree.

STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

TABLE 4.2 | Graduate Enrollment by Source of Funding, 5-Year Trend Fall 2014

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

Self-Support

Fall 2015

Fall 2016

Fall 2017

Fall 2018

814

741

688

647

90.3

87.4

83.9

80.4

80.5

107

132

158

157

9.7

12.6

16.1

19.6

19.5

901

848

820

805

804

TOTA L

HIGHLIGHTS

FIG. 4.2 |

• Overall state-supported enrollment has decreased over the past five years by 20.5%, a decrease of 167 students.

• Overall graduate enrollment has had gradual annual decreases, decreasing by 10.8% over the past five years. • The percentage of total graduate students in selfsupport programs increased from 9.7% in 2014 to 19.5% in 2018 due to new programs and additional cohorts offered in recent years.

1 Year

5 Year 0.0

-20.5

-0.6

80.5

-0.1

-10.8

Graduate Enrollment by Source of Funding, 5-Year Trend

1,000

800

HEADCOUNT

• Self-supported graduate enrollment increased by 70 students since fall 2014 - an increase of 80.5%.

% CHANGE

600

400

200

0 2014

2015

2016

2017

2018

FALL TERM

KEY:

STATE-SUPPORT

SELF-SUPPORT

TOTAL

Table 4.2 Sources: 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 • 2018-2019

TABLE 4.3 | Stanislaus State’s Graduate Degree Programs Offered at CSU Peer Institutions, Academic Year 2018-19

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.

DE GREE PR O G R A M

Program Code

Degree

Bakersfield

East Bay

Monterey Bay

Fresno

San Bernardino

San Francisco

O FFE RED EXCLUS I V E LY AT STAN I S L AU S Ecology and Sustainability

01155 04202

Genetic Counseling

12171

O FFE RED AT S O ME (1 - 3 ) O F STAN I S L AU S ’ C S U P E E R CA M P U SES Business Administration Executive MBA

05011

MBA

Criminal Justice

21051

Business Administration Online MBA

05011

MBA

Marine Sciences

49022

✓

✓ ✓

✓

O FFE R ED AT MO ST O R AL L ( 4- 6 ) O F STAN I S L AU S ’ CSU 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 an MS in Criminology (major program code of 22091).

• The Executive MBA, Online MBA and Marine Sciences (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 February 20, 2019 Table 4.3 Note: Programs marked have the same or a similar major code.

STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

TABLE 4.4 | State-Supported Graduate Enrollment by Discipline Division with CSU Peer Institutions Comparisons, Fall 2018 Bakersfield

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

East Bay

Fresno

Monterey Bay

San Bernardino

San Francisco

STA NISL AU S

CSU Total

Stanislaus % of CSU Total

MAST ER’ S Education (Education)

155

267

674

164

428

602

237

8,487

2.8

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

241

294

157

120

403

159

200

4,789

4.2

Business-Management (Business Administration)

402

135

219

206

3,039

2.2

Psychology (Psychology)

147

103

1,355

2.6

Health Professions (Nursing)

256

258

146

206

3,811

0.8

Letters (English)

347

1,982

1.4

Social Sciences (History)

178

2,005

0.9

Interdisciplinary (Interdisciplinary Studies)

588

0.7

Biological Sciences (Ecology and Sustainability)

161

985

0.1

All Other Disciplines other than those noted above

414

463

177

507

11,637

0.01

676

1,799

1,959

1,688

2,549

621

38,678

1.6

101

1,121

2.3

1,047

0.0

Master’s Total

408

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

TOTA L

16 36

101

712

1,852

2,060

408

2,168

1.2

1,756

2,636

647

40,846

1.6

HIGHLIGHTS • Stanislaus State ranks second among its CSU peer group in the percentage of Education majors at the master’s level (36.6%), following Monterey Bay at 40.2%.

• About 32% of Stanislaus State’s state-supported master’s discipline, i.e., Criminal Justice, Public Administration, and Social Work.

Table 4.4 Sources: CSU Institutional Research and Analyses, Table 11: Enrollment of Full-Time and Part-Time Students Seeking a Doctoral Degree by Concentration, Fall 2018, Retrieved from http://calstate.edu/as/stat_reports/2018-2019/f_maj18toc.shtml; Table 9: Enrollment of Full-Time and Part-Time Students Seeking a Master’s Degree by Discipline Division, Fall 2018, Retrieved from http://calstate.edu/as/stat_reports/2018-2019/f_maj18toc.shtml Table 4.4 Notes: Self-support enrollments at the discipline or degree program level are not currently available systemwide and therefore not included in the above table. Monterey Bay does not offer a master’s level degree program with a CSU degree code of 49993 (Interdisciplinary Studies), but does have state-supported enrollments in the interdisciplinary discipline divisions. The master’s level degree programs include Applied Marine and Watershed Science (49052). Environmental Science (49011), and Marine Sciences (49022) 1. Stanislaus State’s applicable degree program names included in parentheses.

BOOK OF TRENDS • 2018-2019

TABLE 4.5 | CAHSS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend

STATE -S UPPO RT

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

5 Year

Criminal Justice

-58.8

English

3.8

-18.2

History

0.0

20.0

Public Administration

21.8

-8.2

138

119

108

116

119

2.6

-13.8

TOTAL

CAHSS PROGRAM HIGHLIGHTS MASTER’S IN CRIMINAL JUSTICE

or intending to teach high school; those intending to teach at the

The MA in Criminal Justice (MACJ) program has undergone various

community college level; those anticipating doctoral studies; and

transformations since 2013-14. This includes significant revisions

those simply interested in the personal growth that advanced

to the curriculum. For example, the number of units required for

studies in English provide. The MA in English offers three

graduation was reduced from 36 to 33 and a core course was

concentrations: Literature, Rhetoric and Teaching Writing (RTW),

eliminated. Approval of new course proposals was completed and

and the Teaching of English as a Second Language (TESOL).

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.

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

Many MACJ students are graduates of the BA in Criminal Justice

effective and responsive to its current students and more appealing

(BACJ) program at Stan State. Employment of local BACJ students

to potential applicants, and plans to attract more Stanislaus State

in criminal justice related agencies like policing and community

undergraduate students to the program by recruiting successful

corrections have shaped their interest in pursuing graduate

alumni to receive achievement and appreciation awards and speak

education and their needs as working professionals have provided

at student forums.

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 Campus, 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

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 minithesis or project) related to the pedagogy of teaching English as a second or foreign language. TESOL grads go into various fields: teaching in local community colleges or universities, teaching ESL in adult ESL programs, teaching overseas (last count, there were 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

The Master of Arts Program in English serves the personal and

become ESL specialists, program directors or coordinators, or

professional needs of various students: those currently teaching

leaders in their districts in English Language Learning (ELL).

Table 4.5 Sources: 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.

STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

LITERATURE AND RTW

MASTER’S IN HISTORY

In response to E.O. 1071, the English MA program has also begun

The MA Program in History has since 2014-15 experienced

planning the elevation of the Literature and RTW concentrations.

considerable fluctuation in enrollments. However, after a significant

This planning and program implementation process will be ongoing

dip, the program has recovered and enrollments have stabilized.

throughout AY 2018-2019. After they are elevated, the Literature and

Most of our MA students are graduates of Stan State, but the

RTW concentrations will be renamed Master of Arts in English and

program also gets some students from UC Merced, as well as others

Master of Arts in Rhetoric and the Teaching of Writing.

who have migrated to our region. Over the past five, years our MA students have excelled in winning research prizes at Phi Alpha Theta National History Honor Society conferences in northern California.

TABLE 4.6 | CBA Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

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

% CHANGE 1 Year

5 Year

10.0

3.1

10.0

3.1

-2.0

2.1

S ELF -S UPPO RT Executive MBA Online MBA Self-Support Total

TOTA L

-27.5

76.2

101

-14.9

24.6

133

124

159

161

152

-5.6

14.3

CBA PROGRAM HIGHLIGHTS MASTER’S IN BUSINESS ADMINISTRATION

and retake the exam as needed. In addition, the University now offers remediation courses through Lynda.com, allowing students to satisfy the requirements during their first term in the program.

The College of Business Administration has three vibrant MBA

A new concentration in Business Analytics has been introduced,

programs - evening, online and executive. Each program attracts

with courses offered beginning fall 2018, and the concentration was

students based on their career goals, experience, schedule and

officially approved fall 2019. Analytics targets a new audience in a

learning style. Collectively these programs are much in demand and

very progressive and desired field, whereby professionals learn to

help meet the needs of students in the region.

help organizations make data-driven decisions.

The evening MBA program has experienced some decline in

The online MBA remains strong and shows increased enrollment

enrollment for a number of reasons. In the past classes started

for a variety of reasons. It has the benefit of increased familiarity

at 4:30 pm and created scheduling challenges for many working

with stakeholders and a strong word of mouth reputation from key

professionals who preferred a flexible online environment.

alumni. Some of its success also comes from a broader-based set of

Additionally, admission requirements in prior years allowed

instructional methods and modalities.

students to take the GMAT or GRE exam during their first term. Not all admitted students were able to successfully complete this

The Executive MBA includes a requirement for five years of

requirement due to the additional pressure of MBA courses along

management experience but also varies based on the qualifications

with the effort needed to clear the admission requirements. Finally,

of students and the timing of students’ availability. Each cohort

through the spring of 2018, business concentrations were limited to

varies based on location of the main campus or the Stockton

accounting and finance. Accounting students pursued an MBA for

Campus. The program schedules have been updated to align with

obtaining CPA licensure and many took additional bachelor’s degree

semester formats per Department of Education requirements.

courses to satisfy requirements.

This enabled a winter and summer break which helps in recruiting qualified students. Team Event is a new feature added to the

Recent enhancements in the evening MBA program addressing

program, highlighted as a best practice in the campus Association

the above concerns have cleared the path for anticipated growth

to Advance Collegiate Schools of Business (AACSB) accreditation

in enrollment in the future. Class schedules have changed. Classes

report.

now begin at 6 pm, allowing students that work full-time to enroll. GMAT or GRE exam requirement now instruct students to take the

Several general improvements are impacting all MBA programs.

exams prior to being admitted, giving them their first term to study

The College has invested in extensive outreach for all programs

Table 4.6 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files

BOOK OF TRENDS • 2018-2019

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. Customer Relationship Management (CRM) software has been implemented,

need to continue our extensive outreach, as well as develop new graduate programs. The College of Business Administration is reviewing several areas based on EAB data and local business needs. Over the next few years, there will be a focus on developing programs that support the needs of local businesses, and provide professionals with an education to advance in their careers.

enabling tracking and consistent communication with prospects. This software allows full electronic submission of all application requirements. Nationwide declines in MBA programs prompt the

TABLE 4.7 | COEKSW Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

STATE -S UPPO RT

% C HA N GE 1 Year

5 Year

Education

297

269

233

213

215

0.9

-27.6

Social Work

155

138

150

138

126

-8.7

-18.7

-18.8

-48.0

502

456

419

383

367

-4.2

-26.9

96.3

482

446

410

420

2.4

Educational Leadership State-Support Total

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

TOTAL

502

-16.3

COEKSW PROGRAM HIGHLIGHTS MASTER’S IN EDUCATION SCHOOL ADMINISTRATION

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

In 2014-15, the Stanislaus State Preliminary Administrative Services

school administration. Last year more than 50 students who

credential program ranked second in the number of graduates who

completed the preliminary credential program were appointed

were appointed to their first position in school administration. Forty-

to their first administrative position or promoted from one

one institutions in California offer the program. As of September

administrative position to another. Currently, more than 500

2019, forty-one institutions in California offer the program according

graduates of the Stanislaus State School Administration program are

to the California Commission on Teacher Credentialing (CTC).

employed as school administrators in the University’s service region.

Stanislaus State placed fifth in the nation in Quality of its Masters’ programs in the Washington Monthly in 2016 (The Modesto Bee,

COUNSELOR EDUCATION

September 14, 2016).

The Counselor Education program at Stanislaus State expanded its offerings in the fall of 2015. A master’s degree program with a

The school administration program at Stanislaus State is in

concentration in professional clinical counseling was introduced.

transition. In fall 2019, CTC will implement an assessment that

Candidates who graduate from the program qualify to complete

requires school administration candidates enrolled in a formal

3,000 internship hours as per the California Board of Behavioral

program of preparation to pass in order to qualify for the Certificate

Sciences for the purpose of earning a license to practice clinical

of Eligibility or the Preliminary Administrative Services Credential.

counseling. The other two Counselor Education programs include

Consequently, courses are undergoing major revisions in order to

the master’s degree with the Pupil Personnel Services Credential

align with the new California Administrator Performance Standards

for the purpose of academic and personal/social counseling in K-12

and the California Administrator Performance Assessment (CalAPA).

school systems, and the master’s degree (with no concentration

Enrollment in the program has declined over the last three years.

or credentials added) for the purpose of academic counseling in

Perhaps, additional requirements such as the CalAPA and the

post-secondary education, or working in a variety of community

escalating cost of securing an advanced credential and master’s

counseling agencies/organizations (that do not require licensure).

degree have contributed to lower enrollment. Table 4.7 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files

STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

Annually, approximately 100 candidates apply for admission to one

integrative clinical practice in health and behavioral health settings.

of the programs. Unfortunately, less than half are accepted.

Both MSW programs (in Turlock and Stockton) operate in the

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

CURRICULUM AND INSTRUCTION The Master of Arts in Curriculum and Instruction is a researchbased 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. 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. 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.

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 restructured 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 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 Carnegie Project on the Education Doctorate (CPED) annual dissertation award, two students won the graduate student research competition at Stan State, finally, six students have presented their work in different education-based 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.

As a result of stellar student contributions toward scholarship and

The enrollment of the doctoral program has stayed relatively

increasing the knowledge base, our social work students regularly

stable over the past five years. The program has three full-time

compete and, very often, place in our campus and statewide

faculty members and aims to enroll 12-15 students each year,

Student Research Competitions.

depending on qualifications of the applicants. It has been a

In the fall of 2015, the Department of Social Work launched its MSW Hybrid program, located at the Stockton Campus. Beginning in 2018, this two-year program accepts a new cohort of 25-28 students each fall term. This self-support MSW program was created to

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.

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

BOOK OF TRENDS • 2018-2019

TABLE 4.8 | COS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA N GE

Fall 2018

1 Year

STATE -S UPPO RT

5 Year

Ecology and Sustainability

-85.7

-91.7

Nursing

100.0

52.4

Psychology

-6.6

7.1

-4.3

0.0

State-Support Total

S E L F- S UPPO RT Genetic Counseling Interdisciplinary Studies: Child Development Self-Support Total

TOTAL

12 18

-40.0

0.0

112

102

114

108

-5.3

-3.6

COS PROGRAM HIGHLIGHTS MASTER’S IN ECOLOGY AND SUSTAINABILITY

and regional agencies and organizations involved in land and natural

Enrollment in the Ecology and Sustainability MS program has

resources management. Funding for research projects typically

declined over the past several years due to two main factors. First,

comes through in-kind services from partner organizations, external

the faculty have worked to decrease time to degree completion:

grants and contracts obtained by faculty, and internal competitive

early cohorts in the program had an average degree completion

funding derived from overhead from grants and contracts, largely

time of four years; that has declined in recent years to closer to

generated by the Endangered Species Recovery Program. Sample

2.5 years, partially because of an increased emphasis on helping

thesis research topics include: fish communities and non-native

students complete their thesis, which had been a major roadblock to

species in the San Joaquin River; using algae for wastewater

degree completion. Second, to assist in maintaining program quality,

treatment and biofuel production; population genetics and sex bias

the program has purposefully reduced recruitment over the past

in ground squirrels; and pollination by solitary bees in vernal pools.

two years, so that fewer students are admitted. Additionally, the Biological Sciences department is currently working on redesigning

MASTER’S IN GENETIC COUNSELING

the Ecology and Sustainability MS program in order to create a

The Master’s in Science in Genetic Counseling (MSGC) program at

program that is more inclusive of faculty and student research

Stanislaus State is the only program of its kind in the CSU system.

interests, and that better supports and rewards the contributions

The program balances rigorous academic coursework, direct clinical

of faculty and students. Currently, the narrow focus of the degree

experiences and independent research to prepare graduates to

program limits involvement to less than half of the Tenure/Tenure-

become leaders in the dynamic field of genetic counseling. The

Track faculty in the department. In redesigning the program,

program is established as a unique collaboration between Stanislaus

expected involvement will be closer to 100% of the faculty and

State, University of California, San Francisco (UCSF), and Kaiser

undergraduate students, most of whom have academic and career

Permanente. The two-year MSGC program is offered entirely off-site

interests in other fields of Biology than Ecology and Sustainability.

in the San Francisco Bay Area with classes held at the UCSF Medical

The department hopes to receive approval for a revised program

Center and Kaiser Permanente Oakland.

in the next 1-2 years, after which enrollment is expected to increase well above levels in recent years.

The MSGC program was implemented in academic year 2008-09, and enrollment has been constant over the last decade due to the

All students in the program engage in an original, intensive, field-

limited space in this competitive program. However, the number

based research project that typically involves data collection that

of applicants has increased every year, with over 180 applications

lasts from 1-2 years. Most theses focus on the ecology of species

for fall 2018. Fall enrollments include new and continuing student

and ecosystems of our region, such as in the natural areas of the

cohorts. Beginning with fall 2018 admissions, the program is

Central Valley, the Sierra Nevada mountains, and/or the coastal

participating in the Genetic Counseling Admissions Match through

regions of Central California; and involve collaboration with local

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

STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

the National Matching Services (NMS) to better align applicants’

concentration students are supported with scholarships by a

and programs’ preferences.

community partner, Livingston Community Health.

MASTER’S IN INTERDISCIPLINARY STUDIES (IS) CHILD DEVELOPMENT

MASTER’S IN PSYCHOLOGY

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 fall 2019.

MASTER’S IN NURSING 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

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 is a result of the Atlantis grant ending due to funding issues in the European Union.

concentrations being Nursing Education, Nursing Administration

Preparing students for professional careers as Licensed Marriage

and Gerontological Nursing. Students are admitted to the new

Family Therapists (LMFT) or Board Certified Behavior Analysts

FNP concentration each spring, with the first 24 students being

(BCBA) has been the main focus of the programs and draws the

admitted in the spring of 2018. The spring 2018 new entrants will

most applicants. There are typically equal numbers of students in

show up in the fall 2018 enrollment count, as continuing students.

the MS Counseling Concentration and the MA/MS Behavior Analysis

The other three concentrations admit in the fall. The new FNP

concentrations. The MA General program has the least. Currently, there are three clinically trained faculty for the Marriage Family Therapist (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.

BOOK OF TRENDS • 2018-2019

TABLE 4.9 | Interdisciplinary Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend

Fall 2014

STATE -S UPPO RT

Fall 2015

Fall 2016

Fall 2017

% C HA N GE

Fall 2018

1 Year

5 Year

Interdisciplinary Studies

0.0

-76.5

TOTAL

0.0

-76.5

INTERDISCIPLINARY PROGRAM HIGHLIGHTS MASTER’S IN INTERDISCIPLINARY STUDIES 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.

TABLE 4.10 | Campus Undergraduate to Graduate Pipeline: Graduate Students Who Completed a Stan State Bachelor’s Degree Program, 5-Year Trend

Fall 2014

DE GREE LEV EL

Fall 2015

Fall 2016

Fall 2017

Fall 2018

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

518

504

470

474

460

851

799

784

773

778

60.9

63.1

59.9

61.3

59.1

36.0

40.8

52.8

50.0

536

524

489

490

473

901

848

820

805

804

59.5

61.8

59.6

60.9

58.8

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

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

Table 4.9 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files Table 4.9 Notes: No self-support enrollments in interdisciplinary programs at the graduate level for this 5-year period; enrollments in the self-support master’s in Interdisciplinary Studies with a concentration in Child Development reported in the College of Science.

STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

continued from previous page

HIGHLIGHTS • On average, about 61% of master’s students completed their bachelor’s degree at Stan State.

• On average, about 60% of graduate students overall completed their bachelor’s degree at Stan State.

• On average, about 45% of doctorate students completed their bachelor’s degree at Stan State. The percentage increased by 14 percentage points from fall 2014 to fall 2018.

TABLE 4.11 | Percentage of Female Graduate/Postbac Enrollment with CSU Peer Institutions and Systemwide Comparisons, Fall 2018

CSU CA MPUS 1

% Female

STA NI S LAUS

76.1

Monterey Bay

71.8

Fresno

67.9

Bakersfield

67.8

San Francisco

65.9

San Bernardino

65.8

East Bay

62.7

CSU TOTA L

63.6

HIGHLIGHTS • Stanislaus State has the highest percentage of female graduate/postbac students among its CSU peer group. • The percentage of graduate/postbac females at the Stanislaus campus is 12.5 percentage points higher than the CSU overall.

Table 4.10 Source: CSU Enrollment Reporting System-Student Enrollment (ERSS); CSU Enrollment Reporting System-Self-Support (sERSS); PeopleSoft Academic Degree Table Table 4.10 Note: Fall term headcounts are unduplicated and include continuing, returning and new graduate students. Table 4.11 Source: CSU Office of Institutional Research and Analyses, Statistical Reports, http://calstate.edu/as/stat_reports/2018-2019/index.shtml Table 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 second bachelor’s degree are not included. 1. Sorted by % Female in descending order

BOOK OF TRENDS • 2018-2019

TABLE 4.12 | Graduate Degrees Awarded by Degree Level, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

2018-19

5-Year Total

DE GREE LEV EL Master’s Doctorate

TOTAL

% C HA NGE 1 Year

5 Year

363

296

314

345

295

1,613

-14.5

-18.7

-64.3

-61.5

376

313

328

359

300

1,676

-16.4

-20.2

TABLE 4.13 | Graduate Degrees Awarded by Degree Level with CSU Peer Institutions Comparisons, College Year 2018-19

CSU CA MPUS 1

Master’s

Doctorate

Total

% of CSU Total

East Bay

1,150

1,153

5.7

San Francisco

1,003

1,058

5.3

Fresno

932

1,028

5.1

San Bernardino

763

780

3.9

Bakersfield

418

419

2.1

STAN IS LAUS

295

300

1.5

Monterey Bay

279

1.4

19,545

536

20,081

100.0

CSU TOTA L

HIGHLIGHTS • Stanislaus awarded 1.5% of the CSU’s total number of 201819 graduate degrees awarded. Of Stanislaus’ CSU peers, this is most comparable to Monterey Bay. • Among Stanislaus State’s CSU peers, East Bay awarded the most graduate degrees while Monterey Bay awarded the fewest during 2018-19.

Table 4.12 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 4.12 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. Table 4.13 Sources: 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/2018-2019/deg07.htm; Table 9: Doctoral Degrees Granted by Campus, Major and Sex, Retrieved from http://calstate.edu/as/stat_reports/2018-2019/deg09.htm Table 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. 1. Sorted by % of CSU Total in descending order

STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

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

2014-15

2015-16

2016-17

2017-18

% CHANGE

5-Year Total

2018-19

MAST ER’ S

1 Year

5 Year

304

-8.7

-7.4

Criminal Justice

66.7

-37.5

Ecology and Sustainability

-66.7

0.0

125

112

118

111

561

16.8

-11.2

English

45.5

33.3

Genetic Counseling

-11.1

-50.0

History

25.0

-28.6

Interdisciplinary Studies: Child Development

350.0

28.6

Nursing

-20.0

Psychology

115

-27.6

10.5

Public Administration

-27.3

-63.6

Social Work

101

338

-57.4

-40.3

363

296

314

345

295

1,613

-14.5

-18.7

Community College Leadership

-57.1

-50.0

P-12 Leadership

-71.4

-64.3

-61.5

376

313

328

359

300

1,676

-16.4

-20.2

Business Administration

Education

Master’s Total

D O CTO R AT E Educational Leadership

Doctorate Total

TOTA L

HIGHLIGHT • The top four graduate degrees awarded in the most recent year as well as the five-year total were master’s degrees in Education (561), Social Work (338), Business Administration (304), and Psychology (115). Less than 100 master’s degrees awarded in all other graduate programs.

Table 4.14 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 4.14 Note: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring. 1. See section 8 for MBA awards by program. i.e., Evening MBA, Executive MBA, Online MBA.

BOOK OF TRENDS • 2018-2019

TABLE 4.15 | Graduate Degrees Awarded by Degree Level and Discipline Division with CSU Peer Institutions Comparisons and Percent of CSU Total, College Year 2018-19

Bakersfield

East Bay

Fresno

Monterey Bay

San Bernardino

San Francisco

STA NISL AU S

CSU Total

Stanislaus % of CSU Total

Education (Education)

184

203

434

184

226

119

4,469

2.7

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

106

178

175

2,744

2.0

Business-Management (Business Administration)

285

109

115

171

104

2,433

2.6

Psychology (Psychology)

573

3.7

118

708

2.3

209

112

1,984

0.6

Social Sciences (History)

769

0.7

Interdisciplinary (Interdisciplinary Studies)

248

0.4

Biological Sciences (Ecology and Sustainability)

389

0.5

181

5,228

0.0

418

1,150

932

279

763

1,003

295

19,545

1.5

Education (Educational Leadership)

200

2.5

All other disciplines other than those noted above

336

0.0

536

0.9

419

1,153

1,028

279

780

1,058

300

20,081

1.5

DISCIPLI NE D I V I S I O N 1 MASTE R’ S

Letters (English) Health Professions (Genetic Counseling, Nursing)

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

DO CTOR AT E

Doctorate Total

TOTAL

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/2018-2019/deg07.htm; Table 9: Doctoral Degrees Granted by Campus, Major and Sex, Retrieved from http://calstate.edu/as/stat_reports/2018-2019/deg09.htm Table 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.

STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

TABLE 4.16 | Grant Submissions by Department/Division, 5-Year Trend 2014-15

2015-16

DEPA RT MENT/ DI V I S I O N Academic Affairs

$2,312,085

$1,169,992

$949,671

$745,296

$171,957

College of the Arts, Humanities and Social Sciences

TOTAL DOLLARS REQUESTED

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

College of Science

# OF SUBMITTED PROPOSALS

2016-17

# OF SUBMITTED PROPOSALS

TOTAL DOLLARS REQUESTED

$100,000

$2,462,459

$3,525,591

$20,000

$16,041

$7,314,293

$4,303,942

# OF SUBMITTED PROPOSALS

2017-18

TOTAL DOLLARS REQUESTED

# OF SUBMITTED PROPOSALS

2018-19

TOTAL DOLLARS REQUESTED

TOTA L

$1,840,280

$2,380,000

107

$14,998,788

$12,312,819

TOTAL DOLLARS REQUESTED

$34,929

$104,720

$1,467,809

$1,035,636

$402,638

$30,000

$74,573

$121,471

$110,000

$28,373

$7,856,532

$1,847,209

$3,000

$5,416,725

$864,485

$4,028,347

$2,283,865

$7,039,225

SPEMI

Student Affairs

# OF SUBMITT ED PROPOSALS

$13,492,688

$257,248

$125,860

$10,725,476

$8,914,481

Table 4.16 Source: Stanislaus State Office of Research and Sponsored Programs

BOOK OF TRENDS • 2018-2019

TABLE 4.17 | Awarded Grants by Department/Division, 5-Year Trend 2014-15 TOTAL DOLLARS AWARDED

2015-16

DE PART MENT/ DIVISIO N Academic Affairs

$258,597

$1,169,992

College of the Arts, Humanities and Social Sciences

$755,421

$395,299

$1,212,882

$50,003

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

# OF AWARDED PROPOSALS

TOTAL DOLLARS AWARDED

2016-17

# OF AWARDED PROPOSALS

$100,000

$2,452,459

$3,006,613

$20,000

$16,041

$3,715,553

$3,309,228

# OF AWARDED PROPOSALS

TOTAL DOLLARS AWARDED

2017-18 # OF AWARDED PROPOSALS

TOTAL DOLLARS AWARDED

TOTAL

$1,840,280

$9,142,310

$7,947,176

Table 4.17 Source: Stanislaus State Office of Research and Sponsored Programs Table 4.17 Note: 2018-19 pending awards as of summer 2019.

STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

TOTAL DOLLARS AWARDED

$15,000

$7,000

$108,787

$298,874

$30,000

$81,472

$100,000

$11,000

$2,392,399

$1,752,457

$3,000

$2,532,255

$864,485

$2,330,351

$1,819,477

$3,996,687

SPEMI Student Affairs

2018-19 # OF AWARDED PROPOSALS

$6,065,632

$124,983

$125,860

$6,064,934

$5,676,403

# OF PENDING PROPOSALS

TOTAL DOLLARS PENDING

$75,000

$17,373

$1,500,288

$1,592,661

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E • TABLE 4.18 | Proposal Submissions and Grant Awards, 5-Year Trend

FIG. 4.18 |

SE CTION 4 •

Proposal Submissions and Grant Awards, 5-Year Trend

160

Proposals Submitted

2014-15

2015-16

2016-17

2017-18

2018-19 120

107

Grant Awards

Success Rate

83.2

76.7

79.7

68.3

72.4

NUMBER

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

0 2014-15

2015-16

2016-17

2017-18

FISCAL YEAR

KEY:

PROPOSALS SUBMITTED GRANT AWARDS

TABLE 4.19A | Grant Expenditures by Award Type/Source, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

2018-19

AWA R D T Y PE

5-Year Average

% CHANGE 1 Year

5 Year

$3,969,363

$3,328,355

$2,940,845

$3,759,277

$4,913,360

$3,782,240

30.7

23.8

State

$742,742

$565,265

$678,442

$708,038

$485,195

$635,936

-31.5

-34.7

Local

$1,124,266

$1,121,252

$1,375,050

$909,721

$354,722

$977,002

-61.0

-68.4

$689,200

$921,261

$1,018,892

$924,733

$792,071

$869,231

-14.3

14.9

$6,525,571

$5,936,133

$6,013,229

$6,301,769

$6,545,349

$6,264,410

3.9

0.3

Federal

Non-Gov

TOTA L

HIGHLIGHTS • Expenditures from state, local, and non-gov grant funding had one-year decreases of 31.5%, 61.0%, 14.3% respectively, whereas federal funding increased by 30.7%.

• Total grant expenditures increased annually from FY 2016 to 2019, for a five-year percent increase of 0.3% and a oneyear percent increase of 3.9%.

Table 4.18 Source: Stanislaus State Office of Research and Sponsored Programs Table 4.18 Note: 2018-19 grant awards do not include pending awards displayed in Table 4.17. 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 • 2018-2019

TABLE 4.19B | Grant Expenditures by Account Category, 5-Year Trend ACCO UNT CATEG O RY

2014-15

2015-16

2016-17

2017-18

2018-19

5-Year Total

601-Regular Salaries and Wages

$2,639,197

$2,383,606

$2,069,472

$2,622,698

$2,741,839

$12,456,812

603-Benefits Group

$1,017,243

$849,363

$718,001

$952,812

$906,843

$4,444,262

$7,965

$9,095

$8,244

$8,856

$(384)

$33,776

$145

$224

$15

$384

$93,852

$159,115

$232,955

$989,103

604-Communications 605-Utilities Group

$231,411

606-Travel

$271,770

607-Capital Outlay Projects $3,418

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

$3,418

$133,068

$157,586

$262,955

$304,340

$287,739

$1,145,688

$2,524

$3,140

$4,537

$9,489

$19,011

$38,701

$143,968

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

$141,621

$114,932

$151,362

$80,352

$101,125

$589,392

620-SP-Subrecipient

$723,171

$688,184

$460,715

$155,941

$35,662

$2,063,673

622-SP-Participant Support

$227,500

$61,110

$37,307

623-SP-Materials & Supplies

$965

$325,917 $965

624-SP-Scholarships

$858,062

$762,192

$972,589

$1,159,229

$1,222,318

$4,974,390

660-Misc. Operating Expenses

$301,163

$386,338

$406,263

$481,886

$329,901

$1,905,551

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

$229,075

$238,046

$395,882

$411,393

$498,238

$1,772,634

$12,606

$7,352

$431,905

$5,283

$36,623

$493,769

$(49,851)

$(10,503)

$(60,354)

$6,301,769

$6,545,349

$31,322,051

680-Operating Transfers Out 690-Expenditure Adjustments

TOTAL

$6,525,571

$5,936,133

Table 4.19B & Table 4.19C Source: Stanislaus State Financial Services, Post Award Grant Administration Table 4.19B & Table 4.19C Note: Dollar amounts rounded to the nearest whole dollar.

100

STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

$6,013,229

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

TABLE 4.19C | Grant Expenditures by Department, 5-Year Trend DEPA RT MENT

DEP T. CO DE

2014-15

2015-16

2016-17

2017-18

2018-19

5-Year Total

Accounting & Finance

21001

$50,000

$2,110

$52,110

Ag Studies

20029

$22,616

$87,654

$95,431

$124,333

$330,034

$95,230

$92,312

$72,720

$25,652

$42,640

$328,554

$958,762

$976,333

$1,068,136

$1,054,435

$828,508

$4,886,174

Anthropology

20004

Art

20005

Biology

20007

Building Maintenance

44200

Center for Public Policy

30501

Chemistry

20009

Coll Humanities & Soc Science

24099

College of Science STEM Grants

25080

$364,092

Computer Science

20012

$92,799

COS K-12 STEM Programs

25047

$36,486

$6,387

$36,486

$3,900

$10,287 $1,084,555

$1,282,837

$2,731,484

$238,699

$290,346

$621,844

$192,355

$181,677

$374,032

Dean College of Science

25099

$70,729

$44,345

$44,289

$45,052

$43,157

$247,572

Dean-Coll of Educ

22099

$7,536

$90,991

$428,949

$323,991

$459,485

$1,310,952

Facilities Admin & Planning

44002

$11,000

Faculty Development Center

20024

$31,067

Geography

30061

$9,239

Geology

20035

Grounds Maintenance

44700

GVWP Grants

22021

$227,574

Health Services

51200

$371

Information Technology

33205

Institutional Research

30070

Liberal Studies

20028

Library

32001

$1,328

$1,035

$8,050

$31,067

$79

$9,318

$100,000 $223,074

$100,000 $444,820

$108,658

$182,049 $9,629

$100,000 $2,252

$100,425

$108

$1,186,175 $10,000 $100,000

$2,311

$742

$105,838

$89,845

$150,282

$240,127

$3,000

Masters in Social Work

20038

$1,297,503

$1,128,660

$1,448,104

$1,446,282

$1,377,573

$6,698,122

Math Projects

20047

$302,936

$342,788

$462,518

$82,381

$46,548

$1,237,171

Mathematics

20019

$5,584

$155,010

$254,743

$409,753

$842,742

$685,501

$3,323,717

$42,180

$5,707

McNair TRIO Grant

24080

Nursing

20010

Politics & Public Admin

20002

Provost/VPAA Office

30502

Psychological Counseling Serv

51600

Psychology

20025

Strat Plng,Enroll Mgmt & Innov

34106

$16

$5,600

$650,232

$598,426

$546,816

$372,568

$118,521

$41,781

$532,870

$197,814

$122,871

$747

$321,432

$47,887

$113,711

Student Records

34109

$1,185,646

$1,196,230

$308,323

Student Support Services

52101

$369,616

$287,940

$389,485

$412,762

$400,185

$1,859,988

$24,750

$12,196

$70,365

$51,377

$30,247

$188,935

Teacher Diversity

22100

Teacher Education

22004

Univ Extended Education

31001

University Police

43001

$80,000

Vice Provost

30030

$20,706

VP of Student Affairs

50001

TOTA L

$2,690,199

$25,000

$15,391

$133,759

$80,000 $97,662

$572,583

$325,514

$6,525,572

$5,936,133

$6,013,229

$6,301,769

$19,337

$917,438

$6,545,349

$31,322,052

BOOK OF TRENDS • 2018-2019

101

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

SO U R CE

2014-15

2015-16

2016-17

2017-18

5-Year Average

2018-19

% CHANGE 1 Year

5 Year

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

$2,787,205

$2,173,813

$2,752,045

$3,524,581

$4,526,277

$3,152,784

28.4

62.4

$42,688

$48,992

$188,800

$234,696

$387,083

$180,452

64.9

806.8

$2,829,893

$2,222,805

$2,940,845

$3,759,277

$4,913,360

$3,333,236

30.7

73.6

1.5

2.3

6.9

6.7

8.6

$1,812,182

$1,636,948

$625,237

$679,977

$461,119

$1,043,093

-32.2

-74.6

$70,031

$33,867

$53,205

$28,062

$24,076

$41,848

-14.2

-65.6

$1,882,213

$1,670,815

$678,442

$708,038

$485,195

$1,084,941

-31.5

-74.2

3.9

2.1

8.5

4.1

5.2

$1,048,296

$1,038,720

$1,282,973

$836,050

$330,372

$907,282

-60.5

-68.5

$75,970

$82,532

$92,077

$73,671

$24,351

$69,720

-66.9

-67.9

$1,124,266

$1,121,252

$1,375,050

$909,721

$354,722

$977,002

-61.0

-68.4

7.2

7.9

7.2

8.8

7.4

$648,813

$848,606

$957,092

$849,768

$729,343

$806,724

-14.2

12.4

$40,387

$72,655

$61,800

$74,965

$62,728

$62,507

-16.3

55.3

$689,200

$921,261

$1,018,892

$924,733

$792,071

$869,231

-14.3

14.9

6.2

8.6

6.5

8.8

8.6

$6,296,496

$5,698,087

$5,617,347

$5,890,376

$6,047,111

$5,909,883

2.7

-4.0

$229,075

$238,046

$395,882

$411,393

$935,282

$441,936

127.3

308.3

$6,525,571

$5,936,133

$6,013,229

$6,301,769

$6,545,349

$6,264,410

3.9

0.3

STATE State Direct State IDC

State Total State Eff IDC %2

LO CAL Local Direct Local IDC

Local Total Local Eff IDC %2

N O N GOV NonGov Direct NonGov IDC

NonGov Total NonGov Eff IDC %2

TOTAL Total Direct Total IDC

TOTAL

HIGHLIGHTS • Over the past five years, the levels of federal and nongovernment grant funding increased whereas the levels of state and local grant funding decreased.

• Total indirect cost recovery increased significantly in 2018-19 compared to the prior year as well as 2014-15. Reductions in indirect cost recovery for state and local grants were offset by increases 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

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STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

OFFICE OF RESEARCH & SPONSORED PROGRAMS GRANT AND CONTRACT AWARDS, 2018-19 The following includes new grant programs that were funded between 7/1/2018 and 6/30/2019; 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

Extended Education PR I NCI PA L I NV EST I GATO R ( P I ) / PR OJ ECT D I R E C TO R

D E TA IL S

D ESC RIP T ION

Jennifer Helzer

Title: French Embassy Transatlantic Mobility

Funding to support four computer science students to study

Program Grant

abroad in France.

Agency: French Embassy In The United States Award: $7,000

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES

Agricultural Studies P I /PR OJ ECT D I R E C TO R Oluwarotimi Odeh

D E TAIL S

D ESC RIP T ION

Title: Recruiting and Preparing

This project seeks to boost enrollment of Hispanic students

Underrepresented Hispanic Students for

majoring in agriculture using evidence-based recruitment

Careers in Agriculture through Experiential

and experiential learning programs.

Learning Programs Agency: U.S. Department of Agriculture Award: $274,128

Anthropology, Geography, & Ethnic Studies P I /PR OJ ECT D I R E C TO R Elizabeth Greathouse

D E TAIL S

D ESC RIP T ION

Title: Central California Information Center Agency: California Office of Historic Preservation Award: $1,000

Elizabeth Greathouse

Title: Central California Information Center Agency: California Office of Historic

Funding to support the Central California Information Center (one of nine statewide information centers) to gather, manage, and provide access to the statewide inventory of historical resources.

Preservation Award: $2,000 Steve Arounsack

Title: Merced County Media Production

This project provides media production training, consultation

Agency: Merced County

on media technology, and facilitates research on current

Award: $9,950

media trends.

BOOK OF TRENDS • 2018-2019

103

continued from previous page

Geography P I/PR OJ ECT D I R ECTO R

D E TAI L S

D ESC RIP T ION

Jose Diaz-Garayua

Title: Geography Meets Humanities: A Focus

This project brings four subject experts to Geography Week

In Social Justice

to share their work and how it relates to social justice and

Agency: California Humanities

the humanities.

Award: $4,296

Sociology P I/PR OJ ECT D I R ECTO R Yvette Jean

D E TAI L S

D ESC RIP T ION

Title: Online Course Study

This project seeks to understand how students exchange

Agency: The Roth Family Foundation

information about their online courses in their social

Award: $7,500

networks.

BUSINESS ADMINISTRATION

Accounting & Finance P I/PR OJ ECT D I R ECTO R Gokce Soydemir

D E TAI L S

D ESC RIP T ION

Title: 2019 Northern San Joaquin Valley

This project examines the transportation needs of the

Commuter Study

Northern San Joaquin Valley and the impact of those needs

Agency: San Jose State University

on the local economy.

Foundation Award: $73,972 Gokce Soydemir

Title: San Joaquin Valley Online

Through data collection and analysis, this project investigates

Transportation Database

the overall and individual impact on the regional economy of

Agency: Appraisal Institute

eight counties within the San Joaquin Valley.

Award: $7,500

BUSINESS AND FINANCE

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

D E TAI L S Title: Electric Vehicle Charging Stations

This project provided funding to install new electric vehicle

Agency: San Joaquin Valley Air Pollution

charging stations on campus.

Control District Award: $11,000

104

D ESC RIP T ION

STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

COLLEGE OF EDUCATION, KINESIOLOGY, AND SOCIAL WORK

Liberal Studies P I /PR OJ ECT D I R E C TO R Daniel Soodjinda

D E TAIL S

D ESC RIP T ION

Title: Quality Teaching and Learning Grant

CSU Quality Assurance efforts are resulting in a significant

Agency: Office of the Chancellor

and growing number of faculty and staff to: become trained

Award: $14,466

in exemplary online practices.

Social Work P I /PR OJ ECT D I R E C TO R Robin Ringstad

D E TAIL S

D ESC RIP T ION

Title: CalSWEC Educational Stipend

Provides assistance to students who received financial

Program - Masters of Social Work

support in FY 2016-17 and FY 2017-18 in completing

Agency: UC Berkeley

academic requirements, securing qualifying employment,

Award: $1,500

and fulfilling service and repayment obligations associated with the receipt of prior funding.

Robin Ringstad

Valerie Leyva

Title: CalSWEC Title IV-E 2018-19

The financial support for graduate social work students is in

Agency: UC Berkeley

the amount of $37,000 ($18,500 for each of two years) for

Award: $1,492,814

students who plan to practice in public child welfare services.

Title: Expanding Campus AL$ Program

The Affordable Learning Solutions grant supports our

Agency: Office of the Chancellor

efforts to increase faculty awareness and utilization of Open

Award: $15,000

Educational Resources and Affordable Learning Solutions, helping to reduce textbook and materials costs for students.

Teacher Education P I /PR OJ ECT D I R E C TO R Carol Minner

D E TAIL S

D ESC RIP T ION

Title: Great Valley Writing Project -- North

Great Valley Writing Project professional development for

Elementary

North Elementary School

Agency: Tracy Unified School District Award: $13,418 Carol Minner

Title: Great Valley Writing Project -- Tracy

Great Valley Writing Project professional development for

Unified School District Bohn Elementary

Bohn Elementary School

Agency: Tracy Unified School District Award: $4,992 Tara Ribeiro

Title: 2018-19 MSTI Program

Stan State Math and Science Teacher Initiative (MSTI) is

Agency: Office of the Chancellor

to increase the total number of Mathematics and Science

Award: $90,000

students enrolling in undergraduate or post-baccalaureate teacher preparation programs.

BOOK OF TRENDS • 2018-2019

105

continued from previous page Carol Minner

Title: Great Valley Writing Project --

Great Valley Writing Project provides a three-week writing

Waterford Migrant Education STEAM

academy as part of the Youth STEAM Academy at Moon

Academy

Elementary School.

Agency: Merced County Office of Education Award: $10,597 Carol Minner

Title: Great Valley Writing Project -- Monte

Great Valley Writing Project professional development for

Vista Middle School

Monte Vista Middle School

Agency: Tracy Unified School District Award: $1,590 Carol Minner

Title: Great Valley Writing Project --

Great Valley Writing Project professional development for

Professional Development Program for

Turlock Junior High School

Turlock Junior High School Agency: Turlock Unified School District Award: $7,665 Tara Ribeiro

Title: ARCHES and Stanislaus State TRRP

University students are hired as 7-12 grade science and

and MSTI Tutoring Programs 2018-19

mathematics coaches, tutors, and mentors for the CSU

Agency: Stanislaus County Office of

Stanislaus High School Mathematics Program (HiMAP) and

Education

Stanislaus County Office of Education ARCHES Central

Award: $2,000

Valley Regional Collaborative and APIP Advanced Placement Incentive Program.

Carol Minner

Title: Great Valley Writing Project -- North

Great Valley Writing Project professional development for

Elementary

North Elementary School

Agency: Tracy Unified School District Award: $13,419 Carol Minner

Title: 2019-20 CSMP ESSA Great Valley

This one-week institute is an introduction to the NWP

Writing Program

culture of teachers teaching teachers. Participants will study

Agency: University of California

composition theory and recent research, write extensively,

Award: $39,082

and provide helpful feedback on each other’s writing in small response groups.

Carol Minner

Title: Great Valley Writing Project -- River

Great Valley Writing Project professional development for

Islands

River Islands Technology Academy

Agency: River Islands Technology Academy Award: $7,027 Carol Minner

Title: 2019-20 CSMP Great Valley Writing

Great Valley Writing Project “California Subject Matter

Project

Project” offers research-based programs aligned with the

Agency: University of California

Common Core, English Language Development, and Career

Award: $32,185

& Technical Education standards that are designed to improve students’ understanding of writing.

Carol Minner

Title: Great Valley Writing Project --

Great Valley Writing Project professional development for

Professional Development for Turlock

Turlock Unified School District

Unified School District Agency: Turlock Unified School District Award: $6,702

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STANISLAUS STATE • CSUSTAN.EDU

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

LIBRARY P I /PR OJ ECT D I R E C TO R Ron Rodriguez

D E TA IL S

D ESC RIP T ION

Title: CSU Japanese American Digitization

This project provides funding to create preliminary discovery

Project

aids and digitize unique items from the Nisaburo Aibara

Agency: California State University,

Collection (1918-1972) as part of the CSU Japanese American

Dominquez Hills

Digitization Project.

Award: $3,000

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

D E TA IL S

D ESC RIP T ION

Title: Host site for the National Summer Transportation Institute Program (2019) Agency: California Department of

A three-week summer camp for high school students

Transportation (Caltrans)

interested in the transportation industry with the camp focus

Award: $49,192

is to learn about the three modes of transportation, Air, Land and Sea. Students engage in hands-on experiments,

Veronica Chaidez

Title: Host Site for National Summer

hear from industry guest speakers, participate in field trips

Transportation Institute Program (2018)

focused on the three modes and also engage in life skills

Agency: California Department of

curricula.

Transportation (Caltrans) Award: $51,752 Veronica Chaidez

Title: K-12 STEM Winter 2019 Robotics Camp (Ceres, Oakdale, Turlock) Agency: Merced County Office of Education Award: $26,000

Veronica Chaidez

Title: K-12 STEM Winter 2019 Robotics Camp

STEM robotics program designed to introduce students who are interested in learning robotics and coding.

(Modesto High Schools) Agency: Merced County Office of Education Award: $16,000 Veronica Chaidez

Title: Migrant Youth STEM Tutoring Services -- Empire Agency: Merced County Office of Education Award: $18,306

Veronica Chaidez

Title: Migrant Youth STEM Tutoring --

Tutoring services for English Language Development classes

Patterson

for migrant elementary students, during and after school

Agency: Merced County Office of Education

hours.

Award: $30,305 Veronica Chaidez

Title: Migrant Youth STEM Tutoring -- Ceres Agency: Merced County Office of Education Award: $19,800

Veronica Chaidez

Title: STEM Saturday Session-Ceres Unified

Tutoring services for English Language Development classes

School District

for migrant elementary students on Saturdays.

Agency: Merced County Office of Education Award: $24,970

BOOK OF TRENDS • 2018-2019

107

continued from previous page

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

Brian Cypher

D E TAI L S

D ESC RIP T ION

Title: Panoche Valley Solar Project Kit Fox

To compare demographic and ecological attributes of

Radiocollaring

kit foxes, specifically survival rates, sources of mortality,

Agency: Con Edison Development

reproductive rates, and litter sizes, between the solar plant

Award: $22,417

and a nearby reference site.

Title: Carrizo Kit Fox Conservation

To assess demographic and ecological patterns of

Agency: Bureau of Land Management

endangered San Joaquin kit foxes relative to resource use

Award: $50,000

and dispersion in the Carrizo Plain National Monument.

Title: Post-Construction Kit Fox Study

To compare demographic and ecological attributes of kit

Agency: Panoche Valley Solar

foxes between the solar plant and a nearby reference site.

Award: $357,680 Brian Cypher

Title: Bitter Creek National Wildlife Refuge

Species surveys at the Bitter Creek National Wildlife Refuge

Biological Surveys Agency: U.S. Fish and Wildlife Award: $24,000 Brian Cypher

Brian Cypher

Title: Tipton Kangaroo Rat and San Joaquin

This project provides guidance, literature, and data to assist

Antelope Squirrel Research

in the development of a white paper examining the habitat

Agency: Environmental Science Associates

suitability for the Tipton kangaroo rate and San Joaquin

Award: $8,994

antelope squirrel.

Title: San Nicolas Island Fox Population

To conduct an investigation and analyze scat of San Nicolas

analysis and manuscript preparation

Island fox population.

Agency: Tetra Tech, Inc. Award: $40,625 Mark Grobner

Title: Solar Suitcase Project

Collaboration with Dutcher Middle School to create and

Agency: We Care Solar

install a solar suitcase at the We Care Homeless Shelter.

Award: $1,050

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

D E TAI L S

D ESC RIP T ION

Title: 2018-19 LSAMP Chancellorâ&#x20AC;&#x2122;s Office

The CSU-LSAMP program at Stanislaus State is aimed at

Subaward

increasing the quality and quantity of students successfully

Agency: University Enterprises, Inc.

completing baccalaureate degree programs in science,

Award: $30,000

technology, engineering and mathematics (STEM). We focus on providing academic support, mentoring, research funding,

Melanie Martin

Title: 2018-19 LSAMP NSF Subaward

and opportunities for students who face or have faced social,

Agency: University Enterprises, Inc.

educational, or economic barriers to careers in STEM. An

Award: $15,000

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.

108

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GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 4 •

continued from previous page

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

D E TAIL S Title: CSMP ESSA 2019 Agency: California Mathematics Project Award: $24,223

Heather Coughlin

The Central California Mathematics Project, CCMP, serves K-12 Mathematics teachers in the San Joaquin Valley region. It provides rigorous professional development, aligned

Title: CCMP 2019-20 State Agency: California Mathematics Project Award: $20,000

Jung-Ha An

D ESC RIP T ION

with CaCCSSM, designed by K-12 and university educators, to enhance student learning and foster understanding of mathematics.

Title: Analysis on Category II students

To observe and analyze Category II student performance

Performance on College Algebra Class

in MATH 1070 classes during fall of 2018 and spring of 2019

(MATH 1070) at Stanislaus State

by analyzing their course grades. In addition, if students

Agency: Central Valley Higher Education

who took Trigonometry (MATH 1080) in spring of 2019 after

Consortium

completing MATH 1070 in fall of 2018 successfully, further

Award: $5,000

research on those students’ performance in MATH 1080 in spring of 2019 will be analyzed.

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

D E TAIL S

D ESC RIP T ION

Title: Family Nurse Practitioner Training

This project supports students in the MSN FNP

Program

concentration.

Agency: Office of Statewide Health Planning & Development Award: $96,000 Carolyn Martin

Title: Wellness WORKs! 2019-20

This funding supports the Wellness WORKs! program located

Agency: San Joaquin County Behavioral

at the Stockton Campus. The program has been in place

Health Services

since2000 and is a welfare-to- wellness-to-work program

Award: $570,227

that serves San Joaquin County welfare recipients. The funding supports one director and two 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 Nursing Capitation

The Healthcare Workforce Training Capitation grant is to

Program 2019-2021

increase the numbers of Registered Nurses in Registered

Agency: California Healthcare Workforce

Nursing Shortage Areas. The funds are used to subsidize the

Policy Commission

SON in the education of the future Nursing Workforce.

Award: $240,000

BOOK OF TRENDS • 2018-2019

109

continued from previous page

Psychology & Child Development P I/PR OJ ECT D I R ECTO R William Potter

D E TAI L S

D ESC RIP T ION

Title: Catalyzing IDEAs for the San Joaquin

This project brings together the three Hispanic-Serving

Valley: Innovating Math and Chemistry

Institutions in the San Joaquin Valley to form a regional team

Curriculum (“MC2”)

of researchers to design, deliver, and test transformative

Agency: National Science Foundation

STEM-specific learning interventions.

Award: $790,714

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT, AND INNOVATION P I/PR OJ ECT D I R ECTO R Gitanjali Kaul

D E TAI L S

D ESC RIP T ION

Title: Warriors on the Way - A New Design Phase (Implementation Grant) Agency: College Access Foundation of California

The overarching goal of this project is to raise the number of

Award: $678,485

Associate Degree for Transfer (ADT) students who pursue 4-year degrees at California State University, Stanislaus from

Gitanjali Kaul

Title: Warriors on the Way - A New Design

its top three partner community colleges, thereby increasing

Plan (Planning Grant)

the region’s low educational attainment levels.

Agency: College Access Foundation of California Award: $186,000

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

D E TAI L S

D ESC RIP T ION

Title: CalFresh Outreach Services

To provide information and application support to Stanislaus

Agency: CSU Chico Research Foundation

Students who are eligible to receive the CalFresh benefits.

Award: $122,860 Jill Tiemann-Gonzalez

Title: Mini Grant - Campus Community Garden Agency: Office of the Chancellor Award: $3,000

110

STANISLAUS STATE • CSUSTAN.EDU

To expand the food pantry to provide fresh produce.

GR ADUAT E ST U DI E S AND RE S E ARCH AT STANIS LAU S STAT E •

SE CTION 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, and additional information is available at https://www.csustan.edu/centers-institutes.

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

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

Center for Applied Spatial Analysis The Center of Applied Spatial Analysis (CASA) offers geospatial consulting services to the campus and regional community. CASA coordinates internships, facilitates grant development, and conducts projects in partnership with campus and community members. These projects are designed to improve student learning by providing applied experiential learning and professional development opportunities.

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

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

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

Center for Public Policy Studies The Center for Public Policy Studies at Stanislaus State is a nonprofit, 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 • 2018-2019

111

“As a first-generation college student, the idea of obtaining a postsecondary education was initially intimidating. I was completely unaware of the collegegoing culture and felt discouraged that I could not turn to my parents for tips or advice. There’s no better feeling than knowing that you have a strong support system that’s there to motivate, guide, and inspire you. Aside from my family and friends, the faculty, staff and peer mentors at the Student Support Services program have also played a major role in ensuring my success.” DE N I S S E G O NZA LE Z , TR IO ST UD ENT S UP P O RT S E RVI C E S ( S S S )

112 STANISLAUS STATE • CSUSTAN.EDU

SE CTIO N

5 STUDENT SUCCESS PROGRAMS AND INITIATIVES Stanislaus State Definition of Student Success Stanislaus State recognizes that student success occurs when our students are engaged and supported in their quest for knowledge and understanding. Student success is realized when our students are equipped and empowered to positively transform their lives, to inform the practice of their chosen profession, and to exercise civic rights and responsibilities to transform their communities. At Stanislaus State, • We use the power of education, community, and civic engagement to transform lives. • Student success occurs when we engage and support our students in a quest for knowledge and understanding that encourages and empowers them to identify their personal goals and professional aspirations. Successful students strive to make their own unique contributions to our diverse world. • We support our students by expanding opportunities and enriching experiences that broaden their awareness of others’ perspectives and develop their intellectual capacity and ethical character. • Student success is achieved when our students can imagine a better world and are empowered to make it a reality within the Central Valley region and beyond.

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

Photo: Students meeting in the Nora and Hashem Naraghi Hall of Science building.

BOOK OF TRENDS • 2018-2019

113

Academic Success Center (ASC) The Academic Success Center has several overarching goals,

In addition, ASC serves as a central function supporting all

including meeting the advising and support needs of the groups

undergraduate students regarding General Education, academic

directly assigned to the ASC office: Educational Opportunity

policies and procedures, and the graduation approval process.

Program (EOP), Promise Scholars, academic probation and

ASC strives to make its office friendly and welcoming by being

disqualification, Undeclared, Pre-Nursing, and some Kinesiology and

available for walk-in questions and keeping wait times low.

Liberal Studies students.

STUDENT ASC VISIT DESCRIPTION, 2018-19

WALK-INS

6,482 EOP & PROMISE SCHOLARS APPOINTMENTS

1,352

482

STUDENT COMPUTER LAB VISITS

ASC APPOINTMENTS

450 PROBATION & DISQUALIFICATION APPOINTMENTS/WALK-INS

399 TOTAL VISITS

9,165 STUDENTS SERVED (UNDUPLICATED)

6,100

Note: Does not include appointments with Peer Mentors or Supplemental Instruction sessions housed in the Academic Success Center.

114 STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 5

Tutoring Center (Learning Commons) This year has brought new changes to the Tutoring Center. The

SI SESSION & CONTACT HOURS

entire center will be relocating during the Library Renovation to the Library Annex 14. The Supplemental Instruction Program will

2,500

changing of the department name to the Learning Commons reflects the ongoing efforts to best represent the diverse programs within the department. The Learning Commons remains committed to being a place for Stanislaus State students who want to improve their understanding of course material and engage in strategies for academic success. All services provided by the current Tutoring Center will remain unchanged. The Learning Commons will include Tutoring, Testing Center, Writing Center, and

# OF SI SESSIONS OFFERED

also be moving into this department effective July 1, 2019. The 2,000

1,500

1,000

500

Supplemental Instruction Programs. 0

The Learning Commons contributes to a learning-centered

Fall 2017

university through its high impact programs. The Supplemental peer support to improve student retention and success. Students

those students in the course, plan, and facilitate three 50-minute voluntary review sessions weekly. The SI Leaders undergo extensive training based on the University of Missouri at Kansas City (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,

# OF STUDENT CONTACT HOURS

SI Leaders attend the course lectures, take notes, model to

comprehension, and synthesis of subject content. SI Leaders also

Total

4,000

2,000

Fall 2017

professional development topics. In addition, SI Leaders work

Spring 2018

TERM

closely with their faculty member throughout the semester to discuss questions or concerns from students.

Fall 2018

6,000

engage with their peers in collaborating on best practices and

ensure their session plans are relevant to the course content and

Total

8,000

who have successfully completed these difficult courses are recruited through faculty referrals and approval. These trained

Fall 2018

TERM

Instruction (SI) is an internationally recognized program that uses

identified and trained to be SI Leaders. SI Leaders are primarily

Spring 2018

•

The Biology Department continues to be a big supporter of the Supplemental Instruction Program and has requested to

Data from fall 2018 continues to suggest that SI has an impact on

add additional courses. Biology 1050 and Biology 3310 were

student success. SI supported 26 sections in Biology, Chemistry,

added, but the Supplemental Instruction Program was unable

Fine Arts, History, Political Science, and Zoology. The total final

to fill all sections of Biology 3310 with SI Leaders.

graded enrollment for these courses was 1,954, with 586 students participating in SI (30%). Participation rates ranged from 4% to

•

trainings, meetings, session observations, reviewing planning

82%, with a median of 31% and a mean of 34%. The total number of

sheets, maintenance of Blackboard, and building an SI

session hours offered was 900. The student contact hours totaled

community.

3,182. The mean course grade of all classes supported by SI for those attending SI was 2.8 as compared to 2.7 for those who did not attend. The rate of D, F, W, and NC’s in the SI participant group was 25% as compared to 28% for the non-SI group.

FALL 2018 HIGHLIGHTS •

SI Mentor Interns were added to assist the Coordinator with

•

The three strongest courses that have a strong faculty and student support are Biology 1010, Chemistry 3010, and Zoology 2250. The following charts display a comparison of mean GPA and DFW rate for these three courses.

Increased course sections supported by SI doubled from last year, showing a 30% attendance rate. The number of sessions the SI Leaders offered and student contact hours have increased each semester. Therefore, reaching more students with the opportunity to improve their success.

BOOK OF TRENDS • 2018-2019

115

SI PARTICIPANT COMMENTS

MEAN GPA COMPARISON, FALL 2018

“SI sessions have had a significant impact on my success this semester. I have felt much more prepared going into exams and my scores have reflected that.”

4.00

GPA

3.00

“I really do believe that these sessions can better improve other courses that have low passing rates. Having other students that help out in that particular subject is more approachable compared to professors.”

2.00

1.00

0 BIO 1010

CHEM 3010

ZOOL 2250

COURSE KEY:

MEAN GRADE SI

MEAN GRADE NON-SI

DFW RATE COMPARISON, FALL 2018

“One of the most amazing programs that we were provided in this class to help us was the SI. I really appreciate the hard work that the SI Leaders have put to make us successful and help us throughout this course. SI taught me to be strong and never give up.”

100

RATE

0 BIO 1010

CHEM 3010

ZOOL 2250

COURSE KEY:

DFW RATE SI

“SI sessions for Bio are really helpful and beneficial for me. What I like the most about the sessions is that they make us think outside the box and work with other students.”

DFW RATE NON-SI

116 STANISLAUS STATE • CSUSTAN.EDU

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 5

Career and Professional Development Center The mission of the Career & Professional Development Center (CPDC) is to provide assistance which empowers students to take personal responsibility in the process of identifying, developing, implementing, and evaluating career plans in preparation for employment after graduation. CPDC develops relationships with a diverse group of organizations to obtain occupational information and opportunities for students that will guide their career development process. The Career & Professional Development Center team strives to

JCPENNEY SUIT UP FOR SUCCESS EVENT The CPDC continued its partnership with JCPenney in the Modesto Vintage Faire Mall to offer discounts for career attire on designated days each semester prior to the Warrior Career & Internship Fairs. The CPDC collaborated with local community colleges, San Joaquin Delta College and Modesto Junior College specifically, making the events accessible to transfer students. The attendance and popularity of this event continues to grow. Over 150 students and alumni benefited from this program in 2018-19.

educate students in career development/readiness and provide them opportunities to connect with employers. Build and maintain strong employer relationships and community support by connecting with private, government, and non-profit sectors and providing fall and spring connection events targeted to all majors. CPDC exceeded their goal of engaging a minimum of 200 employers in recruitment and education-related opportunities via HIREStanState, on-campus interviews, job fairs, workshops, panel discussions, tabling, and other recruitment events in 201819 academic year, engaging 902 employers in one or more of the above connection categories.

WARRIOR WARDROBE In response to students that expressed an inability to purchase

STUDENT TESTIMONY “Warrior Wardrobe has been helpful to me. I needed a suit for a conference and through Evelyn Ramos at the Stockton Center, I have been able to obtain 2 free suits and cardigan sweater. I wore the suit and I got compliments. I was really pleased with the suits; it made me confident and proud about looking mature and I did not look out of place. I really appreciated Warrior Wardrobe for the suits and helping me in my future career prospects.”

career-related clothing or professional attire, Warrior Wardrobe (the career closest for Stanislaus State students and alumni) program was launched. CPDC partnered with the Alumni Association to host a clothing drive for the donation of clean, professional clothing. Students or alumni can make an appointment to come in and select up to three items per semester. The CPDC secured funding from the Innovate, Design, Excel & Assess for Success (IDEAS) grant to expand on this new, much-needed resource for students and alumni.

STUDENT EMPLOYEE APPRECIATION For the first time, the CPDC in partnership with HR celebrated our student workers across campus during the Student Worker Appreciation Week. All student workers received a letter of appreciation from HR that could be brought into the Career & Professional Development Center to receive a thank you gift. It was a hit with 408 campus student assistant employees coming into the center to spin the wheel and win a prize. This was a campuswide effort, and the CPDC would like to recognize the following

“Career Fair exceeded my expectations; I was able to leave my resume, scheduled an interview, talked to a potential employer and received a lot more information.” “The Career Fair was well-organized, it went beyond my expectations.” “I had a wonderful time at the career fair, and I am grateful to the Career and Professional Development Center for putting this event together.” “I am thankful the school has this type of assistance.”

departments who assisted with prize donations: ASI/USU, Campus Rec, Student Health Center, Housing and Residential Life, Stockton Campus, Student Leadership and Development, the Office of President Junn, University Extended Education, Vice President of Student Affairs and Athletics. Their contributions helped make this event a huge success and student workers appreciated the gifts. This program expanded out of the HIPs initiative Warriors at Work that was piloted this year, providing 24 student workers monthly professional development in a cohort setting.

BOOK OF TRENDS • 2018-2019

117

CAREER SERVICES APPOINTMENT FEEDBACK SURVEY, 2018-19 WHAT ASSISTANCE WERE YOU SEEKING?

MY CAREER COACH WAS EFFECTIVE IN ADDRESSING MY NEEDS

10.8% Develop a Job Search Plan

13.5%

10.8%

Agree

Other

8.1% Gain Interview skills

43.2%

86.4%

Tailor My Resume

Strongly Agree

5.4% Internship Resources/ Opportunities

21.6% Explore Majors & Careers

MY CAREER COACH HELPED ME FEEL COMFORTABLE EXPRESSING MY THOUGHTS AND FEELINGS

10.8% Agree

89.1% Strongly Agree

I HAVE GAINED KNOWLEDGE ABOUT THE SUBJECT I WAS SEEKING ASSISTANCE WITH AS A RESULT OF THIS COACHING

16.2% Agree

83.7% Strongly Agree

118 STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

MY CAREER COACH WAS CURRENT AND KNOWLEDGEABLE IN MY FIELD OF INTEREST

24.3% Agree

75.6% Strongly Agree

OVERALL, THE CAREER COACHING WAS HELPFUL

8.1% Agree

91.8% Strongly Agree

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 5 continued from previous page

I AM

5.4%

10.8%

Other

Freshman

13.5% Alumnus

13.5% Sophomore

8.1% Grad Student

10.8% Junior

37.8% Senior

MY ACADEMIC PROGRAM/COLLEGE

13.9%

College of Business Administration

Undeclared at the time

8.3% 22.2%

College of Education, Kinesiology and Social Work

College of Science

41.7% College of the Arts, Humanities, and Social Sciences

Note: Percentages may not sum to total due to rounding.

BOOK OF TRENDS • 2018-2019

119

Health & Wellness – Student Health Center

AP PO I NTMENTS Number of Appointments

2015-16

2017-18

2018-19

12,939

13,041

11,252

10,941

815

712

402

443

3,441

3,221

2,655

2,421

Number of Walk-In Appointments

Number of Same-Day Appointments

Top 5 Diagnoses

TO P D I AG NO S ES / R E AS O N S 1

2015-16

2016-17

Top 10 Reasons for Visits

Acute Upper Respiratory Infection, Allergic

Rhinitis, Anxiety, Contraceptive Management,

Depression

Depression, General Preventative Exam, Immunizations, Lab Results Consultation, Sexually Transmitted Infections (STI) Screening, Tuberculous (TB) Screening

2016-17

Acute Pharyngitis, Acute Upper Respiratory

Infection, Anxiety, Contraceptive Management,

Depression

Depression, General Preventative Exam, Immunizations, Lab Results Consultation, STI Screening, TB Screening

2017-18

Acute Pharyngitis, Acute Upper Respiratory

Infection, Allergic Rhinitis, Anxiety, Depression

Infection, Allergic Rhinitis, Anxiety, Contraceptive Management, Depression, General Preventative Exam, Immunizations, STI Screening, TB Screening

2018-19

Acute Pharyngitis, Acute Upper Respiratory

Infection, Anxiety, Contraceptive Management,

Infection, Allergic Rhinitis, Anxiety,

Depression

Contraceptive Management, Depression, General Preventative Exam, Immunizations, STI Screening, TB Screening

Note: Years include July 1 through June 30. 1. Diagnoses and reasons are in alphabetical order.

120 STANISLAUS STATE • CSUSTAN.EDU

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 5

Health & Wellness – Psychological Counseling Services Psychological Counseling Services (PCS) focuses on providing

for counseling are symptoms of anxiety, depression, and feeling

individual counseling services for students and provides a variety

overloaded by stress. For 2018–19, concerns that students listed as

of counseling-related services. Additionally, PCS counseling faculty

key to seeking counseling were: anxiety (35.7%), depressed mood

serve on key University committees. Last year, PCS staff served on

(25%), overloaded by stress (8.3%), relationship issues (5.5%), family

16 university committees.

conflict (4.9%), a traumatic event (3.6%), Post-Traumatic Stress Disorder (2.5%), mood swings (2.3%), and academic concerns (1.8%).

In addition to individual counseling, counselors and the director

Also listed at above 1% were: disordered eating, negative sense of

provide a variety of wellness workshops, group counseling, classroom and campus outreach, and consultation to faculty and

self, and grief.

staff. PCS has increasingly focused on the provision of outreach and

Stanislaus State is a university with over 70% first-generation

workshops. Last year, 97 outreach and workshop activities were

college students, therefore issues involved in managing a variety

provided, with 2,239 unique individual attendees. Two counseling

of stressors are common, such as financial stress, needing to work

groups met 24 times and assisted 41 attendees.

a significant number of hours per week, needing to find time to study and sleep, and forming a success-oriented academic identity.

Diverse concerns affect students’ academic performance, interpersonal relationships, and a sense of well-being and quality of life, leading them to seek confidential counseling at PCS. PCS counselors are licensed professionals who can assist with academic focus and perseverance, personal resilience and efficacy, regulation

Stanislaus State has an ethnically and culturally diverse population, therefore counselors continually pursue training and consultation to maintain informed and culturally-aware counseling relationships with students.

of moods, and maintaining a positive sense of self, relationships, and future. The most significant concerns that bring students in

S ERV I CE I ND I CATO R S Total Counseling Appointments

2014-15

2015-16

2016-17

2017-18

2018-19

2,410

2,682

3,106

4,519

4,511

Outreach and Workshops

Student Attendees of Outreach and Workshops

359

192

177

1,189

2,239

Crisis Intervention Appointments

207

272

384

525

776

Counseling/Unique Individual Students

633

684

746

894

995

Note: Service indicators are from May 1 through April 30.

BOOK OF TRENDS • 2018-2019

121

continued from previous page Data reflecting service delivery by PCS in the service indicators

the years, crisis-related counseling services again increased. Seven

table were measured from May 1 to April 30 for each of the

hundred seventy-six in-person crisis sessions occurred in 2018-19,

designated years. During 2018–19, 995 individual students were seen

and 42 crisis intervention phone contacts were recorded. During the

for counseling services. As has been the ongoing pattern of unique

same time period in 2017-18, 525 students were seen for in-person

students requesting counseling services, a significant increase was

crisis-related counseling services with eight crisis phone contacts

recorded from the previous year. Additionally, PCS was operating

recorded. For 2016-17, there were 384 in-person crisis sessions

with a vacated counselor position from November 2018 through

and eight by phone. For 2015-16 there were 272 in-person crisis

April 30, 2019. There has been an increase every year in individual

contacts, and an additional six by phone. For 2014–15, there were

students seeking counseling services from 566 in 2013-14, to 894

207 in-person crisis contacts and six by phone. The number of

in 2017-18. Reviewing these data, the reader will observe that

in-person crisis contacts for 2013–14 was 138, with an additional six

the number of unique individuals requesting counseling services

phone crisis contacts. Over the past five years, the number of in-

increased each year, and increased by 75% over the past five years.

person crisis contacts rose by 562%. For 2013–14, the total number

The total enrollment for Stanislaus State in 2013 was 8,917. For 2018, total enrollment was 10,214. Thus, the percentage of students seeking individual counseling increased from 6% of the student body in 2013-14 to nearly 10% of the student body in 2018-19. Crisis contacts are defined as contacts in which the student requests counseling on an urgent basis; that is, the student states that he or she needs to be seen as soon as possible rather than scheduling an appointment for the future. Additionally, PCS counts crisis contacts as students who are scheduled to meet on a sameday basis because they are currently experiencing suicidal ideation, domestic violence, sexual assault, or an intention to harm another or harm self. Continuing the pattern that has been observed over

122 STANISLAUS STATE • CSUSTAN.EDU

of attended counseling appointments was 2,147. The total number of attended counseling appointments for 2017-18 was 4,511. For the 2013–14 year, 6.4% of all appointments were crisis-related. For 2018–19, 17% of appointments were crisis-related. Factors that are likely contributing to the increased numbers of students seeking services, the increased percentage of the student body seeking services, and the increased number of crisis-related counseling sessions include: decreased stigma related to seeking services, perceptions of students that counseling will be helpful, and possibly students are dealing with an increase in crisis-related situations.

STUDENT SUCCESS PROGRAMS AND INITIATIVES â&#x20AC;˘ SECTION 5

Health & Wellness - Disability Resource Services The mission of Disability Resource Services (DRS) at Stanislaus

As the campus population has increased, DRS has seen a matching

State is to facilitate inclusion by reducing/eliminating barriers,

increase in students eligible for services. For the 2018-19 academic

whether they are attitudinal, structural, programmatic or otherwise.

year, DRS administered 1,115 tests and transported students to

In doing so, students with disabilities have an equal opportunity to

classes 1,505 times. Our Alternative Media Services received 272

become successful through their own efforts and not held back by

orders for educational materials in an accessible alternative format,

artificial barriers. DRS strives to create partnerships with students,

processing a total of 88,861 pages. DRS is currently on track to

faculty, staff, and other university and community offices by

break those records for the 2019-20 academic year.

creating awareness and training on disability-related issues as well as providing information and referral services.

Diversity Center The Diversity Center aims to provide a sense of belonging for members of the campus community and advocate for an inclusive and respectful space for students from all backgrounds. This includes but is not limited to race, ethnicity, nationality, sex, sexual orientation, gender, gender identity, creed, religion, age, social class, socioeconomic status, physical and cognitive differences, political views, immigration status, and veteran status. Through a wide range

DIVERSITY CENTER ACTIVITIES AND EVENTS, 2018-19 Student Organization Meetings

Staff and Faculty Meetings

Events, Workshops, Forums, Conferences, Socials

Total

192

of services and programs, the Diversity Center collaborates with different campus partners to provide welcoming spaces, affirmation and validation for individuals and student groups.

BOOK OF TRENDS â&#x20AC;˘ 2018-2019

123

Warrior Athletics Program WARRIOR ATHLETICS AWARD Male Athlete of the Year

Eric Bejaran, Men’s Track & Field

Female Athlete of the Year

Sierra Adams, Women’s Volleyball

Male Scholar-Athlete of the Year

Vincenzo Margiotta, Baseball

Female Scholar-Athlete of the Year

Ramey Gardner, Women’s Volleyball

Male Newcomer of the Year

Matthew Gallego, Men’s Track & Field

Female Newcomer of the Year

Maria Ochoa, Women’s Tennis

Male Freshman of the Year

Rylan Tinsley, Baseball

Female Freshman of the Year

Gracious Togiai, Women’s Track & Field

Academic Team Award

Women’s Soccer

Will Keener Sportsmanship Award

Mi'Shaye Venerable, Women’s Track & Field

CCAA Hal Charnofsky Memorial Awards

Alexus Martinez, Softball Sean Bender, Men’s Soccer

Community Engagement Award

Women’s Volleyball

SCHOLARSHIP

ATHLETIC ACCOMPLISHMENTS

President’s Athletics Breakfast

For more information of regarding Warrior Athletes

This year 62 student-athletes who earned a cumulative GPA higher

Accomplishments, please visits https://warriorathletics.com/

than 3.25 were honored at the President’s Athletics Breakfast,

sports/2018/10/24/2017-18-awards.aspx

compared to the 48 student-athletes who have been honored in previous years. At the end of the fall 2018 term, six student-athletes had a cumulative GPA of 4.00. Of the 102 student-athletes with a cumulative GPA of 3.25, 72 of these student-athletes made the fall 2018 Dean’s List for having achieved a term GPA of 3.50 or higher.

COMMUNITY ENGAGEMENT Twelve teams completed approximately 5,000 community engagement hours. Warrior Athletes community engagement hours were used to help organizations such as Habitat for Humanity, Team IMPACT, Covenant Village, Kayla Bernardi Bee Positive Fun Run, and Make-A-Wish. Also, Warrior Athletes assisted with camps and clinics, feeding the homeless, volunteering at local elementary schools, and setting up special events in the community and on campus.

124 STANISLAUS STATE • CSUSTAN.EDU

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 5

Student Leadership and Development (SLD) ORIENTATION

•

Turlock Transfers reported a good or better satisfaction level

Stanislaus State implemented a new orientation format this past

with the STAN Planner presentation.

summer based on the Council for the Advancement of Standards in Higher Education (CAS), industry best practices, university

93.4% of First-Year, 99.1% of Stockton Transfers, and 96.5% of

•

97.6% of First-Year, 95.8% of Stockton Transfers, and 95.3% of Turlock Transfers agreed that orientation helped them feel

requirements, and student needs.

more connected to Stanislaus State prior to the start of classes.

The First-Year student orientation was expanded from a one day program to a two-day program with all students staying overnight

In summer 2018, 2,392 students attended orientation (1,543 First-

in the residence halls. The Transfer student orientation was also

Year and 849 Transfers). One major change was that the number

expanded to a full day. Both orientations were structured to meet

of students attending the Stockton orientation, which doubled

the full range of incoming student needs which includes time for

from 60 to 120 students. In addition, Student Leadership and

students to build a sense of belonging through interaction with

Development took over the implementation of the Parent, Family,

faculty, staff, and other students; attend workshops on campus life,

and Guest orientation, which includes programs in both English and

academic success, and advising; and register for classes.

Spanish, and had 399 in attendance (322 English and 77 Spanish).

The redesigned summer 2018 orientation formats were very well received by both First-Year and Transfer students with 93.3% rating it as good or better for overall satisfaction. Four learning outcomes were identified for orientation.

The Parent, Family, and Guest orientation was overwhelming well received.

OVERALL SATISFACTION WITH NEW STUDENT ORIENTATION PARENT, FAMILY, & GUEST, SUMMER 2018 80

1. Connections to Campus Community - Students will gain opportunities to build relationships with their peers, faculty, and staff.

Turlock Transfers agreed that orientation helped them feel more connected to Stanislaus State prior to the start of classes. •

97.3% of First-Year, 95% of Stockton Transfers, and 96.2% of

97.1% of First-Year, 97% of Stockton Transfers, and 96% of Turlock Transfers agreed that orientation helped them build connections with other students, faculty, and/or staff.

2. Exposure to Campus Resources (Co-curricular and academic programs and services) - Students will gain awareness of student

PERCENT

•

English

services and programs. •

98.3% of First-Year, 98% of Stockton Transfers, and 97.8% of Turlock Transfers agreed that orientation helped improve their understanding of campus resources.

KEY:

Spanish ORIENTATION LANGUAGE

EXCELLENT

VERY GOOD

GOOD

The spring 2019 Transfer orientation consisted of 459 students and was well received, with 93.3% rating it as good or better for overall

3. Identify General Education Requirements - Students will

satisfaction. Based on the findings of 93.4% or better, the learning

gain knowledge of the academic program structure of General

outcome goals were achieved.

Education Breadth Requirements and sequencing. •

•

98.5% of First-Year, 98% of Stockton Transfers, and 97.4% of

STUDENT ORGANIZATIONS

Turlock Transfers agreed that orientation helped increase their

In the 2018-19 academic year, there were 97 registered student

understanding of General Education, their academic program,

organizations on campus: 31 Academic, 21 Special Interest, 20

and graduation requirements.

Greek, 6 Service, 5 Cultural, 5 Religious, 5 Honorary, 2 Political, 1

97% of First-Year, 98% of Stockton Transfers, and 96.2% of Turlock Transfers agreed that orientation helped answering and/or providing information about University requirements.

4. Knowledge of how to use STAN Planner - Students will have the

Professional, and 1 Other. There were 777 students involved in these 97 student organizations, with 566 students serving as officers. DEMOGRAPHICS OF THOSE INVOLVED IN STUDENT ORGANIZATIONS

opportunity to learn how to add/search course offerings (class

Class Standing

selection functions), navigate portal, and utilize student email and

First-Year 21.6%, Sophomore 19.0%, Junior 27.9%, Senior 19.7%,

related functions.

Other 7.4%, No Response 4.4%

BOOK OF TRENDS • 2018-2019

125

continued from previous page Gender

•

Transgender 0.1%, Prefer not to state 0.4%, No Response 0.5%

Students will engage and serve in meaningful service projects in the communities.

Female 65.8%, Male 33.0%, Gender/Non-Conforming 0.2%, •

Students will develop a comprehensive set of skills to rely

Cultural Identity

on through leadership practice. Such skills include time

Hispanic 30.2%, Caucasian 25.5%, Other 24.1%, Asian 10.7%,

management, meeting management and agenda setting, group

African American 3.8%, No Response 5.7%

dynamics, team building, communication, social media, and building their digital footprint.

Student organizations held approximately 1,440 meetings, events, and/or activities throughout the academic year.

DEMOGRAPHICS OF THOSE INVOLVED IN GREEK LIFE Class Standing First-Year 12.6%, Sophomore 26.9%, Junior 32.6%, Senior 26.1%, Other 7.4%, No Response 1.0% Gender Female 49%, Male 50.3%, Gender/Non-Conforming 0%, Transgender 0%, Prefer not to state 0.5%, No Response 0.2% Cultural Identity Hispanic 20.2%, Caucasian 19.6%, Other 48.8%, Asian 6.9%, African American 4.5%

Student Leadership and Development both presented and collaborated with campus departments (Associated Students Inc., University Student Union, Disability Resource Services, Career & Professional Development Center, Psychological Counseling Services, Student Health Center, Financial Aid, Communication Studies, Liberal Studies, and the Diversity Center) to offer over 70 workshops and trainings in the 2018-19 academic year. Over 400 Stanislaus State students have participated in the WLP by attending at least one workshop, training, or informational session. Students enjoyed the workshops and trainings offered and made some great recommendations on how to improve the program. The WLP’s learning outcomes stayed true throughout the year and will continue to strengthen the program and ensure students are getting the most out of the WLP.

WARRIOR LEADERSHIP PROGRAM

Student evaluations of the WLP workshops and trainings feedback:

This was the second year of the Warrior Leadership Program (WLP)

•

the program were divided into two different categories – Emerging

•

Leaders and Advanced Leaders.

Emerging Leaders •

•

Students will learn how to communicate effectively to develop relationships, manage conflicts, and work across differences.

•

Students will learn how to discover their talent, passion, values, personality type, leadership style, vision and purpose as a leader.

•

Students will develop a comprehensive set of skills to rely on through leadership practice. Such skills include time management, meeting management and agenda setting, group dynamics, team building, communication, social media, and building their digital footprint.

Advanced Leaders •

Students will learn how to overcome various challenges and obstacles they will have to face as leaders in the 21st Century.

•

Students will develop an understanding of leadership and social justice as they pertain to the global society and how to serve as positive social change agents.

82% of participants said they “strongly agreed” the presenter was well prepared and helpful.

•

82% of participants said they “strongly agreed” they will be able to use what they learned in the workshop they attended.

clubs and organizations. •

76% of participants said they “strongly agreed” the workshop lived up to their expectations and was helpful.

Students will learn about the different involvement opportunities on campus and how to get involved with

75% of participants said they “strongly agreed” they were informed about the objectives of the workshop they attended.

in Student Leadership & Development (SLD). Learning outcomes for

•

73% of participants said they “strongly agreed” the workshop was a good way for them to learn the content.

DR. MARVALENE HUGHES LEADERSHIP CONFERENCE The Dr. Marvalene Hughes Student Leadership Conference is an annual comprehensive two-day experience held on October 6-7, 2018 and focused on building individual student leadership skills and student engagement interactions. The conference provided the opportunity for 49 Stanislaus State students to learn and discuss the leadership development tools needed to meet the personal and societal challenges they will encounter as students and professionals. The first day included featured speakers, including Dr. Marvalene Hughes and 10 breakout sessions about community service, student organizations, public speaking, career development, and leadership development, which helped students discover and gain the knowledge to cultivate their leadership style. The second day allowed students to engage in an experiential ropes course and service learning experience.

126 STANISLAUS STATE • CSUSTAN.EDU

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 5 continued from previous page Five identified learning outcomes: •

Apply leadership principles to problem solve and think critically to enhance personal and professional growth.

•

Articulate the connection between leadership opportunities and applications for personal and professional growth.

•

Identify and explore foundational leadership skills such as leadership styles, effective communication, collaboration, diversity/inclusion, and group dynamics.

•

Increase awareness and understanding of how to work collaboratively with diverse individuals and groups.

•

Develop an understanding of wellness and healthy relationships by developing wellness-related knowledge and behaviors that promote individual and community well-being.

Participants provided the following feedback about the conference: •

89% of students rated the conference as excellent.

•

78% stated that it helped them to apply leadership principles to problem solve and think critically.

•

56% stated that it helped them to articulate the connection between leadership opportunities and applications for personal and professional growth.

•

78% stated that it helped them identify and explore foundational leadership skills such as leadership styles, effective communication, collaboration, diversity/inclusion, and group dynamics.

•

78% stated that it helped them increase their awareness and understanding of how to work collaboratively with diverse individuals and groups.

•

89% stated that it helped them to develop an understanding of wellness and healthy relationships.

STUDENT LEADERSHIP AWARDS The Student Leadership Awards took place on May 3, 2019. This is an event in which President Junn, the Vice President for Student Affairs and the AVPSA/Dean of Students acknowledge and present twelve awards to students, organizations, and/or faculty and staff that go beyond the call of duty to help their community, peers, club/organization, and university. Clubs and organizations are also awarded for their school spirit, achievements, and contributions to the community. This year 66 students, organizations, faculty, and staff were nominated for twelve awards. Also, five Warrior Leadership Program Certified Student Leaders were recognized. A list of award recipients can be found in section 1.

BOOK OF TRENDS • 2018-2019

127

Housing and Residential Life HOUSING 101 3 Functional Areas

Business Services, Facilities, Residential Life

3-Year Averaged Rent Revenue

$4,760,034 per year

# of Revenue Generating Beds

704 Student Occupied Beds (672 are Revenue Generating)

# of Student Workers and Volunteers

45-60

Age of Buildings

Village I (24 years), Village II (22 years), Village III (13 years)

# of Units

164 (124 are fully equipped apartments with kitchens)

# of Master Leases, Subleases, and Memorandums of Understanding (MOU) in Operation

R E SID ENT I A L LI F E PR O G R A M S UMMA RY

2015-16

2016-17

2017-18

Total # of Programs

291

373

352

Campus Partnered Collaborations

*Excludes Living Learning Community floor-centric event

DE AN LI ST HO NO R EE S

2014

2015

2016

2017

Fall Residents

659

662

700

606

Deanâ&#x20AC;&#x2122;s List Honorees

182

219

252

220

27.6

33.0

36.0

36.3

Note: Honorees for fall and spring terms of respective year. The fall resident count is the official fall count excludes Resident Assistants.

128 STANISLAUS STATE â&#x20AC;˘ CSUSTAN.EDU

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 5 HOUSING COMMUNITIES Communities create inclusive and meaningful living environments through programming and shared experiences. With four Living Learning Communities and five unique Themed Communities to choose from, living in a space that is right for students has never been easier.

LIVING LEARNING COMMUNITIES

THEMED COMMUNITIES

Living Learning Communities blend residential and academic

Themed communities are based on common interests and let

experiences, giving residents the benefit of connecting with their

residents explore interconnections with their neighbors. They are

community faster. Residents take at least one class together each

a great way to build community and engage with peers who share

semester, have a faculty mentor, and receive integrated support

similar interests.

to help with their academic and social transition. Residents make friends easily and excel academically.

Welcome Home

Elevate First-Year Designed to give first-generation college students a high level

Designed for students who move more than 100 miles away from

of integrated support from faculty, professional staff, and peer

home. Welcome Home centers on the unique needs of residents

academic leaders. Residents take classes with neighbors, enjoy

from outside the region. Available to first-year students in Village

guided study sessions, and free trips. Residents can also take

I and upper-level students in Village III.

advantage of research opportunities. Available to first-year students in Village I. Transfer Students

Elevate Sophomore Designed to give former Elevate students continued support into

This community is designed to help transfer students connect

their sophomore year. Residents will enroll in a class with their

with each other. It can be difficult to find a social circle on a new

community and enjoy programs focused on succeeding during their

campus, but living with other transfer students can make the

second year of college. Available to sophomore students in Village

transition much easier. Available to upper-level students in Village

III.

Honors First-Year

24-Hour Quiet Floor

Live with other students who also participate in the University

If students prefer to live in a quieter community with minimal

Honors Program. Residents enroll in classes with their neighbors,

distractions, the 24-Hour Quiet Floor is likely for them. Residents

enjoy floor programs linked to course content, and attend free

observe quiet hours all day so they can focus on their academics

trips with their community. To join this community, residents must

and graduation. Available to upper-level students in Village III.

be accepted to the University Honors Program. This community is available to first-year students in Village I.

Social Justice This community provides a space where residents can learn about social justice with a diverse group of students who value identity, knowledge, and empowerment. Residents will enroll in a class to understand how power, oppression and privilege operate in our society. Available to first-year students in Village I.

Rainbow Alliance This gender-inclusive community welcomes members and allies of the lesbian, gay, bisexual, transgender, and questioning communities. Residents are committed to inclusivity, openmindedness, acceptance, activism, and eliminating bias. Available to first-year students in Village I and upper-level students in Village III.

Warrior Spirit Residents receive programming that centers on general college and life skills. Residents connect with on-campus events and find opportunities to grow as a leader. Available to first-year and upperlevel students in Village I, Village II, and Village III.

BOOK OF TRENDS • 2018-2019

129

TRIO Student Support Services (SSS) Student Support Services (SSS) is one of eight federal TRIO programs authorized under the U.S. Higher Education Act of 1965. Projects are funded through a competitive grant application process. Stanislaus State has received funding since 1975. The SSS program at Stanislaus State is designed to motivate and support eligible first-generation, low-income, and disabled students in the successful completion of a college degree. SSS embraces student learning and academic development by providing services and resources that foster student success. SSS assists students in adjusting to the university environment, developing coping skills needed to succeed academically, creating educational plans of study, planning for and applying to graduate school programs, and timely progression towards graduation.

MEASURABLE OBJECTIVES AND OUTCOMES 2017 -18 A NNUA L PER F O R M AN C E R E VI E W ( AP R ) S U M M A RY CRITE R I A

Target Percent Rate

Actual Attained Percent Rate

Persistence*

Good Academic Standing

Bachelor’s Degree Attainment**

Funded Number

N O. OF PA RT I C I PA NTS F UN D ED TO SERVE

NO. OF PARTICIPANTS SE RVE D

PE RCE NT SE RVE D

250

259

103.6

PARTICIPANT SERVICES Academic Advising – educational planning tailored to individual

Tutoring – added one-on-one and group tutoring in partnership

needs with an advisor who connects on a personal level and looks at

with the Learning Commons.

the student’s entire educational picture.

Workshops and Events – information on academic success,

Peer Mentoring – upper-division peers with tips on college life,

navigating college, career planning, managing financial matters,

study habits, and using campus resources.

writing well, graduate school, and more.

Scholarships – awards given each semester to reduce financial

Resources – campus referrals based on identified student needs,

burdens for educational and personal expenses (supplemental

computer lab and study lounge, Wellness Zone (information related

application and criteria apply).

to physical, emotional, intellectual, spiritual, interpersonal and social,

Writing Assistance – appointments with a trained specialist to

and environmental health).

improve reading/writing skills for academic and career success.

PROGRAM ASSESSMENT Assessments, reports, and reporting tools are used to show progress

The primary outcome-based assessment tool is an annual

toward measurable outcomes outlined in the grant proposal, ensure

performance report that is submitted to the Department of

programming aligns with and contributes to identified objectives

Education. Additional assessment includes the Council for the

and goals as well as institutional priorities, and improvement of

Advancement of Standards (CAS) assessment, student surveys,

service delivery.

meetings with program staff, student progress reports, Student Access database reports, and persistence and graduation rates.

* Persistence Rate is calculated based on the greater of the number of participants funded to be served or the number of participants served. Percentage of all participants served by the SSS project in the reporting year who enroll at the grantee institution in the fall term of the next academic year or graduate with a bachelor’s degree during the reporting year. **Percentage of participants served by the project in the 2012-13 cohort year and who completed a bachelor’s degree within six reporting years of first entering the project.

130 STANISLAUS STATE • CSUSTAN.EDU

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 5 STUDENT CONTACT DATA, FALL 2018 Unduplicated

CO MMUNI CATI O N T Y P E

TRIO/SSS STUDENT TESTIMONIES Total

Count

Appointment

186

516

Email*

219

2,481

Other

Phone

Walk-In

221

TOTA L

228

3,258

*Email contact excludes informational/reminder messages about upcoming events Unduplicated

TO PI C

Total

Count 219

810

Financial Aid Counseling

203

222

Financial Literacy

205

586

130

171

217

1,128

107

Referral: Internal/SSS

222

241

Referral: Off-Campus

219

249

134

361

226

863

116

135

N/A

193

N/A

1,860

237

7,003

Academic Advising Career Counseling

Graduate School Counseling Other Peer Mentoring

Referral: On-Campus/ Academic Affairs Referral: On-Campus/ Student Affairs SSS Scholarships Transfer Counseling Tutoring Writing Specialist/ Assistance Workshops and Events Computer Lab and Student Lounge Use

TOTA L

“TRiO/SSS has been an integral part of my success at Stan State. Through the numerous services SSS provides, I received the help that I needed to ensure I maintained my path towards my degree. SSS gave me the blueprint that I needed to take the right classes toward my career goals.” “My experience at Stan State has been a learning experience all around. From taking challenging courses to easier ones and figuring out the right steps/path for the next couple of years. Being a part of SSS has made my experience a lot easier and more enjoyable. They helped me with registration, tutoring, career advice and have given me lots of information. The workshops and events help with not only education topics but also financial life situations, not to mention their scholarship which helps relieve a lot of financial stress.” “As a first-generation, low income student, I was unaware of all the opportunities available for students like me. However, thanks to SSS at CSU Stanislaus I was able to broaden my knowledge of financial literacy, scholarships, and my college career in general. The support that I received from all the SSS staff was extremely helpful. My advisor was always there for me when I had questions on which classes to take or on how to better manage my time; I can say that she mapped my way to success. As a college student, it was very important to have a support system that was willing to help me achieve my goals, in any possible way. Luckily, I had SSS since day one.”

BOOK OF TRENDS • 2018-2019

131

132

STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

SE CTIO N

UNIVERSITY ADVANCEMENT The Division of University Advancement at Stanislaus State encompasses the offices of Advancement Operations, Alumni Relations, Development and Communications and Public Affairs. With a spirit of leadership, University Advancement promotes engagement with alumni, donors, community members and corporate partners, thus forging support for academic excellence and student success. Advancement Operations provides donor services related to processing gifts, scholarship oversight on behalf of Stanislaus State donors, and philanthropic reporting. The Development office fosters connections with individuals and organizations whose financial support fuels efforts of students, faculty and staff to make Stanislaus State and the region a better place. By providing events, programs and services for more than 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.

Photo: Student assistant callers from the Stan State Call Center pictured outside of the Mary Stuart Roger’s Educational Services Gateway building.

BOOK OF TRENDS •

2018-2019

133

Philanthropic/Advancement Activity Stanislaus State continues to maintain positive momentum in all

improve: ROI increased from $2.69 to $4.13 (54% improvement from

major philanthropic performance indicators since the arrival of

last year and a 108% improvement over the prior year) and CRD

President Junn in July 2016, which include Total Dollars Raised

decreased from 37 cents to 24 cents (35% improvement from last

(106% of goal and over $3 million for the third straight year); Alumni

year and a 52% improvement over the prior year). Most notable,

Giving (109% of goal and a 365% increase since July 1, 2016); and

Stanislaus State is on track to exceed the five-year (2016/2017

Overall Donor Counts (116% of goal and a 201% increase since July

- 2020/2021), $15 million fundraising target Chancellor White

1, 2016). In addition, the three-year average on fundraising return-

established for President Junn upon her arrival in 2016. Total raised

on-investment (ROI) and cost-to-raise-a-dollar (CRD) continue to

since July 2016 is $12,737,478, placing the President at 85% of goal.

TABLE 6.1 | Philanthropic/Advancement Performance Metrics, 5-Year Trend

ME TRI C: GIFT CO MMI T MENTS

2014-15

2015-16

2016-17

2017-18

% C H A N GE

2018-19

1 Year

5 Year

Goal

$1,877,075

$1,732,075

$1,907,075

$3,250,000

0.0

73.1

Actual

$2,088,417

$1,978,680

$3,773,462

$5,511,967

$3,452,050

-37.4

65.3

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

2014-15

2015-16

2016-17

2017-18

% C H A N GE

2018-19

1 Year

5 Year

Goal

700

338

395

843

875

3.8

25.0

Actual

352

351

766

1,433

958

-33.1

172.2

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

2014-15

2015-16

2016-17

2017-18

2018-19

% C H A N GE 1 Year

5 Year

Goal

1,866

1,165

1,350

1,158

1,397

20.6

-25.1

Actual

1,289

1,083

1,393

2,360

1,629

-31.0

26.4

PHILANTHROPIC AND DEVELOPMENT HIGHLIGHTS • Facilitated a Comprehensive Campaign Planning Session with the Academic colleges, Extended Education; the Stockton Campus; and Intercollegiate Athletics to develop preliminary campaign funding initiatives. The proposed projects totaled nearly $50 million. • Collaborated with Cabinet in the submission of a transformational gift, totaling nearly $700,000, from the College Futures Foundation. • Launched a $1 million Athletic Scholarship initiative aimed at securing and sustaining annual scholarship support, closing two major gifts in support of the campaign. • Booked a $300,000 gift from a first-time donor to support the forgivable loan program for Family Nurse Practitioner students.

134

STANISLAUS STATE • CSUSTAN.EDU

• Secured a $100,000 pledge from a retired faculty member to create a scholarship endowment for Economics majors. • Established an estate gift that will bring a Steinway Grand piano to campus, valued at $100,000. • Deepened our relationship with the Stanislaus Community Foundation with an additional $100,000 gift commitment for BSN scholarship, bringing their total giving to over $500k in two years. • Received a second gift from the Crankstart Foundation, bringing their investment in Stanislaus State to $50,000 for community college transfer students.

UNIVERSITY ADVANCEMENT • SECTION 6 Actual Gift Commitments, 5-Year Trend

DOLLAR AMOUNT (IN MILLIONS)

$6M

$3.77M $3.45M

$2.08M

$1.97M

$2M

2014-15

2015-16

2016-17

2017-18

2018-19

958

1,000 766

500

352

2014-15

351

2015-16

2016-17

2017-18

2018-19

Actual Number of Individual Donors, 5-Year Trend

2,500

2,360

1,629

1,875

# OF DONORS

1,433

YEAR

FIG. 6.1C |

Actual Number of Alumni Donors, 5-Year Trend

1,500

$5.51M

$4M

$0M

FIG. 6.1B |

# OF DONORS

FIG. 6.1A |

1,393 1,289 1,250

1,083

625

2014-15

2015-16

2016-17

2017-18

2018-19

YEAR

BOOK OF TRENDS •

2018-2019

135

California State University, Stanislaus Foundation Board1 OFFICERS CORPORATION PRESIDENT

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

CHAIR

Ellen Junn University President

EXECUTIVE DIRECTOR

Michele Lahti Vice President, University Advancement

TREASURER

Interim Vice President/CFO, Business and

SECRETARY

Yun Feng Bih, ’01 President and Founder, Enterprise Outsourcing Solution, Inc.

ASSISTANT EXECUTIVE DIRECTOR

Mary Hartsfield Associate Vice President, Advancement Operations

ASSISTANT CORPORATE SECRETARY

Justine Borba Executive Assistant, University Advancement

Mary Stephens Finance

DIRECTORS Dorothy Bizzini

Marty Grynbaum, ’72

Maria Marquez

Matthew Swanson

Owner

Retired, Vice President, Investments

Student Representative

President

Bizzini Investment, Inc.

Morgan Stanley

President, Associated Students, Inc.

Associated Feed and Supply Co.

Oscar Cabello

Adrian Harrell, ’98

Norik Naraghi

Robert Triebsch

Vice President Regional Bank

Chair, Alumni Advisory Council

General Counsel

Founder and Senior Partner

District Manager

President

H. Naraghi Farms

Triebsch and Frampton, APC

Wells Fargo

New Bridge Management

Alfred Petrosky

Jim Vieira

Teri Donovan

Meikuan Huang

Faculty Representative

President

Athletics Representative

Faculty Representative

Professor, Management, Operations, P&F Metals and California Mill Co.

Director of Athletics

Professor, Communication Studies

and Marketing

Ryan Fitzpatrick

Dan Huber

George Petrulakis

Chief Operating Officer

Chief Operations Officer

Partner

Fitzpatrick Dealership Group

Foster Farms, Inc.

Petrulakis Law & Advocacy, APC

Valley Lexus and BMW

Michael Ireland, Jr.

Edwin Rizo

Stephen Gemperle

President and CEO

President

Winton-Ireland Strom & Green

Rizo - Lopez Foods, Inc.

Gemperle Enterprises

Insurance Agency, Inc.

Manmeet Grewal

Daniel A. MacKenzie, ’84

President/Owner

President

CEO and Founder

California and Utah Property

Grewal RE Holdings, LLC

LegacyHarbor

Investor, LLC.

Richard Ronten

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

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

1. As of June 30, 2019

136

STANISLAUS STATE • CSUSTAN.EDU

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

Dianne Gagos Matthew Swanson George Petrulakis

UNIVERSITY ADVANCEMENT • SECTION 6 EMERITI The Board of Directors, by formal action, may individually grant the honorary title of Emerita/us to former members of the Board for service and commitment to the Foundation and University that the Board deems to be extraordinary. The status is strictly honorary in nature. William Ahlem Constance Bird Carl Boyett

Marjorie Bright William Endsley Benjamin Fitzpatrick

Dianne Gago John Gallo Ernie Gemperle

Patricia Griffin Robert Janzen Jane Evans Vilas

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

BOOK OF TRENDS •

2018-2019

137

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

Eileen Hamilton, ’88

Educator

Retired Educator

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

Marlene Stante, ’72 Retired Banking Executive

Student Conduct Administrator

Big Valley Christian High School

Adrian Harrell, ’98

and Special Assistant to the Vice

Jennifer Galeana-Vasquez, ’18, ’21

Eustolio Calderon, ’08, ’12

President & CEO

President of Student Affairs

Board Chair

Senior District Director

New Bridge Management

Stanislaus State

Associated Students, Inc. at

Andrew Janz, JD, ’06, ’09

Maryn Pitt, ’07

Paul Campbell, ’95

Deputy District Attorney

Assistant City Manager

Teresa Serna, ’21

CEO

Fresno County District

City of Turlock

Vice Chair of Finance

GreenWorks Commercial

Attorney's Office

Stanislaus State

Target Stores

Associated Students, Inc. at

Richard Ronten, ’70

Janitorial Service

Susan Johnston, ’96

Retired Corporate Executive

Roxanne Finks, ’03

Assistant Vice President,

Information Technology

Relationship Management

Kristen Santos, Ed.D., ’91

Foster Farms

U.S. Bank

Educator

Annual Alumni Fundraiser: Vines 2019

138

STANISLAUS STATE • CSUSTAN.EDU

Stanislaus State

UNIVERSITY ADVANCEMENT • SECTION 6 MAP OF STANISLAUS STATE ALUMNI IN CALIFORNIA BY COUNTY, 1960 TO 2018

Del Norte 21

Siskiyou 32

HIGHLIGHTS

Modoc 6

•

The unduplicated total of living alumni in the state of California is 46,306; this is 79.4% of the total alumni of

Humboldt 57

record (58,321).1

Shasta 79

Trinity 6

Lassen 17

•

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

Tehama 16

Butte 90

Glenn 15

Mendocino 44

Colusa 9

Lake 35

Sonoma 209

Napa 79

San Francisco 192

Nevada 70

•

Sacramento 1372

San Joaquin 8318

region, indicating that Stan State graduates tend to

Amador 102 Calaveras 471

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 majority live in or around the 6-county

Placer 316 El Dorado 162

Yolo 131

Contra Costa 556

alumni live in the 6-county region.

Sierra 2

Yuba 26

Sutter 40

Solano 196 Marin 77

concentration in Stanislaus County. Over 61% of total

Plumas 10

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

Sources: Esri, USGS, NOAA

BOOK OF TRENDS •

2018-2019

139

Communicating with Purpose From the development of a marketing communications plan, to

The promotion of Warriors on the Way (WOW), received both

the launch of StanNews, our internal campus communication

local and regional attention for both the Delta and Modesto

platform, and brand refresh to supporting the University Western

Junior College memorandum of understanding signing events. An

Association of Schools and Colleges (WASC) reaccreditation efforts,

estimated 50 students signed up for WOW during the Stockton

this was a milestone year for Communications and Public Affairs.

WOW spring event.

After an intense year (2017-18) of planning, 2018-19 was devoted to implementation. Communications and Public Affairs worked

The launch of the research and discovery phase of the University

collaboratively with offices across campus to align communications

brand campaign involved the participation of more than 2,000

and to increase the communication platforms across campus. The

faculty, staff, students, alumni, community and local officials.

launch of StanNews helped to coordinate and streamline messages

Participants shared their perspectives in focus groups, in-depth

shared across campus via email. An estimated 702 posts were

interviews and/or completion of online surveys. Communication

shared in StanNews from September 2018 to June 30, 2019, with

and Public Affairs has been successful in generating interest and

an overall open rate of 52%, engagement score of 96% and 23%

momentum in telling the Stan State story in more compelling ways.

click thru rate, and more than 35% of faculty and staff personalizing

During the 2018-19 Academic Year, Stan State was mentioned in

their news content. Adding a newsfeed and top story placement

434 unique stories in local, regional, and national media. Of the 434

on MyStanPortal increased visibility of critical and time sensitive

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

University information. Warrior Weekly introduced a new way to share events with students on social.

Communications work with Human Resources to launch PageUp and Housing to promote living on campus were among other key

Working collaboratively with the Provost Office and Academic

university-wide communication projects supporting overarching

Affairs, we generated interest and campus participation supporting

University strategic goals. This report provides an overview of the

the WASC reaccreditation preparation and visit. Communications

projects initiated and supported by Communications and Public

and Public Affairs produced all of the marketing and promotional

Affairs.

collateral and assisted with strategic communications, including video teasers, social media clues, info cards, resulting in faculty and staff participating in the weekâ&#x20AC;&#x2122;s activities and demonstrating knowledge of critical messages.

140

STANISLAUS STATE â&#x20AC;˘ CSUSTAN.EDU

UNIVERSITY ADVANCEMENT â&#x20AC;˘ SECTION 6 HIGHLIGHTS OF COMMUNICATIONS AND PUBLIC AFFAIRS

91*

1. Launched StanNews, coordinating and streamlining internal messages shared via email. An estimated 702 posts were shared in

2017-2018

open rate of 52%, engagement score of 96%, and 23% click thru rate. 2. In conjunction with OIT, established a newsfeed and top story placement on MyStanPortal to increase visibility of critical and time sensitive University information. 3. Launched Warrior Weekly newsletter and video to students.

2018-2019

StanNews from September 2018 to June 30, 2019, with an overall

stories published on csustan.edu during academic year *

through June 6, 2019

4. Launched brand campaign on campus involving more than 2,000 faculty, staff, alumni, community and local officials in research and discovery phase via focus groups and surveys. 5. In collaboration with the Provost and Academic Affairs, supported University WASC reaccreditation self-study and visit by creating marketing collateral and campus communication and engagement campaign. 6. During the 2018-19 Academic Year, Stan State was mentioned in 434 unique stories in local, regional, and national media. Of the 434

38 local, regional and national outlets receive story pitches every Monday

stories, 109 (25%) were results of direct pitches made to the media. 7. Produced Warriors on the Way (WOW) marketing collateral and video to promote transfer agreements between partnering institutions and Stan State. Coordinated Memorandum of Understanding (MOU) signing events receiving coverage from local media.

mentions of Stan State in media

56.7% increase in the number of stories written after being pitched to a media outlet

BOOK OF TRENDS â&#x20AC;˘

2018-2019

141

S EC T I O N

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

142

STANISLAUS STATE â&#x20AC;˘ CSUSTAN.EDU

BOOK OF TRENDS â&#x20AC;¢ 2018-2019

143

TABLE 7.1 | Resident FTES Enrollment Targets and Reported Actuals, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C HA NGE

2018-19

1 Year

5 Year

Target FTES

7,077

7,406

7,552

7,631

0.0

7.8

Actual FTES

7,375

7,502

7,942

8,293

8,395

1.2

13.8

4.2

1.3

5.2

8.7

10.0

% Over Target

FIG. 7.1 | Resident

FTES Enrollment Targets and Reported Actuals, 5-Year Trend

9,000

FTES

8,000

7,000

6,000 2014-15

2015-16

2016-17

2017-18

2018-19

COLLEGE YEAR

KEY:

ACTUAL FTES

TARGET FTES

HIGHLIGHTS • Stanislaus State has consistently exceeded its enrollment targets over the last five years, 5.9% on average, and 10% over the 2018-19 target. • There has been steady growth in first-time freshmen applications, while first-time transfer applications have remained steady.

• As of 2018-19, the Stanislaus campus is one of seven CSU campuses that are not impacted. The tools used to control enrollment is enforcing all admission requirements and established dates and deadlines, including application, testing, transcript, enrollment confirmation, New Student Orientation registration, and New Student Orientation attendance. Very few exceptions are made and generally only for Athletes and Veterans.

Table 7.1 Sources: Stanislaus State Admissions Office; CSU Office of the Chancellor, Institutional Research and Analyses, Statistical Reports by College Year, Table 22. College Year Targets and Reported Full-Time Equivalent Students (FTES), Paying Resident Fee, Retrieved from http://calstate.edu/as/cyr/index.shtml Table 7.1 Notes: The annualized FTES resident-only enrollment targets displayed are the final targets as set by the CSU Office of the Chancellor for each CSU campus. Actual FTES above are the final resident-only college year CO-reported FTES. Actual FTES rounded to the nearest whole number. The CSU Chancellor’s Office increased Stanislaus’ 2015-16 target twice during summer 2015, with an original target of 7,148 to a final target of 7,406.

144 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7

FIG. 7.2 | Ratio

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

HIGHLIGHTS • The residents only statesupported fall term FTES to headcount ratio has fluctuated over the last five fall terms, an average of 84.8. The undergraduate ratios are typically slightly higher, 86.3 compared to 85.7 for all resident students in fall 2018.

100

RATIO

85.2

83.7

85.2

84.4

85.7

• The residents only statesupported college year FTES to headcount ratios (not displayed) are only slightly different compared to the fall terms, with 85.4 for college year 2018-19 compared to 85.7 for fall 2018.

2014

2015

2016

2017

2018

FALL TERM

FIG. 7.3 | New

Undergraduate Academic Year Enrollment, 5-Year Trend

HIGHLIGHTS • On average, there are more first-time freshmen who enter in the fall compared to first-time transfers, however with spring entrants included the number of first-time transfers exceeds the number of first-time freshmen for the academic year, with the exception of 2018-19.

2,000

HEADCOUNT

1,500

1,000

500

2014-15

2015-16

2016-17

2017-18

2018-19

2019-20 (Projected)

ACADEMIC YEAR

KEY:

FRESHMAN

TRANSFER

• While there was a decrease in transfer applications and enrollments in academic year 2018-19 (-12% compared to prior year), based on spring 2020 projections, it is anticipated that the number of first-time transfer enrollment will exceed firsttime freshmen enrollment in academic year 2019-20. • From academic year 2014-15 to 2018-19, there was a 27.9% increase in new freshmen enrollment and an 8.4% increase in new transfer enrollment.

Fig. 7.2 Sources: CSU Office of the Chancellor, Institutional Research and Analyses, Statistical Reports by College Year, Table 2. Headcount Enrollment by Term (Residents Only) and Table 3. FullTime Equivalent Students (FTES) by Term (Residents Only), Retrieved from http://calstate.edu/as/cyr/index.shtml

Fig. 7.3 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; Stanislaus State Admissions Office Fig. 7.3 Note: Enrollment includes all state-supported undergraduate enrollment for the academic year, fall and spring terms.

BOOK OF TRENDS • 2018-2019 145

FIG. 7.4 | Redirected

First-Time Transfer Enrollment, 3-Year Trend

HIGHLIGHTS

700

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

629

600

HEADCOUNT

500 400

371

300

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

200 82

100 15

2016

2017

2018

FALL TERM

KEY:

ADMITTED

ENROLLED

• As of fall 2019 (not displayed), 48 redirected students enrolled at Stan State, including 38 state-supported first-time transfers, eight firsttime freshmen (none prior to fall 2019), and two returning students.

TABLE 7.5 | First-Time Freshman Applications, Admissions and Enrollment, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE 1 Year

5 Year

Applied

6,265

7,081

7,618

8,069

7,674

-4.9

22.5

Admitted

4,555

5,001

5,663

6,218

6,586

5.9

44.6

Enrolled

1,232

1,270

1,389

1,421

1,570

10.5

27.4

FIG. 7.5 | First-Time Freshman Admission Yield Rates, 5-Year Trend 100

• The number of first-time freshman applicants had been increasing annually but declined by 4.9% in fall 2018 compared to the prior fall term.

YIELD RATE

HIGHLIGHTS

• Stanislaus State’s first-time freshman admit rate reached a high of 85.8% for fall 2018 - an increase of 8.8 percentage points compared to fall 2017 and 13.1 percentage points compared to fall 2014.

0 2014

2015

2016

2017

2018

FALL TERM KEY:

% OF APPLICANTS ADMITTED % OF APPLICANTS ENROLLED

% OF ADMITS ENROLLED

146 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7 TABLE 7.6 | First-Time Transfer Applications, Admissions and Enrollment, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HANGE

Fall 2018

1 Year

5 Year

Applied

3,033

3,148

3,510

3,474

3,514

1.2

15.9

Admitted

1,939

1,943

2,186

2,015

2,008

-0.3

3.6

928

922

1,078

1,018

949

-6.8

2.3

Enrolled

FIG. 7.6 | First-Time Transfer Admission Yield Rates, 5-Year Trend 100

YIELD RATE

0 2014

2015

2016

2017

2018

FALL TERM KEY:

% OF APPLICANTS ADMITTED % OF ADMITS ENROLLED

% OF APPLICANTS ENROLLED

HIGHLIGHTS • The number of new fall transfer students had been increasing annually until fall 2018. This pattern is consistent with new transfer student enrollment for the entire 2018-19 academic year. As a result, the number of new transfer students for 2018-19 was lower than new freshmen students.

• As projected for 2019-20 (see Fig. 7.3), transfer student enrollment is expected to again exceed first-time freshmen enrollment.

Fig. 7.4, Table 7.5 & Table 7.6 Sources: CSU Enrollment Reporting System-Applications (ERSA) data files; CSU Enrollment Reporting System-Student (ERSS) data files Fig. 7.4, Table 7.5 & Table 7.6 Notes: Applicants who applied in error, i.e., currently enrolled students, are excluded from the above table. In addition, starting fall 2016, redirected transfer applicants if not enrolled are excluded in an effort to provide realistic yield rates.

BOOK OF TRENDS • 2018-2019 147

TABLE 7.7 | First-Time Freshman Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2018

CSU CA MPUS 1

Applied

Admitted

Enrolled

% Admitted

% Enrolled

STAN IS LAUS

7,674

6,586

1,570

85.8

23.8

San Francisco

35,606

25,550

4,287

71.8

16.8

East Bay

16,131

11,549

1,459

71.6

12.6

Monterey Bay

12,423

7,270

1,000

58.5

13.8

Fresno

18,476

10,630

3,574

57.5

33.6

San Bernardino

16,045

8,798

2,682

54.8

30.5

Bakersfield

11,455

2,637

1,494

23.0

56.7

CSU TOTA L

637,350

318,991

66,803

50.0

20.9

TABLE 7.8 | First-Time Undergraduate Transfer Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2018

CSU CA MPUS 1

Applied

Admitted

Enrolled

% Admitted

% Enrolled

Monterey Bay

3,875

3,127

897

80.7

28.7

San Francisco

15,934

12,462

3,390

78.2

27.2

East Bay

10,196

7,720

2,187

75.7

28.3

STAN IS LAUS

3,602

2,082

949

57.8

45.6

San Bernardino

9,515

4,739

2,418

49.8

51.0

Fresno

7,306

3,430

2,108

46.9

61.5

Bakersfield

5,360

2,315

1,167

43.2

50.4

280,025

142,380

54,532

50.8

38.3

CSU TOTA L

HIGHLIGHTS • Stanislaus State had the highest first-time freshmen admit rate for fall 2018 among its CSU peer institutions and the CSU overall. • The fall 2018 freshmen enrolled yield rates for Stanislaus State’s CSU peer group range from 12.6% to 56.7%, with Stanislaus at 23.8%.

• The transfers counts and percentages for non-impacted campuses as of 2018-19, including Stanislaus, Bakersfield, and San Francisco, are skewed due to the inclusion of redirected applicants. The applied and admitted counts in Table 7.8 will be higher compared to Table 7.6, where nonenrolled redirected applicants and applicants who applied in error are excluded. • The fall 2018 unadjusted transfer yield rates for Stanislaus State’s CSU peer group range from 27.2% to 61.5%, with Stanislaus at 45.6%.

Table 7.7 & Table 7.8 Source: CSU Applications and Admissions Report, Retrieved from http://calstate.edu/as/stat_reports/2018-2019/apps_f2018_all.htm Table 7.7 & Table 7.8 Notes: Total applications received include redirected applicants. Application counts are duplicated across campuses. 1. Sorted by % Admitted in descending order

148 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7 TABLE 7.9 | Percentage of First-Time Freshman Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2018

CS U CA MPUS 1

Exclusive Applicants

Total Applicants

% Exclusive

2,329

18,318

12.7

STA NI S LAUS

766

7,428

10.3

Bakersfield

886

10,268

8.6

San Bernardino

1,215

15,890

7.6

San Francisco

1,455

34,484

4.2

Monterey Bay

455

12,077

3.8

East Bay

465

15,594

3.0

40,979

627,743

6.5

Fresno

CS U TOTA L

TABLE 7.10 | Percentage of First-Time Transfer Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2018

CS U CA MPUS 1

Exclusive Applicants

Total Applicants

% Exclusive

Fresno

3,099

7,398

41.9

STA NI S LAUS

1,131

3,334

33.9

San Bernardino

2,963

9,356

31.7

Bakersfield

1,008

3,793

26.6

East Bay

1,583

9,269

17.1

Monterey Bay

530

3,510

15.1

San Francisco

1,657

15,026

11.0

43,783

256,070

17.1

CS U TOTA L

HIGHLIGHTS • In comparison to our CSU peers, Stanislaus has the second largest percentage of exclusive applicants (10.3%). Only Fresno has a higher percentage of new freshmen applying exclusively to their campus.

• The percentage of freshmen who applied exclusively to the Stanislaus campus is nearly four percentage points higher than the percentage of freshmen who applied exclusively to any CSU campus.

• In comparison to our peers, Stanislaus has the smallest number of total new freshmen applicants and the smallest number of total transfer applicants.

• The percentage of exclusive transfer applicants for Stanislaus (33.9%) is nearly double the corresponding percentage for the CSU system overall (17.1%).

Table 7.9 & Table 7.10 Source: CSU Fall 2018 Application Activity Data Packet (Dated January 23, 2019). Table 7.9 & Table 7.10 Notes: Total applicants are those received during initial application filing period, October 1, 2017 - November 30, 2017. Exclusive applicants are applicants who apply to only one CSU campus (during initial filing period). 1. Sorted by % Exclusive in descending order

BOOK OF TRENDS • 2018-2019 149

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

Ukiah 1

HIGHLIGHTS

1 1

• As of fall 2017, there were a total of 606 on-campus housing residents, approximately 6% of the total student population and 7% of the total undergraduate student population.

Yuba City 1

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

• A total of 589 on-campus housing residents have permanent addresses within California zip code boundaries.

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 11 1 3 1 1 1 1 2 1 2 1 2 1 11 1 11 1 1 Palm Springs 3 1 11 1 2 1 1 1 1 1 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

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.

150 STANISLAUS STATE • CSUSTAN.EDU

1Calexico

E NRO LLME NT MANAG E ME NT • SECTION 7

MAP OF STUDENT-ATHLETES BY PERMANENT RESIDENCE LOCATION IN CALIFORNIA, FALL 2017

HIGHLIGHTS

Klamath

Eureka

•

As of fall 2017, there were a total of 288 studentathletes, 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-of-state 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

Calexico

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.

BOOK OF TRENDS • 2018-2019 151

TABLE 7.11 | Undergraduate Cost of Attendance, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

2018-19

WITH PA R ENTS

% C HA NGE 1 Year

5 Year

State University Tuition Fees

$5,472

$5,742

0.0

4.9

Campus Fees

$1,210

$1,232

$1,256

$1,296

$1,330

2.6

9.9

Books and Supplies

$1,760

$1,780

$1,500

$1,600

$1,650

3.1

-6.3

Room and Board

$4,599

$4,770

$4,968

$5,248

$5,418

3.2

17.8

Transportation

$1,300

$1,350

$1,100

0.0

-15.4

Personal/Misc

$1,365

$1,392

$1,416

$1,450

$1,480

2.1

8.4

$15,706

$15,996

$15,712

$16,436

$16,720

1.7

6.5

State University Tuition Fees

$5,472

$5,742

0.0

4.9

Campus Fees

$1,210

$1,232

$1,256

$1,296

$1,330

2.6

9.9

Books and Supplies

$1,760

$1,780

$1,500

$1,600

$1,650

3.1

-6.3

Room and Board

$9,200

$9,508

$9,482

$9,766

$10,984

12.5

19.4

Transportation

$950

$980

$700

0.0

-26.3

Personal/Misc

$1,365

$1,392

$1,416

$1,450

$1,480

2.1

8.4

$19,957

$20,364

$19,826

$20,554

$21,886

6.5

9.7

State University Tuition Fees

$5,472

$5,742

0.0

4.9

Campus Fees

$1,210

$1,232

$1,256

$1,296

$1,330

2.6

9.9

Books and Supplies

$1,760

$1,780

$1,500

$1,600

$1,650

3.1

-6.3

$11,800

$11,500

$10,900

$11,900

$12,390

4.1

5.0

Transportation

$1,300

$1,350

$1,100

0.0

-15.4

Personal/Misc

$1,365

$1,392

$1,416

$1,450

$1,480

2.1

8.4

$22,907

$22,726

$21,644

$23,088

$23,692

2.6

3.4

TOTAL O N -CAMPUS

TOTAL O FF-CA MPUS

Room and Board

TOTAL

HIGHLIGHTS • The total cost of attendance (COA) for undergraduate students has steadily increased over the past five years. • COA for undergraduate students living on campus is lower than for students living off-campus, not with parents. This is attributed to students living in campus housing with three or more roommates and purchasing cheaper meal plans.

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

Table 7.11 Source: Stanislaus State Financial Aid and Scholarship Office Table 7.11 Notes: The cost of attendance is the amount the University estimates a student will spend to attend college for the academic year. The stated tuition and fees are for undergraduates enrolled in more than 6 units for the fall and spring semester. Actual costs will vary. Visit https://www.csustan.edu/financial-aid-scholarship for more information, including estimated costs for credential and graduate students and tuition fees for non-CA residents.

152 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7 TABLE 7.12A | Financial Aid Disbursed by Type of Aid, 5-Year Trend

2013-14

2014-15

2015-16

2016-17

2017-18

% CHANGE 1 Year

TY PE O F A I D

5 Year

Federal Grants

$21,447,588

$22,822,261

$23,680,355

$24,722,062

$28,133,664

13.8

31.2

State Grants

$14,489,161

$16,791,249

$16,753,386

$18,511,501

$21,606,614

16.7

49.1

Institutional Grants and Scholarships

$17,007,624

$16,759,607

$17,143,766

$17,542,546

$18,457,382

5.2

8.5

Athletic Grants

$666,790

$680,275

$723,666

$711,601

$801,788

12.7

20.2

Noninstitutional Assistance

$713,014

$753,256

$769,374

$798,128

$882,639

10.6

23.8

Federal Student Loans and Federal Work-Study

$34,323,453

$32,601,600

$33,316,771

$32,681,237

$32,443,781

-0.7

-5.5

TOTAL DOLLARS DISBURSED

$88,647,630

$90,408,248

$92,387,318

$94,967,075

$102,325,868

7.7

15.4

$19,366

$42,952

$48,000

11.8

$92,406,684

$95,010,027

$102,373,868

7.8

CA DREAM LOAN TOTAL WITH CA DREAM LOAN

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

• The largest increases in financial aid awards in the past five years has been federal and state grants.

• The California Dream Loan Program is a subsidized loan program available to qualified applicants starting 2015-16. Dream Loan awards increased by 11.8% in the last year.

FIG. 7.12A | Financial Aid

Disbursed by Type of Aid, 2017-18

27.5%

Federal Grants

21.1%

State Grants

$102,373,868 Total Dollars Disbursed

18.0%

Institutional Grants and Scholarships

31.7%

Federal Student Loans and Federal Work-Study

1.7% Other

Table 7.12A Source: Stanislaus State Financial Aid and Scholarship Office Table 7.12A Notes: Dollar amounts represent the total financial aid amounts awarded and disbursed for each aid year. These amounts will be lower than the awards offered as not all students accept all types of aid offered, such as loans. Fig. 7.12A Note: Other includes athletic grants, noninstitutional assistance, and CA Dream Loan.

BOOK OF TRENDS • 2018-2019 153

TABLE 7.12B | Financial Aid Disbursed by Program, 5-Year Trend 2013-14

2014-15

Cal Grant A

790

$4,027,018

827

$4,179,188

828

$4,209,469

854

$4,243,664

910

$4,790,577

Cal Grant B Fees

1,535

$7,557,071

1,701

$8,423,019

1,705

$8,289,438

1,873

$9,056,430

2,089

$10,593,681

Cal Grant B Access

2,086

$2,804,767

2,277

$3,443,513

2,311

$3,471,649

2,535

$3,803,753

2,821

$4,251,182

Cal Grant A Teaching Credential Program (TCP)

$18,251

$21,425

$12,696

$9,522

$39,961

Cal Grant B TCP Fees

$15,870

$22,218

$15,870

$32,057

$44,124

Cal Grant B TCP Access

$3,684

$4,120

$4,140

$8,976

$11,077

$62,500

$55,000

$62,500

$67,360

$43,404

187

$658,661

162

$488,536

164

$539,358

170

$543,176

139

$523,102

$33,353

$47,355

$49,261

$36,102

$29,561

Educational Opportunity Program Grant (EOPG)

196

$144,100

207

$155,800

211

$155,900

203

$149,200

205

$153,034

GRAD Business Grant (MBA)

$53,750

$57,477

$47,328

$53,906

$45,701

141

$1,345,039

131

$1,158,838

115

$1,093,286

146

$1,243,427

189

$1,199,934

$251,685

$227,290

$132,784

$142,930

$148,794

193

$1,742,500

167

$1,399,551

222

$1,803,775

248

$1,989,694

220

$1,818,828

Loans-Subsidized

3,087

$12,350,054

3,079

$12,085,728

3,191

$12,645,987

3,298

$12,806,599

3,379

$13,383,730

Loans-Unsubsidized

2,785

$17,806,068

2,742

$17,057,864

2,757

$16,989,661

2,698

$15,807,571

2,684

$15,363,409

$19,366

$42,952

$48,000

Ed Doctoral Grant

Loans-Alternative Loans-Grad Plus Loans-Plus

AM T AWAR DED

Loans-CA Dream Loan Middle Class Scholarship

# OF ST U DENTS

AM T AWAR DED

# OF ST U DENTS

2017-18

# OF ST UD ENTS

Federal Work-Study (FWS)

# OF ST UD ENTS

2016-17

PR O G R A M

Chafee Grant

AMT AWARDED

2015-16

AM T AWAR DED

# OF ST U DENTS

AMT AWA RD E D

1,168

$642,766

845

$687,624

1,058

$1,289,739

1,010

$1,832,608

Off-Campus Scholarship

513

$713,014

511

$753,256

539

$769,374

553

$798,128

569

$882,639

On-Campus Scholarship

846

$1,560,787

938

$1,617,749

871

$1,623,381

1,044

$1,878,853

874

$1,945,370

5,085

$21,157,271

5,353

$22,461,211

5,584

$23,063,878

5,873

$24,077,171

6,348

$27,326,602

$169,446

$183,793

$111,920

$147,840

$5,984

430

$205,718

475

$223,456

524

$243,136

564

$259,147

626

$287,192

3,280

$15,844,733

3,275

$15,526,612

3,393

$15,958,992

3,443

$16,104,600

3,493

$17,054,018

Student Support Services (SSS) Award

$37,691

$34,889

$32,570

$31,486

TEACH Grant

$84,599

$137,594

129

$373,341

152

$385,744

186

$519,870

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

Unduplicated Student Headcount

TOTAL DOLLARS D ISBURSED

7,736

8,317 $88,647,630

154 STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

8,532 $90,408,248

9,061 $92,406,684

9,462 $95,010,027

$102,373,868

E NRO LLME NT MANAG E ME NT • SECTION 7

TABLE 7.13 | Percentage of All Undergraduates Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2016-17

Any Grant Aid

CS U CA MPUS 1

% RECEIVING AID

Pell Grants

AVG AMT AWARDED

% R EC EI VI NG AI D

Federal Loans

AVG AM T AWAR DED

% R EC EI VI NG AI D

AVG A M T AWA RD E D

STA NI S LAUS

$8,081

$4,315

$5,874

San Bernardino

$8,793

$4,498

$6,090

Bakersfield

$9,080

$4,610

$6,356

Fresno

$9,145

$4,624

$6,004

Monterey Bay

$8,282

$4,499

$5,199

East Bay

$7,994

$4,269

$6,679

San Francisco

$8,348

$4,407

$6,480

TABLE 7.14 | Percentage of First-Time, Full-Time Freshmen Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2016-17

Any Grant Aid

CS U CA MPUS 1

% RECEIVING AID

Pell Grants

AVG AMT AWARDED

% R EC EI VI NG AI D

Federal Loans

AVG AM T AWAR DED

% R EC EI VI NG AI D

AVG A M T AWA RD E D

Bakersfield

$9,913

$4,917

$5,068

San Bernardino

$9,287

$4,841

$4,519

STA NI S LAUS

$8,875

$4,751

$4,638

Fresno

$10,267

$5,004

$4,497

Monterey Bay

$9,397

$4,691

$3,963

East Bay

$9,402

$4,680

$4,953

San Francisco

$8,470

$4,660

$5,093

HIGHLIGHTS • Eighty-two percent of the full-time undergraduate student population and 88% of entering full-time freshmen at Stanislaus State receive grant or scholarship aid. These are high percentages among Stanislaus State’s CSU peer group.

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

Table 7.12B Source: Stanislaus State Financial Aid and Scholarship Office Table 7.12B Notes: Dollar amounts represent the total financial aid amounts awarded and disbursed for each aid year. These amounts will be lower than the awards offered as not all students accept all types of aid offered, such as loans.

Table 7.13 & Table 7.14 Source: IPEDS Data Center, Student Financial Aid (SFA) component Table 7.13 & Table 7.14 Notes: Fall 2016 undergraduates and total 2016-17 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 any grant aid in descending order

BOOK OF TRENDS • 2018-2019 155

TABLE 7.15 | Regional 12th Grade Graduates and A-G Completers in Stanislaus State’s Six-County Service Region by County, 5-Year Trend

2013-14

2014-15

2015-16

2016-17

% CHANGE

2017-181

1 Year

CO U NT Y

5 Year

CAL AV ER AS Total 12th Grade Graduates

498

546

510

493

434

-12.0

-12.9

A-G Completers

151

128

127

155

22.0

2.6

A-G Completion Rate (%)

30.3

23.4

14.5

25.8

35.7

38.6

17.8

160

137

157

138

-29.0

-38.8

MAR IPO SA Total 12th Grade Graduates

-17.6

-49.1

34.4

30.7

33.8

24.6

28.6

16.0

-16.9

Total 12th Grade Graduates

3,694

3,855

3,853

3,937

4,047

2.8

9.6

A-G Completers

1,104

1,240

1,286

1,341

1,385

3.3

25.5

29.9

32.2

33.4

34.1

34.2

0.5

14.5

Total 12th Grade Graduates

8,926

9,172

9,650

9,644

10,301

6.8

15.4

A-G Completers

2,407

2,803

3,067

3,226

3,181

-1.4

32.2

27.0

30.6

31.8

33.5

30.9

-7.7

14.5

Total 12th Grade Graduates

7,225

7,472

7,310

7,571

7,451

-1.6

3.1

A-G Completers

2,269

2,407

2,523

2,641

2,810

6.4

23.8

31.4

32.2

34.5

34.9

37.7

8.1

20.1

495

535

465

455

515

13.2

4.0

134

140

136

124

-8.8

33.3

18.8

25.0

30.1

29.9

24.1

-19.4

28.2

20,998

21,717

21,945

22,238

22,846

2.7

8.8

6,079

6,754

7,143

7,505

7,683

2.4

26.4

29.0

31.1

32.5

33.7

33.6

-0.4

16.2

Total 12th Grade Graduates

421,636

426,950

429,323

429,560

439,211

2.2

4.2

A-G Completers

176,688

185,179

194,698

200,911

213,709

6.4

21.0

41.9

43.4

45.4

46.8

48.7

4.0

16.1

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

ME R CED

A-G Completion Rate (%)

SAN JOAQ UI N

A-G Completion Rate (%)

STAN IS LAUS

A-G Completion Rate (%)

TU O LUMNE Total 12th Grade Graduates A-G Completers A-G Completion Rate (%)

S IX-COUNT Y TOTA L Total 12th Grade Graduates A-G Completers A-G Completion Rate (%)

STATE O F CA LI FO R NIA

A-G Completion Rate (%)

Table 7.15 Sources: State of California, Department of Education, Number of Grads and Grads Meeting UC/CSU Entrance Requirements by County and Race/Ethnicity, Retrieved from http://dq.cde. ca.gov/dataquest; State of California, Department of Education, College-Going Rate for California High School Students by Postsecondary Institution Type, Retrieved from http://dq.cde.ca.gov/ dataquest. Table 7.15 Notes: Grads with UC/CSU Required Courses (A-G Completers) are “The number of twelfth-grade graduates, for the school year indicated, completing all the courses required for University of California (UC) and/or California State University (CSU) entrance with a grade of “C” or better. This represents only a portion of the entrance requirements for UC or CSU.” Twelfth grade graduates includes students from California public, charter, and alternative high schools. 1. The 2017-18 graduate count is based on the Department of Education’s College-Going Rate report and prior year graduate counts are based on the DOE’s One-Year Graduation Data reports (201718 report not available at time of publication). There may be slight differences in the number of graduates in the two reports due to minor differences in reporting criteria.

156 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7 TABLE 7.16 | A-G Completion Rate for 12th Grade Graduates in Stanislaus State’s Six-County Service Region by County, 5-Year Trend 2013-14

2014-15

2015-16

2016-17

% POINT CHANGE

2017-18

1 Year

CO UNTY 1

5 Year

Stanislaus

31.4

32.2

34.5

34.9

37.7

2.8

6.3

Calaveras

30.3

23.4

14.5

25.8

35.7

10.0

5.4

Merced

29.9

32.2

33.4

34.1

34.2

0.2

4.3

San Joaquin

27.0

30.6

31.8

33.5

30.9

-2.6

3.9

Mariposa

34.4

30.7

33.8

24.6

28.6

3.9

-5.8

Tuolumne

18.8

25.0

30.1

29.9

24.1

-5.8

5.3

Six-County Total

29.0

31.1

32.5

34.2

33.6

-0.6

4.7

CA LI FO R NI A

41.9

43.4

45.4

46.8

48.7

1.9

6.8

TABLE 7.17 | Percentage of 12th Grade Graduates in Stanislaus State’s Six-County Region who Enrolled at Stanislaus State by County, 5-Year Trend HS G RAD Y EA R - - >

2013-14

2014-15

2015-16

2016-17

2017-18

FALL COHORT- - >

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% POINT CHANGE 1 Year

5 Year

COUNTY 2 Stanislaus

26.2

26.8

25.7

26.1

28.1

2.0

1.9

Merced

16.5

15.4

18.0

17.7

17.9

0.2

1.4

San Joaquin

5.4

5.0

6.1

5.3

5.8

0.5

0.4

Tuolumne

1.1

0.7

2.1

1.5

3.2

1.8

2.2

Calaveras

2.0

3.1

4.1

3.1

2.6

-0.6

0.6

Mariposa

1.8

2.4

3.8

0.0

-1.8

15.0

14.6

15.0

14.7

16.0

1.3

1.0

Six-County Total

Table 7.16 Sources: State of California, Department of Education, Number of Grads and Grads Meeting UC/CSU Entrance Requirements by County and Race/Ethnicity, Retrieved from http://dq.cde. ca.gov/dataquest; State of California, Department of Education, College-Going Rate for California High School Students by Postsecondary Institution Type, Retrieved from http://dq.cde.ca.gov/ dataquest. Table 7.16 Notes: Grads with UC/CSU Required Courses (A-G Completers) are “The number of twelfth-grade graduates, for the school year indicated, completing all the courses required for University of California (UC) and/or California State University (CSU) entrance with a grade of “C” or better. This represents only a portion of the entrance requirements for UC or CSU.” Twelfth grade graduates includes students from California public, charter, and alternative high schools. 1. Sorted by the 2017-18 rate in descending order. The 2017-18 graduate count is based on the Department of Education’s College-Going Rate report and prior year graduate counts are based on the DOE’s One-Year Graduation Data reports (2017-18 report not available at time of publication). There may be slight differences in the number of graduates in the two reports due to minor differences in reporting criteria. Table 7.17 Sources: State of California, Department of Education, Number of Grads and Grads Meeting UC/CSU Entrance Requirements by County and Race/Ethnicity, Retrieved from http://dq.cde. ca.gov/dataquest; CSU Enrollment Reporting System-Student (ERSS) data files 2. Sorted by the 2017-18 percentage in descending order

BOOK OF TRENDS • 2018-2019 157

TABLE 7.18 | Entering Fall First-Time Freshmen by Top 10 Feeder High Schools, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

H IGH S CHO O L 1

% C HA NGE

5-Year Average

1 Year

5 Year

John H. Pitman High, Turlock

-5.0

4.1

Turlock High, Turlock

38.3

Central Valley High, Ceres

32.2

34.5

James C. Enochs High, Modesto

-24.6

6.1

Modesto High, Modesto

0.0

18.6

Ceres High, Ceres

30.2

69.7

Joseph A. Gregori High, Modesto

-29.2

3.0

Patterson High, Patterson

96.9

200.0

Peter Johansen High, Modesto

-13.9

-11.4

Livingston High, Livingston

21.1

35.3

Top 10 Total

439

465

486

516

570

495

10.5

29.8

Total First-Time Freshmen (FTF)

1,232

1,270

1,389

1,421

1,570

1,376

10.5

27.4

35.6

36.6

35.0

36.3

36.0

0.0

1.9

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

HIGHLIGHTS • Over the past five years, an average of 76 Pitman High students enrolled at the Stanislaus campus. While Pitman has been the University's top feeder high school, a larger number of new freshmen entered from Turlock High and Central Valley High in fall 2018. • There has been moderate to significant percent increases from the top feeder high schools over the last five years, yet some enrollment decreases occurred in the most recent one year period among the top high school feeders, including Pitman, Enochs, Gregori, and Johansen.

• Despite some minor enrollment decreases, the percentage of new freshmen from the top 10 feeder high schools has remained steady at about 36% on average. • Additional details about first-time freshmen can be found at http://www.csustan.edu/institutional-research/ institutional-data/campus-profiles, as well as the CSU's Enrollment Dashboard, Student Origin page located at http://asd.calstate.edu/dashboard/enrollment-live.html.

• On the other hand, there has been increased enrollment in the past year from half of the top feeder high schools, including Patterson, Turlock, Central Valley, Ceres, and Livingston.

Table 7.18 Source: CSU Enrollment Reporting System-Student (ERSS) data files 1. Sorted by 5-Year Average in descending order Table 7.19 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 7.19 Notes: Totals from outside the service region may slightly differ from the previous publication due to adjusted county codes, including recoding home schooled students into the county associated with their permanent residence. 1. Sorted by 5-Year Average in descending order

158 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7 TABLE 7.19 | Entering Fall First-Time Freshmen by High School Location, 5-Year Trend

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

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% CHANGE

5-Year Average

1 Year

5 Year

Stanislaus

596

646

648

692

791

675

14.3

32.7

Merced

182

191

231

237

248

218

4.6

36.3

San Joaquin

129

140

186

170

184

162

8.2

42.6

Calaveras

0.0

33.3

Tuolumne

100.0

300.0

Mariposa

912

983

1,073

1,105

1,231

1,061

11.4

35.0

303

273

303

297

322

300

8.4

6.3

27.3

100.0

-62.5

-70.0

1,232

1,270

1,389

1,421

1,570

1,376

10.5

27.4

74.0

77.4

77.2

77.8

78.4

77.1

0.8

5.9

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

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

HIGHLIGHTS • Over the past five years, an average of 675 first-time freshmen from Stanislaus County enrolled at Stanislaus State, over three times the number from Merced County, the next largest county source.

• An average of 77% of first-time freshmen are from the University’s six-county region, a clear indication that the University is serving its designated region.

• The percentage of first-time freshmen from the sixcounty service region has increased by four percentage points from fall 2014 to fall 2018.

TABLE 7.20 |

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

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

2014-15

2015-16

2016-17

% POINT CHANGE

2017-18

1 Year

4 Year

Calaveras

52.7

57.3

50.6

61.5

10.9

8.8

San Joaquin

62.4

65.9

62.7

60.7

-2.0

-1.7

Tuolumne

56.6

55.1

52.6

60.6

8.0

4.0

Merced

63.2

65.0

62.8

60.5

-2.3

-2.7

Stanislaus

58.6

60.0

58.9

59.3

0.4

0.7

Mariposa

57.4

58.6

50.7

54.1

3.4

-3.3

Six-County Total

60.8

91.6

60.9

60.2

-0.7

-0.6

CA LI FO R NI A

64.5

66.9

65.2

64.4

-0.8

-0.1

Table 7.20 Source: California Department of Education, DataQuest, College-Going Rate for California High School Students by Postsecondary Institution Type. Retrieved from https://dq.cde.ca.gov/ dataquest/dataquest.asp on July 29, 2019. Table 7.20 Notes: The rate of high school completers who enrolled in a postsecondary institution of higher education (e.g., college or university) within 12 months of completing high school. For more information about the College-Going Rate, visit https://www.cde.ca.gov/ds/sd/sd/cgrinfo.asp. Total includes California public, charter, and alternative high schools. 1. Sorted by 2017-18 rate in descending order

BOOK OF TRENDS • 2018-2019 159

TABLE 7.21 |

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

HIGH SCHOOL COMPLETERS ENROLLED IN COLLEGE

COLLEGEGOING RATE

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

UNIVERSITY OF CALIFORNIA

CALIFORNIA STATE UNIVERSITY

CALIFORNIA COMMUNITY COLLEGE

PRIVATE 2-YEAR AND 4-YEAR COLLEGE

4-YEAR COLLEGE (PUBLIC/ PRIVATE)

2-YEAR COLLEGE (PUBLIC/ PRIVATE)

COUNTY 1 Calaveras

434

267

61.5

6.0

13.1

66.3

4.1

9.0

1.5

Tuolumne

515

312

60.6

3.8

8.0

78.2

3.2

5.4

1.3

Merced

4,047

2,443

60.4

9.1

18.8

67.2

1.2

2.9

0.7

Stanislaus

7,451

4,421

59.3

7.4

26.4

58.1

2.3

5.1

0.7

54.1

13.2

11.3

58.5

5.7

7.5

3.8

Six-County Total

22,846

13,749

60.2

7.5

19.6

63.4

4.1

4.6

0.9

Six-County Charter School Subset

2,648

1,263

230

7.3

13.8

63.6

7.7

6.8

0.9

439,211

282,740

64.4

11.0

18.7

55.1

4.9

9.5

0.7

Mariposa

CALIFO RN IA

HIGHLIGHTS • The college-going rate for Stan State’s service region is currently 60.2. This is 4.2 percentage points lower than the state-wide rate. • The county in the University’s service region with the second highest college-going rate is San Joaquin which also had the largest number of high school completers, while the county with the lowest college-going rate in the region is Mariposa which also had the smallest number of high school completers.

1. Sorted by College-going rate in descending order

160 STANISLAUS STATE • CSUSTAN.EDU

• The majority of high school completers in the six-county region who enrolled in postsecondary education enrolled at a California community college (63.4%) and the next largest percentage enrolled at a CSU campus (19.6%). • The county with the largest proportion of high school completers enrolling in the CSU was Stanislaus (26.4%), followed by Merced (18.8%).

E NRO LLME NT MANAG E ME NT • SECTION 7 TABLE 7.22 |

College-Going Rate by County and Postsecondary Institution Type for High School Graduates in Stanislaus State’s Service Region by County and School District, 2017-18 E N R O L L E D I N -STAT E

HIGH HIGH

CO U N T Y/ D I ST RI C T 1

SCHOOL

COLLEGE-

SCHOOL

COMPLETERS

GOING

COMPLETERS

ENROLLED IN

RATE

COLLEGE

CAL AVERAS Bret Harte Union

UNIVERSITY OF CALIFORNIA

CALIFORNIA STATE UNIVERSITY

157

107

68.2

6.5

44.6

4.0

221

135

61.1

5.9

434

267

61.5

6.0

54.1

13.2

54.1

183

103

56.3

179

Gustine Unified

160

Hilmar Unified

154

Le Grand Union High Los Banos Unified

PRIVATE 2-YEAR AND 4-YEAR COLLEGE

% 7

6.5

4-YEAR COLLEGE (PUBLIC/PRIVATE)

63.6

92.0

17.0

63.7

3.0

13.1

177

66.3

4.1

11.3

58.5

5.7

13.2

11.3

58.5

5.7

14.6

28.2

57.3

54.7

5.1

16.3

69.4

54.4

11.5

31.0

52.9

58.4

2.2

37.8

53.3

109

75.2

4.9

23.2

72.0

777

445

57.3

7.2

14.2

328

231

22.9

2,254

1,485

65.9

155

10.4

272

4,047

2,443

60.4

223

9.1

460

199

132

66.3

6.8

266

192

72.2

Lincoln Unified

682

492

72.1

Linden Unified

157

61.1

Lodi Unified

2,012

1,328

Manteca Unified

1,796

1,044

587

Calaveras County

11.2

CALIFORNIA COMMUNITY COLLEGE

High

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

2-YEAR COLLEGE (PUBLIC/PRIVATE)

12.1 1

4.0

8.1

2.2

9.0

1.5

7.5

3.8

7.5

3.8

3.1

6.1

1.1

3.4

2.2

4.4

73.7

1.1

2.5

1.3

98.1

1.9

18.3

982

66.1

1.2

3.1

0.8

18.8

1,642

67.2

1.2

2.9

0.7

25.0

58.3

3.0

6.1

0.8

9.9

18.2

116

60.4

4.7

5.2

1.6

5.5

13.4

332

67.5

6.9

5.3

1.4

8.3

14.6

58.3

10.4

7.3

1.0

66.0

107

8.1

229

17.2

843

63.5

6.0

4.4

0.8

58.1

6.5

188

18.0

660

63.2

7.3

3.9

1.1

214

36.5

1.4

5.6

164

76.6

8.9

6.1

1.4

337

209

62.0

3.8

16.3

125

59.8

4.3

13.9

1.9

650

241

37.7

2.5

7.1

174

72.2

12.0

5.0

1.2

Stockton Unified

2,128

1,306

61.4

7.1

190

14.5

880

67.4

105

8.0

2.1

0.8

Tracy Joint Unified

1,487

999

67.2

9.2

180

18.0

622

62.3

3.8

5.9

0.8

10,301

6,253

60.7

440

7.0

998

16.0

4,049

64.8

413

6.6

292

4.7

1.0

Office of Education Calaveras Unified Calaveras Total

MARI POSA Mariposa County Unified Mariposa Total

ME R C ED Delhi Unified Dos Palos Oro Loma Joint Unified

Merced County Office of Education Merced Union High Merced Total

SAN J OAQ U I N Escalon Unified Lammersville Joint Unified

New Jerusalem Elementary Ripon Unified San Joaquin County Office of Education

San Joaquin Total

BOOK OF TRENDS • 2018-2019 161

continued from previous page E N R O L L E D I N -STAT E

HIGH HI GH

CO U NT Y/D I ST RI C T

SCHOOL

COLLEGE-

SCHOOL

COMPLETERS

GOING

COMPLETERS

ENROLLED IN

RATE

COLLEGE

UNIVERSITY OF CALIF ORNIA

STA NI S L AU S

CALIFORNIA STATE UNIVERSITY

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

CALIFORNIA COMMUNITY COLLEGE

PRIVATE 2-YEAR AND 4-YEAR COLLEGE

914

534

58.4

8.4

170

31.8

300

56.2

2.6

Denair Unified

140

38.6

7.4

11.1

77.8

3.7

61.1

9.1

63.6

18.2

146

61.6

5.6

26.7

55.6

Hughson Unified Keyes Union Modesto City High Newman-Crows Landing Unified Oakdale Joint Unified Patterson Joint Unified Riverbank Unified Stanislaus County Office of Education Turlock Unified Waterford Unified Stanislaus Total

0.7

Ceres Unified

Hart-Ransom Union Elementary

4-YEAR COLLEGE (PUBLIC/PRIVATE)

2-YEAR COLLEGE (PUBLIC/PRIVATE)

% 1

0.2

1.1

4.4

6.7

20.0

2.6

121

5.8

0.8

1.7

50.0

10.0

70.0

3,228

2,090

64.7

154

7.4

504

24.1

1,239

59.3

202

117

57.9

13.7

33.3

49.6

383

230

60.1

6.5

23.9

135

58.7

3.5

6.5

0.9

445

252

56.6

8.3

31.7

135

53.6

0.8

4.4

1.2

205

107

52.2

10.3

29.9

53.3

1.9

4.7

317

24.3

1.3

88.3

1.3

6.5

1.3

1,126

710

63.1

6.8

229

32.3

380

53.5

3.1

3.8

0.6

307

139

45.3

5.0

18.0

64.7

2.2

8.6

1.4

7,451

4,421

59.3

328

7.4

1,167

26.4

2,568

58.1

101

2.3

224

5.1

0.7

66.7

8.3

91.7

250

146

58.4

4.1

7.5

114

78.1

4.1

4.8

1.4

239

152

63.6

3.3

9.2

117

77.0

2.6

6.6

1.3

100.0

T UO LU MN E Big Oak FlatGroveland Unified Sonora Union High Summerville Union High Tuolumne County Superintendent of Schools Tuolumne Total

515

312

60.6

3.8

8.0

244

78.2

3.2

5.4

1.3

S I X-CO U N TY TOTAL

22,846

13,749

60.2

1,026

7.5

2,691

19.6

8,711

63.4

568

4.1

631

4.6

122

0.9

6-County Charter School Subtotal

2,648

1,263

230

7.3

174

13.8

803

63.6

7.7

6.8

0.9

% Charter School of

11.6

9.2

439,211

282,740

Six-County Total

CA L I F ORN I A

9.0 64.4

31,023

6.5 11.0

52,988

9.2 18.7

155,852

17.1 55.1

13,914

13.6 4.9

26,952

9.0 9.5

2,011

0.7

Table 7.22 Source: California Department of Education, DataQuest, College-Going Rate for California High School Students by Postsecondary Institution Type. Retrieved from https://dq.cde.ca.gov/ dataquest/dataquest.asp on July 29, 2019. Table 7.22 Notes: Provides both a count and a rate of high school completers who enrolled in a postsecondary institution of higher education (e.g., college or university) within 12 months of completing high school. For more information about the College-Going Rate, visit https://www.cde.ca.gov/ds/sd/sd/cgrinfo.asp. Total includes California public, charter, and alternative high schools. Charter school data are removed by default from all district-level DataQuest CGR reports. 1. Sorted in alphabetical order by county and by school district within each county.

162 STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7 TABLE 7.23 |

Fall Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

CO MMUNI TY CO L L E G E 1

% CHANGE 1 Year

5 Year

2,760

2,768

2,785

2,962

2,839

-4.2

2.9

Merced College

11,053

11,178

11,473

11,556

11,869

2.7

7.4

Modesto Junior College

17,456

17,593

17,721

17,979

18,111

0.7

3.8

San Joaquin Delta College

17,864

17,213

17,433

17,282

17,420

0.8

-2.5

TOTA L

17,456

17,593

17,721

17,979

18,111

0.7

3.8

Columbia College

TABLE 7.24 |

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

Spring 2015

Spring 2016

Spring 2017

Spring 2018

Spring 2019

2,719

2,793

2,758

2,831

2,800

-1.1

3.0

Merced College

10,907

10,835

10,884

11,651

11,626

-0.2

6.6

Modesto Junior College

17,355

17,271

16,931

16,957

17,472

3.0

0.7

San Joaquin Delta College

17,477

17,097

16,604

16,304

16,187

-0.7

-7.4

TOTA L

48,458

47,996

47,177

47,743

48,085

0.7

-0.8

CO MMUNI TY CO L L E G E 1 Columbia College

TABLE 7.25 |

1 Year

5 Year

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

CO MMUNI TY CO L L E G E 1

Annual 2014-15

Annual 2015-16

Annual 2016-17

Annual 2017-18

Annual 2018-19

% CHANGE 1 Year

5 Year

3,912

4,009

3,999

4,078

4,000

-1.9

2.2

Merced College

14,611

14,775

15,378

16,349

16,724

2.3

14.5

Modesto Junior College

24,304

24,149

24,423

24,557

25,233

2.8

3.8

San Joaquin Delta College

24,004

23,942

23,892

23,628

23,683

0.2

-1.3

TOTA L

66,831

66,875

67,692

68,612

69,640

1.5

4.2

Columbia College

Table 7.23, Table 7.24 & Table 7.25 Source: California Community College Chancellor’s Office, Management Information Systems Data Mart, Annual/Term Student Count Report, Retrieved from http://datamart.cccco.edu/Students/Student_Term_Annual_Count.aspx Table 7.23, Table 7.24 & Table 7.25 Note: Total student enrollments included; not limited to “4-year college bound.” 1. Sorted in alphabetical order

BOOK OF TRENDS • 2018-2019 163

TABLE 7.26 | Entering Fall First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

CO MMUNI T Y CO LLEGE 1

% C HA NGE

5-Year Average

1 Year

5 Year

Modesto Junior College

349

373

385

391

311

362

-20.5

-10.9

Merced College

202

212

257

244

199

223

-18.4

-1.5

San Joaquin Delta College

128

101

159

140

156

137

11.4

21.9

-21.7

-45.5

-65.5

42.9

TO P 5 TOTA L

719

726

845

827

694

762

-16.1

-3.5

CCCT2 Total

858

846

987

938

839

894

-10.6

-2.2

% of Top 5 of Total CCCT

83.8

85.8

85.6

88.2

82.7

85.2

-6.2

-1.3

Total First-Time Transfers (FTT)

928

922

1,078

1,018

949

979

-6.8

2.3

% of CCCT of FTT Total

92.5

91.8

91.6

92.1

88.4

91.3

-4.1

-4.4

% O F TO P 5 O F TOTAL F TT

77.5

78.7

78.4

81.2

73.1

77.8

-10.0

-5.6

Columbia College Las Positas College

TABLE 7.27 | Entering Spring First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend % C HANGE

Spring 2015

Spring 2016

Spring 2017

Spring 2018

Spring 2019

5-Year Average

129

162

179

201

151

164

-24.9

17.1

Merced College

148

-41.2

27.9

San Joaquin Delta College

-1.2

-5.9

Columbia College

-60.0

-20.0

Las Positas College

-16.7

25.0

TO P 5 TOTA L

291

333

374

446

327

354

-26.7

12.4

CCCT2 Total

335

381

418

519

399

410

-23.1

19.1

% of Top 5 of Total CCCT

86.9

87.4

89.5

85.9

82.0

86.3

-4.6

-5.7

Total First-Time Transfers (FTT)

370

427

462

581

458

460

-21.2

23.8

% OF CCCT Total of FTT Total

90.5

89.2

90.5

89.3

87.1

89.3

-2.5

-3.8

% O F TO P 5 O F TOTAL F TT

78.6

78.0

81.0

76.8

71.4

77.1

-7.0

-9.2

CO MMUNI T Y CO LLEGE 1 Modesto Junior College

Table 7.26, Table 7.27 & Table 7.28 Source: CSU Enrollment Reporting System-Student (ERSS) data files 1. Sorted by 5-Year Average in descending order 2. California Community College Transfer

164 STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

1 Year

5 Year

E NRO LLME NT MANAG E ME NT • SECTION 7 TABLE 7.28 | Annual Entering First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

2018-19

CO MMUNI TY CO L L E G E 1

5-Year Average

% CHANGE 1 Year

5 Year

Modesto Junior College

478

535

564

592

462

526

-22.0

-3.3

Merced College

270

305

353

392

286

321

-27.0

5.9

San Joaquin Delta College

213

162

250

221

236

216

6.8

10.8

Columbia College

-33.3

-42.1

Las Positas College

-57.1

36.4

TO P 5 TOTA L

1,010

1,059

1,219

1,273

1,021

1,116

-19.8

1.1

CCCT2 Total

1,193

1,227

1,405

1,457

1,238

1,304

-15.0

3.8

84.7

86.3

86.8

87.4

82.5

85.5

-5.6

-2.6

1,298

1,349

1,540

1,598

1,407

1,438

-12.0

8.4

% OF CCCT Total of FTT Total

91.9

91.0

91.2

88.0

90.7

-3.5

-4.3

% O F TO P 5 O F TOTA L F TT

77.8

78.5

79.2

79.7

72.6

77.5

-8.9

-6.7

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

FIG. 7.28 |

First-Time Transfer Students by the Top Feeder Institutions, 5-Year Trend

HIGHLIGHTS • Over the past five years, 9 out of 10 first-time transfers on average were from a California community college. The percentage from a CA community college slightly decreased in the last year, from 91% to 88%.

600

400

HEADCOUNT

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

200

2014-15

2015-16

2016-17

2017-18

2018-19

ACADEMIC YEAR

KEY:

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

MJC MERCED COLLEGE DELTA COLLEGE COLUMBIA COLLEGE LAS POSITAS COLLEGE

BOOK OF TRENDS • 2018-2019 165

TABLE 7.29 | Community College Transfer Pathway to Stanislaus State, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE 1 Year

5 Year

ADT Transfer on guaranteed pathway

113

129

141

9.3

605.0

ADT Transfer not on guaranteed pathway

167

258

327

346

219

-36.7

31.1

ADT TOTA L

187

297

440

475

360

-24.2

92.5

Transfer with AA or AS

283

191

199

186

251

34.9

-11.3

Transfer with no degree

388

358

348

277

228

-17.7

-41.2

TOTAL

858

846

987

938

839

-10.6

-2.2

TABLE 7.30 | Modesto Junior College Transfer Pathway to Stanislaus State, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE 1 Year

5 Year

ADT Transfer on guaranteed pathway

10.0

4300.0

ADT Transfer not on guaranteed pathway

117

136

151

-39.7

56.9

ADT TOTA L

125

169

191

135

-29.3

128.8

Transfer with AA or AS

112

21.3

-18.8

Transfer with no degree

178

158

147

125

-32.0

-52.2

TOTAL

349

373

385

391

311

-20.5

-10.9

TABLE 7.31 | Merced College Transfer Pathway to Stanislaus State, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE 1 Year

5 Year

ADT Transfer on guaranteed pathway

-22.4

1.4

ADT Transfer not on guaranteed pathway

-32.3

0.3

ADT TOTA L

133

145

103

-29.0

0.6

Transfer with AA or AS

7.4

-0.3

Transfer with no degree

-6.9

-0.3

202

212

257

244

199

-18.4

0.0

TOTAL

166 STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7 TABLE 7.32 | San Joaquin Delta College Transfer Pathway to Stanislaus State, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HANGE 1 Year

5 Year

ADT Transfer on guaranteed pathway

25.0

1900.0

ADT Transfer not on guaranteed pathway

2.9

50.0

A DT TOTA L

9.8

124.0

Transfer with AA or AS

31.5

22.4

Transfer with no degree

-17.1

-35.6

128

101

159

140

156

11.4

21.9

TOTA L

TABLE 7.33 | Partner Community College Transfer Pathway to Stanislaus State, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HANGE 1 Year

5 Year

ADT Transfer on guaranteed pathway

105

102

-2.9

466.7

ADT Transfer not on guaranteed pathway

132

209

259

282

192

-31.9

45.5

A DT TOTA L

150

243

356

387

294

-24.0

96.0

Transfer with AA or AS

213

157

151

156

191

22.4

-10.3

Transfer with no degree

316

286

294

232

181

-22.0

-42.7

TOTA L 1

679

686

801

775

666

-14.1

-1.9

FIG. 7.33 |

Partner Community College Transfers to Stanislaus State, Fall 2018

27%

Transfer with no degree

15%

ADT Transfer on guaranteed pathway

29%

ADT Transfer not on guaranteed pathway

29%

Transfer with AA or AS

Table 7.29, Table 7.30, Table 7.3, Table 7.32 & Table 7.33 Source: CSU Office of the Chancellor, Institutional Research and Analyses, Enrollment: Student Origin Dashboard, Retrieved from http://asd. calstate.edu/dashboard/enrollment-live.html 1. Total includes Modesto Junior College, Merced College, and San Joaquin Delta College.

BOOK OF TRENDS • 2018-2019 167

Stanislaus State’s Warriors on the Way (WOW) Program Created to inspire and energize students who see themselves as future Warriors. BACKGROUND Evidence of a strong intersegmental cause for regional collaboration to increase college-going rates and graduation rates is seen championed with the California State University systemwide’s push to raise 4-year degree attainment and transfer graduation rates (see Table 7.34) through Graduation Rate Initiatives. Similarly, the California Community College systemwide are pursuing goals that prepare transfer students to succeed in 4-year degree programs through initiatives like Guided Pathways, College Promise/Dual Enrollment, 15-to-Finish and the new CCC Funding Formula. These policy initiatives coupled with the region’s higher education leaders and proponents will to address the region’s low educational attainment (see Table 7.35) were the catalyst for meaningful change.

colleges to Stan State – came to fruition with collaborative support from the campus community, regional community college partners, and regional and state partnerships, including the College Futures Foundation. The College Futures Foundation awarded the University a total of $864,000 in grant funding, including a sixmonth planning grant award in the amount of $186,000 during 2018-19, and a two-year implementation grant award in the amount of $678,000 effective 2019-20. A portion of the grant is funded by the James Irvine Foundation in partnership with the College Futures Foundation to increase postsecondary success for California’s low-income students. Stanislaus State has committed an additional $292,188 for the two-year WOW implementation phase.

Stanislaus State’s vision for a reimagined Warriors on the Way (WOW)1 program – one that would create a seamless ecosystem for students who traverse the boundaries of local community

TABLE 7.34 | Stanislaus State Graduation Initiative Goals for Transfer Students Current rate (As of Spring 2019)

GI 202 5 MET R I C

Percentage Points Difference to Reach 2025 Goal

Goal by 2025

Transfer 2-Year Graduation Rate

38.7% - 2016 cohort

45% - 2023 cohort

6.3

Transfer 4-Year Graduation Rate

77.8% - 2014 cohort

78% - 2021 cohort

0.2

TABLE 7.35 | Stanislaus State Service Region Educational Attainment by County, 2013-2017

Population 25+ years

Bachelor’s degree

CO U NT Y

Graduate or Professional degree

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

Stanislaus

336,086

38,138

18,064

56,202

16.7

San Joaquin

450,857

55,477

26,026

81,503

18.1

Merced

156,562

14,006

7,535

21,541

13.8

Calaveras

34,250

4,306

2,298

6,604

19.3

Mariposa

13,656

2,017

1,318

3,335

24.4

Tuolumne

40,935

5,362

3,058

8,420

20.6

1,032,346

119,306

58,299

177,605

17.2

Six-county Total California

32.6

United States

30.9

Additionally, the percent of persons in poverty in the larger counties in the University’s service area are higher than the statewide percent: 23.0% Merced County, 15.5% San Joaquin County, 14.0% Stanislaus County, and 13.3% California2.

Table 7.34 Source: CSU Student Success Dashboard: Are We on Track to Reach our Goals, Retrieved from https://csusuccess.dashboards.calstate.edu/public/gi-goal-trajectories Table 7.35 Source: U.S. Census Bureau, 2013-2017 American Community Survey 5-Year Estimates, Retrieved from https://www.census.gov/acs/www/data/data-tables-and-tools/data-profiles/2017/. 1. The new WOW program expands the scope of students served and faculty and staff involvement at all four institutions, from prospective STEM transfers in the WOW 2 STEM program to all prospective transfers, with an emphasis on the top transfer majors. 2. U.S. Census Bureau, Quick Facts, Retrieved from https://www.census.gov/quickfacts/fact/table/US/PST0452173 on March 19, 2019.

168 STANISLAUS STATE • CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7

WARRIORS ON THE WAY (WOW) GRANT PURPOSE, OUTCOMES AND MILESTONES

WARRIORS ON THE WAY (WOW) MOUS

The Warriors on the Way (WOW) program will provide a clear

a new MOU between the Stockton Campus and San Joaquin

pathway for prospective Stan State transfers in collaboration with

Delta College that will offer new Delta College transfer students

our regional community college partners – San Joaquin Delta

guaranteed admission in the 2+2 Warriors on the Way (WOW)

College, Modesto Junior College (MJC), and Merced College – by

program. The WOW Program will provide participants with on-site

promoting the Associate Degree for Transfer (ADT) program to

Stan State academic counseling, participation in campus events,

increase the number of ADT transfers to Stan State and increase

incentives to earn an Associate Degree for Transfer (ADT) while

Stan State’s transfer retention and graduation rates. This will

maintaining a strong GPA, to earn a bachelor’s degree entirely at

require a combination of activities and institutional and community

the Stockton Campus in two years in one of the three most popular

involvement geared at meeting our institutional, regional and

Stockton bachelor’s degree programs – Business Administration,

systemwide policy goals and objectives, as well as improving the

Liberal Studies and Psychology – with a guaranteed sequence of

region’s educational attainment. The grant outcomes and milestones

upper division courses for transfers and scholarship and internship

for the two-year grant period are as follows:

opportunities. Due to student interest and demand, the number

Outcome 1: Develop and implement expanded Warriors on the Way (WOW) program through which CSU Stanislaus, Modesto Junior College, San Joaquin Delta College, and Merced College will partner to increase the number of ADT transfer students and increase transfer retention and graduation rates. Outcome 2: Increase in number of students registering for the WOW program upon entering the community college or within the first semester.

San Joaquin Delta College. In June 2018, the campus signed

of WOW-ADT degree programs will expand from three to six effective 2019-20. This progress has garnered positive support and feedback from current and prospective Stockton students, as well as accolades from the Stockton community, the campus, and other elected officials. Modesto Junior College. As a result of collaborative work on the WOW planning grant, in March 2019 the campus signed a new MOU with MJC, its largest transfer feeder institution. The MOU with MJC promotes the ADT program through the WOW program and

Outcome 3: Strengthened collaboration among the four partnering

will provide additional support services for prospective transfers,

institutions by working to share experiences of their students and

including a Stan State academic advisor available up to 40 hours

their institutions to improve support for transfer students and

per week at MJC’s Transfer Center. The WOW program will be

streamline transfer pathways.

available to prospective transfers to Stanislaus from MJC, as well as

Milestone 1: By June 2020:

Merced College in any major.

a. Organize and host high school registration events at partner

Stan State and community college partners at all three feeder

college campuses. b. Recruit and hire key personnel (e.g., admissions counselors, WOW advisor).

institutions, Delta, MJC, and Merced College, will facilitate an efficient transition by providing additional outreach and support at the community colleges so Stan State can effectively connect, direct and engage future Warriors early on and through transfer.

c. Develop and implement the Warriors on the Way peer mentoring

Additional curricular and co-curricular programming, and WOW

program.

peer mentors, will further support WOW participants from

d. Host WOW informational sessions at partner community colleges. Milestone 2: By June 2021:

application to graduation. Student interest and participation is tracked by the lead WOW Admissions Counselor for future analysis of the program.

a. Develop and implement WOW student programming at Stanislaus State and partner community colleges. b. Update and implement communications plan and materials for Stanislaus State and partner community colleges. c. Organize and host up to two joint faculty events per semester, and up to four annual joint professional development opportunities for Stanislaus State and partner community college faculty.

BOOK OF TRENDS • 2018-2019 169

WARRIORS ON THE WAY (WOW) 2018-19 UPDATE 1. Recruitment/Student Outreach

2. Hiring and Staffing

241 prospective transfer students officially signed up for the WOW

During spring 2019, searches were conducted for the WOW Lead

Program as of mid-August 2019:

Admissions Counselor to be housed at Delta College, and WOW

PARTN ER CO LLEG E

Admissions Counselor to staff MJC and Merced College. As a

# OF PART I C I PAN TS

result, one full-time emergency temporary position was hired as the WOW Admissions Counselor to assist with establishing WOW

San Joaquin Delta College

programming at all partner campuses and maintain direct contact

Modesto Junior College

with prospective students and counselors from the community

Merced College

colleges to promote WOW and information regarding CSU admission requirements.

241

TOTAL

140 2019 high school applicants denied admission to Stanislaus State received a letter and email encouraging them to attend a partner community college and be part of WOW. 7 regional community college events were attended by Stan State admissions counselors to recruit students for the WOW program: 3 Blue Devil Preview Days at Merced College; 2 new student orientations at Delta College; 1 New Student Day at MJC; 1 EOPS presentation at Merced College

3. Community College Support and Building Relationships

CO MMUNI T Y CO LLEGE

WOW P R I M ARY C O L L AB ORATORS/ SU P P ORT ERS

Modesto Junior College

June Hunt, Program Specialist from the Transfer Center

Merced College

Dr. Ivan Pena, Acting Director of EOPS, CARE & NextUp Deidra Brinson, Student Support Coordinator of Career/Transfer Center Veronica Briceno, Acting Director of Student Engagement and Outreach

San Joaquin Delta College

Mayra Delaserda, Administrative Assistant of the Career Transfer Center Stan State alumni who work at partner colleges and have been very supportive of the WOW program. Faculty who work for Stan State and a partner college have also been very supportive.

All partner colleges

MJC Faculty

Delta Faculty

Merced Faculty

Erica Beam Michael Jackson David Chapman

Dr. Alina Sala Daniel Fernandez Dr. Solyn Laney

Arturo Garcia

170 STANISLAUS STATE â&#x20AC;˘ CSUSTAN.EDU

E NRO LLME NT MANAG E ME NT • SECTION 7

Four WOW Marketing and Communication meetings involving Stan

WARRIORS ON THE WAY (WOW) CONTACT INFORMATION

State and partner college representatives were held during spring

For more information on the WOW Transfer Partnerships

4. Meetings

2019. 5. Achievements and Milestones 1. An increasing number of prospective students have signed up for the WOW program. 2. The official Stan State WOW website was completed and launched: www.csustan.edu/wow. 3. Co-branded materials. 4. Ongoing collaboration and working relationships with community

with Community Colleges, including signed Memorandum of Understanding documents, please visit https://www.csustan.edu/ spemi/wow-transfer-partnerships-community-colleges For general inquiries about the WOW program, contact Noelia Gonzalez, Assistant Vice President for Enrollment Management at wowprogram@csustan.edu or visit www.csustan.edu/wow. For inquiries specific to the WOW program partnerships with regional community colleges, contact Lidia Sanchez Flores, WOW Lead Admissions Counselor at lsanchez1@csustan.edu.

college transfer centers. 5. EOPS and TRIO support programs at the partner colleges are supportive and interested in the WOW program. 6. Established contact with faculty at the partner colleges and offered in-class presentations of the WOW program. 6. Next Steps (6-months) • Hire and train admissions counselors • Continue recruiting prospective transfer students for the WOW program 7. Lessons Learned 1. Getting students to sign up at MJC has been a challenge. Students are reluctant to enroll in the program because they feel they will be limited when ready to transfer. A strategy for MJC students is to reach out to them when they have been enrolled at MJC for at least one semester. 2. Partner college staff and administrators need more information about the WOW program. 3. Most partner college staff are unavailable during the summer months, therefore unable to attend meetings and events in the summer. 4. Counselor meetings at Delta and MJC are often canceled, therefore Stan State admissions counselors have been unable to present to partner college staff/administrators.

BOOK OF TRENDS • 2018-2019 171

“The World is waiting for you out there, so show them what we Warriors are all about” M A RIA M A RQU EZ, 2 019 STA N STAT E GRA D UAT E

172

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SE CTIO N

DEGREES AWARDED AND RETENTION & GRADUATION RATES

Photo: Maria Marquez, communication studies graduate and ASI president speaking at the Stanislaus State 2019 Commencement ceremony. Marquez is one of two 2018-19 recipients of the J. Burton Vasché Award, presented to graduates who display the highest standards of leadership, service and scholarship throughout their college years.

BOOK OF TRENDS • 2018-2019

173

TABLE 8.1 | Degrees Awarded by Degree Level and Gender, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C HA NGE

2018-19

1 Year

5 Year

BACH E LO R’ S 1,046

1,208

1,303

1,431

1,555

8.7

48.7

545

621

703

746

744

-0.3

36.5

Bachelor’s Total

1,591

1,829

2,006

2,177

2,299

5.6

44.5

% Female

65.7

66.0

65.0

65.7

67.6

265

214

219

259

224

-13.5

-15.5

-17.4

-27.6

-14.5

-18.7

Female Male

MASTE R’ S Female Male Master’s Total

363

296

314

345

295

% Female

73.0

72.0

70.0

75.1

75.9

Female

-77.8

-60.0

Male

-40.0

-62.5

-64.3

-61.5

DO CTOR AT E

Doctorate Total

% Female

38.5

64.7

64.3

40.0

1,316

1,433

1,531

1,699

1,781

4.8

35.3

TOTAL Female Male

TOTAL % Female

FIG. 8.1A |

651

709

803

837

818

-2.3

25.7

1,967

2,142

2,334

2,536

2,599

2.5

32.1

66.9

65.6

67.0

68.5

Ratio of Undergraduate to Graduate Degrees Awarded, 5-Year Trend

FIG. 8.1B |

Total Degrees Awarded by Gender, 2018-19

31.5%

100

Male

RATIO

68.5%

Female

40 20 0

2014-15

KEY:

2015-16

2016-17 COLLEGE YEAR

2017-18

2018-19

UNDERGRADUATE (BACHELOR’S) GRADUATE (MASTER’S + DOCTORATE)

HIGHLIGHTS • Over the past five years, the number of degrees awarded increased by 32.1% overall, increasing 44.5% at the bachelor’s level and decreasing 18.7% at the master’s level. • On average, about 85% of total degrees awarded are bachelor’s degrees. The percentage of bachelor’s degrees of total degrees in 2018-19 (88.5%) reflects an increase of nearly three percentage points compared to the prior year.

• On average, about two-thirds of degree recipients are female. There is a higher proportion of degrees awarded to females at the master’s level, increasing to about threefourths in the last two years.

Table 8.1 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.1 Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

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STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 8 TABLE 8.2 | Degrees Awarded by Degree Level and Underrepresented Minority (URM) Status, 5-Year Trend 2014-15

2015-16

2016-17

2017-18

% C HANGE

2018-19

1 Year

5 Year

B ACHELO R’ S 671

URM

794

929

1,032

1,209

17.2

80.2

920

1,035

1,077

1,145

1,090

-4.8

18.5

Bachelor’s Total

1,591

1,829

2,006

2,177

2,299

5.6

44.5

% URM

42.2

43.4

46.3

47.4

52.6

Non-URM

MAST ER’ S URM

108

117

132

144

123

-14.6

13.9

Non-URM

255

179

182

201

172

-14.4

-32.5

-14.5

-18.7

Master’s Total

363

296

314

345

295

% URM

29.8

39.5

42.0

41.7

D O CTO R AT E URM Non-URM

50.0

-83.3

-81.8

-64.3

-61.5

70.9

Doctorate Total

% URM

15.4

52.9

21.4

14.3

60.0

781

920

1,064

1,178

1,335

13.3

TOTA L URM

1,186

1,222

1,270

1,358

1,264

-6.9

6.6

Total

1,967

2,142

2,334

2,536

2,599

2.5

32.1

% URM

39.7

43.0

45.6

46.5

51.4

Non-URM

HIGHLIGHTS • Over the past five years, degrees awarded to Underrepresented minorities increased by 70.9% overall, increasing by 80.2% at the bachelor’s level and 13.9% at the master’s level.

FIG. 8.2 |

Degrees Awarded by URM Status, 2018-19

FIG. 8.3 |

• In the most recent year, over half of degrees were awarded to Underrepresented minorities, 51.4% overall and 52.6% at the undergraduate level. This continued trend will contribute to the University’s efforts to close the URM equity gap.

Ratio of Bachelor’s Degrees Awarded to First Generation and Non-First Generation Students, 5-Year Trend

48.6%

51.4% URM

RATIO

100

KEY: % FIRST GENERATION 1 % NON-FIRST GENERATION/ UNKNOWN

Non-URM

2014-15

2015-16

2016-17

2017-18

2018-19

COLLEGE YEAR Table 8.2 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.2 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Traditionally Underrepresented Minority (URM) category includes students self-reported as American Indian or Alaskan Native, Black or African American, and Hispanic/Latino. Fig. 8.3 Sources: CSU Enrollment Reporting System-Application (ERSA) data files; CSU Enrollment Reporting System-Degrees (ERSD) data files Fig. 8.3 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. 1. First-Generation (1st Gen) includes students who reported their parent(s)/guardian(s) highest level of education on the CSU undergraduate admission application as less than a four-year college degree. The majority of self-support students do not submit a CSU undergraduate admission application therefore are categorized as Unknown. The percentages of first generation students may be slightly lower than previously reported due to revised methodology. It is important to note that there are a variety of ways to define first generation. This definition is consistent with the definition used by the National Survey of Student Engagement (NSSE) and the Federal TRIO program definition.

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175

TABLE 8.4 | Degrees Awarded by College and Degree Level, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C HA N GE

2018-19

1 Year

CAH SS Bachelor’s Master’s CAHSS Total

5 Year

559

573

632

741

766

3.4

37.0

12.9

-37.5

615

610

675

772

801

3.8

30.2

323

398

408

438

7.4

35.6

CBA Bachelor’s Master’s CBA Total

-8.7

-7.4

391

447

463

477

501

5.0

28.1

CO E K S W Bachelor’s

200

263

309

294

319

8.5

59.5

Master’s

197

168

184

196

154

-21.4

-21.8

Doctorate COEKSW Total

-64.3

-61.5

410

448

507

504

478

-5.2

16.6

509

595

657

734

776

5.7

52.5

CO S Bachelor’s Master’s COS Total

-12.2

2.4

551

637

689

783

819

4.6

48.6

1,591

1,829

2,006

2,177

2,299

5.6

44.5

363

296

314

345

295

-14.5

-18.7

TOTAL Bachelor’s Master’s Doctorate

TOTAL

-64.3

-61.5

1,967

2,142

2,334

2,536

2,599

2.5

32.1

HIGHLIGHTS

FIG. 8.4 |

Total Degrees Awarded by College, 2018-19

• The College of Science awarded the largest number of degrees in 2018-19, and the largest five-year total (3,479), followed closely by the College of the Arts, Humanities and Social Sciences with a five-year total of 3,473. • The College of Business Administration had the largest one-year percent increase in degrees awarded, followed closely by the College of Science. The College of Science had the largest five-year increase.

31.5%

30.8%

• While there were increases in degrees awarded at the college level over the past five years, there were some declines when disaggregated at the degree level, specifically for COEKSW graduate programs in the last year and the last five years as well as the COEKSW’s doctorate level in the last five years. It is important to note however that COEKSW serves credential students who are awarded credentials by the State of California (see the Credentials awarded table in this section).

19.3%

18.4%

KEY:

CAHSS

COS

CBA

COEKSW

Table 8.4 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.4 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Headcounts by college based on first major for undergraduate students with second/double majors.

176

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 8 TABLE 8.5A | Degrees Awarded by College, First Majors, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C H AN GE

2018-19

1 Year

CO LLEG E

5 Year

CAHSS

615

610

675

772

801

3.8

30.2

CBA

391

447

463

477

501

5.0

28.1

COEKSW

410

448

507

504

478

-5.2

16.6

COS

551

637

689

783

819

4.6

48.6

1,967

2,142

2,334

2,536

2,599

2.5

32.1

TOTA L

TABLE 8.5B | Degrees Awarded by College, Second Majors, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C H AN GE

2018-19

1 Year

CO LLEG E 27

CAHSS CBA

COEKSW

1 3

5 Year -15.4

-18.5

-100.0

0.0

COS

66.7

-9.1

TOTA L

0.0

-23.3

TABLE 8.5C | Degrees Awarded by College, First and Second Majors, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C H AN GE

2018-19

1 Year

CO LLEG E

5 Year

CAHSS

642

635

700

798

823

3.1

28.2

CBA

395

447

463

478

501

4.8

26.8

COEKSW

411

448

510

504

479

-5.0

16.5

COS

562

652

702

789

829

5.1

47.5

2,010

2,182

2,375

2,569

2,632

2.5

30.9

TOTA L

HIGHLIGHTS • On average, less than 2% of bachelor degree completers are awarded a second major. The percentage has been on a downward trend over the past five years, decreasing from 2.2% in 2014-15 to 1.3% in 2018-19.

• The large majority of second majors are in the College of the Arts, Humanities, and Social Sciences. As of 2018-19, two-thirds of second majors had a second major awarded in a CAHSS degree program.

Table 8.5A, Table 8.5B & Table 8.5C Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.5A Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Headcounts by college based on first major for undergraduate students with second/double majors.

Table 8.5B Note: Annual unduplicated headcount of second majors awarded, summer through spring. Table 8.5C Note: Annual headcount of first and second majors awarded, summer through spring.

BOOK OF TRENDS • 2018-2019

177

TABLE 8.6A | CAHSS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

BACH E LO R’ S

2014-15

2015-16

2016-17

2017-18

% C HA NGE

2018-19

1 Year

5 Year

Agriculture1

54.2

85.0

Anthropology

-59.1

-50.0

0.0

Applied Leadership

Art

-2.9

57.1

Communication Studies

-4.9

13.0

141

150

175

178

200

12.4

41.8

Economics

-50.0

-30.8

English

-19.0

-16.1

100.0

Criminal Justice

Ethnic Studies

2 1

French2 Gender Studies

0.0

50.0

Geography

10.0

120.0

History

9.8

104.5

Music

-38.5

-50.0

-54.5

150.0

Political Science

60.0

9.1

Social Sciences

0.0

87.9

Sociology

116

138

147

161

9.5

64.3

Spanish

100.0

29.4

-12.5

600.0

559

573

632

741

766

3.4

37.0

66.7

-37.5

English

45.5

33.3

History

25.0

-28.6

Interdisciplinary Studies - HS

-50.0

-85.7

-27.3

-63.6

12.9

-37.5

615

610

675

772

801

3.8

30.2

Philosophy

Theatre Arts Bachelor’s Total

MASTE R’ S Criminal Justice

Public Administration Master’s Total

TOTAL

Table 8.6A Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.6A Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. 1. The BA in Agricultural Studies degree program changed to a BS in Agriculture in 2016-17. 2. The BA in French was discontinued 2006-07.

178

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 8 TABLE 8.6B | CAHSS Second Majors by Degree Program, 5-Year Trend 2014-15

2015-16

2016-17

2017-18

% CHANGE

2018-19

1 Year

B ACHELO R’ S Art Communication Studies

Economics

English

1 1

0.0

-100.0

Criminal Justice

5 Year

Ethnic Studies

400.0

Gender Studies

-66.7

Geography

History Music

-100.0

Philosophy Political Science

-50.0

-100.0 2

0.0

100.0

Social Sciences

-66.7

-100.0

Sociology

-50.0

-88.9

Spanish

-40.0

100.0

Theatre Arts

TOTA L

2 25

100.0 -15.4

-18.5

HIGHLIGHTS • CAHSS offers the largest number of bachelor degree programs at Stan State, and had the second highest number of degree completers in 2018-19. • The undergraduate programs in CAHSS with the highest number of degrees awarded in the last year include Criminal Justice, Sociology, and Communication Studies. Degrees awarded in these three programs combined account for 57.3% of the College’s total bachelor’s degrees awarded.

• Master’s degrees awarded in CAHSS in 2018-19 increased by about 13% compared to the previous year. • The large majority of second majors awarded are CAHSS degrees, primarily Spanish, Sociology, and Political Science over the last five years.

Table 8.6B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.6B Note: Annual unduplicated headcount of second majors awarded, summer through spring.

BOOK OF TRENDS • 2018-2019

179

TABLE 8.7A | CBA Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C HA NGE

2018-19

1 Year

BACH E LO R’ S Business Administration CIS1

312

395

408

407

438

5 Year 7.6

40.4

-100.0

Special Major - BU

-100.0

323

398

408

438

7.4

35.6

Business Administration (Evening MBA)

36.4

11.1

Executive MBA

-19.2

-27.6

Online MBA

-42.9

0.0

-8.7

-7.4

391

447

463

477

501

5.0

28.1

Bachelor’s Total

MASTE R’ S

Master’s Total

TOTAL

TABLE 8.7B | CBA Second Majors by Degree Program, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C HA NGE

2018-19

1 Year

BACH E LO R’ S Business Administration

CIS1

TOTAL

-100.0

5 Year -100.0 -100.0

-100.0

HIGHLIGHTS • The College of Business Administration (CBA) currently offers one undergraduate degree program in Business Administration (BSBA). BSBA degrees awarded represent over 87% of CBA’s total degrees awarded in 2018-19.

• The largest number of bachelor’s degrees awarded University-wide in 2018-19 were BSBA degrees, accounting for 19% of the total bachelor’s degrees awarded.

• Total MBA degrees awarded represent nearly 13% of CBA’s total degrees awarded in 2018-19, including the Evening MBA with 47.6% of the MBA total, the Executive MBA program with 33.3% of the MBA total, and the Online MBA program with 19% of the MBA total.

Table 8.7A & Table 8.7B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.7A Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Table 8.7B Notes: Annual unduplicated headcount of second majors awarded, summer through spring. 1. The BS in Computer Information Systems (CIS) was discontinued and replaced with a CIS concentration in the BS in Business Administration (BSBA) degree program.

180

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 8 TABLE 8.8A | COEKSW Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C H ANGE

2018-19

1 Year

B ACHELO R’ S Kinesiology Liberal Studies Bachelor’s Total

5 Year

118

106

121

14.2

61.3

125

177

191

188

198

5.3

58.4

200

263

309

294

319

8.5

59.5

125

112

118

111

16.8

-11.2

101

-57.4

-40.3

197

168

184

196

154

-21.4

-21.8

-64.3

-61.5

-64.3

-61.5

410

448

507

504

478

-5.2

16.6

MAST ER’ S Education Social Work Master’s Total

D O CTO R AT E Educational Leadership Doctorate Total

TOTA L

TABLE 8.8B | COEKSW Second Majors by Degree Program, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C H ANGE

2018-19

1 Year

B ACHELO R’ S Kinesiology

TOTA L

5 Year

-100.0

0.0

-100.0

0.0

HIGHLIGHTS • The number of bachelor’s degrees awarded in both of COEKSW’s programs, Kinesiology and Liberal Studies, had significant increases in the last five years. These two programs combined accounted for about 14% of Stan State’s total bachelor’s degrees awarded in 2018-19.

• Over half (52.2%) of master’s degree awarded in 2018-19 were in COEKSW’s Education and Social Work programs.

Table 8.8A & Table 8.8B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.8A Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Table 8.8B Note: Annual unduplicated headcount of second majors awarded, summer through spring.

BOOK OF TRENDS • 2018-2019

181

TABLE 8.8C | Teaching Credentials Awarded, 5-Year Trend 2013-14

2014-15

2015-16

2016-17

% C HA NGE

2017-18

1 Year

TYP E Single Subject % of CSU Single Subject Total Multiple Subject % of CSU Multiple Subject Total Special Education % of CSU Special Education Total

TOTAL % of CSU Total

3.6

3.8

3.4

3.0

104

116

154

153

4.1

4.2

4.7

5.9

5.6

0.7

3.9

2.5

1.8

2.7

181

220

222

247

248

3.3

4.0

4.3

4.2

5 Year -9.2

-10.4

-0.6

57.7

52.9

271.4

0.4

37.0

HIGHLIGHTS • The number of Special Education credentials awarded has significantly increased in the last five years (271.4%), whereas Single Subject credentials decreased by 10.4% over the same time period.

• Over the past five years there has been steady growth in the percentage of credentials awarded from Stan State within the CSU’s from 3.3% to 4.2%.

Table 8.8C Source: CSU Office of the Chancellor, Credentials Granted to CSU Students, Retrieved from http://asd.calstate.edu/cctc/reports.shtml as reported by the California Commission on Teacher Credentialing. Table 8.8C Notes: The number of Multiple Subject, Single Subject and Special Education teaching credentials issued with effective dates between July 1 and June 30 in a college year (includes summer, fall and spring semesters), upon the recommendation of a California institution of higher education with a Commission-accredited program. The numbers include individuals who received their initial California credential (first time) and those who previously held a different type of document such as an emergency permit (new type). This report includes individuals who received preliminary and professional clear credentials.

182

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 8 TABLE 8.9A | COS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% CHANGE

2018-19

1 Year

B ACHELO R’ S

5 Year

Biological Sciences

102

128

36.2

45.5

Chemistry

-40.0

50.0

Child Development

18.2

97.0

Cognitive Studies

-20

-20.0

Computer Science

-32.3

50.0

0.0

200.0

26.1

-18.2

145.5

108

113

132

121

125

3.3

15.7

100.0

Geology Health Science1 Mathematics Nursing Physical Sciences Physics Psychology Bachelor’s Total

-50.0

-42.9

216

245

279

298

326

9.4

50.9

509

595

657

734

776

5.7

52.5

-66.7

0.0

-11.1

-50.0

-20.0

MAST ER’ S Ecology and Sustainability Genetic Counseling

Interdisciplinary Studies: Child Development 1

Interdisciplinary Studies - NS 5

Nursing Psychology Master’s Total

TOTA L

-27.6

10.5

-12.2

2.4

551

637

689

783

819

4.6

48.6

Table 8.9A Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.9A Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. 1. The BS in Health Science self-support degree program implemented in 2013.

BOOK OF TRENDS • 2018-2019

183

TABLE 8.9B | COS Second Majors by Degree Program, 5-Year Trend

BACH E LO R’ S

2014-15

2015-16

2016-17

2017-18 1

Biology Chemistry

% C HANGE

2018-19

1 Year 1

5 Year 0.0

-100.0

Child Development

Cognitive Studies

1 1

-100.0

Computer Science

Mathematics

Physics

Psychology

75.0

0.0

66.7

-9.1

TOTAL

1 1

0.0 -100.0

0.0

HIGHLIGHTS • Over a third of the total bachelor’s degrees awarded in 2018-19 were in COS programs, with the highest number of degrees awarded in Psychology (42% of COS bachelor’s total), Biological Sciences (16.5% of COS bachelor’s total), and Nursing (16.1% of COS bachelor’s total).

• Nearly 95% of COS degrees awarded in 2018-19 were bachelor’s degrees. • COS awards the second largest number of second majors on average, about 29% over the past five years.

Table 8.9B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.9B Note: Annual unduplicated headcount of second majors awarded, summer through spring.

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STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 8 TABLE 8.10 | Self-Support Degrees Awarded by Degree Level, 5-Year Trend

2014-15

2015-16

2016-17

2017-18

% C H ANGE

5-Year Total

2018-19

B ACHELO R’ S

1 Year

5 Year

Self-Support Degrees

108

140

142

503

1.4

189.8

% of Bachelor’s Total

3.1

3.5

5.4

6.4

6.2

5.1

2.9

105.9

1,591

1,829

2,006

2,177

2,299

9,902

5.6

44.5

262

-41.0

-18.3

16.5

11.5

24.1

16.6

16.2

-29.4

-0.3

363

296

314

345

295

1,613

-14.5

-18.7

0.0

-64.3

-61.5

Self-Support Degrees

109

144

223

192

766

-13.9

76.1

% of Total

5.5

4.6

6.2

8.8

7.4

6.7

-17.9

23.1

1,967

2,142

2,334

2,536

2,599

11,578

2.5

32.1

Bachelor’s Total

MAST ER’ S Self-Support Degrees % of Master’s Total Master’s Total

D O CTO R AT E Self-Support Degrees % of Doctorate Total Doctorate Total

TOTA L

Total

HIGHLIGHTS • On average, 5% of all bachelor’s degrees awarded and 16% of all master’s degrees awarded are for self-support degree programs.

• The number of self-support bachelor’s degrees has been on an upward trend, while the number of self-support master’s degrees has fluctuated over the past five years.

• In the past year, the percentage of self-support degrees of total degrees awarded decreased by 7.5 percentage points at the master’s level and 0.2 percentage points at the bachelor’s level.

Table 8.10 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 8.10 Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

BOOK OF TRENDS • 2018-2019

185

TABLE 8.11 | First-Time Full-Time Freshman Retention and Graduation Rates Summary, Fall Cohort Trends, 2009-2018 Cohorts

ENTERING FIRST-TIME FULL-TIME FRESHMAN BY FALL COHORT Fall 2009 798

Fall 2010 998

Fall 2011 1,192

Fall 2012

Fall 2013

1,082

1,181

Fall 2014 1,198

Fall 2015 1,220

Fall 2016 1,330

Fall 2017 1,362

Fall 2018 1,508

RETENTION RATES (%) BY COHORT 1-YEAR Fall 2009 85.7

Fall 2010 86.9

Fall 2011 82.5

Fall 2012

Fall 2013

87.2

84.7

Fall 2014 81.4

Fall 2015 85.0

Fall 2016 80.5

Fall 2017 81.6

2-YEAR Fall 2009 75.7

Fall 2010 76.8

Fall 2011 72.7

Fall 2012

Fall 2013

77.8

75.4

Fall 2014 73.9

Fall 2015 74.2

Fall 2016 71.1

3-YEAR Fall 2009 69.7

Fall 2010 70.7

Fall 2011 65.2

Fall 2012

Fall 2013

69.4

68.2

Fall 2014 68.2

Fall 2015 66.6

CUMULATIVE GRADUATION RATES (%) BY COHORT 4-YEAR 1 Fall 2009 15.5

Fall 2010 15.6

Fall 2011 11.5

Fall 2012 14.3

Fall 2013 18.5

Fall 2014 19.4

5-YEAR Fall 2009 43.1

Fall 2010 44.5

Fall 2011 39.3

Fall 2012 44.9

Fall 2013 46.7

6-YEAR 1 Fall 2009 54.9

Fall 2010 57.1

Fall 2011 52.8

Fall 2012 58.0

HIGHLIGHTS • The University’s most recent first-time freshmen 4-, 5-, and 6-year graduation rates displayed above all increased compared to the previous cohort year. • As previously predicted, significant progress was made in the 6-year graduation rate, increasing by five percentage points.

• The 1-year retention rate increased by about one percentage point compared to the prior year, however the 2-year retention rate decreased by about three percentage points and the 3-year retention rate decreased by 1.6 percentage points.

Table 8.11 & Table 8.12 Source: CSU Office of the Chancellor, Institutional Research & Analyses, Graduation and Success Dashboard, http://asd.calstate.edu/dashboard/graduation-success.html Table 8.11 & Table 8.12 Notes: The above rates may slightly differ from the University's internal retention and graduation rates previously reported in this table. Graduation rates through 2018-19 (degree completions through summer 2019) will not be finalized by the CSU Chancellor's Office until sometime in November. 1. CSU Graduation Initiative (GI) 2025 metric - one of six metrics with established goals - see Fig. 8.14 for specific goals.

186

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 8 TABLE 8.12 | Community College First-Time Transfer Retention and Graduation Rates Summary, Fall Cohort Trends, 2009-2018 Cohorts

ENTERING CCC FIRST-TIME TRANSFERS 2 BY FALL COHORT Fall 2009 732

Fall 2010 889

Fall 2011 994

Fall 2012

Fall 2013

736

1,009

Fall 2014 854

Fall 2015 845

Fall 2016 986

Fall 2017

Fall 2018

953

887

RETENTION RATES (%) BY COHORT 1-YEAR Fall 2009 84.7

Fall 2010 85.3

Fall 2011 81.5

Fall 2012

Fall 2013

85.7

87.4

Fall 2014 85.1

Fall 2015 85.4

Fall 2016 87.6

Fall 2017 88.4

2-YEAR Fall 2009 52.9

Fall 2010 49.8

Fall 2011 49.8

Fall 2012

Fall 2013

52.3

49.0

Fall 2014 47.2

Fall 2015 47.1

Fall 2016 44.1

3-YEAR Fall 2009 20.5

Fall 2010 17.7

Fall 2011 17.2

Fall 2012

Fall 2013

15.2

14.7

Fall 2014 12.8

Fall 2015 12.2

CUMULATIVE GRADUATION RATES (%) BY COHORT 2-YEAR 1 Fall 2009 27.2

Fall 2010 30.9

Fall 2011 27.3

Fall 2012 30.2

Fall 2013 32.5

Fall 2014 35.1

Fall 2015 36.0

Fall 2016 38.7

3-YEAR Fall 2009 56.6

Fall 2010 60.4

Fall 2011 56.9

Fall 2012 65.5

Fall 2013 65.6

Fall 2014 68.7

Fall 2015 68.6

4-YEAR 1 Fall 2009 69.9

Fall 2010 72.7

Fall 2011 67.8

Fall 2012 76.2

Fall 2013 75.3

Fall 2014 77.8

HIGHLIGHTS • The University’s first-time transfer 2- and 4-year graduation rates both increased by over two percentage points compared to the previous cohort year. • Similar to freshmen cohorts, the 1-year retention rate for transfers slightly increased however the 2-year retention rate decreased by three percentage points and the 3-year retention rate decreased by less than one percentage point.

2. The transfer counts and retention and graduation rates are for the California Community College (CCC) sophomore level and above transfer student subset; includes transfers enrolled full- or part-time at entry. Starting fall 2017, the transfer student cohort includes self-support degree-seeking first-time transfer students.

BOOK OF TRENDS • 2018-2019

187

TABLE 8.13 | Graduation Initiative (GI) 2025 Metrics and Progress with CSU Institutions Comparisons, Through Summer 2019

G R AD UAT I ON RAT ES ( % ) 4 YR FTF CSU CA MPUS

6 YR FTF

Fall 2015 Cohort

2 YR T RA N

Fall 2013 Cohort

32.5

Monterey Bay

P ERC ENTAGE P OINTS

Fall 2017 Cohort

63.1

50.1

4 YR T RA N Fall 2015 Cohort

U RM GA P

P E LL GAP

Fall 2013 Cohort

79.2

Fall 2013 Cohort

5.8

1.7

San Francisco

24.1

56.5

46.6

74.2

0.8

0.7

STAN I S LAUS

18.9

58.7

45.4

76.9

1.9

2.3

San Bernardino

18.8

55.0

38.5

77.9

3.0

7.4

Fresno

17.8

56.3

28.8

76.2

2.0

10.0

Bakersfield

17.4

42.6

44.3

70.1

3.7

4.6

East Bay

12.1

49.7

39.9

74.7

10.4

9.6

CSU TOTA L

27.7

62.1

40.7

77.6

11.1

10.2

P ROGRESS TOWA RD 2 02 5 GOA L CSU CA MPUS

4 YR FTF

6 YR FTF

2 YR T RA N

4 YR T RA N

U RM GA P

P E LL GAP

Fall 2015 Cohort

Fall 2013 Cohort

Fall 2017 Cohort

Fall 2015 Cohort

Fall 2013 Cohort

Monterey Bay

Good

Limited

Good

San Francisco

Moderate

Good

Moderate

Good

STAN IS LAUS

Moderate

Good

Moderate

Good

Moderate

Good

Moderate

Limited

Fresno

Limited

Good

Moderate

Bakersfield

Limited

Good

Moderate

Limited

East Bay

Limited

Good

Limited

Good

Limited

San Bernardino

CS U TOTA L

HIGHLIGHTS • Stanislaus State achieved good progress in three of the six GI metrics and moderate progress in the remaining three metrics, relative to Stanislaus’ interim targets. • The Stanislaus campus freshmen 6-year graduation rate is currently the second highest among its CSU peer group, following Monterey Bay.

• The Stanislaus campus freshmen 4-year graduation rate is currently the third highest among its CSU peers. • Stanislaus State’s URM and Pell equity gaps are some of the lowest among its CSU peers and are significantly lower than the CSU overall.

Table 8.13 Source: CSU Student Success Dashboard, Graduation Initiative 2025: Goal Trajectories, Retrieved from https://csusuccess.dashboards.calstate.edu/public/app/dashboard/ goals/forecasts.php Table 8.13 Notes: Graduation rates reflect bachelor degree completion through summer 2019. Good Progress: Most recent gap or graduation rate is greater than 1% point below the interim target for the most recent graduating cohort. Moderate Progress: Most recent gap or graduation rate is greater than 3% points below the interim target, but less than 1% point below this target. Limited Progress: Most recent gap or graduation rate is more than 3% points below the interim target. 1. Sorted by 4 YR FTF graduation rate in descending order

188

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 8 FIG. 8.14 |

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%

18.5

19.4

18.9

GRADUATION RATE (%)

GOAL = 65%

58.7

58.0

57.1 54.9

BASELINE = 54.9%

52.8

14.3 11.5 BASELINE = 11.5%

10 2011-15

2012-16

2013-17

2015-19

2014-18

FIRST-TIME TRANSFER 2-YEAR GRADUATION RATE

2009-15

2010-16

2011-17

2012-18

2013-19

FIRST-TIME TRANSFER 4-YEAR GRADUATION RATE

85 45.4

38.7 35.1

36.0

32.5 BASELINE = 32.5%

2013-15

2014-16

2015-17

2016-18

GRADUATION RATE (%)

GOAL = 45%

76.2 75.3 67.8 BASELINE = 67.8%

2017-19

URM GAP 1

76.9

77.8

GOAL = 78%

2011-15

2012-16

2013-17

2014-18

2015-19

PELL GAP 1

8 6

5.0 BASELINE = 5.0

4 2.1

1.9

2 0

PERCENTAGE POINTS

6.3

5.0

3.6

BASELINE = 2.4 2.3

2.4 1.6

0.0 GOAL = 0

GOAL = 0 0.0

-4.7

-5.0

-2 2009-15

2010-16

2011-17

2012-18

2013-19

2009-15

2010-16

2011-17

2012-18

2013-19

Table 8.14 Source: CSU Student Success Dashboard, Graduation Initiative 2025: Goal Trajectories, Retrieved from https://csusuccess.dashboards.calstate.edu/public/app/dashboard/goals/forecasts.php Table 8.14 Notes: Graduation rates through 2018-19 (degree completions through summer 2019) were as of October 2019. 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 • 2018-2019

189

TABLE 8.15 | NCAA-Reported Student-Athlete Graduation Rates, 5-Year Trend E NT ERING FA L L C OHORT STU DE NT-ATHLET ES

Fall 2008

Fall 2009

Fall 2010

% P OINT CHANGE

Fall 2011

Fall 2012

1 Year

5 Year

Entering Cohort

6-Year Graduation Rate (%)

-5

-16

Four-Class Average1 (%)

-3

-6

899

798

998

1,192

1,082

6-Year Graduation Rate (%)

Four-Class Average1 (%)

AL L STUD ENTS Entering Cohort

HIGHLIGHTS • Graduation rates for student-athletes reported to the National Collegiate Athletic Association (NCAA) represent a small fraction of the entering full-time first-time freshmen cohort, about 3% on average.

• The four-class average graduation rate for student-athletes is currently one percentage point higher than the overall freshmen four-class average.

• Student-athlete graduation rates had consistently been higher than the overall freshmen cohort, however for the last two consecutive years have declined below the overall freshmen cohort.

Table 8.15 Source: Stanislaus State Office of Institutional Effectiveness & Analytics, as reported to the National Collegiate Athletic Association (NCAA) Table 8.15 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 the three prior cohort years.

190

STANISLAUS STATE • CSUSTAN.EDU

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 8 TABLE 8.16 | On-Campus Housing Resident Graduation Rates Compared to Non-Housing Residents, 5-Year Trend (6-Year Rate) ENT ERING FA L L C OHORT HO US I NG R ES I D E N T

Fall 2009

Fall 2010

Fall 2011

Fall 2012

% POINT CHANGE

Fall 2013

Fall 2014

Fall 2015

230

292

304

257

254

339

325

4-Year Graduation Rate (%)

24*

5-Year Graduation Rate (%)

44*

6-Year Graduation Rate (%)

58*

Entering Cohort

1 Year

5 Year

-6

-4

-1

-2

NO N-HO US I NG R E S I D E N T 568

706

888

825

927

859

895

4-Year Graduation Rate (%)

17*

5-Year Graduation Rate (%)

45*

6-Year Graduation Rate (%)

59*

Entering Cohort

HIGHLIGHTS • The 4-year graduation rate for on-campus housing residents has been higher than non-housing in the last four consecutive years.

• The 6-year graduation rate for on-campus residents is expected to increase by eight percentage points compared to the prior cohort year.

Table 8.16 Source: Stanislaus State Student Success Dashboard Table 8.16 Notes: Housing residents and non-housing residents enrolled full-time at entry. The combined housing resident and non-housing resident headcount represents the entering full-time firsttime freshmen cohort. Housing status based on entering term. *Preliminary rates as of October 2019.

BOOK OF TRENDS • 2018-2019

191

S EC T I O N

FACULTY AND STAFF California State University, Stanislaus is a collegiate community that serves a diverse population of students, faculty, staff, and administration. These facets of diversity encompass but are not limited to: race, ethnicity, nationality, sex, sexual orientation, gender, gender identity, creed, religion, age, social class, socioeconomic status, physical and cognitive differences, political views, and veteran status. The University is intent on engaging with all of its community members in meaningful ways that support the values and strengths that each individual brings to this campus. In building a community inclusive of everyone, more than recognition, tolerance, acceptance, and celebration are required; Stanislaus State also strives to teach, incorporate, mediate, and promote issues of diversity that go beyond the surface. D I V ER S I T Y MAT T E R S

Photo: Provost Office Staff Retreat, August 2018

192 STANISLAUS STATE â&#x20AC;˘

CSUSTAN.EDU

BOOK OF TRENDS â&#x20AC;¢ 2018-2019

193

TABLE 9.1 | Faculty and Staff Headcount, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

FACU LTY 1

5 Year

Full-Time

291

294

307

320

340

6.3

16.8

Part-Time

237

260

300

312

327

4.8

38.0

528

554

607

632

667

5.5

26.3

Full-Time

466

484

492

524

536

2.3

15.0

Part-Time

-18.6

-31.4

517

526

539

567

571

0.7

10.4

1,045

1,080

1,146

1,199

1,238

3.3

18.5

Faculty Total

STAFF 2

Staff Total

TOTAL 3

HIGHLIGHTS • Stanislaus State employs over 1,200 faculty and staff. The total number of employees increased by 193 (18.5%) compared to fall 2014.

• Over the past five years, while there were increases in both faculty and staff, the increase in faculty was significantly higher than staff. Part-time faculty had the largest five year percent increase at 38%.

Table 9.1 Source: IPEDS Human Resources Surveys Table 9.1 Note: Employees on the payroll as of October 31. 1. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. 2. Staff includes all employees who are not ‘faculty’ as defined above. Graduate assistants included in staff counts. 3. Total employees exclude student employees, other intermittent or casual employees, and extension or summer session faculty.

194 STANISLAUS STATE • CSUSTAN.EDU

FACU LT Y AND STAFF • SECTION 9 TABLE 9.2A | Faculty and Staff Headcount with CSU Peer Institutions Comparisons, Fall 2018 F U L L-T I M E

PA RT-T IM E FAC ULTY TOTA L

CSU CAMPUS 1

FACULTY

STAFF

FACULTY

STA F F TOTA L

TOTA L

STAFF

Fresno

805

1,092

677

1,482

1,114

2,596

STANISLAUS

340

536

327

667

563

1,230

San Francisco

849

1,460

853

158

1,702

1,618

3,320

Bakersfield

310

585

295

605

625

1,230

San Bernardino

474

1,059

511

985

1,096

2,081

Monterey Bay

217

541

219

436

578

1,014

East Bay

371

884

439

810

961

1,771

13,307

24,406

13,827

1,268

27,134

25,674

52,808

CSU TOTAL 2

TABLE 9.2B | Percentage of Faculty and Staff Headcount with CSU Peer Institutions Comparisons, Fall 2018 F U L L-T I M E

PA RT-T IM E FAC ULTY TOTA L

CSU CAMPUS 1

FAC U LT Y

STAF F

FAC ULTY

STAF F TOTAL

STA F F

Fresno

31.0

42.1

26.1

0.8

57.1

42.9

STANISLAUS

27.6

43.6

26.6

2.2

54.2

45.8

San Francisco

25.6

44.0

25.7

4.8

51.3

48.7

Bakersfield

25.2

47.6

24.0

3.3

49.2

50.8

San Bernardino

22.8

50.9

24.6

1.8

47.3

52.7

Monterey Bay

21.4

53.4

21.6

3.6

43.0

57.0

East Bay

20.9

49.9

24.8

4.3

45.7

54.3

CSU TOTAL 2

25.2

46.2

26.2

2.4

51.4

48.6

HIGHLIGHTS • Stanislaus has the second highest proportion of full-time faculty (27.6%) in comparison to its CSU peers, following Fresno at 31.0%.

• There are higher percentages of faculty than staff at Stanislaus, Fresno, and San Francisco campuses.

Table 9.2A & Table 9.2B Source: CSU Systemwide Human Resources, CSU Employee Profile, Retrieved from https://www2.calstate.edu/csu-system/faculty-staff/employee-profile Table 9.2A & Table 9.2B Notes: See definitions of faculty and staff on the previous page. Table includes all employees with the exception of student employees, other intermittent or casual employees, and faculty teaching in extension, special sessions, and summer sessions. Graduate students are excluded from staff counts. Full-time includes individuals employed 100% time, including full-time employees on leave with pay. Part-time includes employees whose assignments are less than 100% time. 1. Sorted by % full-time faculty in descending order 2. CSU Total includes Chancellor’s Office staff.

BOOK OF TRENDS • 2018-2019

195

TABLE 9.3 | Faculty Headcount by Academic Rank, 5-Year Trend % CHANGE Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018 1 Year

ACADE MI C R A NK

5 Year

136

134

140

141

144

2.1

5.9

Associate Professor

-6.0

-20.3

Assistant Professor

7.4

52.6

252

251

268

272

278

2.2

10.3

Lecturer

276

303

339

360

389

8.1

40.9

TOTAL

528

554

607

632

667

5.5

26.3

Professor

Tenured/Tenure-Track Faculty Total

HIGHLIGHTS • Over the past five years, the largest increase in tenuretrack faculty was at the assistant professor rank with an increase of 30 faculty (52.6%). This reflects the hiring of new faculty to respond to the increasing student population.

• While the number of associate professors declined, the number of professors increased over the past five years, reflecting the promotion of associate professors to full professors.

• The number of lecturers increased the most at 113 (40.9%) compared to fall 2014.

Table 9.3 Source: IPEDS Human Resources Surveys Table 9.3 Notes: Employees on the payroll as of October 31. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty.

196 STANISLAUS STATE • CSUSTAN.EDU

FACU LT Y AND STAFF • SECTION 9 TABLE 9.4 | Full-Time Equivalent Students and Faculty, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

% C HA NGE 1 Year

5 Year

FU LL-TI ME EQ UI VAL E N TS ( F T E ) Students

7,709.8

7,776.6

8,241.2

8,521.0

8,760.2

2.8

13.6

Lecturers

142.9

149.7

164.7

170.5

188.8

10.7

32.1

Tenure-Track (TT)

242.3

240.6

254.7

259.9

269.9

3.8

11.4

All Faculty (Lecturers+TT)

385.2

390.3

419.4

430.4

458.7

6.6

19.1

FIG. 9.4A |

Student to Faculty Ratio, 5-Year Trend

RATIO

2014

KEY:

FIG. 9.4B |

2015

2016 FALL TERM

2017

2018

STUDENT TO ALL FACULTY STUDENT TO TENURE-TRACK FACULTY Tenure Density, 5-Year Trend

100

DENSITY

2014

2015

2016 FALL TERM

2017

2018

Table 9.4 Source: CSU Office of the Chancellor, Academic Human Resources, November 2018 Table 9.4 Notes: Student FTE data from CSU Institutional Research & Analyses based on census enrollment files. Faculty FTE as of October 31 each year. Tenure density defined as tenure track FTE divided by total instructional FTE. Includes 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 Fig. 9.4A Note: SFR figures and comparisons with CSU peers are provided in Table 9.6. Fig. 9.5B Note: Tenure density figures and comparisons with CSU peers are provided in Table 9.5.

BOOK OF TRENDS • 2018-2019

197

TABLE 9.5 | Tenure Density with CSU Peer Institutions Comparisons, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

CSU CA MPUS 1

% P OINT C HA N GE 1 Year

5 Year

San Francisco

63.6

63.0

62.9

61.9

61.5

-0.4

-2.1

East Bay

57.7

55.6

57.1

57.0

59.7

2.7

2.0

STAN IS LAUS

62.9

61.6

60.7

60.4

58.8

-1.6

-4.1

Fresno

57.6

56.0

56.3

55.7

56.8

1.1

-0.8

San Bernardino

60.2

56.0

58.2

56.6

56.2

-0.4

-4.0

Bakersfield

56.0

54.0

55.4

51.9

53.3

1.4

-2.7

Monterey Bay

38.6

44.2

50.7

50.4

-0.3

11.8

CSU TOTA L

56.8

55.9

56.0

55.7

55.9

0.2

-0.9

HIGHLIGHTS • Stanislaus State has the third highest tenure density among its CSU peers at 58.8% (as of fall 2018), following San Francisco at 61.5% and East Bay at 59.7%. Stan State’s tenure density has been consistently higher than CSU systemwide tenure density over the past five-years. • Over the past five years, tenure density has declined systemwide and for Stanislaus and some of its CSU peers.

Table 9.5 Source: CSU Office of the Chancellor, Academic Human Resources, November 2018 Table 9.5 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 2018 tenure density in descending order

198 STANISLAUS STATE • CSUSTAN.EDU

FACU LT Y AND STAFF • SECTION 9 TABLE 9.6 | Student to All Faculty Ratio (SFR) with CSU Peer Institutions Comparisons, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

CS U CA MPUS 1

RAT IO C H ANGE 1 Year

5 Year

STA NI S LAUS

20.0

19.9

19.6

19.8

19.1

-0.7

-0.9

Fresno

21.9

22.2

21.6

20.9

20.5

-0.4

-1.4

Monterey Bay

20.8

20.1

19.9

21.6

20.7

-0.9

-0.1

San Francisco

21.6

21.8

20.4

21.1

0.0

-0.5

Bakersfield

25.8

26.0

22.2

21.8

21.7

-0.1

-4.1

East Bay

24.3

23.5

23.8

23.3

21.9

-1.4

-2.4

San Bernardino

25.5

26.1

25.7

25.1

-0.6

-0.4

CS U TOTA L

22.7

22.5

22.1

21.8

-0.3

-0.9

HIGHLIGHTS • Stanislaus is often commended for its small class sizes, and this is evident with its low student to faculty ratio. In fact, Stanislaus has the lowest SFR compared to its CSU peers and systemwide. • The SFR for Stanislaus and all CSU peers and systemwide declined over the past five-years.

Table 9.6 Source: CSU Office of the Chancellor, Academic Human Resources, November 2018 Table 9.6 Notes: The student to faculty ratio (SFR) is the student FTE divided by faculty FTE. FTE as of October 31 each year. Faculty FTE includes instructional faculty (tenure-track and lecturers); excludes coaches, counselors, and librarians. Includes active faculty; excludes leave without pay. Source data: CIRS AN file 1. Sorted by Fall 2018 SFR in ascending order

BOOK OF TRENDS • 2018-2019

199

TABLE 9.7 | Faculty Headcount by Race/Ethnicity, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

R ACE /ETHNI CI TY American Indian or Alaskan Native

% D IST RIBUTION

5 Year

2014

2018

0.0

-33.3

0.6

0.3

Asian

8.2

24.5

10.0

9.9

Black or African American

3.8

80.0

2.8

4.0

Hispanic/Latino

11.3

102.6

7.4

11.8

Native Hawaiian or Other Pacific Islander

0.0

-50.0

0.4

0.1

Minority Total

112

131

150

161

175

8.7

56.3

21.2

26.2

Non-Resident Alien

-11.1

0.0

1.5

1.2

Two or More Races

14.3

1.3

1.2

10.3

34.4

6.1

6.4

White

369

379

410

416

433

4.1

17.3

69.9

64.9

TOTAL

528

554

607

632

667

5.5

26.3

100.0

Unknown

TABLE 9.8 | Faculty Headcount by Gender, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

GE N DER

% C HA NGE 1 Year

% D IST RIBUTION

5 Year

2014

2018

Female

268

282

302

328

343

4.6

28.0

50.8

51.4

Male

260

272

305

304

324

6.6

24.6

49.2

48.6

TOTAL

528

554

607

632

667

5.5

26.3

100.0

HIGHLIGHTS • In fall 2018, over 26% of Stan State faculty were minorities, and over 51% were female. • Over the past five years there was a five percentage point decrease of White faculty and over a five percentage point increase of minority faculty, primarily Hispanic/Latino and Black or African Americans.

• The number of minority faculty increased by 63 (56.3%), and the number of White faculty increased by 64 (17.3%), compared to fall 2014. The increase in minority faculty supports the University’s diversity efforts.

Table 9.7 & Table 9.8 Source: IPEDS Human Resources Surveys Table 9.7 & Table 9.8 Notes: Employees on the payroll as of October 31. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. Data includes full- and part-time faculty. Non-Resident Alien category added to be consistent with student enrollment data, therefore counts by self-reported race or ethnicity may have changed slightly for 2014 through 2017.

200 STANISLAUS STATE • CSUSTAN.EDU

FACU LT Y AND STAFF • SECTION 9 TABLE 9.9 |

Staff Headcount by Race/Ethnicity, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

R ACE/ETHNI CI TY

% D ISTRIBUTION

5 Year

2014

2018

American Indian or Alaskan Native

-11.1

-20.0

1.9

1.4

Asian

5.6

8.6

6.8

6.7

Black or African American

10.5

0.0

4.1

3.7

Hispanic/Latino

111

112

124

131

142

8.4

27.9

21.5

24.9

0.0

0.2

171

185

196

210

7.1

18.6

34.2

36.8

-100.0

0.2

0.0

Native Hawaiian or Other Pacific Islander

Minority Total

177

Non-Resident Alien

Two or More Races

-33.3

20.0

1.0

1.1

7.9

36.7

5.8

7.2

White

304

315

324

314

-3.1

3.3

58.8

55.0

TOTA L

517

526

539

567

571

0.7

10.4

100.0

Unknown

TABLE 9.10 | Staff Headcount by Gender, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

G END ER

% D ISTRIBUTION

5 Year

2014

2018

Female

326

332

345

371

370

-0.3

13.5

63.1

64.8

Male

191

194

196

201

2.6

5.2

36.9

35.2

TOTA L

517

526

539

567

571

0.7

10.4

100.0

HIGHLIGHTS • In fall 2018, approximately 37% of Stan State staff members were minorities and approximately 65% were female. • Over the past five years, the largest increase in minority staff members were Hispanic/Latino at 28%. As of fall 2018, approximately one-fourth of all staff are Hispanic/Latino.

• Along with increases in minority faculty, increases in women and minority staff further support the University’s diversity efforts.

Table 9.9 & Table 9.10 Source: IPEDS Human Resources Surveys Table 9.9 & Table 9.10 Notes: Employees on the payroll as of October 31. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. Data includes full- and part-time faculty. Non-Resident Alien category added to be consistent with student enrollment data, therefore counts by self-reported race or ethnicity may have changed slightly for 2014 through 2017.

BOOK OF TRENDS • 2018-2019

201

TABLE 9.11 | Stockton Campus Faculty Headcount, 5-Year Trend

Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

FACU LTY 1 Stockton Faculty

% Stockton Faculty of All Faculty

9.7

12.3

11.9

12.8

11.8

Stockton-only Faculty

% Stockton-only of All Faculty

1.7

1.6

1.8

2.2

3.4

% Stockton-only of Stockton Faculty

17.6

13.2

15.3

17.3

29.1

5 Year -2.5

54.9

64.3

155.6

TABLE 9.12 | Stockton Campus Staff Headcount, 5-Year Trend Fall 2014

Fall 2015

Fall 2016

Fall 2017

% C HA NGE

Fall 2018

1 Year

STAFF 2 Stockton Staff % Stockton Staff of All Staff

1.0

0.7

0.9

5 Year 0.0

0.0

HIGHLIGHTS • The number of faculty who taught at least one course at the Stockton Campus decreased by 2.5% in the past year, while the number of students enrolled at the Stockton Campus increased by 3.6% (section 2). • Over the past five years, the number of faculty who taught at least one course at the Stockton Campus increased by 54.9%, while the number of students enrolled at the Stockton Campus increased by 155.7% (section 2).

• The number of Stockton Campus staff has been mostly unchanged over the past five years, consisting of the Dean of the Stockton Campus and administrative support staff. A Warriors on the Way (WOW) program counselor will be housed primarily at the Stockton Campus for a two-year period effective 2019-20.

• The percentage of faculty who taught exclusively at the Stockton Campus in the fall significantly increased over the past five years. As of fall 2018, 29.1% of Stockton faculty taught all of their courses at the Stockton location, compared to 18.5% of students who took all of their classes at the Stockton Campus (section 2).

Table 9.11 & Table 9.12 Sources: IPEDS Human Resources Surveys; Stanislaus State Office of Institutional Effectiveness and Analytics; Stanislaus State Department of Human Resources, Equal Opportunity, and Compliance Table 9.11 & Table 9.12 Notes: Employees on the payroll as of October 31. Consistent with the Stockton student methodology, Stockton Campus faculty represent the unduplicated headcount that taught at least one course at the Stockton location. Stockton-only faculty represent the unduplicated headcount that taught all courses at the Stockton location. 1. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. 2. Staff includes all employees who are not ‘faculty’ as defined above. Graduate students included in staff counts.

202 STANISLAUS STATE • CSUSTAN.EDU

FACU LT Y AND STAFF • SECTION 9 TABLE 9.13 | New Full-Time Hires by Race/Ethnicity, 11/1/2017 - 10/31/2018 Faculty

R ACE/ETHNI CI TY

Staff

Total

American Indian or Alaska Native

4.0

1.9

2.6

Asian

16.0

3.8

7.8

Black or African American

16.0

5.8

9.1

Hispanic/Latino

16.0

30.8

26.0

Native Hawaiian or Other Pacific Islander

0.0

Minority Total Non-Resident Alien

52.0

8.0

42.3

45.5

2.6 0.0

Two or More Races Unknown

8.0

11.5

10.4

White

32.0

46.2

41.6

TOTA L

100.0

TABLE 9.14 | New Full-Time Hires by Gender, 11/1/2017 - 10/31/2018 Faculty

G END ER

Staff

Total

Female

56.0

65.4

62.3

Male

44.0

34.6

37.7

TOTA L

100.0

HIGHLIGHTS • Stanislaus State hired 77 full-time permanent positions between November 1, 2017 and October 31, 2018, including 25 (32.5%) faculty and 52 (67.5%) staff.

• Overall, approximately 46% of newly hired employees were minorities and over 62% were female.

• Fifty-two percent of newly hired faculty were minorities and 56% were female. • Over 42% of newly hired staff were minorities and over 65% were female.

Table 9.13 & Table 9.14 Source: IPEDS Human Resources Surveys Table 9.13 & Table 9.14 Notes: Newly hired permanent full-time employees hired between November 1, 2017 through October 31, 2018. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty.

BOOK OF TRENDS • 2018-2019

203

204 STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

SE CTIO N

UNIVERSITY BUDGET & FINANCE “Campus priorities for funding of new tenure-track faculty, part-time faculty, for student support services, especially at Stockton and many other priorities that will be decided with the guidance of the cabinet and working closely with the University Budget Advisory Committee.” EL L EN JU NN, P RESID ENT P RESID ENT ’S WELC OM E A D D RESS, FA L L 2 0 19 STAT E B U D GET

Photo: The Warrior Lake bridge, one of five bridges across the University.

BOOK OF TRENDS • 2018-2019

205

TABLE 10.1 | Statement of Revenues, Expenditures and Changes in Net Position, 5-Year Trend FY 2014 A M OUN T

FY 2015 %

A M OUN T

FY 2016 %

AMOUNT

FY 2017 %

AMOUNT

FY 2018 %

AMOUNT

% CHANGE %

1 Year

5 Year

O P E RATI NG R EV ENUE S Student tuition and fees, net

$35,330,000

66.2

$36,155,000

67.6

$38,517,000

69.3

$41,539,000

70.1

$44,410,000

70.8

6.9

25.7

Federal

$3,376,000

6.3

$2,861,000

5.3

$2,180,000

3.9

$1,656,000

2.8

$2,697,000

4.3

62.9

-20.1

State

$2,534,000

4.7

$1,783,000

3.3

$1,741,000

3.1

$2,088,000

3.5

$2,090,000

3.3

0.1

-17.5

Local

$1,026,000

1.9

$1,198,000

2.2

$1,179,000

2.1

$1,403,000

2.4

$1,035,000

1.7

-26.2

0.9

$593,000

1.1

$693,000

1.3

$996,000

1.8

$1,236,000

2.1

$1,025,000

1.6

-17.1

72.8

$139,000

0.2

Grants and contracts, noncapital:

Nongovernmental Sales and services of educational activities

$2,000

Sales and services of auxiliary enterprises, net

$6,236,000

11.7

$6,616,000

12.4

$6,801,000

12.2

$6,806,000

11.5

$6,142,000

9.8

-9.8

-1.5

Other operating revenues

$4,302,000

8.1

$4,179,000

7.8

$4,151,000

7.5

$4,552,000

7.7

$5,164,000

8.2

13.4

20.0

$53,397,000

100

$53,485,000

100

$55,565,000

100

$59,282,000

100

$62,702,000

100

5.8

17.4

$49,841,000

35.0

$51,828,000

35.1

$55,795,000

35.4

$66,693,000

37.2

$85,949,000

38.7

28.9

72.4

Research

$826,000

0.6

$1,069,000

0.7

$1,265,000

0.8

$1,092,000

0.6

$1,261,000

0.6

15.5

52.7

Public service

$947,000

0.7

$1,221,000

0.8

$1,154,000

0.7

$(867,000)

-0.5

$815,000

0.4

-194.0

-13.9

Academic support

$12,830,000

9.0

$13,113,000

8.9

$12,041,000

7.6

$13,896,000

7.7

$17,937,000

8.1

29.1

39.8

Student services

$15,829,000

11.1

$17,238,000

11.7

$17,801,000

11.3

$19,378,000

10.8

$26,705,000

12.0

37.8

68.7

Institutional support

$12,683,000

8.9

$13,509,000

9.1

$15,546,000

9.9

$19,506,000

10.9

$24,693,000

11.1

26.6

94.7

Operation and maintenance of plant

$12,678,000

8.9

$11,172,000

7.6

$14,786,000

9.4

$16,224,000

9.0

$16,877,000

7.6

4.0

33.1

Student grants and scholarships

$23,105,000

16.2

$25,090,000

17.0

$26,105,000

16.6

$28,191,000

15.7

$31,608,000

14.2

12.1

36.8

Auxiliary enterprise expenses

$5,626,000

4.0

$5,254,000

3.6

$4,662,000

3.0

$6,081,000

3.4

$7,475,000

3.4

22.9

32.9

Depreciation and amortization

$8,000,000

5.6

$8,161,000

5.5

$8,333,000

5.3

$9,156,000

5.1

$8,645,000

3.9

-5.6

8.1

$142,365,000

100

$147,655,000

100

$157,488,000

100

$179,350,000

100

$221,965,000

100

23.8

55.9

Total operating revenues

O P E RATI NG EX PENS E S Instruction

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

$51,643,000

56.2

$55,097,000

56.0

$58,737,000

53.4

$64,205,000

54.5

$97,798,000

62.2

52.3

89.4

Federal financial aid grants, noncapital

$22,050,000

24.0

$23,250,000

23.6

$24,248,000

22.1

$25,293,000

21.5

$28,529,000

18.2

12.8

29.4

206 STANISLAUS STATE â&#x20AC;˘ CSUSTAN.EDU

UNIVERSITY BUDGET AND FINANCE • SECTION 10 continued from previous page FY 2014

State financial aid grants, noncapital

FY 2015

A M OUN T

$14,424,000

15.7

A M OUN T

$16,693,000

FY 2016 %

AMOUNT

17.0

$16,724,000

FY 2017 %

15.2

Local financial aid grants, noncapital

AMOUNT

FY 2018 %

$18,512,000

AMOUNT

15.7

Nongovernmental and other financial aid grants, noncapital

$(2,000)

0.0

$(3,000)

0.0

Other federal nonoperating grants, noncapital

$2,000

% CHANGE 1 Year

5 Year

13.8

17.0

50.2

0.0

100.0

-300.0

$21,658,000 -

0.0

$4,000

Gifts, noncapital

$1,028,000

1.1

$1,930,000

2.0

$1,261,000

1.1

$2,902,000

2.5

$3,942,000

2.5

35.8

283.5

Investment income, net

$2,339,000

2.5

$417,000

0.4

$434,000

0.4

$784,000

0.7

$1,137,000

0.7

45.0

-51.4

0.0

$1,135,000

1.0

$616,000

0.4

-45.7

Endowment income, net

0.0

$(1,940,000)

-2.1

$(1,878,000)

-1.9

$(1,848,000)

-1.7

$(1,525,000)

-1.3

$(1,577,000)

-1.0

3.4

-18.7

Other nonoperating revenues (expenses)

$2,336,000

2.5

$2,827,000

2.9

$10,340,000

9.4

$6,406,000

5.4

$5,038,000

3.2

-21.4

115.7

Net nonoperating revenues (expenses)

$91,878,000

100

$98,333,000

100

$109,896,000

100

$117,714,000

100

$157,145,000

100

33.5

71.0

-99.7

Interest expense

State appropriations, capital

$1,000,000

83.2

$780,000

99.9

$2,000

0.1

Grants and gifts, capital

$202,000

16.8

$1,000

0.1

0.0

Additions (reductions) to permanent endowments Increase (decrease) in net position

$2,910,000

1.7

$4,163,000

9.3

$9,175,000

17.0

$(1,573,000)

$2,342,000

-3.0

$226,000

-0.1

-114.4

-92.2

-2.9

-68.9

N ET PO S I TI O N Net position at beginning of year, as previously reported

$165,982,000

$168,892,000

$44,930,000

$(128,125,000)*

Restatements

$54,105,000

$52,532,000

$(299,871,000)**

Net position at beginning of year, as restated

$165,982,000

98.3

$40,767,000

90.7

$44,930,000

83.0

$54,105,000

103.0

$(247,339,000)

100.1

-557.1

-249.0

NET POSITION AT E ND OF Y EAR

$168,892,000

100

$44,930,000

100

$54,105,000

100

$52,532,000

100

$(247,113,000)

100

-570.4

-246.3

HIGHLIGHTS • As a direct result of Stanislaus State's enrollment increases, net revenue from student tuition and fees increased 25.7% from fiscal year 2014 to 2018.

• The large majority of Stanislaus' operating revenues is generated from student tuition and fees, and increasingly so from 66.2% in 2014 to 70.8% in 2018.

Table 10.1 Source: CSU Office of the Chancellor, Financial Services, Retrieved from http://www.calstate.edu/financialservices/resources/auditedstatements/financial_statements.shtml Table 10.1 Notes: Percentages may not sum to total due to rounding. *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 (amendment of GASB Statement No. 68). ** Adoption of New Accounting Pronouncements for GASB Statement No. 75, Accounting and Financial Reporting for Postemployment Benefits Other Than Pensions

BOOK OF TRENDS • 2018-2019

207

FIG. 10.1 |

Percentage of Student Tuition & Fees and Grants & Contracts of Total Operating Revenues, 5-Year Trend

100

PERCENTAGE

0 2015

2014

2018

2017

2016

FISCAL YEAR

KEY:

STUDENT TUITION AND FEES, NET

GRANTS AND CONTRACTS, NONCAPITAL

TABLE 10.2 | Percentage of Instructional Expenditures of Total Expenditures with CSU Peer Institutions Comparisons, 5-Year Trend % POINT CHANGE FY 2014

FY 2015

FY 2016

FY 2017

FY 2018 1 Year

CSU CAMPUS 1

5 Year

San Francisco

33.6

34.9

34.5

37.1

40.1

3.0

6.5

STANISLAUS

35.0

35.1

35.4

37.2

38.7

1.5

3.7

San Bernardino

30.5

30.6

30.2

31.7

35.7

4.0

5.2

East Bay

30.8

30.1

30.3

33.8

3.5

3.0

Fresno

29.7

30.2

28.5

28.4

33.2

4.8

3.5

Bakersfield

28.2

27.9

27.0

26.1

32.4

6.3

4.2

Monterey Bay

22.6

23.8

23.1

25.5

25.9

0.4

3.3

HIGHLIGHTS • In the last five fiscal years, Stanislaus has consistently had one of the highest percentages of instructional expenditures in comparison to its CSU peer group.

• The percentage of Stanislaus' instructional expenditures has gradually increased every year; 1.5% in the most recent year and 3.7% over the last five years.

Table 10.2 Source: CSU Office of the Chancellor, Financial Services, Retrieved from http://www.calstate.edu/financialservices/resources/auditedstatements/financial_statements.shtml Table 10.2 Note: Percentage equals the expenditures for Instruction for the fiscal year divided by total expenditures. 1. Sorted by FY 2018 percentage in descending order

208 STANISLAUS STATE • CSUSTAN.EDU

UNIVERSITY BUDGET AND FINANCE • SECTION 10 TABLE 10.3 | Percentage of Student Grants and Scholarship Expenditures of Total Expenditures with CSU Peer Institutions Comparisons, 5-Year Trend % POINT CHANGE FY 2014

FY 2015

FY 2016

FY 2017

FY 2018 1 Year

CSU CAMPUS 1

5 Year

Bakersfield

14.0

15.7

15.6

15.8

14.5

-1.3

0.5

STANISLAUS

16.2

17.0

16.6

15.7

14.2

-1.5

-2.0

Fresno

14.0

14.8

14.5

13.3

11.7

-1.6

-2.3

San Bernardino

15.0

12.2

13.0

12.8

10.9

-1.9

-4.1

San Francisco

12.9

10.5

10.2

9.0

7.8

-1.2

-5.1

Monterey Bay

9.9

9.0

7.9

8.4

7.2

-1.2

-2.7

East Bay

8.1

8.0

7.3

7.8

7.1

-0.7

-1.0

HIGHLIGHT • Over the last five fiscal years, Stanislaus has consistently had one of the highest percentages of student grants and scholarship expenditures in comparison to its CSU peer group.

FIG. 10.4 |

Percent Distribution of Core Revenues by Source with CSU Peer Institutions Comparisons, Fiscal Year 2017

KEY:

Bakersfield

TUITION AND FEES STATE APPROPRIATIONS

East Bay

GOVERNMENT GRANTS AND CONTRACTS PRIVATE GIFTS, GRANTS, AND CONTRACTS

Fresno

INVESTMENT RETURN

Monterey Bay

OTHER CORE REVENUES

San Bernardino

San Francisco

STA N I S L AU S 0

100

PERCENTAGE

Table 10.3 Source: CSU Office of the Chancellor, Financial Services, Retrieved from http://www.calstate.edu/financialservices/resources/auditedstatements/financial_statements.shtml Table 10.3 Note: Percentage equals the expenditures for grants, scholarships and fellowships for the fiscal year divided by total expenditures. 1. Sorted by FY 2018 percentage in descending order Fig. 10.4 Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Data System (IPEDS): Spring 2018, Finance component Fig. 10.4 Note: Percentages may not sum to total due to rounding.

BOOK OF TRENDS • 2018-2019

209

TABLE 10.5 | Extended Education Fee Revenue with CSU Peer Institutions and CSU Total Comparisons, 5-Year Trend % C HA NGE FY 2015

FY 2016

FY 2017

FY 2018

FY 2019 1 Year

CSU CAMPUS 1

5 Year

% O F C SU SYSTEM FY 2019

Bakersfield

$2,808,451

$3,190,895

$3,183,118

$4,013,117

$6,109,862

52.2

117.6

1.5

Fresno

$8,063,903

$8,855,812

$9,413,944

$9,442,454

$9,049,729

-4.2

12.2

2.3

STANISLAUS

$8,786,898

$7,862,155

$9,820,517

$10,654,408

$11,537,291

8.3

31.3

2.9

San Francisco

$15,605,616

$13,955,115

$14,325,082

$14,355,927

$13,092,522

-8.8

-16.1

3.3

Monterey Bay

$9,264,557

$8,937,930

$11,006,295

$12,443,229

$13,333,543

7.2

43.9

3.4

San Bernardino

$10,802,961

$17,983,365

$18,610,199

$18,714,534

$19,978,000

6.8

84.9

5.1

East Bay

$24,730,807

$24,364,165

$25,694,749

$26,937,319

$22,450,444

-16.7

-9.2

5.7

$376,595,702

$374,975,580

$381,778,143

$394,322,723

$395,468,319

0.3

5.0

100.0

CSU TOTAL

HIGHLIGHTS • The majority (96%) of Stanislaus State’s Extended Education fee revenue is derived from four sources: (1) degree programs, (2) summer session, (3) winter session, and (4) Open University. Changes in fee revenue stem from new or discontinued degree programs and cohorts, as well as enrollment fluctuations. The one-year growth (8.3%) in fee revenue is mainly due to larger cohort sizes for the ASBSN and health science programs. The five-year growth (31.3%) in fee revenue is mainly due to new program launches (Online RN-BSN, MSW Hybrid, and MA in Child Development), increased cohort sizes, adding cohorts/ start times for select programs, and enrollment growth in winter session.

• Stanislaus State accounts for 2.9% of total CSU System Extended Education fees. This percentage compares favorably with Bakersfield, Fresno, Monterey Bay and San Francisco; however, Stanislaus lags behind East Bay, and San Bernardino, which are larger institutions.

Table 10.5 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, 201706, 201806, and 201906 - SCO Funds 0948-441/442/443/444. Excluding Transfer-In Accounts. Revenue Source: Continuing Education Fees only (GAAP Object 502)). Table 10.5 Notes: Year-end fee revenue rounded to nearest whole dollar. Fee revenues as of June 30 of each fiscal year. 1. Sorted by fee revenue as of 6/30/2019 in ascending order

210 STANISLAUS STATE • CSUSTAN.EDU

UNIVERSITY BUDGET AND FINANCE • SECTION 10 TABLE 10.6 | Extended Education Reserves (Fund Balances) with CSU Peer Institutions and CSU Total Comparisons, 5-Year Trend % C HA NGE FY 2015

FY 2016

FY 2017

FY 2018

FY 2019 1 Year

CSU CAMPUS 1

5 Year

% O F C SU SYSTEM FY 2019

San Francisco

$8,382,210

$3,218,658

$3,624,917

$2,180,914

$269,414

-87.6

-96.8

0.1

Monterey Bay

$1,242,372

$522,999

$1,161,197

$2,089,907

$3,024,032

44.7

143.4

1.2

Bakersfield

$3,945,340

$4,038,063

$3,934,839

$4,809,431

$6,294,005

30.9

59.5

2.6

Fresno

$8,535,446

$10,164,785

$10,348,303

$10,283,798

$8,505,627

-17.3

-0.3

3.5

STANISLAUS

$6,458,806

$6,942,033

$8,304,548

$9,041,898

$10,452,013

15.6

61.8

4.3

San Bernardino

$6,757,728

$11,378,546

$12,385,663

$11,779,265

$15,689,236

33.2

132.2

6.5

$23,011,471

$21,483,468

$21,546,357

$24,238,691

$21,824,148

-10.0

-5.2

9.0

$245,183,185

$239,835,164

$231,481,957

$235,598,496

$242,250,551

2.8

-1.2

100.0

East Bay

CSU TOTAL

HIGHLIGHTS • These reserves include funds held by Extended Education, as well as our college partners and the Office of the Provost. An increase in reserves, which includes a oneyear increase of 15.6% and a five-year increase of 61.8%, reflects increases in fee generation, coupled with good stewardship of our resources.

• Stanislaus State has a healthy reserve balance for the size of our institution. Our campus accounts for 4.3% of CSU Extended Education reserves. This percentage compares favorably with Bakersfield, Fresno, Monterey Bay, and San Francisco; however, Stanislaus lags behind East Bay and San Bernardino, which are larger institutions.

• Increases in reserves also reflect the concerted effort to build reserves to meet the needs of our strategic plan and to reinvest in self-support initiatives, including program development, operational infrastructure, and economic uncertainty. 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.

Table 10.6 Source: CSU Office of the Chancellor, Extended Education, Fund Balance Comparison (FIRMS Data - SCO Funds 0948-441/442/443/444). Table 10.6 Notes: Year-end balances rounded to nearest whole dollar. Fund balances as of June 30 of each fiscal year. 1. Sorted by fund balance as of 6/30/2019 in ascending order

BOOK OF TRENDS • 2018-2019

211

S EC T I O N

STUDENT SURVEY RESULTS “The campus environment and size is not overwhelming so it is easy to get around and immediately feel like part of the community. The class sizes definitely work in the students’ favor as they can easily access the faculty.” STUD ENT CO MM E N T F R O M T H E 2 01 8 - 1 9 G R A D UAT I NG SE N I O R S U RVE Y

212 STANISLAUS STATE •

CSUSTAN.EDU

BOOK OF TRENDS â&#x20AC;¢ 2018-2019

213

UNIVERSITY-WIDE SURVEYS The Office of Institutional Effectiveness and Analytics (IEA),

The survey administration schedule for a 10-year period is provided

formerly Institutional Research, oversees the administration of

below. Additional details about each survey, including administration

university-wide assessment-related surveys conducted on a routine

details, survey methodology, respondent demographics, and select

basis, including the campus developed student exit surveys and the

results are provided herein.

National Survey of Student Engagement (NSSE). IEA collaborates with the Office of Assessment and other institutional researchers university-wide to collect, analyze, summarize and disseminate meaningful survey data.

SURVEY TITLE Graduating Senior Survey* Graduate School Exit Survey*

SURVEY POPULATION

FREQUENCY

2010-11

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

2019-20

Undergraduate students who applied for

Annually

✓

Annually

✓

graduation Master’s students who applied for graduation

National Survey of

All first-year

Student

and graduating

Engagement

seniors

Every 3 years

✓

(NSSE) Faculty Survey of Student Engagement

All Instructional

Every 3

staff

years

(FSEE) Beginning College

All incoming

Survey of

first-year and

To be

Student

transfer

determined

Engagement

students

(BCSSE)

In addition, IEA assists the campus community with conducting a variety of surveys using Qualtrics Labs, Inc. web survey software for various purposes, including but not limited to academic program review, assessment, support unit review, and other evaluation purposes. Those surveys may be conducted on a one-time or routine basis, and results are typically not publicly available due to small sample size, survey purpose, or sensitivity of the data.

*Campus developed survey

214 STANISLAUS STATE • CSUSTAN.EDU

✓

ST U DE NT S U RVE Y RE S U LTS • SECTION 11

GRADUATING SENIOR SURVEY The Graduating Senior Survey is the longest running student survey in IEA’s history. The survey was administered in print copy in 2002, 2003 and 2004. Beginning in 2005, the survey was administered in print copy with the option to complete an online version, and starting in 2008-09 the survey was administered entirely online. Over the last decade the survey was administered every other year and effective 2017-18 is administered every year. Students who apply for graduation for the current term are sent a survey invitation email and reminder emails are sent to non-respondents through the end of the semester. A survey incentive has not been offered for student participation.

TABLE 11.1 |

The Graduating Senior Survey is designed to assist the University in assessing students’ perceptions of the quality of its student learning and instructional effectiveness. The survey includes questions on student satisfaction and experiences in 10 categories, using fivepoint and progressive scales as well as an opportunity to respond to open-ended questions of overall satisfaction and areas of strength and improvement. The survey questions have evolved over time but have remained fairly constant in recent years. Every year input is solicited from academic deans and department chairs.

Graduating Senior Survey Respondent Count and Response Rate by Survey Year, 5-Year Trend

2011-12

2013-14

2015-16

2017-18

% C H A N GE

2018-192

1 Year

Respondent Count

496

707

613

798

739

-7.4

Response Rate (%)1

-12.5

TABLE 11.2 |

Graduating Senior Survey Respondents by Gender and Survey Year, 5-Year Trend 2011-12

Female

350

70.6

Male

146

TOTAL

496

2013-14 ALL GRADS 3 (%)

62.6

518

73.3

29.4

37.4

189

100.0

707

G END ER

2015-16 ALL GRADS 3 (%)

65.6

455

74.2

26.7

34.4

158

100.0

613

2017-18 ALL GRADS 3 (%)

66.0

596

74.7

25.8

34.0

202

100.0

798

2018-19 ALL GRADS 3 (%)

ALL GRADS 3 (%)

65.7

554

75.0

67.3

25.3

34.3

185

25.0

32.7

100.0

739

100.0

Table 11.1 & Table 11.2 Sources: Graduating Senior Survey data files; CSU Enrollment Reporting System-Degrees Awarded (ERSD) data files Table 11.1 Notes: Percentages may not sum to total due to rounding. 1. Response rates are adjusted based on the actual number of applicants for graduation who were on the survey email distribution list and to which email(s) successfully sent, and who completed their degree during the survey year. Not all degree completers received an email invitation due to submitting a late graduation application or email was undeliverable. Students who completed a survey but did not complete their degree were removed from the respondent counts and are not reflected in the response rate. 2. Preliminary response rate for 2018-19 as of Sept. 6, 2019 (survey administration end date). 3. The percent distribution of the total number of bachelor degree completers for the college year (summer-spring)

BOOK OF TRENDS • 2018-2019

215

TABLE 11.3 | Graduating Senior Survey Respondents by Race/Ethnicity and Survey Year, 5-Year Trend 2011-12

RACE/ETHNICITY American Indian or Alaskan Native

2013-14 AL L GR ADS 1 (%)

2015-16

ALL G RADS 1 (%)

2017-18

ALL G RADS 1 (%)

2018-19

ALL G RADS 1 (%)

A LL G RA DS 1 (%)

0.4

0.5

0.6

0.3

0.7

0.5

0.4

0.1

0.4

Asian

9.9

10.0

9.2

9.3

10.9

11.4

10.0

10.5

10.6

10.0

Black or African American

2.0

1.9

2.4

2.7

2.0

2.1

2.5

1.9

1.4

1.6

Hispanic/Latino

139

28.0

33.2

264

37.3

38.7

245

40.0

40.7

366

45.9

44.8

386

52.2

50.4

Native Hawaiian or Other Pacific Islander

0.2

0.1

0.3

0.6

0.3

0.5

0.6

0.5

0.4

0.6

221

44.6

39.2

263

37.2

34.0

194

31.6

30.2

203

25.4

25.7

177

24.0

24.9

Two or More Races

3.4

2.6

3.7

4.1

3.8

4.3

4.0

3.0

3.4

Non-Resident Alien

1.8

1.9

1.3

2.6

1.9

4.1

3.4

2.3

2.8

9.7

10.6

8.1

9.0

8.2

8.7

6.6

8.8

6.1

6.0

496

100.0

707

100.0

613

100.0

798

100.0

739

100.0

White

Unknown

TOTAL

HIGHLIGHTS • Graduating Senior Survey respondent counts and response rates have fluctuated over the last five survey administrations. The response rate for 2018-19 is one of the lowest since 2011-12. • On average, a larger proportion of females participate in the Graduating Senior Survey. This occurrence is consistent with survey research findings in general.

Table 11.3, Table 11.4 & Table 11.5 Sources: Graduating Senior Survey data files; CSU Enrollment Reporting System-Degrees Awarded (ERSD) data files Table 11.3, Table 11.4 & Table 11.5 Notes: Percentages may not sum to total due to rounding. 1. The percent distribution of the total number of bachelor degree completers for the college year (summer-spring).

216 STANISLAUS STATE • CSUSTAN.EDU

ST U DE NT S U RVE Y RE S U LTS • SECTION 11 The following are frequency distribution trends for select items from the Graduating Senior Survey by survey year over the last five administrations.

TABLE 11.4 | Employment Status While Pursuing Bachelor’s Degree, 5-Year Trend 2011-12 N

2013-14 %

2015-16 %

2017-18 %

2018-19 %

% CHA N GE 1 Year

Full-time on campus

1.3

0.8

1.1

1.3

0.9

-25.0

Full-time off campus

19.4

121

22.8

22.4

156

24.8

178

25.4

14.1

Part-time on campus

8.5

9.8

10.3

10.2

9.5

4.7

Part-time off campus

156

41.4

224

42.3

167

38.1

247

39.3

277

39.5

12.1

Worked intermittently

11.1

8.3

7.8

7.6

9.0

31.3

Did not work

18.3

16.0

20.3

105

16.7

111

15.8

5.7

377

100.0

530

100.0

438

100.0

628

100.0

702

100.0

11.8

TOTAL

TABLE 11.5 | Employment Plans After Completing Bachelor’s Degree, 5-Year Trend 2011-12 N

2013-14 %

2015-16 %

2017-18 %

2018-19 %

% CHA N GE 1 Year

I will continue to work in my current paid job

26.3

153

28.9

136

31.1

180

28.8

216

30.9

20.0

I will work at a new job I recently obtained

7.2

11.3

15.8

14.1

13.4

6.8

199

52.9

253

47.8

173

39.6

291

46.5

304

43.5

4.5

Attend a graduate or professional school

8.2

8.1

7.8

7.0

11.4

Join the U.S. Armed Forces

0.5

0.2

0.7

0.5

0.6

33.3

Other

4.8

3.6

5.0

3.2

4.6

60.0

TOTAL

376

100.0

529

100.0

437

100.0

626

100.0

699

100.0

11.7

Seek employment

HIGHLIGHTS • Seventy-five percent of 2018-19 graduating seniors stated they worked while attending Stan State. Nine percent of graduating seniors stated they worked intermittently, and 15.8% stated they did not work while attending Stan State. • A lower percentage (70.6%) of 2011-12 graduating seniors stated they worked while attending compared to the most recent graduating senior respondents.

• Forty-four percent of 2018-19 graduating senior respondents stated they would work in their current or a new job after graduating, an increase of nearly 11 percentage points compared to 2011-12 respondents (33.5%).

BOOK OF TRENDS • 2018-2019

217

TABLE 11.6 | General Education Experience, 5-Year Trend P E R C E NTAGE O F GRADUAT I NG SE NI ORS WH O “ ST RO NGLY AG RE E ” OR “AGREE” WIT H TH E F O LLOW I NG :

2011-12

2013-14

2015-16

2017-18

2018-19

% P O I N T C H A NGE 1 Year

GE enhanced my ability to find, understand, examine critically, and use information from various sources.

67.6

66.7

66.2

67.0

69.1

2.1

GE enhanced my ability to look at issues from multiple perspectives.

67.2

68.7

65.9

66.7

76.2

9.5

GE enhanced my critical thinking skills that will contribute to continuous inquiry and life-long learning.

65.3

64.7

67.8

66.3

72.4

6.1

FIG. 11.7 |

Percentage of Graduating Seniors Who Would “Definitely” or “Probably” Attend Stan State Again, 5-Year Trend

100

PERCENTAGE

2011-12

2013-14

2015-16

2017-18

2018-19

SURVEY YEAR

HIGHLIGHTS • The percentage of graduating seniors who agree that GE enhanced their ability to look at issues from multiple perspectives increased by 9.5 percentage points from 201112 to 2018-19.

• In the past two years, about 86-87% of graduating seniors stated they would attend Stan State again if they had to do it all over.

The survey instrument and frequency distribution reports for participating years are available at https://www.csustan.edu/iea/ survey-data/graduating-senior-survey

Table 11.6 & Fig. 11.7 Sources: Graduating Senior Survey data files; CSU Enrollment Reporting System-Degrees Awarded (ERSD) data files

218 STANISLAUS STATE • CSUSTAN.EDU

ST U DE NT S U RVE Y RE S U LTS • SECTION 11

GRADUATE SCHOOL EXIT SURVEY The Graduate School Exit Survey was administered by the Graduate School from 1995 to 2004. Beginning in 2005, the survey was revised to align with the Graduating Senior Survey and administered by IEA in print copy with the option to complete an online version, and starting in 2008-09, the survey was administered entirely online. Over the last decade the survey was administered every other year and effective 2017-18 is administered every year. Students who apply for graduation for the current term are sent a survey invitation email and reminder emails are sent to non-respondents through the end of the semester. A survey incentive has not been offered for student participation.

The Graduate School Exit Survey is designed to assist the University in assessing student perceptions of the quality of graduate education. The survey includes questions on student satisfaction in five categories: Achievement, Experience, Classroom and Campus Social Climate, Educational Plans and Career Plans. The survey questions have evolved over time but have remained fairly constant in recent years. Every year input is solicited from graduate program coordinators and academic deans.

TABLE 11.8 | Graduate School Exit Survey Respondent Count and Response Rate by Survey Year, 5-Year Trend

2011-12

2013-14

2015-16

2017-18

% C H A N GE

2018-192

1 Year

Respondent Count

133

114

137

113

-17.5

Response Rate (%)1

-18.9

TABLE 11.9 | Graduate School Exit Survey Respondents by Gender and Survey Year, 5-Year Trend 2011-12 N

GEND ER

2013-14 ALL GRADS 3 (%)

2015-16 ALL GRADS 3 (%)

2017-18 ALL GRADS 3 (%)

2018-19 ALL GRADS 3 (%)

ALL GRADS 3 (%)

Female

68.4

69.7

71.4

66.1

66.7

72.3

100

73.0

75.1

83.2

77.2

Male

31.6

30.3

28.6

33.9

33.3

27.7

27.0

24.9

16.8

22.8

TOTAL

100.0

133

100.0

114

100.0

137

100.0

113

100.0

Table 11.8 & Table 11.9 Sources: Graduate School Exit Survey data files; CSU Enrollment Reporting System-Degrees Awarded (ERSD) data files Table 11.8 & Table 11.9 Notes: Percentage may not sum to total due to rounding. 1. Response rates are adjusted based on the actual number of applicants for graduation who were on the survey email distribution list and to which email(s) successfully sent, and who completed their degree during the survey year. Not all degree completers received an email invitation due to submitting a late graduation application or email was undeliverable. Students who completed a survey but did not complete their degree were removed from the respondent counts and are not reflected in the response rate. 2. Preliminary response rate for 2018-19 as of Sept. 6, 2019 (survey administration end date). 3. The percent distribution of the total number of master’s degree completers for the college year (summer-spring).

BOOK OF TRENDS • 2018-2019

219

TABLE 11.10 | Graduate School Exit Survey Respondents by Race/Ethnicity and Survey Year, 5-Year Trend 2011-12

RACE/ETHNICITY

2013-14 ALL GRADS 1 (%)

2015-16

ALL GRADS 1 (%)

2017-18

ALL GRADS 1 (%)

2018-19 ALL GRADS 1 (%)

ALL GRADS 1 (%)

American Indian or Alaskan Native

2.1

1.2

0.8

0.4

Asian

7.4

9.9

6.0

6.9

10.5

9.5

8.8

7.8

8.8

8.5

Black or African American

2.1

2.8

7.5

4.5

0.0

4.1

5.8

5.5

1.8

2.6

Hispanic/Latino

17.9

22.0

30.1

30.2

33.3

35.5

35.8

35.7

35.4

40.7

Native Hawaiian or Other Pacific Islander

1.1

0.3

34.7

35.3

41.4

37.1

42.1

33.4

37.2

32.8

33.6

30.8

Two or More Races

2.1

1.9

2.3

4.5

1.8

2.4

3.6

3.5

6.2

4.3

Non-Resident Alien

3.2

6.5

2.3

3.3

1.8

2.4

0.7

1.2

2.7

2.0

Unknown

29.5

20.1

9.8

13.1

10.5

12.8

8.0

12.8

11.5

10.8

TOTAL

100.0

133

100.0

114

100.0

137

100.0

113

100.0

White

0.3

0.6

0.3

HIGHLIGHTS • Graduate School Exit Survey respondent counts and response rates have fluctuated over the past five survey administrations. Similar to its undergraduate counterpart, the response rate for the 2018-19 Graduate School Exit Survey is the lowest it has been since 2011-12.

• The proportion of respondents by gender has fluctuated over the last five survey administrations. In 2018-19, while 22.8% of master’s degree completers were male, only 16.8% of exit survey completers were male.

Table 11.10, Table 11.11 & Table 11.12 Sources: Graduate School Exit Survey data files; CSU Enrollment Reporting System-Degrees Awarded (ERSD) data files Table 11.10, Table 11.11 & Table 11.12 Note: Percentages may not sum to total due to rounding. 1. The percent distribution of the total number of master’s degree completers for the college year (summer-spring).

220 STANISLAUS STATE • CSUSTAN.EDU

ST U DE NT S U RVE Y RE S U LTS • SECTION 11 The following are frequency distribution trends for select items from the Graduate School Exit Survey by survey year over the last five administrations.

TABLE 11.11 | Employment Status While Pursuing Master’s Degree, 5-Year Trend 2011-12 N

2013-14 %

2015-16 %

2017-18 %

2018-19 %

% CHA N GE 1 Year

Full-time on campus

1.2

3.4

1.2

4.0

5.6

20.0

Full-time off campus

50.6

47.9

48.3

54.0

58.9

-7.4

Part-time on campus

7.1

9.2

5.8

7.1

10.3

22.2

Part-time off campus

24.7

12.6

24.1

19.8

15.0

-36.0

Worked intermittently

7.1

9.2

6.9

8.7

5.6

-45.5

Did not work

9.4

17.7

13.8

6.4

4.7

-37.5

100.0

119

100.0

126

100.0

107

100.0

-15.1

TOTAL

TABLE 11.12 | Employment Plans After Completing Master's Degree, 5-Year Trend 2011-12 N

2013-14 %

2015-16 %

2017-18 %

2018-19 %

% CHA N GE 1 Year

I will continue to work in my current paid job

39.0

42.4

34.5

54.8

57.0

-11.6

I will work at a new job I recently obtained

7.3

9.3

27.6

19.1

19.6

-12.5

47.6

41.5

29.9

20.6

21.5

-11.5

4.2

1.2

1.6

Seek employment I will not work while I attend graduate or professional school Join the U.S. Armed Forces

1.2

Other

4.9

2.5

6.9

4.0

1.9

-60.0

TOTAL

100.0

118

100.0

126

100.0

107

100.0

-15.1

HIGHLIGHTS • Ninety percent of 2018-19 exiting master’s degree respondents worked while attending Stan State. This is six percentage points higher compared to 2011-12 survey respondents. • About 77% of recent master’s degree respondents will be employed upon graduation, compared to 46.3% of 2011-12 respondents.

• The percentage of exiting master’s degree students who stated they will continue to work in their current job after completing their master’s degree increased by over 18 percentage points, and the percentage who stated they will work at a new job after completing their master’s degree increased by 12 percentage points from 2011-12 to 2018-19.

BOOK OF TRENDS • 2018-2019

221

TABLE 11.13 | Master’s Degree Program Effectiveness, 5-Year Trend P E R C E NTAGE RES PONDING “E XC E LLENT ” OR “GO O D” W I T H THE FOLLOWING AS PECTS O F T H E I R MASTER’ S D EGREE PRO G RAM:

2011-12

2013-14

2015-16

2017-18

2018-19

% P OINT C HA NGE

1 Year

The commitment of the program faculty to the graduate program.

83.9

88.4

82.6

86.6

89.8

3.2

The overall qualifications of the graduate faculty in the department.

88.2

93.0

92.7

91.9

93.6

1.7

The overall quality of the program completed.

89.3

89.9

85.5

90.4

88.1

-2.3

FIG. 11.14 |

Percentage of Graduate School Exit Survey Respondents Who Would “Definitely” or “Probably” Attend Stan State Again, 5-Year Trend

100

PERCENTAGE

2011-12

2013-14

2015-16

2017-18

2018-19

SURVEY YEAR

HIGHLIGHTS • Eighty-eight percent of 2018-19 master’s degree completers rate the overall quality of the master’s degree program they completed as “Excellent” or “Good.”

• Approximately 9 out of 10 recent master’s degree completers indicated they would attend Stan State again if they had to do it all over. Over the past five years this percentage has been near or exceeded 90%.

The survey instrument and frequency distribution reports for participating years are available at https://www.csustan.edu/iea/surveydata/graduate-school-exit-survey

Table 11.13 & Fig. 11.14 Sources: Graduate School Exit Survey data files; CSU Enrollment Reporting System-Degrees Awarded (ERSD) data files

222 STANISLAUS STATE • CSUSTAN.EDU

ST U DE NT S U RVE Y RE S U LTS • SECTION 11

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) The National Survey of Student Engagement (NSSE) is administered by the Indiana University Center for Postsecondary Research. It is designed to measure the degree of student engagement in college activities that correlate to student learning and personal development. The NSSE includes questions on class participation, academic rigor, amount of effort put into class work and overall experience. NSSE reports provide comparison data with institutionselected comparison groups. In recent years Stan State’s selected comparison groups included: 1) participating institutions of the same Carnegie Classification (Master’s Colleges and UniversitiesLarger programs), 2) other participating CSU campuses, and 3) other public Master’s institutions in the Far West region with a high transfer-in, high undergraduate and/or high commuter population. The survey is administered in the spring semester to first-year students and graduating seniors.

Stanislaus State first participated in the NSSE in 2003, then in 2004, 2006, and 2009, and then adjusted its participation schedule to be in accordance with the CSU systemwide participation schedule (every three years) starting with the 2011 administration. Prior to 2009, the NSSE was administered to a sample of students as a print survey with the option to complete online. Since 2009, the NSSE has been administered as a web-only survey to all students who meet the eligibility requirements. An updated NSSE questionnaire was launched in 2013. Therefore, the survey data presented in this section will only display the two most recent comparable survey participation years, 2014 and 2017.

TABLE 11.15 | NSSE Respondent Counts and Response Rates by Survey Year

2003

2004

2006

2009

2011

2014

% C H A N GE

2017

3 Year

RESPON DEN T C OU NT First-Year

120

100

247

216

225

325

44.4

Senior

127

117

101

435

564

396

600

51.5

Total

247

217

161

682

780

621

925

49.0

First-Year (%)

44.4

Senior (%)

45.0

Unknown

Yes

RESPON SE RATE

Incentive offered

TABLE 11.16 | NSSE First-Year Respondents by Gender, 2014 and 2017 2014

2017

SURV EY RESP ON D EN TS

GEND ER 1 Female Male

TOTAL

SURVE Y POPULATION

SURVE Y RE SPONDE NTS

SU RV EY POP U LATIO N

170

75.6

1,138

65.9

258

79.4

1,081

66.9

24.4

588

34.1

20.6

536

33.1

225

100.0

1,726

100.0

325

100.0

1,617

100.0

Table 11.15 Source: NSSE Administration Summary Reports Table 11.16 Sources: NSSE Respondent Profile Reports; NSSE population files; CSU Enrollment Reporting System-Student Enrollment (ERSS) data files Table 11.16 Notes: Percentages may not sum to total due to rounding. 1. Calculated non-weighted percentages. Respondent Profile Report uses weighted percentages for gender and enrollment status; counts are unweighted in report.

BOOK OF TRENDS • 2018-2019

223

TABLE 11.17 | NSSE Senior Respondents by Gender, 2014 and 2017 2014

2017

S URV EY RES P ON D EN TS

GE N DER 1

SURVE Y POPULATION

SURVE Y RE SPONDE NTS

SURVE Y POPULAT IO N

Female

284

71.7

1,926

64.1

431

71.8

1,450

61.1

Male

112

28.3

1,078

35.9

169

28.2

924

38.9

TOTAL

396

100.0

3,004

100.0

600

100.0

2,374

100.0

TABLE 11.18 | NSSE First-Year Respondents by Race/Ethnicity, 2014 and 2017 2014

2017

SURV EY RESP ON D EN TS

R ACE /ETHNI CI TY

SURVE Y POPULATION

American Indian or Alaskan Native

SURVE Y RE SPONDE NTS

0.3

SURVE Y POPULATIO N

% 3

0.2

12.0

191

11.1

12.6

160

9.9

2.2

1.5

2.0

Hispanic/Latino

122

54.2

916

53.1

174

53.5

923

57.1

Native Hawaiian or Other Pacific Islander

1.3

1.0

0.6

0.4

18.2

389

22.5

18.5

289

17.9

Two or More Races

3.6

3.2

4.3

3.9

Non-Resident Alien

6.2

3.6

4.3

4.7

2.2

3.0

4.6

4.0

225

100.0

1,726

100.0

325

100.0

1,617

100.0

Asian Black or African American

White

Unknown

TOTAL

Table 11.17 & Table 11.18 Sources: NSSE Respondent Profile Reports; NSSE population files; CSU Enrollment Reporting System-Student (ERSS) data files Table 11.17 & Table 11.18 Notes: Percentages may not sum to total due to rounding. 1. Calculated non-weighted percentages. Respondent Profile Report uses weighted percentages for gender and enrollment status; counts are unweighted in report.

224 STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

ST U DE NT S U RVE Y RE S U LTS • SECTION 11 TABLE 11.19 | NSSE Senior Respondents by Race/Ethnicity, 2014 and 2017 2014

2017

S URV EY RES P ON D EN TS

RACE/ET HNI CI TY American Indian or Alaskan Native

SURVE Y POPULATION

SURVE Y RE SPONDE NTS

SU RV EY POPU LATIO N

0.3

0.4

0.5

0.4

12.1

327

10.9

13.2

283

11.9

2.0

2.7

2.4

Hispanic/Latino

154

38.9

1,178

39.2

222

37.0

1,011

42.6

Native Hawaiian or Other Pacific Islander

0.5

0.6

0.5

0.6

138

34.8

994

33.1

177

29.5

646

27.2

Two or More Races

2.8

109

3.6

3.7

4.0

Non-Resident Alien

1.0

1.2

4.2

2.8

7.6

252

8.4

8.8

190

8.0

396

100.0

3,004

100.0

600

100.0

2,374

100.0

Asian Black or African American

White

Unknown

TOTAL

HIGHLIGHTS • The number of NSSE respondents has mostly been on an upward trend, most recently achieving a first-year student response rate of 26% and senior response rate of 29% in spring 2017. There was a slight decrease in the respondent count and the response rate in 2014 when no incentive was offered.

• The proportion of female senior respondents was the same as the proportion of the senior survey population in both 2014 and 2017. First-year males were slightly overrepresented in both 2014 and 2017 survey participation years.

Table 11.19 Sources: NSSE Respondent Profile Reports; NSSE population files; CSU Enrollment Reporting System-Student Enrollment (ERSS) data files Table 11.19 Note: Percentages may not sum to total due to rounding.

BOOK OF TRENDS • 2018-2019

225

The following are select items from the NSSE for Stanislaus State and include comparisons with other participating institutions with the same Carnegie Classification for some items.

TABLE 11.20 | Percentage of Students Participating in High-Impact Practices (HIPs), 2014 and 2017 F I R ST-YE A R 2014

SENIORS 2017

2014

% P O I N T C H A N GE 2017

First-Year

Seniors

-3

-2

-1

-5

Internship/Field Experience3

-6

Study Abroad3

-1

Culminating Senior Experience3

-9

Learning Community1 Service-Learning2 Research with Faculty1

TABLE 11.21 | Perceived Gains Among Seniors, 2014 and 2017 P E R C E NTAGE RES PONDING “V E RY M UCH ” O R “Q UIT E A BI T” TO T H E FOLLOWING QUE STION ITEM S :

2014 STA N STAT E (% )

2017

CA RN EG I E CLASS (%)

STAN STAT E ( %)

% P O I N T C H A N GE

CARNE GIE CLASS ( %)

STAN STAT E

CARN EGIE C LASS

Thinking critically and analytically

Writing clearly and effectively

-1

Working effectively with others

-1

Speaking clearly and effectively

-1

Understanding people of other backgrounds

Developing or clarifying a personal code of values and ethics

Analyzing numerical and statistical information

Acquiring job- or work-related knowledge and skills

-1

Solving complex real-world problems

-1

Being an informed and active citizen

HIGHLIGHTS • In 2017, 83% of seniors reported that their experience at Stan State contributed to their growth in thinking critically and analytically, slightly lower than the Carnegie Class comparison group.

• Among seniors, developing or clarifying a personal code of values and ethics significantly increased from 56% in 2014 to 63% in 2017.

Table 11.20 Source: NSSE 2017 Multi-Year Report Table 11.20 Notes: For more information refer to the High Impact Practices Report located at https://www.csustan.edu/iea/survey-data/nsse-fsse. 1. First-year students and seniors responding “Done or in progress” 2. First-year students and seniors responding “Some, most, or all courses” 3. First-year students responding “Plan to do;” seniors responding “Done or in progress” Table 11.21 Source: NSSE Frequencies and Statistical Comparisons Reports

226 STANISLAUS STATE • CSUSTAN.EDU

ST U DE NT S U RVE Y RE S U LTS • SECTION 11

FIG. 11.22 |

HIGHLIGHTS

Percentage of NSSE Respondents Rating Their Overall Experience at Stan State as “Excellent” or “Good,” 2014 and 2017

• NSSE first-year and senior respondents favorably rated their overall experience at Stan State, and for the most part the ratings are consistent with the Carnegie Class comparison group, however 2017 first-year students rated their experience three percentage points lower than their peers at institutions with the same Carnegie Class.

FIRST-YEAR

STAN STATE

CARNEGIE CLASS

SENIOR

STAN STATE

CARNEGIE CLASS

100

PERCENTAGE KEY:

FIG. 11.23 |

2014

2017

• The percentage of NSSE 2014 senior respondents who would attend Stan State again was five percentage points lower than their counterparts at institutions in the Carnegie Class comparison group. While a gap persisted among NSSE 2017 senior respondents and the comparison group, it had reduced to a difference of only two percentage points.

Percentage of NSSE Respondents Who Would “Definitely" or “Probably” Attend Stan State Again, 2014 and 2017

FIRST-YEAR

STAN STATE

CARNEGIE CLASS

SENIOR

STAN STATE

CARNEGIE CLASS

100

PERCENTAGE KEY:

2014

2017

A variety of NSSE reports for all participation years are available at https://www.csustan.edu/iea/survey-data/nsse-fsse, including the NSSE 2017 Multi-Year Report. Additionally, the NSSE Report Builder is available at http://nsse.indiana.edu/html/report_builder.cfm.

Fig. 11.22 & Fig. 11.23 Source: NSSE Snapshot Reports

BOOK OF TRENDS • 2018-2019

227

FACULTY SURVEY OF STUDENT ENGAGEMENT (FSSE) The Faculty Survey of Student Engagement (FSSE) is a complement to the NSSE and is also administered by the Indiana University Center for Postsecondary Research. The FSSE is designed to measure faculty expectations for student engagement in educational practices as well as provide comparative data to be used with the National Survey of Student Engagement (NSSE). Questions address the importance faculty place on various areas of learning and development, the nature and frequency of facultystudent interactions and faculty organization of class time.

NSSE to allow for a better comparison of student and faculty responses. Institutions that participate in both the NSSE and FSSE in the same year will receive a FSSE-NSSE Combined Report that compares student responses with faculty responses. Since 2007, the FSSE has been administered online to all instructional staff. An updated FSSE questionnaire was launched in 2013. Therefore, the survey data presented in this section will only display the two most recent comparable survey participation years, 2014 and 2017.

Stan State first participated in the Faculty Survey of Student Engagement in 2007. The survey is on the same timeline as the

TABLE 11.24 | FSSE Respondent Counts and Response Rates by Participation Year 2007

2009

2011

2014

% C H A N GE

2017

3 Year

Respondent count

148

165

155

195

25.8

Survey Population

362

420

410

483

569

17.8

Response Rate (%)

6.3

TABLE 11.25 | FSSE Respondents by Gender, 2014 and 2017 2014

2017

SURV EY RESP ON D EN TS

GE N DER 1

SURVE Y POPULATION

SURVE Y RE SPONDE NTS

SURVE Y POPULAT IO N

Female

45.0

223

46.2

52.1

268

47.1

Male

50.8

260

53.8

44.4

301

52.9

4.2

3.5

120

100.0

144

100.0

569

100.0

Prefer not to respond

TOTAL

483

100.0

Table 11.24 & Table 11.25 Source: FSSE Respondent Profile Report Table 11.24 & Table 11.25 Notes: Percentages may not sum to total due to rounding. 1. Gender for survey respondents is based on self-reported gender identity, reported in the FSSE Respondent Profile Report

228 STANISLAUS STATE â&#x20AC;˘ CSUSTAN.EDU

ST U DE NT S U RVE Y RE S U LTS • SECTION 11 TABLE 11.26 | FSSE Respondents by Race/Ethnicity, 2014 and 2017 2014

2017

S URV EY RES P ON D EN TS

R ACE/ETHNI CI TY

SURVE Y POPULATION

SURVE Y RE SPONDE NTS

SU RV EY PO PU LATIO N

American Indian or Alaskan Native

0.8

0.6

0.7

0.4

Asian

6.6

8.3

9.9

10.5

Black or African American

5.8

3.1

2.1

3.5

Hispanic/Latino

7.4

6.6

9.9

11.6

0.4

329

68.1

61.0

383

67.3

0.6

5.7

1.1

Native Hawaiian or Other Pacific Islander White

69.4

Two or More Races Unknown

TOTAL

14.9

9.9

10.6

5.6

121

100.0

483

100.0

141

100.0

569

100.0

HIGHLIGHTS • The FSSE response rates have fluctuated over the last five participation years. Over a third of instructional staff responded to the FSSE in spring 2017, with a larger proportion of male instructional staff responding than females.

• Instructional staff respondents who identify as White, nonHispanic were overrepresented in the 2017 survey year.

Table 11.26 Source: FSSE Respondent Profile Report Table 11.26 Note: Percentages may not sum to total due to rounding.

BOOK OF TRENDS • 2018-2019

229

The following are select results from the FSSE-NSSE Combined Report. As aforementioned, data are only available for the two most recent survey participation years due to updated NSSE and FSSE questionnaires in 2013.

TABLE 11.27 | Student-Perceived Gains, 2014 and 2017 PE R C ENTAGE O F FACULT Y W H O RE P O RT E D SU BSTANTIALLY ( “ VERY MU C H ” O R “Q U I T E A B I T ” ) STR U CTURING T H EIR SE LE C T E D C O U RSE SE C T I O N SO THAT ST UDENTS LEARN AN D DE VE LO P I N T H E F OL LOWING AREAS:

2014

2017

% P O I N T C HA N GE

LOWE R D I V I SION ( %)

UPPE R DIVISION ( %)

LOWE R DIVISION ( %)

UPPE R DIVISION ( %)

LOWE R DIVISION

U PPER D IV ISIO N

Thinking critically and analytically

-10

Writing clearly and effectively

-2

Working effectively with others

-8

Speaking clearly and effectively

-18

Understanding people of other backgrounds

-5

Developing or clarifying a personal code of values and ethics

-3

-17

Analyzing numerical and statistical information

Acquiring job- or work-related knowledge and skills

-6

-3

Solving complex real-world problems

-6

Being an informed and active citizen

TABLE 11.28 | Student Course Engagement, 2014 and 2017 P E R C E NTAGE O F FACULT Y RE SP O N DI N G T H AT I T I S “V E RY IM PORTANT ” OR “ I MP O RTANT ” T H AT T H E TYP I CAL ST UDENT D O THE FO LLOW I N G I N T H E I R SE L E C T ED COURS E SECTI O N :

2014

2017

% P O I N T C HA N GE

LOWE R D I V I SION ( %)

UPPE R DIVISION ( %)

LOWE R DIVISION ( %)

UPPE R DIVISION ( %)

LOWE R DIVISION

U PPER D IV ISIO N

Ask questions or contribute to course discussions in other ways

-2

Come to class having completed readings or assignments

FSSE and FSSE-NSSE combined survey reports for all participation years are available at https://www.csustan.edu/iea/survey-data/ nsse-fsse.

Table 11.27 Source: FSSE-NSSE Combined Reports, Additional Engagement Items – Faculty Course Goals and Student-Perceived Gains Section Table 11.28 Source: FSSE-NSSE Combined Reports, Course Engagement Section

230 STANISLAUS STATE • CSUSTAN.EDU

ST U DE NT S U RVE Y RE S U LTS â&#x20AC;˘ SECTION 11

BEGINNING COLLEGE SURVEY OF STUDENT ENGAGEMENT (BCSSE) The Beginning College Survey of Student Engagement (BCSSE) is a complement of the NSSE and is also administered by the Indiana University Center for Postsecondary Research. Stan State participated in the BCSSE for the first time in summer 2019 with funding provided by the CSU Office of the Chancellor for all interested CSU campuses. The survey population includes all incoming fall first-time freshmen (first-year) and first-time transfer students. Stan State opted to administer the BCSSE entirely online. Survey invitation and reminder emails are handled by the participating institution. Participating institutions receive individual student advising reports summarizing student survey responses, including high school experiences and college expectations.

The following provides the BCSSE 2019 respondent counts and response rates for surveys completed during summer 2019 by fall 2019 incoming students. The survey end date was extended two weeks into the fall semester in an effort to further increase response rates by promoting the BCSSE in-class and via social media posts targeted for new undergraduate students.

TABLE 11.29 | BCSSE Respondent Count and Response Rate, 2019 2019

R ES PO ND ENT COU N T First-Year

903

Transfer

600 1,503

TOTAL R ES PO NS E R ATE First-Year (%)

Transfer (%)

TOTAL (% )

Incentive offered

TABLE 11.30 | BCSSE Respondents by Gender, 2019 S U RV E Y R E S P O N DE N TS S URV E Y P O P UL AT I O N F I RST-YEA R

GEND ER

T RA NSFE R

TOTAL

Female

645

71.4

445

74.2

1,090

72.5

1,916

66.2

Male

258

28.6

155

25.8

413

27.5

977

33.8

0.0

2,894

100.0

Non-Binary

TOTAL

903

100.0

600

100.0

1,503

100.0

Table 11.29 Sources: BCSSE 2019 disposition file (as of Sept. 5, 2019 survey administration end date); Preliminary CSU Enrollment Reporting-Enrollment (ERSS) and Application (ERSA) data files; PeopleSoft Table 11.29 Notes: The preliminary BCSSE 2019 respondent count and response rate adjusted to exclude duplicate responses and non-enrolled students as of Sept. 5, 2019 (survey end date). Respondent count includes partially complete and complete surveys. Figures subject to change pending the fall 2019 enrollment census date. Transfer figures include a small number of returning student respondents (n=4). Table 11.30 Sources: BCSSE 2019 preliminary data file (as of Sept. 5, 2019 survey administration end date); CSU Enrollment Reporting System-Applicant (ERSA) data file Table 11.30 Notes: Percentages may not sum to total due to rounding. Gender is the sex at birth self-reported on the CSU undergraduate admission application. Subsequent survey reports may disaggregate results by gender identity and gender expression. Race/ethnicity is based on information self-reported on the CSU undergraduate admission application. Respondents by type (e.g., FirstYear, Transfer) disaggregated based on institutional reported enrollment status code.

BOOK OF TRENDS â&#x20AC;˘ 2018-2019

231

The following are select items from the BCSSE 2019 First-Year Student and Transfer Student Institutional Reports. The institutional reports include all survey participants, regardless if enrolled.

TABLE 11.31 | Perceived Academic Preparedness of Incoming Students, 2019 P E R C E NTAGE WH O S ELEC T E D 4, 5 O R 6 O N A SCAL E OF 1 TO 6 ( 1=NOT P RE PARE D, 6 = VE RY P R E PA RED) TO TH E FO LLOW I NG Q U E ST I O N I T E MS:

First-Year (%)

Transfer (%)

Think critically and analytically

Write clearly and effectively

Work effectively with others

Speak clearly and effectively

Analyze numerical and statistical information

FIG. 11.32 |

Percentage of BCSSE respondents who expect to graduate from Stanislaus State, 2019

FIRST-YEAR

TRANSFER

PERCENTAGE

232 STANISLAUS STATE â&#x20AC;¢ CSUSTAN.EDU

100

ST U DE NT S U RVE Y RE S U LTS • SECTION 11 TABLE 11.33 | Perceived Importance of Stan State Support for Incoming Students, 2019 P ERCENTAGE WH O SE LE C T E D 4, 5 O R 6 O N A SCALE O F 1 TO 6 ( 1=NOT IM P O RTAN T, 6 = VE RY I MP O RTAN T ) TO TH E FO LLOWING Q U E ST I O N I T E MS:

First-Year (%)

Transfer (%)

A challenging academic experience

Support to help students succeed academically

Opportunities to interact with students from different backgrounds

Opportunities to be involved socially

Learn support services

TABLE 11.34 | Expected Academic Perseverance for Incoming Students, 2019 P ERCENTAGE WH O SE LE C T E D 4, 5 O R 6 O N A SCALE O F 1 TO 6 ( 1= NOT AT ALL C E RTAI N, 6 = VE RY C ERTAIN) TO TH E FO LLOW I NG Q U E ST I O N I T E MS:

First-Year (%)

Transfer (%)

Find additional information for course assignments when you don’t understand the material

Ask instructors for help when you struggle with course assignments

Finish something you have started when you encounter challenges

Stay positive, even when you do poorly on a test or assignment

Table 11.31, Fig. 11.32, Table 11.33 & Table 11.34 Source: BCSSE 2019 First-Year and Transfer Student Frequencies and Statistical Comparison Reports

BOOK OF TRENDS • 2018-2019

233

TABLE 11.35 | Expected Transition Difficulty for Incoming Students, 2019 P E R C E NTAGE WH O S ELEC T E D 4, 5 O R 6 O N A SCAL E OF 1 TO 6 ( 1=NOT AT ALL DI FFI C U LT, 6 = VE RY DI F F I CULT) TO T H E FOLLOW I NG Q U E ST I O N I T E MS:

First-Year (%)

Transfer (%)

Learn course material

Manage your time

Pay college or university expenses

Get help with school work

Make new friends

Interact with faculty

TRANSFER

FIRST-YEAR

FIG. 11.36 |

Percentage of BCSSE respondents who expect to talk with a faculty member “Sometimes,” “Often” or “Very often” during the coming school year about their career plans and academic performance, 2019

CAREER PLANS

ACADEMIC PERFORMANCE

CAREER PLANS

ACADEMIC PERFORMANCE

100

PERCENTAGE

HIGHLIGHTS • BCSSE respondents are certain to finish something they started when they encounter challenges, and expect support to help them succeed academically from Stan State.

• Overwhelming majority of incoming students expect to discuss their career plans with a faculty member as well as graduate from Stan State.

BCSSE 2019 institutional reports for first-year, transfer and delayed-entry students are available at https://www.csustan.edu/iea/ survey-data/nsse-fsse.

Table 11.35 & Fig. 11.36 Source: BCSSE 2019 First-Year and Transfer Student Frequencies and Statistical Comparison Reports

234 STANISLAUS STATE • CSUSTAN.EDU

ST U DE NT S U RVE Y RE S U LTS • SECTION 11

Future Plans ONLINE SURVEY DASHBOARDS Online dashboards for the National Survey of Student Engagement (NSSE), the Graduating Senior Survey, and the Graduate School Exit Survey to be developed starting 2019-2020 by the Office of Institutional Effectiveness and Analytics in collaboration with the campus NSSE Data Use Team and the Graduation Rate Excellence and Assessment Team (GREAT).

SURVEY-RELATED RESEARCH PROJECTS CSU STUDENT SUCCESS ANALYTICS CERTIFICATE PROGRAM Stanislaus State’s Data Action Research Team Project Summary: In fall 2019, the Educational Opportunity Program (EOP) is projected to welcome its largest cohort with 300 first-time freshmen. In tending to the academic and social needs of this historically underrepresented population, we are working toward redesigning the traditional summer bridge program into a summer and fall transition program. Through this Action Research Project, our team will inform the assessment plan of the new model. Due to the impact EO 1110 had on the eligibility of Summer Bridge participants in 2018, we are re-envisioning what it means to support this first-generation and low-income population. With no more remedial coursework, what does it mean to support EOP students? To start, we believe in providing key opportunities for making strong connections with peer mentors, faculty and academic advisors. Secondly, we believe in introducing information and support at relevant times when students are able to apply them. These goals will be accomplished through a one-week immersive summer experience and a fall course (MDIS 1040: Seminar in First-Year Experience) taught by EOP Academic Advisors.

Survey of Student Engagement (BCSSE), and institutional survey data (e.g., Graduating Senior Survey). This work will parallel and integrate with the review of data by the GREAT workgroups for AY 2019-20 utilizing a logic model developed by the Reviewing Student Success workgroup. NSSE DATA USE TEAM Following a Chancellor’s Office sponsored National Survey of Student Engagement (NSSE) Regional Workshop to Support Graduation Initiative 2025 Goals, the campus NSSE Data Use Team (a subgroup of the Reviewing Student Success workgroup), established a workplan for exploring student and faculty perception data available through NSSE and other external and institutional surveys. In consultation with the Graduation Rate Excellence and Assessment Team (GREAT), the NSSE Data Use Team mapped items from both external and institutional survey instruments to the GREAT workgroups, based on established NSSE Engagement Indicators. Concurrently, the NSSE Data Use Team developed a draft logic model for GREAT that establishes a matrix for tracking interventions and outcomes. Both the logic model and survey data review process will continue to be fleshed out with feedback from the GREAT Steering Committee and workgroups over AY 2019-20. In alignment with the Strategic Plan and campus definition of Student Success, the GREAT Steering Committee wants to ensure that students are not only graduating – but that they have felt supported and are satisfied with their experience at Stanislaus State. Mapping our institutional data, including the NSSE/FSSE to the data review efforts of the GREAT workgroups, will allow us to tap into a rich source of student perception data that can be disaggregated and explored in many different ways.

Initial data collection plans include administering the 2019 BCSSE and the 2020 NSSE and tracking the following academic indicators: retention rate, academic standing, and on-track with G.E. B4. STUDENT SUCCESS RESEARCH OPPORTUNITY FOR FACULTY SCHOLARS AND STUDENT MENTEES In collaboration with the Division of Strategic Planning, Enrollment Management and Innovation (SPEMI), the Office of the Provost has created a mentorship opportunity for tenured and tenure track faculty with expertise in qualitative data analysis/research methods to work with two Student Success Assistants and office staff in reviewing open-ended data from university surveys related to student engagement and student success. Utilizing funding from the Chancellor’s Office Student Success Analytics project, this project will parallel and integrate with the review of survey data by the GREAT workgroups for AY 2019-20. The Student Success Assistants and Faculty Scholar mentor will assist the Reviewing Student Success Committee of the Graduation Rate Excellence Assessment Team (GREAT) in analyzing the relationship among qualitative student perception data, student performance data, and graduation rates. The qualitative student perception data will include a review of open-ended data from the National Survey of Student Engagement (NSSE), the Faculty Survey of Student Engagement (FSSE), the inaugural Beginning College

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“It’s important that you be thinking about what you can do to open doors for others. Because when you open doors for others, you are making it possible for everybody to advance.” D R . M ARVAL E N E H U G H E S , F O R M E R STA N I S L AU S STAT E P R E S I D E N T F R OM AUG U ST 1 9 9 4 TO J U N E 2 005 , AT THE D E D I CAT I O N C E R E M O N Y O F T HE UNI V E R S I T Y R E F L E C T I N G P O N D I N HER HO NOR , S E P T E M B E R 2 9, 2 01 7

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STRATEGIC PLANNING A Sense of Place, Inclusion, Transformation, and Future University Strategic Plan 2017-2025 Tracking Year-2 (2018-19)

Photo: Dr. Marvalene Hughes University Reflecting Pond

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Top Achievements by Administrative Division, 2018-19 DIVISION OF ACADEMIC AFFAIRS

1. Center for Applied Spatial Analysis Faculty from the Department of Anthropology, Geography and Ethnic Studies successfully established and launched the Center for Applied Spatial Analysis, a transdisciplinary and collaborative geospatial research hub for faculty members as well as graduate and undergraduate students.

2. Curriculum Under the direction of the Curriculum Specialist, the division saw a successful implementation of the new curriculum management system, Curriculog. The implementation of Curriculog led to the successful approval of 139 curricular proposals – a 37% increase over last year.

3. Feasibility Studies and Library Renovation This year the planning process for the library renovation was finalized and construction began. Academic Affairs also embarked on two feasibility studies for a new academic building on the Turlock Campus and a replacement for Acacia Hall in Stockton. These two studies will pave the way for potential approval of these new buildings on both campuses.

5. High Impact Practices (HIPs) The HIPs Workgroup of the Graduation Rate Excellence and Assessment Team (GREAT) created a PeopleSoft table for tracking HIPs participation by student through imported class lists of course sections carrying the HIPs designation and manual entry of programmatic HIP participation. This tracking mechanism is critical to meeting Goal 2, Objective B, as well as informing the process of creating a HIPs/Student Success Assessment Plan. In addition, a successful HIPs Faculty Learning Community (FLC) culminated in the annual HIPs Summit, at which the 15 participants presented their newly developed courses to the campus community.

6. Critical Personnel Additions The Division of Academic Affairs recruited for and filled three key positions that are critical to achieving the strategic plan goals. These include the Director of Academic Technology, the Director of Operations at the Stockton Campus and the Project Rebound Coordinator.

4. Faculty Center for Excellence in Teaching & Learning (FCETL)

Total FCETL workshop attendance increased by 58% over last year and Instructional Institute Day attendance increased by 50% over last year. In addition, the New Faculty Orientation was expanded to two days and offers additional resources and support for new tenure-track faculty, and the FCETL launched a new Inclusive Teaching certificate program.

DIVISION OF BUSINESS & FINANCE

1. Establishing New Office of Information Technology (OIT) Governance Model

OIT now has a governance body that includes representation from all campus constituents, including faculty, students, staff and administrators. The Governance committees are charged with creating a one-year, three-year, and fiveyear campus-wide technology plan that aligns with the University’s strategic plan.

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2. Implementing Campus-Wide WiFi OIT, partnering with the Chancellor’s Office and University Facilities, has installed and activated over 200 WiFi Access Points (AP) across campus. Of these AP’s, 150 went into classrooms with 50 deployed outdoors. The additional, new models of AP’s, have dramatically increased WiFi access and capacity across campus.

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DIVISION OF STUDENT AFFAIRS

1. Expansion of Student Success Programs and Services

Departments across the Student Affairs Division developed and enhanced programs and services to support students both inside and outside of the classroom. In the Academic Success Center, the Faculty Fellows program was expanded, two advisor positions were added, the Freshman Success Program was created, which included hiring four additional Peer Mentors, and the Educational Opportunity Program (including Summer Bridge) was redesigned. Additionally, academic advisors were assigned to specific colleges and programs to provide continuity for students and for liaison to campus departments/programs. New student orientation became mandatory and expanded to include an overnight component to facilitate sense of belonging and the creation of relationships with peers. The first coordinated Warrior Welcome Week was held. The Warrior Food Pantry tripled in size, a food share program was created in collaboration with Chartwells, and numerous additional services addressing food and housing insecurity were created and expanded.

2. Diversity Center Staffing Three positions were developed to support students through the programming and advocacy of the Diversity Center: a Director, a Dreamers Project Coordinator (grant funded by the California Campus Catalyst Fund to support the needs of undocumented students), and a Males of Color Program Coordinator. In June 2019, Carolina Alfaro began her tenure as the Director, and Polet Hernandez was appointed as the Dreamers Project Coordinator. The Males of Color Program Coordinator is expected to be filled early in the 2019-20 Academic Year.

4. Dr. Marvalene Hughes Leadership Conference The inaugural Dr. Marvalene Hughes Leadership Conference was developed through a partnership with Student Leadership and University Advancement. Forty-nine students attended the two-day conference in October 2018, which included keynote addresses, educational sessions, and experiential learning through both participation in a ropes/challenge course and community service. Dr. Marvalene Hughes, President Emerita, provided one of the keynote sessions, and the student feedback was overwhelmingly positive. Plans are underway to expand the conference in 2019-20.

5. Housing Recycling Program and Earth Week Spring 2019

Due to student interest and high service demand, Housing and Residential Life began administratively supporting the formerly volunteer-led recycling program in the residence halls. Recycling bins are provided in the rooms, and educational information about sustainability is shared with the residential community through a weekly newsletter and social media. Additionally, in April 2019, Housing and Residential Life launched its first Earth Week. This student-led initiative, themed “Think Locally, Act Locally,” promoted sustainability and eco-consciousness, and activities were supported by a series of posters and a social media campaign.

3. Student Worker Appreciation Week The Career and Professional Development Center (CPDC) collaborated with Human Resources to celebrate, for the first time, Student Worker Appreciation Week. Student workers across campus were recognized and received a letter of appreciation from Human Resource that, when brought into the CPDC, resulted in receiving a thank you gift. It was a great success with 408 campus-employed students coming into the CPDC to spin the wheel and win a prize. This program grew out of the High Impact Practice initiative, Warriors at Work, that began as a pilot this year, providing 24 student workers monthly professional development as a cohort.

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DIVISION OF STRATEGIC PLANNING, ENROLLMENT MANAGEMENT & INNOVATION (SPEMI)

1. Preparing the Workforce with CareerReadyU In 2018-19, SPEMI helped shape the launch of a groundbreaking new initiative that seeks to link regional employers directly with current students to provide them with intentional career-connected learning while still in college. The program facilitates developing individualized relationships between the University and local businesses and other organizations. Through this program, the University hopes to co-create and co-fund new opportunities for students based on a common cause of building a top-notch labor workforce in all walks of life - healthcare, business and manufacturing, computer science and information technology, education, criminal justice, and social services. Promoting this program involves leading conversations about how the University and its partners can jointly prepare a workforce ready for innovation and growth along the Highway 99 corridor.

2. Creating Community College to University

Transfer Pathways for Student Success and Raised Funds

Earlier, SPEMI had provided leadership for Stanislaus State and San Joaquin Delta College to sign a memorandum of understanding (MOU) that guarantees admission and specialized services to Associate Degree for Transfer (ADT) recipients in a 2+2 Warriors on the Way (WOW) Transfer Program. In 2018-19, as part of a similar initiative, Modesto Junior College and Stan State also signed a similar transfer agreement. Additionally, SPEMI collaborated with other divisions in the University to develop a grant proposal to the College Futures Foundation and secured two grants totaling $864,000 to aid in aligning and promoting Associate Degree for Transfer Pathways with San Joaquin Delta College, Modesto Junior College (MJC), and Merced College. These awards and the Delta and MJC MOUs together form a strong backdrop of interlinked efforts on the part of the University to promote student transfer in California’s Central Valley.

3. Using PeopleSoft Functionality to Support Student Success

Enrollment Services built and implemented the “Becoming a Warrior” activity guide for newly admitted students which provides a “step-by-step” guide through the admission and enrollment process. This new guide provides new students with dates and deadlines in one place so the admission confirmation, enrollment deposit, and new student orientation requirements are not missed. Enrollment Services also implemented the online “Incomplete Contract” for faculty for students receiving an “incomplete” grade in a course. This process ensures that an automated contract and communication is provided to the student with the coursework required to complete the course.

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4. Implementing New AwardLetter Software; an online award letter for students

AwardLetter is interactive and mobile-friendly, providing students with their financial aid award details and cost of attendance in one notice. Videos are embedded in the notice and award definitions are included to better inform students if the award is gift aid or self-help aid. The Financial Aid Office can view a variety of metrics, including the open rate of the award notifications.

5. Implementing ChatBot – “Ask the Warrior” for Financial Aid

ChatBot – “Ask the Warrior” was customized for Stan State’s Financial Aid office to provide answers to routine student financial aid questions and help students complete documents, in some cases providing videos and links depending on what is being asked. Stan State’s ChatBot is bilingual (English and Spanish) and available 24/7.

6. Expanding the College Promise Program in Fall 2019

Over 600 entering fall 2019 students were invited to participate in the California Promise program, and 269 students pledged to participate, a 180% increase over the prior year’s pledges.

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DIVISION OF UNIVERSITY ADVANCEMENT

1. Brand Refresh Campaign Launched research and discovery phase of brand refresh campaign. Presentation of findings shared with campus community and brand message platform expected in fall 2019.

2. Philanthropic and Development Highlights 1) Facilitated a Comprehensive Campaign Planning Session with the Academic colleges, Extended Education; the Stockton Campus; and Intercollegiate Athletics to develop preliminary campaign funding initiatives. The proposed projects totaled nearly $50 million. 2) Collaborated with Cabinet in the submission of a transformational gift, totaling nearly $700,000, from the College Futures Foundation. 3) Launched a $1 million Athletic Scholarship initiative aimed at securing and sustaining annual scholarship support, closing two major gifts in support of the campaign.

3. Inaugural First-Generation Alumnus of the Year Award

Established criteria, formed award committee, and researched potential candidates. The Inaugural award was given to Sedrick Mitchell, Deputy Director of External Affairs for California State Parks.

4. Developed Ways to Provide Consistent Messages on University Initiatives and Successes

Implemented Stan News, Warrior Weekly newsletter, and RSS feed on MyStanState Portal. Created 15 marketing and communications plans to support events and initiatives across campus during 2018-19.

5. Launched Crowdfunding Platform for SERSCA

A crowdfunding platform for the Student Engagement in Research, Scholarship, and Creative Activity (SERSCA) program was launched, resulting in $27,000 toward the program.

6. Increased Alumni Participation and Engagement

Increased alumni participation and engagement in various events including the newly implemented alumni mentoring program, Warrior Wisdom, Dinner with 12 Warriors, Vines, the Gala, Dress for Success, and the alumni employee luncheon.

DIVISION OF HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

1. Implementation of CSU Recruit by PageUp The CSU Stanislaus HREOC team was chosen to be one of five campuses to assist with the development and implementation of the CSU Recruit by PageUp. The HREOC team spent the year working through new, lean recruiting processes and implemented the first Stanislaus State e-recruiting system on April 15, 2019.

2. Implementation of CSU Learn by SumTotal The HREOC team has been one of the first CSU campuses to host the systemwide webinar training to groups which has led to a significant increase in learning opportunities through the Chancellor’s Office Learning and Professional Development team. To further enhance compliance training completion and other learning platforms, Stanislaus State implemented CSU Learn by SumTotal.

3. Implementation of 360-Degree Feedback Program

In response to the April 2018 campus climate survey, the HREOC team implemented a 360-degree feedback program to enhance the development of administrators and provide a platform for feedback from the many constituent groups of the University.

4. Implementation of Warriors at Work High Impact Practice

HREOC implemented a new, robust program for onboarding Student Assistants and providing resources and training for Student Assistant supervisors. This effort included the first cohort of Warriors at Work student assistants to participate in a joint High Impact Practice with Academic Affairs and Student Affairs.

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Selected Strategic Planning Objectives, Strategies, and Actions and Outcomes by Division: Tracking Year-2 (2018-19) The following provides a summary of actions taken by administrative division in support of the stated strategy (left side), and applicable consequential outcomes (right side).

GOAL 1 â&#x20AC;˘ Be a student-ready University.

GOAL 1

BE STUDENT READY

ACTIONS

OUTCOMES

OBJECTIVE A Plan, implement, refine and institutionalize five or more specialized high-quality programs and services that collectively offer wide accessibility and provide support to all of our students, though some may focus on a specific set of needs (e.g., freshman, transfer, graduate students, first-generation, underserved and underrepresented minorities, Pell-eligible).

STRATEGY 1A1: Establish and implement a first-generation student success program. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Admissions & Outreach Services (AOS) AOS and Financial Aid held multiple community workshops to inform prospective students about the University application process and funding opportunities. These workshops were greatly enhanced to strengthen the partnerships between the University and its regional community partners. The AOS and Financial Aid offices work with local community groups to enhance the academic preparedness of students. Such partnerships included Parent Institute for Quality Education (PIQE), Stanislaus County of Education (SCOE), Stan Futures, Chicanx Latinx Youth Conference (CLYC), and the Yo Puedo Boot camp.

Expanded outreach and partnerships with the community

STUDENT AFFAIRS Academic Success Center (ASC) Hired two additional advisors in ASC, allowing dedicated Educational Opportunity Program (EOP) advisors and the assignment of advisors by College. Hired four more Peer Mentors to work with freshmen in the newly created Freshman Success Program. Piloting new co-curricular High Impact Practices (HIPs): First Gen Fridays program for 2019-20.

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EOP expanded Summer Bridge from 40 to serve all first-time EOP students of ~250 plus fall transition support through a First-Year Seminar course taught by EOP advisors.

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OUTCOMES

Housing & Residential Life

Student Support Services (SSS) SSS maintains a minimum of 250 active participants annually, of which at least two-thirds must be first gen and low-income. Over 95% of currently active SSS participants are designated as first gen. SSS participants receive holistic supports related to transitioning to college, educational and career planning/ advising, financial literacy, tutoring, peer mentoring, health and wellness, academic skill-building, and campus referrals. SSS programming fosters student learning and academic development to increase good academic standing, persistence, and graduation of students. Minimum targets for these areas are 75%, 75%, and 52%, respectively. AY 2017-18 actuals were 98%, 96%, and 82%.

UNIVERSITY ADVANCEMENT Alumni Engagement Established criteria for the Alumni Engagement Award for First-Generation Alumni, formed an award committee of alumni council members and researched potential candidates.

The Inaugural First-Generation Alumnus of the Year Award was given to Sedrick Mitchell, Deputy Director of External Affairs for California State Parks.

Communications & Public Affairs (C&PA) Published article in Stan Magazine on resources for students and what it means to be a “student-ready University.”

Magazine article shared at New Student Orientation and across campus with current and prospective students.

Shared stories of first-generation students.

Shared more than 10 stories on Web and in magazine of firstgeneration student stories

Established a marketing plan for Warriors on the Way (WOW) initiative. Supported WOW events and Memorandum of Understanding (MOU) signing.

Implemented a WOW marketing plan. Coordinated and produced a new WOW website, electronic signup forms, information cards and supported two MOU signing events.

Development Planned and held fundraising gala to raise funds for firstgeneration scholarships and identify major donors for this program.

Received $86,000 in gift commitments at the gala

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Housing Elevate-new memorandum of understanding (MOU) agreement between Student Affairs and Academic Affairs. Data dashboards with Institutional Effectiveness and Analytics for student success metrics. New Academic Initiatives Coordinator starting July 2019.

ACTIONS

OUTCOMES

STRATEGY 1A2: Close achievement gaps through strong developmental education programming (e.g., Early Start, Summer Bridge, Winter Session Mathematics, Stretch English). STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Degree audits have been updated to reflect the new Executive Order (EO) 1100 and 1110 requirements. In addition, STAN Planner has also been updated to reflect the General Education (GE) changes.

Enrollment Services provided the campus community with revamped Degrees Progress Reports and STAN Planner to accurately track the EO 1100 and 1110 changes.

Updated/enhanced existing dashboards in the Student Success series and implemented new dashboards:

BE STUDENT READY

GOAL 1

Institutional Effectiveness & Analytics (IEA)

• • •

Retention and Graduation Rates dashboard (updated fall 2018) Student Program Tracking dashboard (Iaunched fall 2018) Projected Graduation Rates dashboard (launched spring 2019)

Participated in the EO 1110 Year-2 Chancellor’s Office planning meetings with campus team and provided key performance indicators (KPI) to inform Student Success discussions.

STUDENT AFFAIRS Housing & Residential Life

•

Collaborated with the Office of Institutional Effectiveness and Analytics in creating data dashboards, including Housing Student Success and National Survey of Student Engagement (NSSE) dashboards with a housing resident filter. Created three-year implementation plan for a Residential Curricular Approach community-wide.

Student Support Services (SSS)

• • • • •

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Students receive ongoing writing and tutoring support throughout the academic year. SSS has a part-time Writing Specialist who works with student individuals at all points in their writing process. Writing workshops are also provided throughout the academic year (i.e., plagiarism, grammar, writing essays, WPST, citing sources). SSS partners with the Learning Commons to offer added tutoring support SSS students may need. SSS Peer Mentor workshops focused on academic development are offered throughout the year. Specific topics vary, but themes include student success tips, stress management, note-taking, goal setting, connecting with people on campus, learning styles, self-care, and time management.

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IEA dashboards collectively provide campus users timely access to graduation and retention rates and equity gaps, and help inform the campus community of current and projected graduation rates with on-demand tracking of progress toward achieving the six Graduation Initiative (GI) metrics.

Informed campus leadership of student course outcomes in GE Area A2 (Written Communication) and B4 (Mathematics/ Quantitative Reasoning) courses and achievement gaps.

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ACTIONS

OUTCOMES

STRATEGY 1A3: Create specialized programs to improve the success of underrepresented male students. STUDENT AFFAIRS Diversity Center

• • •

Conducted focus groups in April 2019 Search is underway for a Program Coordinator. New Diversity Center Director is on-board.

Housing & Residential Life

•

Student Support Services (SSS)

• •

Although SSS programming is not specialized to underrepresented males; academic standing, persistence, and graduation outcomes for males of color are similar to the overall program outcomes. AY 2017-18 overall SSS outcomes were 98%, 96%, and 82%, respectively (~25% of reported students were male). Disaggregated data for males of color were within 1-2% of SSS outcome.

STRATEGY 1A4: Enhance Financial Aid services and implement access to, and delivery of, financial literacy education opportunities for students. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Financial Aid & Scholarship Office (FASO) Financial Literacy changed its name to Financial Wellness so students feel it is more of a partnership.

Increased the number of workshops and students served.

The Financial Wellness program hired three Peer Mentors who table at the quad to meet students and answer basic questions.

FASO tripled the number of in class presentations for First-Year Experience. Peer Mentors presenting was a success, as students felt comfortable asking questions of their peers.

Financial Wellness developed a social media campaign on Instagram. Peer Mentors also hold peer-to-peer workshops and are being trained to hold one-on-one budget sessions.

• •

Increased number of individual advising sessions Lowering of default rate due to due diligence

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•

Elevate data for the 2017-18 cohort highlight persistence and probation improvement over the general campus demographic. “Dealing with Differences” Support Group workshop

continued from previous page ACTIONS

OUTCOMES

STUDENT AFFAIRS Student Affairs commitment to financial literacy programming for all students at New Student Orientation (NSO) and beyond. Through online pre-orientation, thoughtfully place and provide student key financial aid information and testimonial videos. Financial Wellness breakout session at all NSOs. Financial Literacy workshops incorporated in Educational Opportunity Program (EOP) and Promise Scholars programs. “Money and Emotions” workshop presentation. Student Support Services (SSS) Peer Mentor workshops focused on financial literacy throughout the academic year. Topics vary each year, but themes include budgeting, financial aid, saving money, money habits, loans, and credit. SSS advisors work with students individually to address questions/financial concerns, refer students to appropriate resources, and help students navigate financial situations. An SSS advisor is on the planning committee for the California Forum for Diversity in Graduate Education and coordinates campus logistics for participation of underrepresented students at the conference. The conference includes content on financing graduate school.

BE STUDENT READY

GOAL 1

Academic Success Center (ASC) Student Leadership & Development (SLD); Vice President of Student Affairs (VPSA)

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). STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services As part of the Warriors on the Way program, the peer mentoring component was moved under the advising office (Academic Success Center), where it will be better positioned based on the strategic goals of the division and University.

STUDENT AFFAIRS Student Leadership & Development (SLD) Implemented redesigned orientation program in summer 2018 for Transfers, First-Years, and Parent/Families and created an extensive online pre-orientation program that was implemented in summer 2019. The professional program review is in progress. Career and Professional Development Center (CPDC) provides breakout sessions and participates in showcase at 100% of New Student Orientation (NSO)/Transfer Orientation (TO).

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Reimagined orientation services for specialized programs for all new students. The Warriors on the Way peer mentoring program now resides in the Academic Success Center because it is better aligned with goals and mission of the center.

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continued from previous page ACTIONS

OUTCOMES

Student Support Services (SSS) redesigned the Steps 2 Success (S2S) program. S2S is a program orientation for fall Stan State admits who have been accepted into SSS. Fall SSS cohorts consisted primarily of incoming freshmen but also included few incoming transfers that previously participated in TRIO or Extended Opportunity Programs and Services (EOPS) at the community college. Participants connect with all SSS staff and each other, learn more about SSS and campus resources, receive tips/advice via a peer panel, and participate in team building.

STRATEGY 1A6: Develop an array of experiences, programs and services that

BUSINESS & FINANCE University Police Department (UPD) University Police presented two sessions of the Citizen Academy in 2018-19, one in fall and one in spring. UPD continues to explore new content and will include a section on Emergency Management and the National Incident Management System in 2019-20. Initial planning in progress of a partnership with UPD and the Criminal Justice program to provide the California POST EntryLevel Law Enforcement Test Battery (PELLETB) to students once a semester. University Police presented two sessions of Rape Aggression Defense in 2018-19, one in fall and one in spring. UPD continues to partner with the City of Turlock to bolster relationships between the campus and the community.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services The Transfer Welcome Program – funded by the Graduation Rates for Excellence Assessment Team (GREAT) – was designed to support new transfer students in their first semester at Stan State. The intention was to identify and remedy administrative barriers throughout the first semester of enrollment. With student feedback, opportunities for improvement were identified and implemented in years one and two.

The Transfer Welcome Program evolved into the Warriors on the Way (WOW) Welcome Program. While the Transfer Welcome Program was designed to provide additional support from the first day to the last day of the entering semester, the new WOW Welcome Program is now designed to provide additional support for transfer students while still enrolled at the community college. This increases opportunities for prospective transfers to engage and connect with the campus prior to their entering semester.

Moving into the 2018-19 academic year, the enhanced peer mentoring component and opportunity for an externally funded grant was incorporated into the Warriors on the Way (WOW) program. The new WOW program is designed to engage prospective transfers prior to their arrival and throughout all of their semesters.

The Academic Success Center (ASC), within the Student Affairs Division, will design and implement the peer mentoring aspect of the new WOW program.

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increase opportunities for students to develop a sense of engagement and connectedness that enhance student life on campus.

continued from previous page ACTIONS STUDENT AFFAIRS Student Leadership Development (SLD) Transition the Student Organization community management platform from StanSync (OrgSync) to Warrior Hub (Campus Labs Engage) and launched the new platform to all incoming and current students in summer 2019. Coordinate the 1st annual campus-wide “Warrior Welcome Weeks” (August 18th – 30th, 2019) in collaboration with Student Affairs, Academic Affairs, and other campus departments.

GOAL 1

BE STUDENT READY

Coordinate the Annual Student Organization Fair with over 50 student clubs and 15 Greek organizations tabling during the first full week of classes. Provided on-going oversight and advising for over 80 student organizations and 17 Greeks throughout the year. Partnering with Associated Student, Inc. (ASI) to implement Stan Week (Stan Splash, Stan Fest, etc.) in September and Warrior Week (Smart Day, Greek Unity Day, Warrior Festival, etc.) in May. Designed and implemented the 1st Annual two-day Dr. Marvalene Hughes Leadership Conference in October 2018 and in the process of planning the 2nd Annual for this fall. Encourage and support student organization involvement in Homecoming events. Facilitate both the Student Organization Booth and Department Warrior Spirit decorating contests during Homecoming.

Housing & Residential Life Housing held focus groups with Latinx and Black/ African American students spring 2019 to gain insight into their perceptions of social, academic and cultural integration in housing, the campus, and Turlock community. Housing Welcome Week activities Creation of a new print Move-In Guide for housing students responsive to student feedback and data review. The purpose is to facilitate transition. Transition of housing satisfaction survey from homegrown to system survey enabling cross campus comparison. Addition of a housing filter to the National Survey of Student Engagement (NSSE) data dashboards. Supplemental Instruction (SI) The SI Program has developed the SI Mentor component that provides students with professional development opportunities that extend beyond the SI Leader role. SI Mentors are engaged in trainings and meetings to be more involved on campus and within the department. This component is developing a sense of community among all SI Leaders and building a sense of connectedness to the program, department, division, and campus community.

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OUTCOMES

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continued from previous page ACTIONS

OUTCOMES

Health & Wellness The Peer Health Educator Program is a volunteer experience where students are trained in various topics and educate students about general wellness. The experience provides students with the opportunity to become more involved on campus and engage in educational programming with various clubs/organizations and departments. The Peer Health Educator Program provides an internship experience for Master of Social Work students where they facilitate programming on campus specific to mental health and wellness, stigma reduction, and suicide prevention. Student Support Services (SSS) Programming SSS students receive is based on research and best practices for addressing the needs of underrepresented students including non-cognitive factors which impact selfefficacy and sense of belonging. Examples include holistic advising, peer mentoring, workshops and events, and the Steps 2 Success orientation (peer panel, team building).

UNIVERSITY ADVANCEMENT Operations FY 2018-19 Call Center

FY 2018-19 Call Center was successful in raising more dollars than prior years. The focus was on calls to alumni.

STRATEGY 1B2: Enhance and implement more affinity organizations and clubs (e.g., Latino/a Faculty and Staff Association, African-American Faculty and Staff Association, Asian and Pacific Islander Faculty and Staff Association, Women’s Center). AFFINITY GROUPS President’s Commission on Diversity and Inclusion (PCDI) Chicanx Latinx Faculty and Staff Association (CLFSA)

• •

CLFSA increased in membership from 25 to 40 members. About half are paid members and are active in meetings. Hosted eight CLFSA meetings in the 2018-19 academic year. Invited off and on campus guests to share resources/stories.

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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

continued from previous page ACTIONS

• • • •

OUTCOMES

Hosted a winter meet and greet with 25 students and donated finals care packages to students. Co-hosted the human trafficking workshop with the Center for Human Services Organization on campus. Participated in the annual Chicanx Latinx Commencement Ceremony Created an Instagram account to promote CLFSA and help engage other staff and faculty.

Black Faculty and Staff Association (BFSA)

• • •

BE STUDENT READY

GOAL 1

•

Hosted four BFSA meetings Co-hosted a meet and greet with the Black Student Union (BSU). Co-hosted the Black Graduation Celebration with the Black Student Union. Developed a webpage and created a Facebook page to promote BFSA, engage faculty and staff, share resources, and other information regarding events and activities on campus and within the community.

Women’s Campus Connection is an affinity group of campus women leaders who collaborate to schedule distinguished women to speak to faculty, staff, administrators and students about their stories and/or reflections on leadership. The Women’s Campus Connection meetings are open to the entire campus community. Everyone is welcome to attend to experience this unique networking opportunity. • Hosted three distinguished speakers in 2018-19 • Stephanie Gallo, Vice President of Marketing for E. & J. Gallo Winery • Anita Hellam, Executive Director of Stanislaus County Habitat for Humanity • Jeani Ferrari, Founder and Principal Designer of Jeani Ferrari Design

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA)

• • •

250

Assisted in communications related to diversity and inclusion efforts across campus Provided marketing support for President’s Commission on Diversity and Inclusion (PCDI) activities and University City Joint Taskforce Enhanced some affinity organizations by providing marketing materials and photographer

STANISLAUS STATE • CSUSTAN.EDU

Increased social media sharing and engagement

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OUTCOMES

STRATEGY 1B4: Utilize/adopt research findings and scholarship on belongingness and growth mindset. STUDENT AFFAIRS Academic Success Center (ASC) ASC reorganized to allow dedicated Educational Opportunity Program (EOP) advisors to redesign and create a sense of belonging through a community of peers and advisors. Associated Student, Inc. (ASI) ASI added a student pinning ceremony to New Student Orientation to reinforce the idea of belongingness.

With the addition of the Dreamers Project Coordinator and the Males of Color Program Coordinator, the Diversity Center is focusing on belongingness across all student populations. Housing & Residential Life Housing is expanding their living/learning communities to foster a greater feeling of belongingness with on-campus residence. Psychological Counseling Services (PCS) PCS support group: “Body Positive Warriors.” Student Support Services (SSS) SSS is a federal TRIO program and is guided by a grant proposal grounded in research practices related to supporting traditionally underrepresented students. Research related to non-cognitive factors that impact a sense of belonging are integrated throughout the design of the SSS program. Students who are accepted into SSS become part of a community that supports students diverse needs.

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GOAL 1

BE STUDENT READY

Diversity Center

ACTIONS

OUTCOMES

STRATEGY 1B5: Foster the use of the Faculty Development Center for academic and social events, and grow the number of and participation in faculty development opportunities. ACADEMIC AFFAIRS Expansion of New Faculty Orientation to two days; improvement of program to offer additional resources and support for new tenure-track faculty. Launch of new Inclusive Teaching certificate program Instructional Institute Day attendance increased by 50% over last year.

Doctoral Program Celebration Event held May 17.

BE STUDENT READY

GOAL 1

Total Faculty Center for Excellence in Teaching and Learning (FCETL) workshop attendance increased by 58% over last year.

Four professional learning events led by the College of Education, Kinesiology & Social Work faculty: Socio-Emotional Learning (SEL) Supports for Underserved Populations (November 6) How Inclusive is Your Syllabus – two sessions (February 28 and March 4) Transparent Teaching - two sessions (April 8 and 11) Facilitating Win-Win Conversations – part of The Collaboration for Inclusive and Engaging Curriculum, Instruction, and Achievement (CIENCIA) (May 28)

• • • •

Multiple other faculty led events: New Faculty Orientation (August 15-16) Fear to Freedom: Facilitating Difficult Conversations in the Classroom (Instructional Institute Day) (January 23) Using Universal Design for Learning (UDL) to Adapt Curriculums with Learning Management System (LMS) in K-12 and Higher Ed (March 12) Working with First-Generation Students, Part 1 Exploring Bias to Become Equity Minded (May 25) Writing Your Article in 12 Weeks (weekly meetings in fall 2018) Mindfulness Meditation (weekly meetings in spring 2018) Writing Days at Faculty Development Center (FDC) Faculty Mentor Program Retention, Promotion & Tenure Information (RPT) Workshop for Department Committee/Chairs RPT/Working Personnel Action File (WPAF) File Preparation (May 21)

• • • • • • • • • • •

In addition to base funding, an additional $200,000 from self-support funds continues to be dedicated to faculty development initiatives each fiscal year. Collaborative workshop between the College of Science and the Stanislaus County Office of Education to explore teaching strategies under the Next Generation Science Standards

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STUDENT AFFAIRS Career & Professional Development Center (CPDC) CPDC is collaborating with Dr. Ellen Bell and Dr. Bruce Hesse to introduce a Faculty Learning Community (FLC) in fall 2019 focused on Design Thinking methodology.

STRATEGY 1B6: Develop a wellness model that builds resilience through health education, mental health education, recreation and wellness coaches; and promotes club sports and intramural sports.

Health & Wellness Development of two strategic teams: The Student Wellness Group is comprised of the Student Recreation Center, Health Education and Promotion (HEP), Student Health Center (SHC), and Psychological Counseling Services (PCS) leadership. Its goals will include communicating programs, assessing for duplication and gaps, strategic planning for the short and long term.

Both the Student Wellness Group and the Healthy Campus Coalition are in the very early stages of development and therefore there are no outcomes to report

Healthy Campus Coalition is comprised of faculty, staff, students, and other stakeholders in Health and Well-being. Goals are to lead health promotion action and collaboration and to embed health into all aspects of campus culture using evidence-based practices and campus data — model-based on Healthy Campus 2020, and the Okanagan Charter. PCS “Grief and Loss” Support Groups, Self-Compassion Workshop, LGBTQ Counseling Group, Herstory Women’s Support Group, Body Positive Warriors Group, First Gen Fridays monthly educational workshop, PCS Collaboration with Associated Students, Inc. for “Speak Your Mind” and “Let’s Taco ‘Bout It’, (mental health events), Question, Persuade, and Refer (QPR) Suicide Prevention Workshops, Mindfulness Counseling Groups for managing Anxiety, Depression and for Building SelfEsteem Student Support Services (SSS) uses a holistic/intrusive approach to advising and programming that builds resilience. SSS Wellness Zone was redesigned into an interactive informational area focused on topics related to holistic health and wellness.

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GOAL 1

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STUDENT AFFAIRS

ACTIONS

OUTCOMES

STRATEGY 1B7: Create and support study abroad opportunities for more students. STUDENT AFFAIRS Academic Success Center (ASC); Educational Opportunity Program (EOP); Student Support Services (SSS); Career & Professional Development Center (CPDC) ASC/EOP promotes study abroad opportunities. CPDC promotes study abroad opportunities and added study abroad experiences on resume samples. SSS promotes study abroad opportunities through advising and peer mentor workshops.

SSS had 25 student contacts that involved study abroad content for AY 2017-18. Peer Mentors added a Study Abroad workshop for spring 2019.

UNIVERSITY ADVANCEMENT Cultivated and solicited gifts in support of study abroad programs.

BE STUDENT READY

GOAL 1

Development Very close to closing gift that will include annual support and alike estate gifts for the program.

STRATEGY 1B8: Continue to seek ways to address students’ food and housing insecurity. STUDENT AFFAIRS Health & Wellness

• • • • • •

•

254

Transitioned the Warrior Food Pantry to Student Affairs and tripled the size. Provide a two-week emergency on campus housing program. Partnered with Chartwells to begin a meal sharing program. Partnered with Alumni Affairs to provide holiday care packages. Provide emergency meal cards for food insecure students. Began the food box distribution program, a partnership with the California Faculty Association (CFA) and the United Samaritans Foundation. Health Education and Promotion (HEP) increased the size of the food pantry and relocated the pantry to a more central location. HEP provided snack baskets during exams to nine campus locations. Continue to provide baskets year-round in Academic Success Center (ASC) and Psychological Counseling Services (PSC). Assisted students applying for CalFresh programs. HEP worked collaboratively with Educational Opportunity Program (EOP) and Promise Scholars coordinators to promote the food pantry, CalFresh assistance and other Basic Needs initiatives to first-generation and foster students.

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continued from previous page ACTIONS

•

OUTCOMES

Work with University Advancement on increasing donations to program. Use of a meal plan calculator for students to use to manage plan balances; distribution of meal plan use reports to students; monitoring of meal plan utilization trends; tracking of student plan selection and use from year-to-year with custom email addressing potential food insecurity. Integration of food and housing insecurity questions in the fall resident satisfaction survey.

UNIVERSITY ADVANCEMENT Development; Operations; Communications & Public Affairs Solicited multiple corporate and foundation grants to support the program.

Received multiple grants from companies and organizations such as Save Mart, Wells Fargo, United Way, and Gallo.

co-curricular achievements, awards, certificates and integrated student professional development programs (e.g., soft skills certificates for students). STUDENT AFFAIRS Student Leadership Development (SLD) Designed and implemented the Warrior Leadership Program (WLP) in 2017-18 on the Turlock Campus, expanded the program to the Stockton Campus in spring 2019. Working in 2019-20 to build and increase the WLP, fully utilize the Warrior Hub platform, and institutionalize the co-curricular transcript.

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GOAL 1

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STRATEGY 1B9: Institutionalize a co-curricular transcript that denotes students’

ACTIONS

OUTCOMES

STRATEGY 1B10: Expand the number and variety of programs, certificates and workshops offered to our students that can be noted in a co-curricular transcript. STUDENT AFFAIRS Career & Professional Development Center (CPDC) CPDC in partnership with faculty and the Office of Extended Education has developed and delivered the pop-up course “Designing Your Tomorrow.” Students receive 1.5 Continuing Education Units (CEUs), which are noted on the transcript.

Through the Warrior Leadership Program, work with campus partners to offer increased workshops and service opportunities in the areas of Leadership and Development, Career Development, Citizenship, Diversity and Inclusion, Wellness, and Warrior Spirit.

BE STUDENT READY

GOAL 1

Student Support Services (SSS)

• • •

SSS tracking of student contact shows participation in 49 program and campus workshops for AY 2017-18.

Partner with Leadership Studies program coordinator to offer quality leadership programs and experiences for students. Facilitate the Dr. Marvalene Hughes Leadership Conference annually, continuing to expand the program session options. SSS workshops are designed to help students build academic and life skills needed to succeed in college and after graduation. SSS student participation in program and campus workshops are tied to eligibility for scholarships SSS awards each semester.

STRATEGY 1B11: Increase opportunities for students to engage in formal and informal educational and career mentorship with alumni in person and virtually (e.g., Dinners for Warriors, Warrior Wisdom, networking, online mentoring). STUDENT AFFAIRS Career & Professional Development Center (CPDC) CPDC partners with the Office of Alumni Relations to connect with alumni. The CPDC provides services to recent alumni (within two years of graduation) at no cost.

• • •

256

The CPDC brings back alumni to participate in career programming to support students in their career development. The CPDC co-markets alumni events and services The CPDC partnered with Academic Affairs and Human Resources to offer the first Warriors at Work program for student assistants.

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UNIVERSITY ADVANCEMENT Alumni Engagement Worked with Associated Students, Inc. and University Student Union to provide alumni programming in conjunction with student-led events (such as Stan Week) to increase connections. The Warrior Mentoring program will facilitate this, as well.

Alumni participation in Dress for Success, mock interviews, job fairs, resume critiques, and others.

STRATEGY 1B12: Prepare students for future success through opportunities advancing responsible leadership (e.g., ASI, USU, student organizations, residential life, Athletics). Admissions & Outreach Services (AOS) In 2018-19 the University Ambassadors had additional experience in supervising staff, training and development. They also gained experience in large event planning.

The University Ambassador program prepares students for future success. Students moving on to graduate school can use the skills they have learned and use them during their job search.

STUDENT AFFAIRS Student Leadership Development (SLD) Dr. Marvalene Hughes Leadership Conference was held October 6-7, 2018. The conference program and detailed information are available in The Office of Student Leadership and Development. The second annual conference will be held October 2019. Psychological Counseling Services (PCS) PCS conducted a “Life Skills for Leaders” presentation

UNIVERSITY ADVANCEMENT Alumni Engagement Worked with Associated Student, Inc. (ASI) and University Student Union to provide alumni programming in conjunction with student-led events (such as Stan Week) to increase connections. The Warrior Mentoring program will facilitate this, as well.

Alumni participation in Dress for Success, mock interviews, job fairs, resume critiques, and other events.

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STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

ACTIONS

OUTCOMES

OBJECTIVE C G R AD UAT I O N I N I T IAT IV E GOA L S

BE STUDENT READY

GOAL 1

By 2025, we will meet and exceed our CSU graduation rate goals: STAN STAT E G OAL S

2025

Most Recent (2018-19)*

Freshman 4 yr Grad Rate

37%

19%

Freshman 6 yr Grad Rate

65%

59%

Transfer 2 yr Grad Rate

45%

Transfer 4 yr Grad Rate

78%

77%

GAP URM

2% points

GAP Pell

2% points

*Preliminary as of October 2019

STRATEGY 1C1: Assess and build on the encouraging outcomes from the first year of GREAT funded student success initiatives. Implement strategies from the long term plan (https://www.csustan.edu/great). Because the strategic plan covers an eight-year period and work on the graduation initiative is ever evolving, these strategies represent a starting point but will also evolve over time. ACADEMIC AFFAIRS Increased advising resources in the College of Education, Kinesiology, and Social Work by adding a Student Services Professional II (SSP-II), which gave release time for full-time lecturers. SSP-II held regular office hours on the Stockton Campus (one day every two weeks). Added undergraduate summer and winter courses Revised curriculum for early mathematics courses to eliminate remedial instruction that does not carry college credit. Created PeopleSoft table for tracking High Impact Practices (HIPs) participation by student through imported class lists of course sections carrying the HIPs designation and manual entry of programmatic HIP participation. This tracking mechanism is critical to meeting Goal 2, Objective B, as well as informs the process of creating a HIPs/Student Success Assessment Plan.

• • • • • •

Developed stretch course for English Language Learners (ELL) and 1.5 students (subcategory of ELL) entitled “Reading and Writing for Multilingual Writers.” Redesigned Early Start English and implemented English pathway for students. Hosted a series of Info. Literacy workshops for instructors teaching First-Year Course (FYC). Facilitated a HIPs Faculty Learning Community for 15 faculty. Built class schedules responsive to degree programs and General Education needs. Warriors at Work

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC) HREOC implemented a new, robust program for onboarding Student Assistants and providing resources and training for Student Assistant supervisors. This effort included the first cohort of Warriors at Work student assistants to participate in a joint High Impact Practices with Academic Affairs and Student Affairs.

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STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) IEA updated or enhanced existing dashboards in Student Success series and implemented new dashboards: Retention and Graduation Rates dashboard (updated fall 2018) Student Program Tracking dashboard (Iaunched fall 2018) Bottleneck Courses dashboard (updated/modified spring 2019)

•

IEA dashboards collectively provide campus users with timely access to graduation and retention rates

• •

STUDENT AFFAIRS Academic Success Center (ASC) Expanding the advising network, the ASC started (summer 2019) the Advising Collaborative to engage faculty and staff advisors. Creation of housing data dashboards to monitor housing progression for Graduation Initiative (GI) 2025 goals. April 2019, request sent to Institutional Effectiveness and Analytics for Student Affairs department program rosters on file, as well as what updated rosters are needed to integrate a broader segment of Student Affairs programs to the GI 2025 related dashboards.

STRATEGY 1C2: Incorporate identification of on-the-cusp cohorts by Institutional Effectiveness & Analytics, intrusive advising in the academic departments, and early graduation evaluations performed by Enrollment Services established during the first year of GI 2025 implementation into regular practices. ACADEMIC AFFAIRS On-the-Cusp (OTC) Interventions Summary Table - OTC Student Graduation Rates Per Cohort OTC INTERVENTIONS RECEIVED/ UTILIZED INTENSIVE ADVISING ONLY (AO)

WINTER OR SUMMER WAIVER ONLY (WO)

INTENSIVE ADVISING + WAVIER (A+W)

TOTAL OTC STUDENTS

FTF 4.5

105

194

138

71.1

FTF 6.5

78.0

Transfer 2.5

221

448

321

71.7

Transfer 4.5

53.7

420

345

778

OTC COHORTS

TOTAL

SPRING/SUMMER 2019 PROJECTED TO GRADUATE

AO 246

WO 9

PERCENT PROJECTED TO GRADUATE SPRING/SUMMER 2019 BY COHORT

A+W

Total

297

552

AO 58.6

WO 69.2

A+W 86.1

Total 71.0

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Improved communication amongst advising community in preparation for summer New Student Orientations.

continued from previous page ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Enrollment Services provided lists of on-the-cusp students to the Graduation Rate Excellence and Assessment Team (GREAT) committee. Providing on-the-cusp student involved verifying coursework in PeopleSoft, running degree audit programs and verifying the latest information was up to date. Additionally, evaluators answered any questions regarding graduation, including additional on-the-spot graduation evaluations.

Identification of on-the-cusp cohorts allowed intrusive advising by academic advisors and departments. This is one of the strategies that led to the GI Metrics being raised on campus in 2018-19.

needs, including courses offered, times courses are offered, locations courses are offered, and modality courses are offered.

BE STUDENT READY

GOAL 1

STRATEGY 1C3: Increase responsiveness of class schedules around student

ACADEMIC AFFAIRS The number of online sections and enrollments increased in winter and summer sessions: Winter Session Winter 2018 (43 sections, 804 enrollments); Percent of total sections: 59% (43/73); Percent of total enrollments: 68% (804/1,180) Winter 2019 (51 sections, 952 enrollments); Percent of total sections: 66% (51/77); Percent of total enrollments: 72% (952/1,324) Percent increase in winter 2018 vs. winter 2019 (18.6% increase in number of online sections; 18.4% increase in online enrollments; 7% point increase in the percent of online sections; 4% point increase in online enrollments) Summer Session Summer 2017 (75 sections, 1,264 enrollments); Percent of total sections: 30% (75/252); Percent of total enrollments: 31% (1,264/4,090) Summer 2018 (91 sections, 1,694 enrollments); Percent of total sections: 37% (91/249); Percent of total enrollments: 40% (1,694/4,207) Percent increase in summer 2017 vs. summer 2018 (21.3% increase in number of online sections; 34% increase in online enrollments; 7% point increase in the percent of online sections; 9% point increase in online enrollments)

• • •

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Enrollment Services, Institutional Effectiveness and Analytics (IEA), and the GREAT Committee collaborated to increase responsiveness of class schedules in meeting student needs. Enrollment Services assisted IEA in monitoring courses offered, their time, location, and modality. On-demand dashboards were designed based on course demand analysis by GREAT participants.

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The collaboration resulted in an increased use of STAN Planner by students, with the greatest usage during major advising and registration periods. Dashboards that track General Education (GE) course demand, by level, by student allow department chairs and academic departments to plan course offerings by time, location, and modality.

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STUDENT AFFAIRS Student Affairs facilitates the New Student Orientation registration meetings before, during, and after.

STRATEGY 1C4: Increase emphasis on leveraging of winter and summer sessions, including use of the waiver program. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) Input from college deans has helped continuously improve the GE Course Demand Analysis Dashboard.

STUDENT AFFAIRS Peer Mentors host winter and summer session workshops during appropriate registration times.

STRATEGY 1C5: Sustain the new enrollment “hold” practice, increasing the threshold for “hold” to a $200 outstanding debt to the University, and ensure it becomes campus policy. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Enrollment Services continues to review the list provided by Financial Services and supports campus policy. This allows students with minimal debt to continue to enroll.

This practice is currently in place and being adhered to.

STRATEGY 1C6: Develop a micro grant program to assist students with short-term financial barriers. STUDENT AFFAIRS Associated Students, Inc. (ASI) ASI added a new budget line item to contribute to the Campus Cares program.

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GOAL 1

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IEA consulted with college deans to collect feedback to improve the usability of the General Education (GE) Course Demand Dashboard.

ACTIONS

OUTCOMES

STRATEGY 1C7: Collaborate on P-20 initiatives to ensure seamless and successful transfer to Stan State (e.g., Outreach, parent programs, New Student Orientation). STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) The President and all divisions of the University collaborated to ensure the successful transfer of students to Stan State. The President invites the leadership of the four feeder campuses for a summit on transfer programming. SPEMI has been funded by College Futures to provide leadership and services in helping students transfer through a Warriors on the Way (WOW) program. This involved mentoring and advising for students who declared intent to enroll at Stan State. AOS provided enhanced application workshops at local community colleges. In 2018-19, SPEMI recruited three WOW counselors to be located on the campuses of its feeder institutions.

BE STUDENT READY

GOAL 1

Admissions & Outreach Services (AOS) Outcomes are three community college coalition meetings in 2018-19; securing College Futures award to implement WOW program; establish permanent ongoing funding for WOW positions; as of November 1, 2019, enrollment in WOW program is as follows: Merced College-96, Modesto Junior College-118, San Joaquin Delta College-313.

STUDENT AFFAIRS Academic Success Center (ASC) The ASC Director involved in Stan Futures Collaborative, involving Stanislaus County Office of Education and Modesto Junior College. Partnership with Stockton Scholars to support Stockton students using a near-peer coaching model. Disability Resource Services (DRS) DRS Orientation facilitates a smoother transition for both first-year and transfer students to getting and using accommodations in a 4-year institution. Student Leadership Development (SLD) A mandatory pre-orientation online program has been purchased, created, and implemented in the summer of 2019. Redesigned First-Year and Transfer New Student Orientation (NSO) rated with 93% overall satisfaction. Redesigned Parent/ Family Orientation rated with 100% overall satisfaction. A review of the NSO redesign is currently in progress.

STRATEGY 1C8: Expand the use of affordable course materials. BUSINESS & FINANCE Financial & Support Services (F&SS) Continuing to work on fee database - will begin analysis in 2019-20.

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STRATEGY 1D1: Through consultation with departments and market research, determine which programs have the greatest potential to grow graduate enrollments. ACADEMIC AFFAIRS Preliminary draft of MS in Information Systems

Approved funding for a Dean of Graduates Studies

Preliminary draft of Certificate and Concentration in Human Resources in MBA; marketing research report through the Educational Advisory Board (EAB) is pending Need for MS in Healthcare Management identified Development of a Post-baccalaureate Online Non-profit Management Certificate through Extended Education has been initiated. These four classes can be transferred into the MPA program. Funding to develop the online courses is coming from a $50,000 grant awarded by the Commission on the Extended University. Revised MS curriculum in Biological Sciences to be more attractive to a broader range of students

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA) Worked with MBA programs to refresh their brochures Created a new graduate program brochure C&PA representative asked to join the subcommittee on graduate program strategy and promotion.

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GOAL 1

Increase graduate student enrollments to represent approximately 20% of total student body headcount (stateside).

BE STUDENT READY

OBJECTIVE D

ACTIONS

OUTCOMES

STRATEGY 1D3: Improve the pipeline of students moving from Stan State’s baccalaureate programs to our master’s and doctoral programs, with an emphasis on graduate programs with acute student under-representation based on gender and ethnicity. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA)

IEA provided undergraduate to graduate pipeline by race/ ethnicity for a Department of Education grant proposal in summer 2019 and will routinely update the results for the Book of Trends.

BE STUDENT READY

GOAL 1

Graduate Student Retention and Graduation Rate dashboard developed to track graduation rates by entering term/year, program and equity gaps.

Routine tracking of the University’s undergraduate to graduate pipeline helps inform campus leadership of post-graduate outcomes, including what graduate programs students enroll in and where.

IEA will continue to track post-graduate outcomes using internal and external data sources (i.e., National Student Clearinghouse, StudentTracker) and provide results in an online dashboard and in the Book of Trends.

STUDENT AFFAIRS Student Support Services (SSS) SSS coordinates logistics to send a bus of underrepresented students to the California Forum for Diversity in Graduate Education. SSS collaborates with other campus programs such as Educational Opportunity Program (EOP), McNair Scholarship Program, Louis Stokes Alliance for Minority Participation Program (LSAMP), and Science, Technology, Engineering and Math (STEM) Success to identify students. SSS works with Teacher Education to promote the Student to Teacher conference for students considering a credential after graduation. SSS advising and workshops provide information on graduate school admissions and application processes, entrance exams, as well as academic and financial supports available for graduate students.

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51 Stan State students participated in the California Forum for Diversity in Graduate Education

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STRATEGY 1E1: Consistently and prominently promote the 30 units (Think 30) per year to achieve the goals of the Finish in Four campaign. STUDENT AFFAIRS Academic Success Center (ASC) Through one-on-one advising, email and social media, and summer school workshops, ASC prominently promotes “Think 30.”

STRATEGY 1E2: Implement recommendations of the Advising Task Force, including one-to-one faculty advising with students. STUDENT AFFAIRS Academic Succus Center (ASC) ASC as part of the Graduation Rate Excellence and Assessment Team (GREAT) Advising Practices Workgroup, helped draft an update to the advising policy. Remaining items have been prioritized, including a review of paperless workflow needs. Collaboration with major departments is also underway, which will build the framework for furthering professional development opportunities.

The policy advanced in the Academic Senate but ultimately did not have enough support for a vote. Prioritization of paperless workflow forms to remove administrative barriers were identified.

STRATEGY 1E3: Develop a programming and communications plan for informing students about campus resources. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Enhanced collaboration with University Communications.

Enhanced collaboration has resulted in weekly news updates to campus and students.

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GOAL 1

Implement and institutionalize five or more cutting-edge advising and professional services and programs for students.

BE STUDENT READY

OBJECTIVE E

continued from previous page ACTIONS STUDENT AFFAIRS Student Affairs formed a Communications Committee whose charge is to improve communication to students as well as between departments in the division. Scheduled a half-day Social Media training for departments in Student Affairs to learn to leverage and improve social media communications. Hired a marketing and communications staff member to work with the entire division on communication efforts, plans, and campaigns. Instituted the Student Affairs Showcase for students to learn about services and connect with departments in Student Affairs. All incoming students are required to go through the preorientation which reviews campus resources.

CPDC launched a social media campaign to keep students and alumni informed about career events. In summer 2019, CPDC is launching the Handshake platform and will utilize the tool for promoting targeted events.

BE STUDENT READY

GOAL 1

Career & Professional Development (CPDC)

Health Education & Promotion (HEP) HEP conducts a social norming campaign annually based on the results of the American College Health Association (ACHA) and the National College Health Assessment (NCHA) results. Over 60 posters are distributed across campus (including the Stockton Campus) with positive messages about healthy behaviors and attitudes. In the 2018-19 academic year, topics included healthy relationships, alcohol safety, vaping, sexual health, general health, and optimism. Previous years included nutrition, pregnancy prevention, and becoming smoke-free. HEP utilizes social media to target the general student population to promote and showcase Health Education and Promotion and Peer Health Educators events. Additionally, social media is used for the promotion of useful tools and resources on campus regarding health education. Housing & Residential Life Housing website re-design launched April 2019; access data utilized to inform timeline to transition pages to new design. Housing resident newsletter issued weekly. Housingâ&#x20AC;&#x2122;s Instagram page users grew by over 800 to then later exceed 1,000 users. Creation of a new Move-In Guide for use fall 2019. Centralization of housing student communications through Communications and Marketing specialist for consistency of tone and format, as well as control of frequency of communication. Student Support Services (SSS) SSS has a detailed plan of operation, which includes student communication. At point of entry to the program, all students receive an orientation, which includes an overview of services and resources, details of how SSS contacts them, and how they can engage with SSS. A calendar of events is sent out monthly regarding SSS, other campus events, and important dates. Social media is leveraged for reminders.

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UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA) Implemented Warrior Weekly newsletter

Shared more than 100 events and news briefs via Warrior Weekly.

Implemented video round-up

Produced 29 weekly videos with a total of 447 views on YouTube, 19,595 views on Facebook, and 37,529 on Instagram.

In conjunction with Office of Information Technology (OIT), created newsfeed on Student Portal Work with various campus departments to establish student blogs.

Supported five student blogs/podcasts

In conjunction with Associated Student, Inc. (ASI), produced a bi-weekly Safety Podcast “Keeping it Safe” during fall 2018.

Produced seven safety podcasts

Created student social media volunteer program.

STUDENT AFFAIRS Career & Professional Development Center (CPDC)

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• • •

CPDC opened in August 2017 after having been absent from University services for approximately nine years. The Director for the center was hired and began working in October 2017. The Administrative Support Assistant was brought on as an emergency hire in December 2017 and became a permanent employee in March 2018. The Employer Engagement Coordinator started in May 2018, and the Career Coach started in November 2018. This completes the recruitment for the CPDC professional team. The team has developed the CPDC Business Continuity Plan (BCP), Standard Operating Procedures and Policies. The CPDC is scheduled for a Support Unit Review in the spring of 2019. The CPDC purchased Grad leaders contract providing all students and alumni regardless of major access to online jobs and internship opportunities.

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 Alumni Engagement Invited alumni to participate in Dress for Success, resume critique and mock interviews.

Alumni volunteers participated in each event.

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STRATEGY 1E4: Resurrect and institutionalize a Career Development Center.

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GOAL 2 • Provide transformational learning experiences driven by

GOAL 2

TRANSFORMATIONAL LEARNING

faculty success.

OBJECTIVE A Provide three or more support programs to enable faculty to integrate the science of learning throughout the curriculum.

STRATEGY 2A1: Explore best practices in transformational learning–deep, constructive, and meaningful learning that goes beyond simple knowledge acquisition and supports the critical ways in which learners consciously make meaning of their lives. STUDENT AFFAIRS Supplemental Instruction (SI) SI engages students outside of the classroom, with an experienced SI Leader, with the course content through meaningful activities and collaborative learning. SI Leaders engage students to interact with the course content in a different way that develops deeper learning that can be transferred in study habits for future courses. The SI program has proven to be effective in creating class retention, lower D, F, and W grades. The program averages 29% attendance to SI sessions, with an average of .40 higher GPA for those who attend than those who did not attend.

STRATEGY 2A2: Embrace innovation and creativity by promoting and supporting experimentation without professional consequences (e.g., IDEAS).

ACADEMIC AFFAIRS Faculty Learning Communities (FLCs) provide funded opportunities for faculty to work together on institutional initiatives around High Impact Practices (HIPs), core competencies, and assessment. Academic Affairs supports the work of College Assessment FLCs, six core competency FLCs, and High-Impact Practice FLCs. Academic Affairs will continue to expand opportunities for innovation around teaching and learning with Student Success Faculty Scholar/Practitioner program.

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STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) The Innovate, Design, Excel & Assess for Success (IDEAS) program developed and implemented in 2017-18 promotes inclusive, innovation and growth, and 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.

11 proposals from faculty and staff were selected in spring 2019 for implementation through an RFP process: Visiting Artist Program Educational Opportunity Program (EOP) Community Career Closet Faculty Learning Community - Committee for Sustainable Futures Sustainability Literacy Learning Through Virtual Reality EOP Peer Mentor Program QLess - The Virtual Line Management System Yo Puedo Boot Camp for 6th-9th Grade Students University Ambassador Gear Online Course Study Additional details can be found at the end of this section and on the SPEMI website.

• • • •

STRATEGY 2A4: Develop leadership opportunities for students both through curriculum and courses and activities. STUDENT AFFAIRS Career & Professional Development Center (CPDC)

• • • •

Partners with Human Resources (HR) and the Provost office to pilot a High Impact Practice, Warriors at Work for student workers. The CPDC Director is the Principal Investigator (PI) on Designing Your Tomorrow Innovation Grant, which provides a seven-week pop-up course. This allows Juniors and Seniors to earn 1.5 in Continuing Education Units (CEUs). Additionally, CPDC provides a list of workshops to be included in the Warrior leadership program along with Associated Students, Inc./University Student Union. Presented at Dr. Marvalene Hughes Leadership Conference and Student to Teacher conference. Student Leadership and Development (SLD): Warrior Leadership Programs (WLP), Dr. Marvalene Hughes Leadership Conference, and other leadership programs.

Supplemental Instruction (SI) SI received a High Impact Practices (HIPs) grant to engage SI Mentors with other CSU SI program staff and faculty to obtain best practices in order to build the program capacity to connect with faculty and administration. Student Leadership and Development (SLD) Warrior Leadership Programs (WLP), Dr. Marvalene Hughes Leadership Conference, and other leadership programs.

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• • • • • • •

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OBJECTIVE B Ensure every student participates in at least three High Impact Practices (HIPs) before graduation (three for undergraduates and one for graduate students).

STRATEGY 2B1: Increase student participation in study abroad and study away opportunities. UNIVERSITY ADVANCEMENT Development Cultivated and solicited gifts in support of study abroad programs.

Very close to closing gift that will include annual support and alike estate gifts for the program.

STRATEGY 2B2: Create and implement a system for measuring participation and assessing impact of Experiential Learning and High Impact Practices on retention/ graduation. ACADEMIC AFFAIRS

• • •

Developed High Impact Practices (HIPs) PeopleSoft table for tracking. HIPs Faculty Learning Community - Faculty redesigned/ developed 15 new courses. Competitive funds for five programmatic HIPs and five pedagogical HIPs

•

Hosted the 4th Annual HIPs summit to raise the profile of HIPs at Stan State and had over 75 participants.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) Updated or enhanced existing dashboards in Student Success series and implemented new dashboards: Student Program Tracking dashboard (Iaunched fall 2018) Retention and Graduation Rates dashboard (updated fall 2018)

IEA developed dashboards collectively provide campus users timely access to graduation and retention rates.

Participated in the CSU’s Analytics Certificate Program and identified a team project in which National Survey of Student Engagement (NSSE) and Beginning College of Student Engagement (BCSSE) data, particularly participation in High Impact Practices would be analyzed to identify how HIPs participation affects retention rates.

Project on hold pending BCSSE and NSSE 2019-20 results

Participated in the CSU-NSSE workshop with a cross-divisional campus team to learn from NSSE experts, discussed how to apply campus NSSE/FSSE/BCSSE data to Graduation Initiative (GI) 2025 goals, and developed an action plan to shape student engagement on campus.

Established a NSSE data use team; mapped NSSE engagement indicators to GREAT.

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STRATEGY 2B3: Develop comprehensive bookend community engagement/ internship opportunities for more programs that provide field and work experiences to students throughout their educational experience. BUSINESS & FINANCE Financial & Support Services Currently working with College of Business Administration Accounting Department Chair and Office of Service Learning to pilot the accounting intern program beginning fall 2019.

STUDENT AFFAIRS Career & Professional Development Center (CPDC) CPDC is partnering with programs and faculty to increase internship awareness and promote opportunities.

STRATEGY 2B4: Develop consistent parameters and practice for Service Learning and increase administrative support so that all faculty members may more easily find, create, develop and incorporate service learning opportunities throughout curricula. ACADEMIC AFFAIRS Office of the Provost

• • •

Added one new Full-Time Equivalent (FTE) 154 additional students engaged in service learning courses over last year Civic Engagement-Faculty Learning Community administered a survey; held a focus group for faculty.

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Set up the infrastructure for the use of direct housing student surveys, focus groups, demographic data, and institutional data to inform decision-making. Creating of data filters as appropriate. Move toward having the housing experience itself, rather than programs within housing (Elevate) be a High Impact Practice. Spring 2019 recommendation that a new Graduation Rate Excellence and Assessment Team (GREAT) committee Student Engagement and Belonging be created. Outcome for NSSE data use team recommendations. Also, discussed the need to clarify the definition of a HIP institutionally as there appear to be different interpretations (also through NSSE workgroup).

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Service Learning

GOAL 2

TRANSFORMATIONAL LEARNING

Launched S4 Database - an online database used to manage student academic placements with approved community organizations for students enrolled in service learning, academic internships, and field trips. The database simplifies the student placement process while measuring studentsâ&#x20AC;&#x2122; impact on their community.

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 & FINANCE Office of Information Technology (OIT): Client Services; Learning Services Renewed license for LinkedIn Learning, added link to MyStanState Portal, and promoted to faculty during New Faculty Orientation (NFO). OIT: Client Services Pilot program with Communication Studies faculty in spring 2019 including research project by faculty.

Research indicates an increase in student engagement and benefit of telepresence robots as academic technology.

Marketing outreach using robots and participation in Science Day 2019 as activities for older student attendees. Presentation of grant project and outcomes, including research project, at CalState Tech Conference in July 2019. OIT: Information Services; Learning Services IDEAS grant obtained for a demo AR/VR headset to support exploration of this technology for Faculty and Students. Equipment purchased. Several chairs and deans have expressed interest in MakerSpace on campus; will be in the Library.

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Experience with emerging technology. A pilot VR/AR system has been purchased. Demos of the new technology will occur during the first week of classes in the Art building and Naraghi.

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OIT: Learning Services Partnering with Faculty Development Center (FDC), training is ongoing.

Metric has not yet been collected for the 2019 spring semester.

OIT (in collaboration with FDC) Adobe licenses distribution mechanism has been set up.

Announcement to faculty has not yielded any interest from faculty for an Adobe workshop. Must try a different approach.

OIT (in collaboration with FDC and Faculty Affairs) Event space schedule and resources designated for the Tech Fair event.

Improved engagement with the campus community, vendors, and students.

Center so they are accessible to faculty to integrate technology into their teaching. BUSINESS & FINANCE Office of Information Technology (OIT): Learning Services Both of OIT’s Instructional Designers were moved into FDC as of fall 2018.

Faculty have increased access to Instructional Design support at FDC.

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STRATEGY 2C2: Locate Instructional Designers in the Faculty Development

GOAL 2

TRANSFORMATIONAL LEARNING

ACTIONS

OUTCOMES

OBJECTIVE D 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%. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) Delaware Study: 2016 Delaware Report distributed to Deans - pending review; 2017 Delaware Report in progress; 2018 Delaware data files submitted January 2019 and results received in summer 2019.

Data to inform and support decision-making; data transparency

STRATEGY 2D2: Support cross-disciplinary and inter-disciplinary teaching and research projects. ACADEMIC AFFAIRS Office of the Provost Four major, known interdisciplinary research projects underway across departments such as Social Work, Nursing, Psychology, Mathematics, Chemistry, and Ethnic Studies. The campus doubled investment in RSCA funds for faculty research from $100,000 to $200,000. In addition, Dr. Matt Cover from Biological Sciences and Dr. Bjorg Johannsdottir from Mathematics secured large National Science Foundation (NSF) grants of $1.4 million and $745,997, respectively. Dr. Cover’s grant seeks to develop inclusive and engaging curriculum and instruction to boost achievement in the science, technology, engineering, and math (STEM) fields and Dr. Johannsdottir’s grant focuses on funding programs that provide educational opportunities for mathematics and science majors who are pursuing a K-12 teaching credential.

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STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) Academic Unit Profile enhanced with a new course enrollment trends report displaying student-to-faculty ratio (SFR) and average class size by course.

Data to inform and support decision-making; data transparency

Delaware Study: 2016 Delaware Report distributed to Deans - pending review; 2017 Delaware Report in progress; 2018 Delaware data files submitted January 2019 and results received in summer 2019.

BUSINESS AND FINANCE Office of Information Technology (OIT): Client Services Administrative staff for academic departments trained and migrated in advance of faculty migration of Microsoft Outlook Exchange to Office 365 email.

Currently, ~80% of administrative staff and ~20% of faculty have been converted to Microsoft Office 365. 95% of faculty and staff should be converted before the fall 2019 semester.

OIT: Learning Services Outside consultant has been engaged. Currently reviewing structure and will help to develop an implementation plan for accessibility support. Information Technology Consultant (ITC) in Client Services designated as training lead. Currently providing training to staff and faculty and collaborating with Human Resources for staff training and New Employee Orientation (NEO).

Logs available for Operations & Support Services (Unit 5) training, OneDrive, and Microsoft Office 365 training for staff and faculty.

OIT Currently, in the planning stages for mobile desktop/classroom support in academic buildings. Available space is being discussed. Created the IDEA Course Evaluation paperless form for Student Evaluations of Faculty selection process.

Improved workflow

Created Learning Management System (Canvas) pilot sign-up form using paperless. Other forms that faculty might use include Supervisor report of Injury, Facilities Key Request form, Alt Media Request, etc. About 200 faculty workstations replaced or upgraded. The mechanism for Adobe distribution has been determined. No metrics yet

• • •

Improved performance Improved customer satisfaction Improved security posture

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STRATEGY 2D7: Expand basic administrative and technological support for faculty (e.g., updated computers, software, adequate office space).

GOAL 2

TRANSFORMATIONAL LEARNING

ACTIONS

OUTCOMES

OBJECTIVE E Champion diversity and inclusion in all that we do as a campus community.

STRATEGY 2E1: Create and sustain a diverse campus community through recruitment, hiring and retention of underrepresented faculty and staff, and enrollment, retention and graduation of underrepresented students (e.g., competitive salaries). ACADEMIC AFFAIRS Office of the Provost

• • • •

Female tenure-track faculty increased 4% over last year Asian tenure-track faculty increased 6.5% over last year Black/African American tenure-track faculty increased 27% over last year Hispanic/Latino tenure-track faculty increased 3.5% over last year

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) During 2018-19, IEA updated/enhanced existing dashboards and implemented new dashboards that display student and employee demographics. Student Success Student Program Tracking dashboard (Iaunched fall 2018) Retention and Graduation Rates dashboard (updated fall 2018). Graduate Student Retention and Graduation Rate dashboard (launched fall 2018) Faculty/Staff Integrated Postsecondary Education Data System (IPEDS) Faculty and Staff Trends report (updated fall 2018); available at https://www.csustan.edu/iea/institutional-data

• • • •

SPEMI/IEA publishes demographic data for employees and students in the Book of Trends; the 2019 edition includes new hires by race/ethnicity and gender.

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Data to inform and support decision-making; data transparency

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STUDENT AFFAIRS Student Affairs instituted a new recruiting procedure divisionwide that will result in a more diverse pool of candidates. Student Affairs provided funding for staff to attend professional conferences and facilitated team sharing of knowledge gained. Student Affairs and Housing held several facilitator-led training focused on diversity and inclusion to educate and empower the team. Housing & Residential Life

Housing completed conversations about workplace culture; ideal supervisory styles. Housing encourages a culture of self-care, including the inclusion of Self-Care Plans in all staff performance evaluations effective summer 2019. Housing issued two surveys to staff to inquire about (1) quality of offered training and (2) preferred style and training delivery.

STRATEGY 2E2: Develop and broaden curriculum that reflects diversity, equity, inclusion, and social justice in all academic disciplines and through the General Education Program (GE Goal 3; Baccalaureate Learning Goals 4 and 5). STUDENT AFFAIRS In partnership with Ethnic Studies developed a new social justice Living Learning Community (LLC) launching fall 2019. Connected to two courses. Part of the new First Gen Fridays program, will be including the Coalition for Diverse Educators to present their WOKEshop.

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Housing integrated mission, vision, and values into hiring processes to inform candidates of philosophy and culture.

ACTIONS

OUTCOMES

STRATEGY 2E3: Create a campus culture that welcomes, supports, includes and values all campus community members. STUDENT AFFAIRS Diversity Center

•

GOAL 2

TRANSFORMATIONAL LEARNING

•

• • •

•

Housing revised the fall 2018 and spring 2019 Welcome Activities to incorporate “Meet your Neighbors” and “In the Neighborhood” nights. In spring 2018, outdoor tables were installed in the first-year community to outdoor gathering spaces. Health Education and Promotion (HEP) - Peer Health Educators (PHE) annual training includes a review of the American Health Association’s Cultural Competency Statement and PHEs spend time in reflection and discussion on this topic. PHEs are also educated on social justice and equity in health promotion. HEP professional staff completed trainings focusing on diversity, equity, and inclusion. A few of the trainings included: Mental Health First Aid Psychological First Aid Gender Affirming Therapist-Meet the Needs of Trans College Students *Social Justice Practices & Health Promotion HEP participates in the Campus LGBTQ+ Community Fair and have supported the Transcend/ Transverse Conference with funding support. Psychological Counseling Services (PCS) staff to complete and discuss online training course in “Multicultural Awareness & Diversity: Strategies to Improve Client Rapport & Cultural Competence” for six Continuing Education Units (CEUs). PCS’s “Women of Color Support Group” and LGBTQ Counseling Group will collaborate with Dreamers Project for “Know Your Rights” workshop and other workshops to be developed. Career and Professional Development Center (CPDC) team participated in a National Association of Colleges and Employers (NACE) Unconscious Bias webinar spring 2019 and attended the Undocumented Ally training and Diversity and Inclusion training.

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA) Supported the development and launch of Common Human Resources System (CHRS) paperless recruitment and hiring platform. Created a campus culture video with interviews with current employees.

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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. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Admissions & Outreach Services (AOS); Financial Aid

Institutional Effectiveness & Analytics (IEA) IEA updated/enhanced existing dashboards and implemented new dashboards:

• • • •

Enrollment dashboard (updated fall 2018) First-Time Freshmen dashboard (updated/modified fall 2018) Community College Transfer dashboard (updated/ modified fall 2018) Retention and Graduation Rates dashboard (updated fall 2018)

Second edition of the Book of Trends provides information on the University’s regional pipeline, regional degree attainment rates, and regional college-going rates to further examine the need for higher education in the service region.

IEA developed dashboards collectively provide campus constituents with timely access to enrollment, graduation and retention rates.

Data to inform and support decision-making

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AOS and Financial Aid held multiple community workshops to inform prospective students about the University application process and funding opportunities. These workshops were greatly enhanced to strengthen the partnerships between the University and its regional community partners. The AOS and Financial Aid offices work with local community groups to enhance the academic preparedness of students. Such partnerships included Parent Institute for Quality Education (PIQE), Stanislaus County of Education (SCOE), Stan Futures, Chicanx Latinx Youth Conference (CLYC), and the Yo Puedo Boot camp.

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STUDENT AFFAIRS Diversity Center

•

GOAL 2

TRANSFORMATIONAL LEARNING

•

• •

With two new staff positions in the Diversity Center, the Dreamers Project Coordinator (in place) and the Males of Color Program Coordinator (currently searching), Student Affairs is building partnerships with various community organizations, conducting outreach and programming to underrepresented and diverse student populations and providing information and training to campus staff and faculty, such as the Undocumented Ally training. In spring 2019, Housing held focus groups with Latinx and Black/ African American students (April). Partnered with Disability Resource Services (DRS) to attain session transcripts and embedded demographic data about participants. Housing is launching a new Social Justice Living Learning Community in fall 2019, in partnership with Ethnic Studies. It includes the creation of a brand new course to be offered in spring 2020. To further support differently-abled students, the DRS office has formed a partnership with the Disability Resource Agency for Independent Living (DRAIL), and Center of Vision Enhancement (COVE) for the visually impaired. Career and Professional Development (CPDC) presents to diversity student organizations upon request. Staff member are on the Central Valley Hispanic Chamber of Commerce and the Chicano/Latina Faculty and Staff Association. Psychological Counseling Services (PCS) to implement monthly “focus group” outreach program to diverse student groups and organization

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA) Supported President’s Commission on Diversity and Inclusion (PCDI) and University/Town Joint Taskforce support. Attended quarterly meeting with City of Turlock, Turlock Unified School District and University. Participated in local and regional emergency operation planning. Development Donor prospecting and cultivation of diverse alumni, including seeking to add diversity to foundation and alumni boards.

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More diverse pool of prospective donors and Board members.

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STRATEGY 2E7: Build on our status as a Hispanic Serving Institution. STUDENT AFFAIRS Vice President of Student Affairs (VPSA) Career and Professional Development (CPDC) and Academic Success Center (ASC) offered a Hispanic Association for Colleges and Universities (HACU) Intern Alumni Panel to increase interest and applications for the HACU internship program fall 2018. HACU opportunities are shared through the Grad leaders platform (HIREStanState), Director of CPDC served on the HACU scholarship review committee spring 2019. In the future, ASC would like to apply for Examples of Excelencia for work in serving Latinx students.

STRATEGY 2F1: Expand support of the Office of Research and Sponsored Programs (ORSP) to promote excellence in Research, Scholarship, and Creative Activity (RSCA) among students and faculty, as well as to assist faculty with grant writing. ACADEMIC AFFAIRS Office of the Provost

• •

Added $100,000 in new funding in 2017-18 and $200,000 in new funding in 2018-19. Thirty-seven proposals funded in 2018-19, equaling 18 more funded projects over 2017-18.

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Create three or more new University processes and practices that support increased Research, Scholarship and Creative Activities (RSCA).

TRANSFORMATIONAL LEARNING

OBJECTIVE F

ACTIONS

OUTCOMES

STRATEGY 2F4: Collaborate with University Advancement to develop and strengthen philanthropic resources to support Research, Scholarship, and Creative Activity (RSCA), teaching and public service. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

GOAL 2

TRANSFORMATIONAL LEARNING

Institutional Effectiveness & Analytics (IEA) Annual Book of Trends publication

Provides campus constituents with an annual update of the University’s progress in admitting, enrolling, retaining and graduating its students.

Iterative development of the Graduate Students Retention and Graduation Rates dashboard.

Data to inform and support decision-making

UNIVERSITY ADVANCEMENT Development; Operations Launched crowdfunding platform for Student Engagement in Research, Scholarship, and Creative Activity (SERSCA)

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Crowdfunding resulted in $27,000 toward the SERSCA program. These efforts included honorary gifts for Dr. Shawna Young.

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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. ACADEMIC AFFAIRS High Impact Practices (HIPs) inventory and developed PeopleSoft table for tracking

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) The second edition of the Book of Trends includes a new Student Success Initiatives section and an enhanced Enrollment Management section, with trends on the University’s regional pipeline, degree attainment rates, and college-going rates to better understand the need for higher education in the service region, and programs that aim to help retain and graduate students.

Data to inform and support decision-making, and tell the campus story with data.

Institutional Effectiveness & Analytics (IEA) IEA updated/enhanced existing dashboards and implemented new dashboards in its Student Success series: Student Program Tracking dashboard (Iaunched fall 2018) Retention and Graduation Rates dashboard (updated fall 2018) Graduate Student Retention and Graduation Rate dashboard (launched fall 2018) Student Success dashboard (updated fall 2018); available at https://www.csustan.edu/iea/institutional-data

• •

IEA dashboards collectively provide campus constituents with timely access to graduation and retention rates for undergraduate and graduate programs.

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Focus the campus on building a visionary future that will promote innovation and entrepreneurial initiatives, information technology, data-informed decision-making, and comparisons with other institutions. Build at least four new high-quality programs, including cutting edge interdisciplinary programs.

INNOVATION & CREATIVITY

OBJECTIVE A

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STUDENT AFFAIRS Academic Success Center (ASC); Housing & Residential Life; Student Support Services (SSS) Dashboards: ASC and Enrollment Services developed a query to run after New Student Orientations used to check on math enrollment. ASC identified two dashboards that track academic progress and is working with the Office of Institutional Effectiveness and Analytics (IEA) on data validation. Housing set up multiple dashboards with IEA and working with IEA through monthly meetings to implement addition reports and dashboards. One such board is a predictive student success dashboard based on identified risk factors. Housing set up reporting tools in Maxient and StarRez. SSS regularly uses campus data to determine student eligibility, track student progress, and compile reports.

•

GOAL 3

INNOVATION & CREATIVITY

•

STRATEGY 3A2: Develop a think-tank of individuals comprised of campus, community, and business leaders to develop public and private entrepreneurial activities that support the strategic plan and the community. OFFICE OF THE PRESIDENT Held three President’s Community Ambassador Council (PCAC) meetings

Collected community feedback on campus initiatives such as the branding campaign, graduation rates, graduation keynote speakers, and economic development.

OFFICE OF THE PRESIDENT; STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI); ACADEMIC AFFAIRS; STUDENT AFFAIRS The President’s Office, SPEMI, Academic Affairs and Student Affairs have provided leadership for launching a groundbreaking new initiative. This initiative seeks to link regional and local employers directly with current students to provide them with intentional career-connected learning while still in college. The new program is called CareerReadyU. The University now facilitates developing individualized and personalized relationship between the University and local business and other organizations. Through this program, the University hopes to co-create and co-fund opportunities for students based on a common cause of building a top-notch labor workforce in all walks of life—healthcare, business and manufacturing, computer science and information technology, education, criminal justice and social services, etc. Promoting this program involves leading conversations about how the University and its partners can jointly prepare a workforce ready for innovation and growth along the State Highway 99 corridor.

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CareerReadyU was conceptualized through a series of brainstorming events that included several campus-wide groups over spring and summer 2019. These groups comprised of faculty, staff and administrators developed a concept paper on the goal of the new program and a memorandum of understanding (MOU) for partnering businesses and other organizations. Several organizations in Turlock, Modesto and Stockton have signed on as founding partners. The Academic Affairs and Student Service components of this program are scheduled to be developed in 2019-20.

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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 Development Solicited and received funding for both speaker series events. Expanding donor base so as to ensure funding each year.

Both events had funding this year

BUSINESS & FINANCE Office of Information Technology (OIT) OIT sponsored the first on-campus Hackathon organized by the Computer Science Club (CS). Presenting at CSU Tech Conference.

Student CS Club partnership

Due to Library remodel and new Student Center construction, all classroom upgrades are on hold. Migration to Microsoft Office 365, migrated 11 TB of data from local storage servers to cloud

About 80% of administrative staff and 20% of faculty have been converted to Microsoft Office 365 resulting in improved storage posture.

OIT: Stockton Campus Pilot research project in process for telepresence based support

Faculty have gathered data and are in the process of analyzing.

OIT: Technical Services Seven buildings with redundant fiber connectivity complete by July.

Improved Disaster Recovery (DR) capability, improved business continuity.

OIT: Technical Services; Facilitates Services 35 Outdoor Access Points (APs) installed.

Improved outdoor WiFi.

Upgraded WiFi coverage and capacity in Bizzini Hall, Demergasso-Bava Hall (DBH), Mary Stuart Rogers (MSR), Science One, Naraghi, and Art buildings.

Improved WiFi coverage (95%), improved capacity (100%). No errors reported.

OIT: Information Security Phishing training events scheduled.

Improved security posture

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INNOVATION & CREATIVITY

STRATEGY 3A4: Increase investments in information technology.

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University Police Department (UPD); OIT; Facilities Services

• • •

With University Police as the lead, planning meetings to replace the emergency blue light system with current technology are being held; product research is being done so that equipment can be ordered. Office of Information Technology (OIT) has been identified as the department managing this project and research is underway to identify equipment and providers. Partial funding has been identified. Investigated location, pre-ordering for parking lot facing items.

STUDENT AFFAIRS Housing & Residential Life Housing partnered with OIT to launch an internet improvement project for Housing summer 2019. Utilized resident use data to inform implementation, including tracking of use type (e.g., streaming, gaming, general use). Housing identified five year equipment replacement cycle.

GOAL 3

INNOVATION & CREATIVITY

Housing is migrating StarRez to PortalX to increase efficiencies and access to information.

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 3B2: Explore the possibility of developing a fully online baccalaureate completion program. ACADEMIC AFFAIRS Extended Education

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Online RN-BSN launched spring 2017; added a second cohort fall 2018. Continued efforts to develop a Health Sciences program.

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STRATEGY 3C1: Upgrade faculty and staff personal computers on a 3- to 4-year cycle. BUSINESS & FINANCE Office of Information Technology (OIT): Client Services Old workstations are being replaced or upgraded.

• • •

Improved business processes Improved customer satisfaction Improved security posture

STUDENT AFFAIRS Housing & Residential Life Housing upgraded staff computers in spring 2018 and spring 2019.

STRATEGY 3C2: Upgrade technology in classrooms and laboratories, converting 20 or more classrooms to smart classrooms per year until completed. BUSINESS & FINANCE Office of Information Technology (OIT): Client Services; Learning Services All non-OIT supported computer labs have been upgraded except for grant-funded labs.

• • •

Improved performance Improved customer satisfaction Improved security posture

UNIVERSITY ADVANCEMENT Development Created a pool of potential prospects and solicited gifts, including for technology in the remodeled Library.

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Improve investment in infrastructure, emphasizing the creation of physical and virtual spaces that optimize available contemporary tools and technology.

INNOVATION & CREATIVITY

OBJECTIVE C

ACTIONS

OUTCOMES

STRATEGY 3C3: Improve organizational responsiveness through technology and elimination of procedural roadblocks. BUSINESS & FINANCE Office of Information Technology (OIT) Hired and training new Database Administrator (DBA)

Support for existing warehouse.

Three of four committees of the new OIT governance model have started meeting and are in the process of reviewing procedures, charters, and membership.

Improved project prioritization process.

GOAL 3

INNOVATION & CREATIVITY

TeamDynamix was purchased. Deployment is currently being planned.

• • • •

Improved Improved Improved Improved

project management asset tracking resources allocation portfolio management

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Enrollment Services provided leadership to the academic departments in developing an online program application. This application is web-based and tied to the online university application. Its strength is that it streamlines the number of times the student has to provide pertinent information. In addition, at the request of University Educational Policies Committee (UEPC), Enrollment Services developed an online contract for students receiving an “incomplete” grade. This process provides that the requirements needed to fulfill the incomplete in the class be documented and provided to the student.

A streamlined application for graduate programs has now been implemented. Similarly, an “incomplete grade” agreement has been implemented. It provides clear information regarding assignment(s) required to complete the class and the expected timeline for completion.

STUDENT AFFAIRS Career & Professional Development (CPDC) In June 2019, CPDC was the 16th CSU to contract with Handshake (career management database system). Use of StarRez in Housing for facilities management, e.g., creation of inspection run to track quarterly carpet, vinyl, and upholstery cleaning. Planned expansion to include other manually kept processes. Launch fall 2019. Disability Resource Services (DRS) DRS is using Maxient to more easily track student accommodation records. Student Leadership & Development (SLD) Transitioned from StanSync to Warrior Hub in summer 2019. This provided a better platform for student organizational support and interaction, as well as the tracking system for the Warrior Leadership Program. Implemented online evaluations for New Student Orientations in summer 2019. Student Support Services (SSS) SSS uses Student Access to track participant contacts and compile annual reporting data for the Department of Education. Most SSS records are maintained electronically.

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SSS record keeping practices ensure data security, minimize physical space storage for record keeping, and allows for timely access to data for reporting needs/requests.

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STRATEGY 3C4: Increase classroom space to reduce scheduling barriers and support timely graduation. ACADEMIC AFFAIRS

• •

Made efforts to consolidate hybrid courses into shared classroom space. Established Ad Hoc Committee to review class schedule module in an effort to improve space utilization.

BUSINESS & FINANCE Facilities Services

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Enrollment Services facilitated the initial Academic Senate sub-committee working on the review of class scheduling. The scheduling analyst provided identified and comprehensive data of time conflicts and roadblocks that exist in the current scheduling system.

Dedicated time in Enrollment Services for analyst to assist with data collection and review to remove barriers for effective scheduling.

Institutional Effectiveness & Analytics (IEA) Consulted with college deans to collect feedback to improve the usability of the General Education (GE) Course Demand dashboard.

Input from college deans has helped continuously improve the GE Course Demand Analysis dashboard and incited discussions of a Major Course Demand Analysis report.

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Feasibility Studies completed including programmed space for instruction, faculty offices and full University services at Stockton, as well as a new classroom building on the main campus. Submitted projects to Chancellor’s Office with FiveYear Capital Plan for funding. Pending prioritization and funding of projects at the CSU Chancellor’s Office.

INNOVATION & CREATIVITY

Secured funding for study, coordinated committee formation and committee meetings with Architects and campus constituents to inform the development of feasibility studies for Classroom II Building and Acacia Hall Replacement Building.

GOAL 3

INNOVATION & CREATIVITY

ACTIONS

OUTCOMES

OBJECTIVE D Improve information technology annually.

STRATEGY 3D1: Provide professional development for faculty who want to use technology to support/enhance their teaching, research, scholarship, creative activities, and service. ACADEMIC AFFAIRS Quality Online Learning and Teaching (QOLT) boot camps funded through the Chancellor’s Office (CO) and offered through the Faculty Center for Excellence in Teaching and Learning (FCETL) to support faculty teaching or planning on teaching online.

BUSINESS & FINANCE Office of Information Technology (OIT) Partnership with Geographic Information Systems (GIS) faculty on data collection using drone technology.

Experience with emerging technology

STRATEGY 3D2: Explore strategies to increase use and integration of campus technology with student devices. BUSINESS & FINANCE Office of Information Technology (OIT)

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Computer Lab Availability app and Study Space Availability app launched.

Increased awareness of available space

OIT now has a regular presence at New Student Orientation, Warrior Wednesday, ASI Board Meetings, Union Board meetings, and open houses for both Turlock and Stockton Campuses.

Improved perception and awareness of OIT services, responsibilities and expertise

Azure Artificial Intelligence (AI) technology exploration.

Increased awareness of emerging technologies

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STRATEGY 3D3: Harness the power of social, mobile, and video technologies to enhance University functions. BUSINESS & FINANCE Office of Information Technology (OIT) Committee formed to gather requirements for a centralized Digital Signage solution and evaluation rubric developed.

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PR) Launched intentional strategy to engage with students on social. Increased number of and types of content shared on different social platforms. C&PR incorporated more visual and video stories.

Engagement on all the University’s official media accounts increased, particularly on Instagram.

STRATEGY 3E1: Increase exploration and adoption of technology-mediated learning and hybrid models of instruction in appropriate areas that support the academic offerings of the campus. STUDENT AFFAIRS Student Leadership & Development (SLD) SLD implemented an online pre-orientation program that requires all incoming students to complete prior to on-campus orientation in summer 2019.

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Foster increased creativity, innovation and entrepreneurship.

INNOVATION & CREATIVITY

OBJECTIVE E

ACTIONS

OUTCOMES

STRATEGY 3E4: Create a process by which students, faculty and staff can share their best ideas with the campus community. HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC) In response to the April 2018 campus climate survey, the HREOC team implemented a 360-degree feedback program to enhance the development of administrators and provide a platform for feedback from the many constituent groups of the University.

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GOAL 3

INNOVATION & CREATIVITY

Innovate, Design, Excel & Assess for Success (IDEAS) program see Strategy 2A2

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. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI); EXTENDED EDUCATION Extended Education’s graduate program offerings, enrollment, degrees awarded, and fee revenues included in the Book of Trends publication.

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The book tells the campus story with data.

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Recognize and celebrate achievements - and HAVE FUN!

STRATEGY 3F1: Enhance and build upon current events on campus (e.g., Author Recognition, Faculty Awards, Commencement). STUDENT AFFAIRS Vice President of Student Affairs (VPSA) Student Affairs has begun to give annual recognition awards for those that work with and advance the mission of the division. Other awards include the Student Leadership Awards, Athlete Banquet, and Housing Faculty Appreciation. Student Affairs has actively worked to increase faculty participation in both Freshman Convocation and Commencement. Educational Opportunity Program (EOP) holds a graduation celebration to include students from the Program for Academic and Career Excellence (PACE) and Promise Scholars.

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PR)

• • • • • •

Shared national rankings internally (in Stan News) and externally. Infographic of national rankings shared in spring 2019 Stan Magazine and on social. Highlighted faculty and student achievements and research internally and on social. Created institutional profile highlighting University rankings shared internationally. Created fact sheets for three Trustee visits. Worked with Academic Affairs to develop a reaccreditation warm-up that engaged campus stakeholders in the regional accreditation site visit from the WASC Senior College and University Commission (WSCUC).

Information published in Chancellor’s Office Newsletter, American Association of State Colleges and Universities (AASCU) Credit Hour and Turlock Journal. Professor Arounsack’s documentary mentioned in The Chronicle.

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INNOVATION & CREATIVITY

OBJECTIVE F

ACTIONS

OUTCOMES

STRATEGY 3F2: Create and support events on campus developed/designed to provide opportunities for social interaction (e.g., Staff picnic, Faculty BBQ, Family picnic). STUDENT AFFAIRS Vice President of Student Affairs (VPSA)

GOAL 3

INNOVATION & CREATIVITY

Student Affairs is actively promoting social events for all staff in the division. These include an Ice Cream Social, semester kickoff events, all-division meetings with Student Affairs promo items for staff, and a Student Affairs staff movie night. Student Affairs instituted an on-boarding program for new staff that includes an on-boarding work buddy and welcome gifts.

UNIVERSITY ADVANCEMENT Alumni Engagement

• •

Planned and put on alumni employee luncheon as part of Homecoming week. Invited alumni employees to participate in other programs such as mentoring and Warrior Wisdom.

Increased employee alumni participation

STRATEGY 3F3: Increase campus participation in convocation and commencement by capitalizing on the joyful atmosphere built into such university-wide events. STUDENT AFFAIRS Vice President of Student Affairs (VPSA) Student Affairs has increased the number of staff volunteers for Commencement as well as the number of departments that participate in Freshman Convocation.

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GOAL 4 • Hone administrative efficacy through thoughtful stewardship of resources.

Improve at least 10 or more administrative practices and processes.

STRATEGY 4A1: Optimize academic scheduling with attention to degree completion, effective use of space, student and faculty needs and financial efficiency. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Together with the Space Planning Committee, Enrollment Services provided data regarding classroom space/availability. Specifically, the committee looked at hybrid courses and how to maximize the efficiency of meeting patterns. In addition, Enrollment Services and the Office of Information Technology reviewed and assessed more robust scheduling software.

New changes in scheduling processes are underway to maximize space and use scheduling software for the hybrid class meetings. In addition, the use of an additional classroom was added to the room inventory. This represents a significant improvement as it provides additional meeting space. Further, a new 7 am timeslot will be added to the schedule.

STRATEGY 4A2: Pursue paperless business processes, automate manual processes and implement web-based systems that improve work-flow. ACADEMIC AFFAIRS Pilot tested Adobe Sign for processing faculty special consultant agreements. Will move towards full adoption for AY 2019-20.

Reduced average processing time from 21 days to four days

BUSINESS & FINANCE Office of Information Technology (OIT); Financial Services Continued discussion of campus-wide imaging software led by the Chief Information Officer (CIO) and the Development Advisory Group.

Software that provides an online solution for incoming transcripts.

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OBJECTIVE A

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STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services Enrollment Services participated in meetings involving the Office of Information Technology and Financial Services to collaborate on finalizing campus imaging software needs. The software will provide an online solution for incoming transcripts. There is continued discussion of campus-wide imaging software led by the Chief Information Officer, Rafael Espinoza, and the Development Advisory Group.

Three departments contributed toward the purchase of this software and monies have been set aside. The initial meeting resulted in finalizing an inventory of the needs of this software.

Housing & Residential Life

ADMINISTRATIVE EFFICACY

GOAL 4

STUDENT AFFAIRS Housing uses StarRez for Facilities operations, which is a move from paper record keeping. Housing transitioned to PortalX, which includes data subscriptions and the ability to automate communications across all housing functions.

STRATEGY 4A3: Deploy technology to automate business processes that reduce redundancies and save time. BUSINESS & FINANCE Office of Information Technology (OIT) About 1,400 staff have been converted, 11 TB data has been migrated.

• • •

Improved business processes Improved customer satisfaction Improved security posture

• • •

Improved business processes Improved customer satisfaction Improved security posture

Launch of the PageUp eRecruiting module during spring 2019 that eliminated paper applications and is almost fully online Completed migration to SumTotal for training renewal

Procurement & Contracts; University Police Department (UPD) Body-worn cameras have been received, and UPD is in the process of implementation and deployment. Vehicle mounted cameras will be purchased in fall 2019. No metrics available yet to determine the percentage of desktop computer purchases made via Campus Marketplace. University Police is meeting with technology providers for permitless parking and exploring ways to integrate systems with Parking Management Bureau.

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STRATEGY 4A4: Consolidate or redesign business services on campus for greater efficiency (e.g., merging positions or combining common functions in multiple offices). BUSINESS & FINANCE Worked with the Office of Information Technology (OIT) in the development of a paperless Key Database. Implemented upgrade to Facilities Maintenance Information system from onpremise to cloud base database.

The paperless key request release date is September 1, 2019. FMM system has improved software reliability and functionality, while releasing OIT staff from maintenance of hardware and software. Piloting implementation of a paperless work order request system.

University Police Department (UPD)

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services: Admissions Enrollment Services moved Admissions business processes online for greater efficiency. Enrollment Services was among the first in the system to move to Cal State Apply Web Admit functionality. This functionality provides online processing and a review of coursework for admission purposes. This allowed for less downloading of paper resulting in a significant reduction of paper and printing. Student records also changed their business processes and no longer requires “out cards” to be purchased and kept in the student file.

The changes and streamlined business processes have resulted in a considerable decrease in paper usage and printing, and student records have moved to digital format.

STRATEGY 4A5: Select software and hardware to optimize cost and related training, and reduce unnecessary proliferation of individually selected technologies. BUSINESS & FINANCE Office of Information Technology (OIT) Met with procurement and have drafted a strawman document for an OIT review procurement process.

OIT; Procurement & Contracts Common Software inventory list compiled and being refined. Service Catalog page updated on OIT Website. Purchased TeamDynamix

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In spring 2019, UPD successfully completed a mock assessment with an International Association of Campus Law Enforcement Administrators (IACLEA) auditor. Findings and recommendations from the mock assessment are being implemented, and a final assessment is scheduled prior to yearend.

GOAL 4

ADMINISTRATIVE EFFICACY

ACTIONS

OUTCOMES

OBJECTIVE B Improve and implement at least six budgeting and financial innovations.

STRATEGY 4B1: Build a budgeting model that incorporates the following: assessment of need, rightsizing units, assessment of performance against stated measures, incentives for efficiency and high outcomes, and funding for new initiatives. STUDENT AFFAIRS Housing & Residential Life Annual Housing rate scenarios: Effective fall 2019 new housing financial planning model.

STRATEGY 4B2: Tie financial resources to strategic plan priorities. STUDENT AFFAIRS Housing & Residential Life Housing is creating a logic cross-walk to connect strategic plan, student success plan, assessment metrics, and implementation timelines. April 2019 initiated contact with Academic Affairs and Strategic Planning, Enrollment Management & Innovation (SPEMI). Campus Labs administrators to inquire about creating an online project management system. Consulted with Campus Labs representative.

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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. ACADEMIC AFFAIRS Office of Assessment

•

Sought feedback from campus stakeholders on the Academic Program Review (APR) process; worked to develop work-flow tools for timely closing of the loop.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

• •

Academic Unit Profile (AUP) updated in fall 2018 and effective spring 2019 includes spring term enrollment trend data. Delaware Study: 2016 Delaware Report distributed to Deans - pending review; 2017 Delaware Report in progress; 2018 Delaware data files submitted January 2019 - results received in summer 2019.

Data to inform and support decision-making; data transparency

STRATEGY 4B4: Develop transparent resource allocation and decision making processes. STUDENT AFFAIRS Student Affairs and Business and Finance are working with Associated Student, Inc. (ASI) and Student Fee Advisory Committee (SFAC) to provide information via the campus website. Housing mid-year and year-end financial review; use of student survey and focus groups; use of student success metrics and demographics Inclusion of staff in consultation, brainstorming and creative sessions Six-year strategic plan project to provide program consistency and inform the direction of resources. Posting of budget summary in response to the November 2018 ASI resolution in support of budget transparency for units collecting student fees.

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Institutional Effectiveness & Analytics (IEA)

GOAL 4

ADMINISTRATIVE EFFICACY

ACTIONS

OUTCOMES

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 Development Increased number of development officers to expand the ability to solicit major gifts.

Hiring of development officers expected in August or September 2019.

STRATEGY 4C6: Involve the faculty, staff and community directly in fundraising. UNIVERSITY ADVANCEMENT Development & Operations Worked with Deans and other academic leaders to build “Case for Support” narratives of their top priorities.

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College priorities are more clear and Deans better prepared to communicate those priorities to prospective donors.

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STRATEGY 4D1: Establish and charge the Campus Master Plan, Academic Space Planning Committee (ASPC), University Budget Advisory Committee (UBAC), and other appropriate shared governance committees to improve, renovate and modernize classroom and laboratory buildings. a. Renovate and modernize buildings such as the Library, Child Development Center, and Student Union. Design spaces as “hubs” for innovation, culture and student and community-ready spaces. b. Renovate and modernize classroom and laboratory and applied studio space. BUSINESS & FINANCE Facilities Services Consultation with campus non-state operations and Campus Facilities Master Planning Committee for the development of projects.

Development of Five-Year Capital Plan with a priority list of projects for development.

UNIVERSITY ADVANCEMENT Development & Operations Develop naming menu for Library remodel.

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Enhance the aesthetics, accessibility, and functionality of our campus facilities.

ADMINISTRATIVE EFFICACY

OBJECTIVE D

ACTIONS

OUTCOMES

STRATEGY 4D2: Rigorously maintain existing buildings and promptly address campus service requests. BUSINESS & FINANCE Facilities Services Tracking of campus deferred maintenance needs through Deferred and Capital Renewal database. Submittal of priority project to Chancellor’s Office (CO) and campus for funding.

Secured funding of $1,700,000 from CO and $1,000,000 from campus one-time funding for Deferred Maintenance and Infrastructure Improvement projects. Projects underway include: A 1,200 ton chiller in the Central Plant New transformers and switchgear at the Arts Complex have been installed. New air handlers at the Drama and Fieldhouse buildings are being installed. Repairs to service roads, elevators, flooring, and storefronts were performed. Americans With Disabilities Act (ADA) improvement projects were also completed.

• • •

ADMINISTRATIVE EFFICACY

GOAL 4

• •

STRATEGY 4D3: Expand efforts to create a pleasant safe campus for all students, staff and faculty. BUSINESS & FINANCE Facilities Services Researched, prepared and submitted documentation for major capital project financing for University Student Center, Library Renovation, parking structure, and Classroom Building II.

STUDENT AFFAIRS

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Student Affairs collaborates with the University Police Department (UPD) on providing a safe Warrior Day event. Partnership with Facilities on the installation of two new LED lights on Village II’s exterior pathway. In response to student concern about evening safety. Partnership with UPD to maintain community policing model within Housing. UPD presence on critical resident dates including Move-In and during Welcome week. RAD (Rape Aggression Defense) session for Housing population. UPD provides an escort for the Resident Assistant (RA) team during rounds. Health Education and Promotion (HEP) assigns and manages student Title IX training for all enrolled students. This training includes bystander intervention skills as well as information on campus resources regarding incidents of sexual harassment, sexual assault, stalking, dating, and

STANISLAUS STATE • CSUSTAN.EDU

Received construction progress funding ($48.2M) to continue construction for University Student Union, which is scheduled to open spring 2020. Received further funding for Library Renovation with demolition underway and renovation construction expected to start in late fall 2019. Americans With Disabilities Act (ADA) Transition Plan was completed, as well as various ADA improvement projects.

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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 & FINANCE Facilities Services; Sustainability Committee

• •

Structure and charge of the Committee for Sustainable Futures (CSF) created. Sustainability website created.

With structure/charge established, CSF raised awareness and built a foundation for future efforts via a sustainability survey of students and faculty, staff, and administrators.

Joined Association for Advancement of Sustainability in Higher Education (AASHE).

AASHE membership links the campus community to global resources via campus sustainability website.

Hosted a lecture with the Faculty Center for Excellence in Teaching and Learning (FCETL), and hosted a Public Policy Institute of California (PPIC) water policy webinar. Campus Sustainability Leadership Professional Certified coordinator.

Guest lectures from an environmental scientist and a river conservationist; environmentally-focused film screenings; and contribution of sustainability information to the WASC Senior College and University Commission (WSCUC) essays.

CSF created draft sustainability strategic plan with goals for mitigating campus activities that contribute to climate change and establishing sustainable consumption and disposal methods. Purchased AASHE’s Strategic Tracking & Assessment Reporting System (STARS) subscription to measure university’s performance.

STARS data collection to occur from September 2019 to October 2020. CSF will present draft sustainability strategic plan to cabinet in September 2019.

• • •

Plastic straw ban communicated through education and outreach. CSF supported University State Union/Associated Students, Inc. Earth Week activities. Presented results of surveys at Data Sharing & Assessment Showcase Event Series.

Facilities continued efforts in waste diversion, energy conservation; conversion of pathway interior/exterior building lights to LED.

Plastic straw ban, Earth Week activities, FECTL lecture, water webinar, and data-sharing contribute to awareness of importance of environmental sustainability/conservation among campus community.

Procured quote from Turlock Scavenger for food waste composting in Turlock. 55.8% of waste diverted from waste stream; lighting savings of $107,599/978,174 kWh/358 metric tons of carbon were realized with the replacement of 8,000+ LED lights.

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domestic violence. HEP conducts in-person training and workshops on Title IX topics and Healthy Relationships throughout the year with various student groups and departments. HEP initiatives include suicide prevention through QPR training, mental health first aid training, StepUP Bystander Intervention program, Warriors Up at Night, and Aware, Awake Alive alcohol prevention programming. HEP staff serve on the Educational Prevention Awareness Committee (EPAC) and work collaboratively with other departments such as Housing, Student Leadership Development, UPD, Haven Women’s, Psychological Counseling Services, and Associated Students, Inc. to determine student programming and plan events. These events include SMART Day, Denim Day, Take Back the Night, Warrior Day, and other events. HEP staff serve on the new initiative, “Healthy Stan State,” a committee aiming to influence the health and well-being of the campus community.

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STUDENT AFFAIRS Vice President of Student Affairs (VPSA)

GOAL 4

ADMINISTRATIVE EFFICACY

The Vice President of Student Affairs office installed a water dispenser to eliminate plastic bottles. Student Affairs installed a hydration fountain next to the Warrior Food Pantry. In April 2019, Housing launched a sustainability campaign around Earth Week, utilizing student use data.

OBJECTIVE E Build three enrollment management strategies that provide sound financial foundations for meeting the University’s mission.

STRATEGY 4E1: Pursue enrollment management that promotes the institutional mission of providing student access and inclusion for the campus as a whole, which includes the Stockton Campus and Extended Education programs. ACADEMIC AFFAIRS Shared Graduation Initiative 2025 and other student success stories, such as trustee award recipients.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)I Institutional Effectiveness & Analytics (IEA) Updated/enhanced existing dashboards and implemented new dashboards: Enrollment dashboard (updated fall 2018 and modified to include self-support enrollment) First-Time Freshmen and Community College Transfer dashboards (updated/modified fall 2018) Academic Unit Profile (updated fall 2018, includes spring enrollment effective spring 2019) Retention and Graduation Rates dashboard (updated fall 2018)

• • • •

Stan State participated in the 2018 Delaware Study; IEA disseminated preliminary report to college deans for review/ approval. 2019 Book of Trends enhanced with information on the University’s regional pipeline, regional degree attainment rates, and regional college-going rates to further examine the need for higher education in the service region.

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IEA dashboards collectively provide campus users with timely access to student admission, enrollment and persistence rates and the ability to disaggregate for certain groups of students.

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STRATEGY 4E4: Develop robust schedules through SmartPlanner and Induced Course Load Matrix (ICLM). STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Institutional Effectiveness & Analytics (IEA) The Induced Course Load Matrix (ICLM) was updated during 2018-19.

STRATEGY 4F1: Develop exceptional staff development programs with career ladders and opportunities for advancement. HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC) The HREOC team has been one of the first CSU campuses to host the systemwide webinar training to groups which has led to a significant increase in learning opportunities through Chancellor’s Office (CO) Learning and Professional Development team. To further enhance compliance training completion and other learning platforms, Stanislaus State implemented CSU Learn by SumTotal.

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Fortify and grow at least two programs for staff development.

ADMINISTRATIVE EFFICACY

OBJECTIVE F

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STUDENT AFFAIRS

•

• • •

ADMINISTRATIVE EFFICACY

GOAL 4

•

Student Affairs created a divisional committee to address and respond to the professional development needs of all staff in the division and established a staff development fund to assist with this initiative. All directors in Student Affairs have participated in the Strengths Finders program to better understand how to work together and with staff. The Student Health Center has established the “Joy in the Workplace” series for its staff. Facilitate Social Justice Training with Rev. Dr. Jamie Washington in fall 2019 for Student Affairs Directors and staff members. 2018-19 “Better Together” theme. 2019-20 “Fields of Growth” theme. Use of 1:1 to explore staff career interests; use of personality and strength tools to explore talents and skills. Emphasis on growth mindset for growth and development. 2017-18 and 2018-19 utilized position re-assignments under the Professional Development section for California State University Employees Union (CSUEU) and Teamsters to provide opportunities for staff, resulting in permanent reclassification and in-range. Academic Success Center reorganization in 2018-19 allowed the development of career ladders and an ongoing professional development plan, including the involvement of an advising association with the National Academic Advising Association (NACADA).

STRATEGY 4F2: Recruit and attract talented staff to Stanislaus State with competitive compensation packages. HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC) The CSU Stanislaus HREOC team was chosen to be one of five campuses to assist with the development and implementation of the CSU Recruit by PageUp. The HREOC team spent the year working through new, lean recruiting processes and implemented the first Stanislaus State e-recruiting system on April 15, 2019.

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ST RAT E G IC PLANNING • SECTION 12

ACTIONS

OUTCOMES

GOAL 5 • Forge and strengthen bonds with our communities rooted in a shared future.

STRATEGY 5A1: Develop a robust strategic plan for the Stockton Campus that is reflective of the community and the University.

ACADEMIC AFFAIRS

• • • • • •

• • • • •

Revising Strategic Plan for Stockton Creating Stockton Budget Plan WASC Senior College and University Commission (WSCUC) Commission Letter – called for a 2-year report on Stockton Academic Affairs Plan for Stockton and the development of new programs Feasibility Study proposing a new, state-of-the-art, 116,000 square foot building has been submitted to the Chancellor’s Office. Progressive implementation of the full Business Administration major. Accounting, Management (Human Resources) and General Business Concentrations already in place. Finance concentration starting in 2019-20 and Marketing in 2020-21. Adding Special Education Credential Program in fall 2020 Worked regularly with San Joaquin Delta College on transfer requirements Held six Liberal Studies/Teacher Education program orientations at the Stockton Campus Completed eight community/high school/San Joaquin Delta College Liberal Studies/Teacher Education program orientations in 2018-19 Started work with Stockton Unified School District on a Teacher Credential residency program

STUDENT AFFAIRS Vice President of Student Affairs (VPSA) Student Affairs Stockton Plan is in progress.

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GOAL 5

Fulfill our commitment to meet the higher education needs of the Stockton community through increased investment in the Stockton Campus.

COMMUNITY RELATIONS

OBJECTIVE A

continued from previous page ACTIONS

OUTCOMES

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA)

GOAL 5

COMMUNITY RELATIONS

• • •

Support Stockton Campus Transfer Student Open Houses Promote Warriors on the Way (WOW) events and signing Developed WOW marketing communications plan

Regional media coverage and participation at WOW events and Open Houses.

Held brand focus groups at Stockton Campus

Stockton Campus specific messaging to be completed as part of brand platform.

Worked collaboratively with Stockton Unified School District to produce video promoting education in the region.

Currently commissioning the development for a Case for Support for the Stockton Campus.

STRATEGY 5A2: Galvanize and strengthen educational and business partnerships with the greater Stockton community. UNIVERSITY ADVANCEMENT Alumni Engagement

• •

Participated in alumni job fair at the Stockton Campus Collaborated with the Dean to brainstorm other potential events.

Communications & Public Affairs (C&PA)

• •

Participated in Higher Education Advisory Board meetings Board participated in brand focus group. Attended various meetings and events with Stockton business, government leaders and school officials to support Stockton Campus initiatives and community engagement.

STRATEGY 5A3: Identify opportunities that encourage innovation within the Stockton community, and promote curricular and co-curricular community engagement. STUDENT AFFAIRS Participation in Warriors on the Way (WOW). Academic Success Center, including Faculty Fellows and the Career and Professional Development Center (CPDC), will be facilitating discussions to begin to identify the opportunity for student and community engagement. CPDC hosted the spring Stockton Career Fair in spring 2018 and spring 2019. CPDC provides local employers with a menu of services to connect with students.

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OUTCOMES

STRATEGY 5A5: Integrate more student support services at the Stockton Campus. STUDENT AFFAIRS Career & Professional Development (CPDC) CPDC Provides career coaching on campus every Thursday during the semester starting spring 2018. Hosted career fairs, workshops, and classroom presentations at Stockton and participated in 100% of Stockton orientations and open-houses. Health Education & Promotion (HEP) HEP supported the Stockton Campus with free food bags and food distribution boxes.

Renovations to the Health Center space to allow for split time between a medical and mental health provider, with a shared full-time medical assistant. Renovations to five rooms to accommodate recreation activities, including cardio, weights, yoga, and meditation spaces. Planned to be open fall of 2019. Disability Resource Services (DRS) DRS currently provides services to Stockton students. Students can receive the same accommodations as students on the main campus, with the exception of on-campus transportation. Students can meet with DRS Advisors in-person, via Zoom video conference, or telephone. Student Leadership & Development (SLD) SLD began holding office hours every other Tuesday in April and will continue. Plan to introduce to Student Fee Committee 2019.

STRATEGY 5A6: Expand the number of residential faculty and staff at the Stockton Campus to support enrollment growth. STUDENT AFFAIRS - STOCKTON The Student Affairs Stockton Campus staffing proposals are in progress.

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GOAL 5

COMMUNITY RELATIONS

Health & Wellness

ACTIONS

OUTCOMES

STRATEGY 5A7: Articulate programs with Delta College for increased student enrollments and ease of transfer for students. STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Enrollment Services

GOAL 5

COMMUNITY RELATIONS

Ongoing articulation for the four major feeder community colleges is jointly accomplished by teams from Enrollment Services, Academic Affairs, and relevant faculty. Enrollment Services has played a key role in facilitating and monitoring articulation agreements.

In the past year, facilitating articulation has resulted in focused effort devoted to developing clearer pathways for transferring students, both in Warriors on the Way (WOW), and general transfer.

OBJECTIVE B Advance the University through our increased connections to the region.

STRATEGY 5B1: Grow the pool of stakeholders and experts who can advocate on behalf of the CSU system and Stanislaus State for increased and sustained state, federal and private foundation support. STUDENT AFFAIRS Vice President of Student Affairs; Associated Student, Inc. (ASI) ASI regularly attends Turlock City Council meetings. ASI actively participated in two state lobby events in Sacramento. ASI annually joins the University President and the Vice President for University Advancement in Washington DC to lobby at the federal level.

STRATEGY 5B2: Increase exposure of the University and its faculty, programs, and services via regional and national news outlets.

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA) Weekly pitches to 38 regional and local media outlets as well as niche publications and Chancellorâ&#x20AC;&#x2122;s Office.

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There were 434 media stories focused on Stan State. Twentyfive percent (109) of the stories published were direct result of weekly pitch, representing a 56.7% increase from 2018-19.

ST RAT E G IC PLANNING • SECTION 12

ACTIONS

OUTCOMES

STRATEGY 5B3: Establish and develop more avenues for delivering insightful and consistent messages on University initiatives and successes. UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA)

• • •

Implemented Stan News, Warrior Weekly, RSS feed on MyStanState Portal. Established an editorial calendar and content strategy. Created 15 marketing and communications plans to support events and initiatives across campus during 2018-19.

200% increase in marketing efforts during 2018-19.

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA) Launched research and discovery phase of brand refresh campaign

Presentation on brand refresh research findings in September 2019. Brand message platform expected in October 2019.

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 Foundation; Development Campaign planning and preparation, including a readiness assessment.

Better understand areas that need focus prior to launching a campaign.

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GOAL 5

COMMUNITY RELATIONS

STRATEGY 5B4: Distinguish the University as a worthy recipient of public and private resources by developing and executing cohesive and creative branding, marketing and communication strategies.

ACTIONS

OUTCOMES

STRATEGY 5B7: Fortify partnerships with deans, department chairs and faculty that will extend the reach and maximize opportunities for private support. UNIVERSITY ADVANCEMENT Foundation; Development Continue to work with deans and departments to identify achievements and successes to publicize and share internally and externally.

Assisted with 102 publications and design projects across campus, which resulted in Deans communicating department and faculty achievements and successes more with Communications and Public Affairs.

Worked with academic departments, deans and other academic leaders to build “Case for Support” narratives of their top priorities.

COMMUNITY RELATIONS

GOAL 5

Development; Operations College priorities are more clear and deans better prepared to communicate those priorities to prospective donors.

STRATEGY 5B8: Increase the exposure of our alumni who contribute to the vitality of the region through marketing and personalized engagement. STUDENT AFFAIRS Alumni engagement is increasing with the “Buy a Brick” campaign for the new Student Center and these alumni will have their names displayed on the patio. As part of the Hunger and Homelessness Awareness Week, held three alumni drop off events where, through alumni donations, put together and distributed 27 care packages for students in need. Alumni are engaged and donating to the Warrior Wardrobe through the Career and Professional Development Center’s professional clothing drive. Alumni also participate in numerous career events throughout the year.

UNIVERSITY ADVANCEMENT Alumni Engagement Developed committees on the Alumni Council that will help to recognize and engage alumni for their personal and career accomplishments.

Alumni participation and recognition at events such as Vines and the Gala.

Communications & Public Affairs (C&PA)

• • • • •

312

Alumni participation in brand research Alumni profiles in Stan Magazine Recognized alumni successes on social and in the Weekly Wrap. A staying Alumni in the News section added to the Alumni newsletter. Assisted with Warrior Mentoring.

STANISLAUS STATE • CSUSTAN.EDU

Identification of more alumni stories. Alumni newsletters produced quarterly. Messages specific to alumni expected as part of the brand message platform.

ST RAT E G IC PLANNING • SECTION 12

ACTIONS

OUTCOMES

STRATEGY 5C1: Become a cultural center for the Central Valley. ACADEMIC AFFAIRS Annual Social Justice Conference

STUDENT AFFAIRS Diversity Center Diversity Center establishing relationships with community organizations to promote the center and its cultural opportunities.

Developed relationships with five community organizations to promote the Diversity Center and its cultural opportunities.

UNIVERSITY ADVANCEMENT Communications & Public Affairs (C&PA)

• • •

Promoted numerous university-wide events at both campuses, internally and externally. Shared internal events in StanNews, such as Office of Information Technology (OIT) Tech Fair, Warrior Mentoring, Executive Speaker Series. Weekly promotion of artistic and cultural events

Community engagement and attendance at events as well as media coverage. Significant participation at the Tech Fair. 146 Warrior advisors and 67 Advisees ready to connect through Warrior Mentoring and an estimated 340 people in attendance at the Speaker Series forum.

Development Solicited and closed gifts and sponsorships for various institutional events, including the Gala and Fourth of July.

Brought alumni and friends to the campus community engagement.

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GOAL 5

Build on our current partnerships and increase responsiveness to the Central Valley, Sierra Nevada foothills and surrounding regions.

COMMUNITY RELATIONS

OBJECTIVE C

ACTIONS

OUTCOMES

STRATEGY 5C2: Create opportunities to place students in internships with local agencies and businesses. STUDENT AFFAIRS Career & Professional Development Center (CPDC)

• •

•

COMMUNITY RELATIONS

GOAL 5

•

CPDC is developing a Career Institute. CPDC provides local employers with a menu of services to connect with students from tables on the quads, online job posting platform (HIREStanState), fairs, to on-campus interviews. CPDC hosted the Warrior Career & Internship Fair in spring 2018 and spring 2019 to connect employers with internship opportunities with students. CPDC hosted the Stockton Spring Fair 2018 & 2019 and fall Career Expo in 2018 that included internship opportunities. The CPDC partnered with Academic Affairs and Human Resources to offer the first Warriors at Work program for Student Assistants

STRATEGY 5C3: Increase and maintain our presence in local civic groups, and identify opportunities to contribute to regional projects and programs. BUSINESS & FINANCE University Police Department (UPD); Office of Information Technology (OIT) In March 2019, UPD and Turlock Police Department began the process of migrating to the new TriTech CAD/RMS systems. The process includes “building out” the new system with local, regional and state-specific customization. The new system is set to go live in March of 2020. The new Motorola P25 compliant digital radio system is now in use by University Police and Building Marshals. The new system provides a significantly increased building penetration and a larger geographic coverage area. The partnership with the University and City of Turlock allows for seamless communications between emergency first responders within the city.

STUDENT AFFAIRS The Student Affairs leadership team attends numerous community events; for example, the Cesar Chavez Empowerment Luncheon, the Hispanic Chamber of Commerce, the El Concilio Latina Leadership Luncheon, and the Latino Community Round Table. The Director of Disability Resource Services (DRS) has submitted an application to join the Advisory Board for Disability Resource Agency for Independent Living (DRAIL) and are awaiting the results.

UNIVERSITY ADVANCEMENT Strategic review of community events to align with initiatives and goals, such as increasing Stan State’s presence in San Joaquin County/Stockton.

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Attended Community Engagement events

ST RAT E G IC PLANNING • SECTION 12

ACTIONS

OUTCOMES

STRATEGY 5C4: Identify opportunities to partner with regional efforts to improve educational outcomes for the region’s youth (K-12). ACADEMIC AFFAIRS

• • •

Partnership with Cradle 2 Career aligning regional initiatives to support college enrollment and post-secondary success in the region. Social Justice Week Climate Crisis Symposium

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI) Outreach Services

STUDENT AFFAIRS Career & Professional Development Center (CPDC) CPDC presented at the Academy of Business Law & Education (ABLE) Charter High School in Stockton, Pitman High, and Roselawn High in spring 2019.

STRATEGY 5C5: Create a pool of expert guest lecturers made up of alumni, government, civic, nonprofit, and industry leaders. Involve them in the life of our University by inviting them to guest lecture in appropriate courses so they have opportunities to interact with students and faculty. STUDENT AFFAIRS Disability Resource Service (DRS) DRS is hosting the second annual alumni speaker. This is an alumnus who has a disability returns to campus to talk about his or her experiences as a person with a disability in the Central Valley.

UNIVERSITY ADVANCEMENT Alumni Engagement Worked with community leaders to start building the guest lecturer pool.

Had guest lecturer at multiple university events, including Champions of the American Dream and Executive Speaker Series.

Operations; Public Affairs & Government Relations Advancement Operations to work on database coding/lists

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GOAL 5

COMMUNITY RELATIONS

Partnership with Stanislaus County of Education (SCOE) and Stan Futures on academic preparedness. Working on data sharing and aligning goals.

Innovate, Design, Excel & Assess for Success (IDEAS) Program Stanislaus State’s Innovate, Design, Excel & Assess for Success (IDEAS) Program was implemented academic year 2017-18 in an effort to promote inclusive innovation and growth. The program is aimed at finding local solutions for local problems by offering seed money up to $5,000 to pilot test innovation in individual units that promote the goals of the University’s Strategic Plan. IDEAS is open to faculty, staff and administrators university-wide who see a need for change in a variety of topics under the innovation umbrella, including but not limited to multi-disciplinary learning, industry partnerships, entrepreneurship, makerspaces, social and cultural innovation, health innovation, sustainability or emerging technologies.

AWARDED IDEAS PROPOSALS Spring 2018 IDEAS – Year 1 IDEAS PROPOSAL TITLE

PROBLEM ADDRESSED

DIVISION(S)

PARTICIPANT(S)

Yo Puedo (I Can) Boot Camp

Creating a stronger pre-college going culture in San Joaquin County

Strategic Planning, Enrollment Management and Innovation (SPEMI)

Staff

“Next Steps” Video Powtoon Platform

Effective communication to students via social media platforms

SPEMI

Staff

Simulation Pilot

Workforce development using simulation and the collaboration of the Social Work, Nursing, and Theatre Departments

Academic Affairs

Faculty

Body Positive

Body image and disordered eating problems in college students, male and female

Academic Affairs

Staff

Maker Space/Fab Lab

A designated Maker Space/Fab Lab with 3D printers to stay abreast of current technology and development of the curriculum

Academic Affairs

Faculty

LIFT Pilot Library, Faculty, and Tutoring Center

Information sessions at the Library Access Center located at the Stockton Campus

Academic Affairs

Staff

Creative Project Coordination

The need to streamline the submission, management, review and approval of creative projects within several units across campus

University Advancement; Student Affairs; Academic Affairs

Staff

Sculpture Area

Space for students to completely develop their practice of contemporary art and sculpture through extended display of their work, curated of small group exhibitions and subsequent documentation for their professional portfolio

Academic Affairs

Faculty

Spring 2019 IDEAS – Year 2 IDEAS PROPOSAL TITLE

316

PROBLEM ADDRESSED

DIVISION(S)

PARTICIPANT(S)

Visiting Artist Program

Outside of the regular faculty, a diverse and consistent visiting artist program is crucial to a student’s development and embracing of their individual voices in the contemporary art world.

Academic Affairs

Faculty

EOP Community

EOP team to offer activities, and swag items to help build a sense of community and belonging for Stan State students.

Student Affairs

Staff

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continued from previous page Career Closet

Students have expressed an inability to purchase career related clothing or professional attire.

Student Affairs

Staff

Faculty Learning Community (Committee for Sustainable Futures)

Faculty Learning Community (FLC) to be held in fall 2019 to explore sustainability teaching methods using the campus and community as a living lab for active learning within current and future courses.

Business & Finance

Faculty and Staff

Sustainability Literacy

First step towards a campus culture of sustainability will be accomplished by engaging and empowering the campus community through sustainability literacy.

Business & Finance

Faculty and Staff

Learning Through Virtual Reality

Learning can be improved by the student engaging in the activity. Virtual Reality, sometimes referred to as immersive multimedia, is an environment that can simulate physical presence in places in the real world or imagined worlds.

Business & Finance

Staff

Peer Mentors

EOP Peer Mentor Program is being expanded. Growing capacity is a lack of technology and resources for a training program. Valued time and effort being spent on scheduling rather than direct student contact as advisors and mentors.

Student Affairs

Staff

QLess

Students, staff, and faculty time constraints will be addressed. Waiting in line for a service can hinder or even restrict a student from receiving assistance as they may only be available during certain and often limited times in their day or week to seek help; including, but not limited to a significant increase in walk-in advising at Stockton Campus creating decrease in quality of services students receive for Advising, Financial Aid, Evaluations, and other student services.

Business & Finance

Staff

Yo Puedo Boot Camp for 6th - 9th Grade Students

K-12th students need early on awareness of higher education.

SPEMI

Staff

University Ambassador Gear

Updating campus tour materials, equipment and gear will enhance the “first look” and experience for visitors, as well as, promote campus community and pride.

SPEMI

Staff

Online Course Study

Pilot study to understand how online students are connected through social networks.

Academic Affairs

Faculty

ADDITIONAL PROGRAM INFORMATION

HOW TO SUBMIT YOUR IDEAS

For more information on the IDEAS program, including more details about awarded proposals, visit the IDEAS website at https://www.csustan.edu/spemi/ideas.

The annual call for proposals occurs every January. For a link to the IDEAS Proposal Application Form and instructions for submitting the proposal, visit https://www.csustan.edu/spemi/ ideas/ideas-program-details. For additional information about submitting your IDEAS proposal, contact Ashlea Eaton at ideas@ csustan.edu.

BOOK OF TRENDS • 2018-2019

317

NOTES 1.

Most of the data in the admission, enrollment, and degrees awarded sections are based on the Enrollment Reporting System files of the CSU Chancellor’s Office, Division of Institutional Research and Analyses. The admission and enrollment figures represent state-supported data, unless otherwise noted. The degrees awarded figures include both state- and self-supported degree completions. See Data Sources of Information for additional information about the publication’s data sources. The fall term is generally representative of the academic year. Most enrollment, admission, and employee data tables and charts display a five-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 certificateseeking, interdisciplinary degree seeking, and Pre-Nursing students are included in the Undeclared/Other category.

318 STANISLAUS STATE • CSUSTAN.EDU

Data are reported down to the degree program level. For data disaggregated by concentration, area of emphasis, track, or other academic sub-plan, visit the Institutional Effectiveness & Analytics website at https://www.csustan.edu/iea/institutionaldata.

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 Effectiveness and Analytics (formerly 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 are generally available for analysis at the end of the fall semester, while official fall enrollment data for other institutions (for comparisons purposes) is generally available during the following spring semester.

ACRONYMS & ABBREVIATIONS College Acronyms

CAHSS: College of the Arts, Humanities and Social Sciences

COEKSW: College of Education, Kinesiology and Social Work

CBA: College of Business Administration

COS: College of Science

Administrative Divisions Acronyms

AA: Academic Affairs B&F: Business and Finance HREOC: Human Resources, Equal Opportunity and Compliance SPEMI: Strategic Planning, Enrollment Management and Innovation UA: University Advancement

Other Commonly Used Acronyms and Abbreviations

ADT: Associate Degree for Transfer

HSI: Hispanic-Serving Institution (see Glossary for details)

AY: Academic Year or Aid Year (see Glossary for details)

IEA: (Office of) Institutional Effectiveness & Analytics

CCCT: California Community College Transfer(s)

IPEDS: Integrated Postsecondary Education Data System

CO: CSU Office of the Chancellor or Chancellor’s Office

(see Data Sources for details)

CY: College Year (see Glossary for details)

MUL: Mean Unit Load

ERSX: CSU Enrollment Reporting System (see Data Sources for

SCH: Student Credit Hour(s)

details)

FAFSA: Free Application for Federal Student Aid FTES: Full-Time Equivalent Student (see Glossary for details) FTF: First-Time Freshman FTT: First-Time (undergraduate) Transfer GI: Graduation Initiative 2025

SCU: Student Credit Unit(s) UEE: University Extended Education URM: Traditionally Underrepresented Minority; includes American Indian or Alaska Native, Black or African American, and Hispanic/ Latino race/ethnicity categories WOW: Warriors on the Way transfer program (see the Enrollment Management section for details)

HIP: High Impact Practice

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DATA SOURCES OF INFORMATION CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE, MANAGEMENT INFORMATION SYSTEMS DATA MART: http:// datamart.cccco.edu/Students/Student_Term_Annual_Count.aspx

CSU INSTITUTIONAL RESEARCH AND ANALYSES, STATISTICAL REPORTS: http://calstate. edu/as/stats.shtml

CSU STUDENT SUCCESS DASHBOARD: https://

CSU EMPLOYEE PROFILE: https://www2.calstate.edu/csu-

csusuccess.dashboards.calstate.edu/public/app/dashboard/

system/faculty-staff/employee-profile

dashboard-index.php

CSU ENROLLMENT DASHBOARD: http://asd.calstate.

INTEGRATED POSTSECONDARY EDUCATION DATA SYSTEM (IPEDS): A system of surveys established as

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, OFFCAMPUS 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.

320 STANISLAUS STATE • CSUSTAN.EDU

the core postsecondary education data collection program for the National Center of Education Statistics (NCES). IPEDS Data Center: https://nces.ed.gov/ipeds/datacenter/login.aspx

PEOPLESOFT: Stanislaus State’s student data system implemented fall 2008.

GLOSSARY OF TERMS

ACADEMIC YEAR (AY): An annual period beginning with

CADAA: California Dream Act Application. The CADAA allows 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

the fall semester and ending with the spring semester. Summer sessions are not included in the Academic Year. (See also College year)

(DACA) program. (http://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)

ACADEMIC YEAR HEADCOUNT: The sum of state-supported fall, winter, and spring term full-time equivalent student (FTES) enrollment divided by two.

ADMISSION YIELD RATES ADMIT RATE: Percent of applicants who were admitted. ADMIT YIELD: 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.

ASSISTANT PROFESSOR: See Rank ASSOCIATE PROFESSOR: See Rank

CENSUS DATE: The date official enrollment is taken for the CSU. The census date for the summer, fall, and spring semester is at the end of four weeks following the first day of instruction. The end of the fourth week is defined as the twentieth day of actual instruction. Enrollments are in terms of the net number of students actively enrolled on the census date. CERTIFICATE-SEEKING: Postbaccalaureate students enrolled exclusively in a postbaccalaureate/graduate certificate program. The certificate-seeking enrollment count is typically no more than 2-3 students in a fall term and are included in the Undeclared/Other and postbac categories. 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.

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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 study-abroad programs. For students attending less than half-time, the COA includes tuition and fees; an allowance for books, supplies, and transportation; and dependent care expenses. (Definition source: https://collegecost.ed.gov/shopping_ sheet.pdf)

CREDENTIAL-SEEKING STUDENT: A postbaccalaureate student admitted and enrolled in a CSU CCTC-Approved credential or subject matter waiver program as of census date (students concurrently enrolled in a Master’s or Doctorate degree program are excluded). CREDIT UNIT: A measure describing coursework at institutions of higher learning. The term unit means a semester unit. CSU (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.

CSU SYSTEMWIDE TOTAL: Includes all 23 CSU campuses in addition to Summer Arts, International Programs, and CalState TEACH.

DEGREE LEVEL: See Degrees and Degree Program Level 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.

BACHELOR’S : An undergraduate degree granted for the completion of an undergraduate program of study.

MASTER’S: An earned degree carrying the title of Master requiring the student to complete a study program beyond the bachelor’s degree. There are several kinds, including Master of Arts (M.A.), Master of Science (M.S.), or a professionally oriented program such as a Master of Business Administration (M.B.A.).

DOCTORATE: An earned degree carrying the title Doctor. Stanislaus State offers a Doctor of Education program.

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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. ETHNICITY: See Ethnic/Racial groups ETHNIC/RACIAL GROUPS 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. AFRICAN AMERICAN OR BLACK: All persons with origins in any of the black racial groups of Africa (except those of Hispanic origin).

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. FILIPINO: All persons descending from any of the original people of the Philippine Islands. Reported in the Asian category.

HISPANIC/LATINO (INCLUDES THE FOLLOWING CATEGORIES): 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 PACIFIC ISLANDER: All persons descending from any of the original people of the Pacific Islands (except Filipinos). This includes Hawaii, Samoa, Tahiti, Guam, Fiji and the Marshall Islands.

SOUTHEAST ASIANS: All persons descending from any of the original people of Laos, Cambodia, Thai, Vietnam, and all other persons having origins in any of the people of Southeast Asia.

WHITE (NON-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).

FIRST-GENERATION COLLEGE STUDENT : Students who reported their parent(s)/guardian(s) highest level of education on the CSU undergraduate admission application as less than a four-year college degree. This definition is most consistent with the Federal TRIO program’s first generation criteria and is used in this publication. FIRST-TIME FRESHMAN (FTF): A student who has not previously enrolled in an institution of higher education, but may have earned some college units prior to matriculation. Also referred to as new freshman or entering freshman/student. FIRST-YEAR: A student who is classified as a freshman, with fewer than 30 accumulated semester credit units as of census date. Also referred to as Freshman.

OTHER: All persons who do not fall into any of the above categories.

FISCAL YEAR: A period of time for financial reporting, starting July 1 and ending June 30.

NO RESPONSE: Respondents not surveyed or who do not mark a choice of codes from the list provided.

FRESHMAN: See First-Year

DECLINE TO STATE: All persons who overtly decline to

FULL-LOAD: An undergraduate student enrolled in at least 15

identify themselves with any ethnic category.

units in a term.

NONRESIDENT ALIEN: Non-U.S. citizens of any ethnicity.

FULL-TIME EMPLOYEES: Individuals employed “100% time”; includes full-time employees on leave with pay.

STANDARD TRANSFORMATION FOR REPORTING PURPOSES: • African American/Black=Black or African American • American Indian=American Indian or Alaska Native • Chinese, Japanese, Korean, Asian Indian, Other Asian, 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

FULL-TIME EQUIVALENT STUDENT (FTES): A unit of measurement equal to 15 semester units per term for undergraduate or postbaccalaureate students and 12 semester units for graduate students. FTES is reached by dividing total semester hours (or units attempted) by 15, and 12 for graduate students (e.g., master’s, doctoral). FULL-TIME 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 UNDERGRADUATE: An undergraduate student attempting 12 or more semester credit units as of census date is considered full-time for enrollment reporting purposes.

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.

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GRADUATE STUDENT : A student who holds a baccalaureate

MULTIPLE SUBJECT TEACHING CREDENTIAL: The

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.

multiple subject teaching credential authorizes the teaching credential holder to teach in public elementary schools in a selfcontained classroom teaching all subjects.

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-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 NON-RESIDENT ALIEN: A student who is not a citizen or 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.

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.

NON-UNDERREPRESENTED MINORITY (NON-URM): Asian, Pacific Islander, White, Two or More Races, Nonresident alien, and Unknown race/ethnicity categories.

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.

OFFICIAL OFF-CAMPUS CENTER: The Stanislaus State-

INTERDISCIPLINARY DEGREE PROGRAMS: Special Major

ORIGIN INSTITUTION: See Institution of Origin

(BA/BS) and Interdisciplinary Studies (MA/MS) are interdisciplinary degree programs; enrollments are reported in the Undeclared/ Other category unless otherwise noted.

OTHER (FACULTY RANK): Includes Administrators and

LECTURER/LECTURE RANK: Includes all instructional Faculty with temporary appointments only (non-tenure track).

PART-TIME EMPLOYEES: Includes employees whose

Stockton Campus is the only official off-campus center. Stockton enrollment headcounts and FTES include students who are enrolled in one or more courses at the Stockton Campus as of census date.

Volunteers who volunteer their time.

MATRICULATION TYPE: Identifies whether a student is matriculated in a state-supported program or a self-supported (UEE) degree program. MINORITY: American Indian or Alaska Native, Asian American,

assignments are less than “100% time.”

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).

Black or African American, Pacific Islander, and Hispanic/Latino race/ethnicity categories.

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.

MEAN UNIT LOAD (MUL): Total term units attempted divided

PELL GRANT: The federal Pell Grant program. Generally used as

by the total headcount enrollment.

a proxy for low-income status.

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GLOSSARY OF TERMS PELL GRANT ELIGIBLE: Students who meet the University and federal guidelines. Eligibility does not indicate if a student was awarded/received a Pell Grant.

PELL GRANT RECIPIENT/AWARD: Students who meet the University and federal guidelines and were awarded/received a Pell Grant for a particular term or aid year.

at another postsecondary institution during the absence from the campus. Returning students are combined with returning transfers in the “Returning” category in this publication.

SEX: See Gender. 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.

POSTBACCALAUREATE STUDENT: A student who holds a baccalaureate or equivalent degree who is not enrolled in a graduate program.

(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. SINGLE SUBJECT CREDENTIAL: The single subject teaching

PROFESSOR: See Rank

RANK (FACULTY) TENURE/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.

credential authorizes the teaching credential holder to teach the specific subject(s) named on the credential in departmentalized classes, such as those in middle schools and high schools, in grades P-12, or in classes organized primarily for adults.

SPECIAL EDUCATION TEACHING CREDENTIAL: The special education (education specialist instruction) authorizes the teaching credential holder to teach in the disability areas of specialization, such as Mild/Moderate Disabilities, Moderate/Severe Disabilities, Deaf and Hard of Hearing, Visual Impairments, Physical and Health Impairments, and Early Childhood Special Education. STAFF EMPLOYEES: Refers to all employees who are not ‘faculty’ as previously defined. STATE-SUPPORT(ED) STUDENT: A student matriculated into

ASSISTANT PROFESSOR: Probationary faculty member.

a state-supported program and attempting units in state-supported courses.

A faculty member’s first rung on the tenure-track ladder. Includes faculty appointed as Lecturer B.

STUDENT CREDIT HOURS (SCH): The amount of credit

RACE/ETHNICITY: See Ethnic/Racial groups RESIDENT: 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. Also referred to as Continuation Rate. See Cohort Types for additional details.

a student is given for completing a class during a semester in a typical lecture class, with the number of units equal to the number of class hours per week. For example, a three-unit class will be 45 hours during a 15-week semester. Classes may be scheduled to meet once, twice or three times per week, depending on the number of credit units. Also referred to as student credit units (SCU).

STUDENT LEVEL: 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.

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.

SOPHOMORE: A student with 30 to fewer than 60 accumulated semester credit units.

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

SENIOR: A student with 90 or more accumulated semester credit units.

JUNIOR: A student with 60 to fewer than 90 accumulated semester credit units.

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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 enrolled in a graduate degree program. Note: The headcount enrollment for Credential, Graduate, and all other postbaccalaureate students (excluding postbacs 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.

TENURE DENSITY: 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

UNDERGRADUATE STUDENT: A student not holding an acceptable baccalaureate degree. The student is classified based on the total units earned, including those earned at the current campus. The undergraduate category in this publication includes postbaccalaureate students seeking a second bachelor’s degree, consistent with the IPEDS reporting definition, unless otherwise noted. UNDERREPRESENTED 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.

UNIT LOAD: The total number of units attempted for which the student is actively enrolled at the census date for the current term. Also referred to as (Total) Units Attempted.

AN file.

TENURED/TENURE-TRACK FACULTY: Includes Professors,

UNIVERSITY EXTENDED EDUCATION (UEE) TERMS (FROM EXECUTIVE ORDER 1099):

Associate Professors, and Assistant Professors.

CERTIFICATE: A certificate declares that a student has

PROFESSOR: Tenured faculty member on the highest rung on the faculty tenure ladder. Includes persons appointed as Lecturer D.

satisfactorily completed the prescribed course of study in a certificate program. (Title 5 section 40400)

CERTIFICATE PROGRAMS: A certificate program provides

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 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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a set of learning experiences concentrated in a specific set of educational goals. At the discretion of the campus, academic credit earned in certificate programs may be awarded at the graduate and undergraduate levels. Certificate programs may grant Continuing Education Units (CEUs) or academic credit; or they may include non-credit offerings. (EO 806)

CONTINUING 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 cost-recovery 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)

from broadened understandings of other states’ and countries’ educational practices and cultures. Unless specifically excluded or clearly inapplicable, these programs are subject to policies and procedures governing self-supporting instructional programs and international programs. (Education Code section 89705; Trustee Resolution REP 07-84-04)

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.

SELF-SUPPORT MODE: Instruction offered through

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.

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.)

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.

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.

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.

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.

OPEN UNIVERSITY: Open University (also called “open enrollment”) allows non-matriculated individuals paying selfsupport fees to enroll in state-supported course offerings on a space-available basis—after reasonable steps have been taken to provide full enrollment opportunity to eligible state-support matriculated students. (Title 5 section 40202; EO 805)

SUPPLANT : Self-supporting special sessions shall not supplant regular course offerings available on a non-selfsupporting basis during the regular academic year. (Education Code section 89708)

OUT-OF-STATE OR OUT-OF-COUNTRY PROGRAMS: Out-of-state and out-of-country programs are campus-based, self-supporting 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

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Division of Strategic Planning, Enrollment Management & Innovation One University Circle Turlock, Ca 95382 www.csustan.edu/spemi