Book of Trends: The Sum of Our Success 2021-2022 by Stanislaus State

BOOK OF TRENDS THE

SUM OF OUR SUCCESS

2021-2022

ONE UNIVERSITY CIRCLE TURLOCK, CALIFORNIA 95382

Division of Strategic Planning, Enrollment Management and Innovation

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

Lisa Medina, M.B.A. Administrative Analyst

Marcos Mora, B.F.A. Graphic Designer Office of Institutional Effectiveness and Analytics

Dai Li, Ph.D. Director of Institutional Effectiveness and Analytics

Lisa Fields, M.P.A. Research Analyst

Veronica Parra, M.S.W. Research Analyst

Hrithika Shoker Student Assistant

SPEMI Contact Information: Mary Stuart Rogers Educational Services Gateway Building

Office: MSR 250 Phone: (209) 667-3997

Website: https://www.csustan.edu/spemi

INTRODUCTION AND OVERVIEW OF STANISLAUS STATE

4 STANISLAUS STATE • CSUSTAN.EDU

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS University Leadership 12 California State University Board of Trustees 12-13 University Governance 13 Accreditation 14 Accolades 14 Faculty Awards & Honors 15-16 Student Awards & Honors 17-20 University History, Selected Highlights 21 Stanislaus State’s CSU Comparison Group 22 Table 1.1: Selected Indicators for Stanislaus State with CSU Peer Institutions Comparisons 22 Map of Stanislaus State’s CSU Comparison Campuses 23 Total Enrollment Table 2.1: Stanislaus State Headcount (HC) and Full-Time Equivalent Student (FTES) Enrollment Compared to CSU Campus Total, 5-Year Trend 26 Table 2.2: Stanislaus State Stockton Campus Headcount (HC) and Full-Time Equivalent Student (FTES) Enrollment Compared to Stanislaus State Total, 5-Year Trend 27 Table 2.3: Enrollment by Degree Level and Academic Level, 5-Year Trend 28 Table 2.4: Enrollment by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2021 29 Fig. 2.4: Undergraduate to Graduate Ratio with CSU Peer Institutions Comparisons, Fall 2021 29 Table 2.5: Enrollment by Gender and Race/Ethnicity, 5-Year Trend 30 Fig. 2.5A: Enrollment by Gender, Fall 2021 31 Fig. 2.5B: Enrollment by Race/Ethnicity, Fall 2021 31 Table 2.6: Enrollment by Degree Level and Race/Ethnicity with CSU Campus Total and Six-County Service Region Population Comparisons, Fall 2021 32 Table 2.7: Enrollment by Race/Ethnicity with CSU Peer Institutions Comparisons, Fall 2021 33 Fig. 2.7: Percentage of Hispanic/Latino and URM Enrollment with CSU Peer Institutions Comparisons, Fall 2021 33 Table 2.8: Enrollment by Geographic Origin, 5-Year Trend 34 Table 2.9: Enrollment by Enrollment Status, 5-Year Trend 35 Fig. 2.9: Enrollment by Enrollment Status, Fall 2021 35 Table 2.10: Enrollment by College, 5-Year Trend 36 Fig. 2.10: Enrollment by College, Fall 2021 36 Table 2.11: Undergraduate Students by Units Attempted, 5-Year Trend 37 Table 2.12: Undergraduate Students Enrolled in a Full Load by Enrollment Status, 5-Year Trend 38 Fig 2.13: Percentage of Full-Time and Full Load Undergraduates, 5-Year Trend 38 New Student Enrollment Table 2.14: New Fall Undergraduate Student Enrollment, 5-Year Trend 39 Fig. 2.14A: New Fall Undergraduate Mean Unit Load (MUL), 5-Year Trend 39 Table 2.15: New Undergraduate Student Enrollment with CSU Peer Institutions Comparisons, Fall 2021 40 Fig. 2.15: Ratio of First-Time Freshman to First-Time Transfer Enrollment with CSU Peer Institutions Comparisons, Fall 2021 40 Enrollment Details Table 2.16: Fall Student Credit Units by College, 5-Year Trend 41 Table 2.17: Spring Student Credit Units by College, 5-Year Trend 41 Table 2.18: Annualized Student Credit Units by College, 5-Year Trend 41 Table 2.19: Mean Unit Load (MUL) by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2021 42 Table 2.20: Undergraduate Enrollment, Student Credit Units (SCU), and Mean Unit Load (MUL) by College, 5-Year Trend 43 Table 2.21: Average Age by College, Degree Level, and Gender, Fall 2021 44 Table 2.22: Average Age by Student Level with CSU Peer Institutions Comparisons, Fall 2021 44

TABLE OF CONTENTS

Table 2.23: Percentage of Undergraduate Students who are First in Family to Pursue Earning a Bachelor’s Degree with CSU Peer

This marker identifies tables and charts that contain comparison data, a comparison of Stanislaus State and its CSU comparison group (see page 22 for details) and/or CSU systemwide.

BOOK OF TRENDS • 2021-2022 5

Comparisons, Fall 2021 45 Table 2.24: State-and Self-Supported Headcount Enrollment by College and Degree Program, Fall 2017 and Fall 2021 46-47 Stockton Campus Enrollment Table 2.25: Stockton Campus Headcount Enrollment by Degree Level and Academic Level, 5-Year Trend 48 Table 2.26: Stockton Campus Full-Time Equivalent Student (FTES) Enrollment by Degree Level and Academic Level, 5-Year Trend 48 On-Campus Resident and Student-Athlete Enrollment Table 2.27: On-Campus Housing Residents, 5-Year Trend 49 Table 2.28: Full-Time Undergraduate Degree-Seeking Student-Athletes by Race/Ethnicity, 5-Year Trend 50 Table 2.29: Full-Time Undergraduate Degree-Seeking Student-Athletes by Gender, 5-Year Trend 50 Extended Education Enrollment Table 2.30: Extended Education Enrollment Summary by Program, 5-Year Trend 51 Table 2.31: Extended Education Enrollment Summary by Program and Student/Course Type, 5-Year Trend 52-53 Student Engagement and Student Life 84 Warrior Athletics 85 Health & Wellness - Health Education and Promotion 86 Health & Wellness - Counseling and Psychological Services 87-88 Health & Wellness - Student Health Center 89 Basic Needs 90-91 Campus Recreation 92 Graduate Studies Graduate Degree Programs and Concentrations, AY 2021-22 56-57 Table 3.1: Graduate/Postbac Enrollment by Source of Funding and Program Level, 5-Year Trend 58 Table 3.2: Graduate Enrollment by Source of Funding, 5-Year Trend 59 Fig. 3.2: Graduate Enrollment by Source of Funding, 5-Year Trend 59 Table. 3.3: State-Supported Graduate Enrollment by Discipline Division with CSU Peer Institutions Comparisons, Fall 2021 60 Table 3.4: CAHSS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend 61 Table 3.5: CBA Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend 61 Table 3.6: COEKSW Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend 62 Table 3.7: COS Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend 62 Table 3.8: Interdisciplinary Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend 63 Table 3.9: Campus Undergraduate to Graduate Pipeline: Graduate Students Who Completed a Stan State Bachelor’s Degree Program, 5-Year Trend 63 Table 3.10: Percentage of Female Graduate/Postbac Enrollment with CSU Peer Institutions and Systemwide Comparisons, Fall 2021 64 Table 3.11: Graduate Degrees Awarded by Degree Level, 5-Year Trend 65 Table 3.12: Graduate Degrees Awarded by Degree Level with CSU Peer Institutions Comparisons, CY 2021-22 65 Table 3.13: Graduate Degrees Awarded by Degree Level and Degree Program, 5-Year Trend 66 Table 3.14: Graduate Degrees Awarded by Degree Level and Discipline Division with CSU Peer Institutions Comparisons, CY 2021-22 67 Research Table 3.15: Grant Submissions by Department/Division, 5-Year Trend 68 Table 3.16: Awarded Grants by Department/Division, 5-Year Trend 69 Table 3.17: Proposal Submissions and Grant Awards, 5-Year Trend 70 Fig. 3.17: Proposal Submissions and Grant Awards, 5-Year Trend 70 Table 3.18A: Grant Expenditures by Award Type/Source, 5-Year Trend 70 Table 3.18B: Grant Expenditures by Account Category, 5-Year Trend 71 Table 3.18C: Grant Expenditures by Department, 5-Year Trend 72 Table 3.19: Direct and Indirect Grant Expenses by Funding Source, 5-Year Trend 73 Office of Research & Sponsored Programs Grant and Contract Awards, 2021-22 74-79 Stanislaus State’s Centers & Institutes 80 GRADUATE STUDIES AND RESEARCH 3

INITIATIVES

Institutions

STUDENT SUCCESS

AND PROGRAMS

6 STANISLAUS STATE • CSUSTAN.EDU Housing and Residential Life 93-94 Student Leadership and Development 95 Warrior Cross Cultural Center 96 Student Equity and Success Highlights 97 Academic Success Center 98 Career and Professional Development Center 99 Health & Wellness - Disability Resource Services 100 Learning Commons 101 TRIO Student Support Services 102-103 Admissions Table 6.1: Resident FTES Enrollment Targets and Actuals, 5-Year Trend 116 Fig. 6.1: Resident FTES Enrollment Targets and Reported Actuals, 5-Year Trend 116 Fig. 6.2: Ratio of Resident Full-Time Equivalent Students (FTES) to Resident Fall Headcount, 5-Year Trend 117 Fig. 6.3: New Undergraduate Academic Year Enrollment, 5-Year Trend 117 Table 6.4: Redirected First-Time Student Enrollment, 5-Year Trend 118 Table 6.5: First-Time Freshman Applications, Admissions and Enrollment, 5-Year Trend 118 Fig. 6.5: First-Time Freshman Admission Yield Rates, 5-Year Trend 118 Table 6.6: First-Time Transfer Applications, Admissions and Enrollment, 5-Year Trend 119 Fig. 6.6: First-Time Transfer Admission Yield Rates, 5-Year Trend 119 Table 6.7: First-Time Freshman Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2021 120 Table 6.8: First-Time Undergraduate Transfer Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2021 120 Table 6.9: Percentage of First-Time Freshman Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2021 121 Table 6.10: Percentage of First-Time Transfer Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2021 121 Financial Aid Table 6.11: Undergraduate Cost of Attendance, 5-Year Trend 122 Table 6.12A: Financial Aid Disbursed by Type of Aid, 5-Year Trend 123 Fig. 6.12A: Financial Aid Disbursed by Type of Aid, 2021-22 123 Table 6.12B: Financial Aid Disbursed by Program, 5-Year Trend 124 Table 6.13: Percentage of Full-Time Degree-Seeking Undergraduates Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2020-21 125 Table 6.14: Percentage of First-Time, Full-Time Freshmen Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2020-21 125 Philanthropic and Partnerships Highlights 106 Table 5.1: Philanthropic/Advancement Performance Metrics, 5-Year Trend 106 Fig. 5.1A: Gift Commitments, 5-Year Trend 107 Fig. 5.1B: Number of Alumni Donors, 5-Year Trend 107 Fig. 5.1C: Number of Individual Donors, 5-Year Trend 107 California State University, Stanislaus Foundation Board 108-109 University Events 109 Alumni Advisory Council 110 Alumni Relations Update 110 Map of Stanislaus State Alumni in California by County, 1960 to 2022 111 Communications & Public Affairs 112

UNIVERSITY ADVANCEMENT 6 ENROLLMENT MANAGEMENT

This marker identifies tables and charts that contain comparison data, a comparison of Stanislaus State and its CSU comparison group (see page 22 for details) and/or CSU systemwide.

BOOK OF TRENDS • 2021-2022 7 Enrollment

Table 6.15: Regular High School Diploma Graduates and A-G Completers in Stanislaus State’s Six-County Service Region by County, 5-Year Trend 126 Table 6.16: A-G Completion Rate for Regular High School Graduates in Stanislaus State’s Six-County Service Region by County, 5-Year Trend 127 Table 6.17: Percentage of 12th Grade Graduates (A-G Completers) in Stanislaus State’s Six-County Region who Enrolled at Stanislaus State by County, 5-Year Trend 127 Table 6.18: Entering Fall First-Time Freshmen by Top 10 Feeder High Schools, 5-Year Trend 128 Table 6.19: Entering Fall First-Time Freshmen by High School Location, 5-Year Trend 129 Table 6.20: Fall Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend 130 Table 6.21: Spring Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend 130 Table 6.22: Annual Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend 130 Table 6.23: Entering Fall First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend 131 Table 6.24: Entering Spring First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend 131 Table 6.25: Annual First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend 132 Table 6.25A: Annual State- and Self-Support Degree-Seeking First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend 132 Table 6.26: California Community College Transfer Pathway to Stanislaus State, 5-Year Trend 133 Table 6.27: Modesto Junior College Transfer Pathway to Stanislaus State, 5-Year Trend 133 Table 6.28: Merced College Transfer Pathway to Stanislaus State, 5-Year Trend 133 Table 6.29: San Joaquin Delta College Transfer Pathway to Stanislaus State, 5-Year Trend 134 Table 6.30: Partner College Transfer Pathway to Stanislaus State, 5-Year Trend 134 Fig. 6.30: Partner College Transfer Pathway to Stanislaus State, Fall 2021 134 Stanislaus State’s Warriors on the Way (WOW) Program 135-137 Table 6.31: Stanislaus State Graduation Initiative Goals for Transfer Students 135 Table 6.32: Stanislaus State Service Region Educational Attainment by County, 2016-2020 135

Awarded Table 7.1: Degrees Awarded by Degree Level and Gender, 5-Year Trend 140 Fig. 7.1A: Ratio of Undergraduate to Graduate Degrees Awarded, 5-Year Trend 140 Fig. 7.1B: Total Degrees Awarded by Gender, 2021-22 140 Table 7.2: Degrees Awarded by Degree Level and Underrepresented Minority (URM) Status, 5-Year Trend 141 Fig. 7.2: Degrees Awarded by URM Status, 2021-22 141 Fig. 7.3: Ratio of First Generation to Non-First Generation Bachelor’s Degrees Recipients, 5-Year Trend 141 Table 7.4: Degrees Awarded by College and Degree Level, 5-Year Trend 142 Fig. 7.4: Total Degrees Awarded by College, 2021-22 142 Table 7.5A-7.5C: Degrees Awarded by College, First and Second Majors, 5-Year Trend 143 Table 7.6A-7.6B: CAHSS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend 144-145 Table 7.7A-7.7B: CBA Degrees Awarded by Degree Level and Degree Program, 5-Year Trend 146 Table 7.8A-7.8B: COEKSW Degrees Awarded by Degree Level and Degree Program, 5-Year Trend 147 Table 7.8C: Teaching Credentials Issued by California Commission on Teacher Credentialing, 5-Year Trend 148 Table 7.9A-7.9B: COS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend 149-150 Table 7.10: Self-Support Degrees Awarded by Degree Level, 5-Year Trend 151 Retention and Graduation Rates Table 7.11: First-Time Full-Time Freshman Retention and Graduation Rates Summary, Fall Cohort Trends 152 Table 7.12: Community College First-Time Transfer Persistence and Graduation Rates Summary, Fall Cohort Trends 153 Table 7.13: Graduation Initiative (GI) 2025 Metrics and Progress with CSU Peer Institutions Comparisons, Through Summer 2022 154 Fig. 7.14: GI 2025 Metrics: Graduation Rates, Equity Gaps, and Goals, 5-Year Trend 155 Table 7.15: NCAA-Reported Student-Athlete Graduation Rates, 5-Year Trend 156 Table 7.16: On-Campus Housing Resident Graduation Rates Compared to Non-Housing Residents, 5-Year Trend 157 DEGREES AWARDED AND RETENTION & GRADUATION RATES 7

Management

Degrees

NOTES

GLOSSARY

This marker identifies tables and charts that contain comparison data, a comparison of Stanislaus State and its CSU comparison group (see page 22 for details) and/or CSU systemwide.

8 STANISLAUS STATE • CSUSTAN.EDU Notes 266 Acronyms & Abbreviations 267 Data Sources of Information 268 Glossary of Terms 269-273 Appendix A: Executive Summary: The Economic Value of California State University, Stanislaus, December 2022, Prepared By Lightcast 274-282 Table 8.1: Faculty and Staff Headcount, 5-Year Trend 160 Table 8.2A-8.2B: Faculty and Staff Headcount with CSU Peer Institutions Comparisons, Fall 2021 161 Table 8.3: Faculty Headcount by Academic Rank, 5-Year Trend 162 Table 8.4: Full-Time Equivalent Students and Faculty, 5-Year Trend 163 Fig. 8.4A: Student to Faculty Ratio, 5-Year Trend 163 Fig. 8.4B: Tenure Density, 5-Year Trend 163 Table 8.5: Tenure Density with CSU Peer Institutions Comparisons, 5-Year Trend 164 Table 8.6: Student to All Faculty Ratio (SFR) with CSU Peer Institutions Comparisons, 5-Year Trend 165 Table 8.7: Faculty Headcount by Race/Ethnicity, 5-Year Trend 166 Table 8.8: Faculty Headcount by Gender, 5-Year Trend 166 Table 8.9: Staff Headcount by Race/Ethnicity, 5-Year Trend 167 Table 8.10: Staff Headcount by Gender, 5-Year Trend 167 Table 8.11: Stockton Campus Faculty Headcount, 5-Year Trend 168 Table 8.12: Stockton Campus Staff Headcount, 5-Year Trend 168 Table 8.13: New Full-Time Hires by Racial and Ethnic Minority Status, 11/1/2020 - 10/31/2021 169 Table 8.14: New Full-Time Hires by Gender, 11/1/2020 - 10/31/2021 169 Table 9.1: Statement of Revenues, Expenditures and Changes in Net Position, 5-Year Trend 172-173 Fig. 9.1: Percentage of Student Tuition & Fees and Grants & Contracts of Total Operating Revenues, 5-Year Trend 174 Table 9.2: Percentage of Instructional Expenditures of Total Expenditures with CSU Peer Institutions Comparisons, 5-Year Trend 174 Table 9.3: Percentage of Student Grants and Scholarship Expenditures of Total Expenditures with CSU Peer Institutions Comparisons, 5-Year Trend 175 Fig. 9.4: Percent Distribution of Core Revenues by Source with CSU Peer Institutions Comparisons, FY 2021 175 University Extended Education Fee Revenue and Reserves Table 9.5: Extended Education Tuition and Fee Revenue with CSU Peer Institutions Comparisons, 5-Year Trend 176 Table 9.6: Extended Education Fund Balances with CSU Peer Institutions Comparisons, 5-Year Trend 177 Top Achievements by Administrative Division, 2021-22 Division of Academic Affairs 180 Division of Business & Finance 181 Division of Strategic Planning, Enrollment Management & Innovation 182 Division of Student Affairs 183 Division of University Advancement 184 Selected Strategic Planning Objectives, Strategies, Actions and Outcomes by Division: Tracking Year-5 (2021-22) Goal 1: Be a student-ready University. 185-204 Goal 2: Provide transformational learning experiences driven by faculty success. 205-221 Goal 3: Boldly pursue innovation and creativity. 222-234 Goal 4: Hone administrative efficacy through thoughtful stewardship of resources. 235-253 Goal 5: Forge and strengthen bonds with our communities rooted in a shared future. 254-263 Innovate, Design, Excel & Assess for Success (IDEAS) Program 264 8 FACULTY AND STAFF 9 UNIVERSITY BUDGET AND FINANCE 10 STRATEGIC PLANNING

AND

WARRIOR FIGHT SONG

Fight on for Stanislaus.

Be strong and brave and bold.

Fight on for victory.

Defend our colors red and gold.

Fight on for our great name.

We are the strongest and the best.

Fight on defend our fame.

We are the Warriors of the West.

Fight on For Stanislaus (1977) / Warriors of the West (2011) Music by Reuben R. Sendejas Words by Alice F. Worsley Composition, revised in 2011, by Scott McGlasson

Introduction and Overview of Stanislaus State

California State University, Stanislaus: A Sense of Place, Inclusion, Transformation, and Future (Excerpts from Strategic Plan 2017-2025)

The Stanislaus State community clearly knows who they are and shares a strong bond of Warrior pride in the work of the University. Students, faculty, staff and administrators know that University programs change students’ lives and shape the Central Valley in fundamental ways. Together, Stanislaus State overcomes continual challenges to provide educational access to a geographically large six-county region of students who are often underserved and at-risk in numerous ways. The community has seen the institution mature in stature, grow its enrollment, raise the quality of its programs, sustain high faculty density, and yield student graduation rates higher than nearly half of the institutions in the 23-campus CSU system. Interwoven with this identity is the knowledge that the campus stands out as a physical space, known as one of the region’s picturesque treasures, with campus buildings set among lakes, a reflection pond and waterfowl in a truly park-like setting. Part of the campus identity comes from its location in the Central Valley, with its rural setting, diverse population and cultural traditions. There is a symbiotic relationship between the campus and the community it serves, along with a deep sense of responsibility for strengthening the Central Valley by advancing the competitiveness of the region. The sense of place includes the University’s success in building sustainable and vibrant communities. Values and culture define this sense of place and expand the campus identity beyond the Central Valley and the state. Campus programs are simultaneously global in scope and vision as well as rooted in the Valley. Collectively, these sentiments contribute to Warrior pride. There is a special feeling and an exceptional spirit essential to being a Warrior. Warrior pride links the campus community to its past traditions and provides a launching pad to a future where the University is a place of unbounded opportunity and innovation.

10 STANISLAUS STATE • CSUSTAN.EDU

UNIVERSITY LEADERSHIP, AY 2021-22 PRESIDENT’S CABINET

Ellen Junn, Ph.D. President

Richard Ogle, Ph.D. Provost/Vice President for Academic Affairs

Rose McAuliffe, M.B.A., M.A.F.M. Vice President for Business & Finance

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

Christine Erickson, Ed.D. Vice President for Student Affairs

Michele Lahti, Ed.D. Vice President for University Advancement

Paul Norris, M.B.A., J.D. Interim 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

Kristina Strottman, J.D. General Counsel

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

ACADEMIC AFFAIRS LEADERSHIP

Richard Ogle, Ph.D.

Stuart Wooley, Ph.D.

Provost/Vice President for Academic Affairs

Associate Vice President for Academic Affairs

Terry Jones, Ph.D. Interim Associate Vice President for Faculty Affairs

James Tuedio, Ph.D. Dean, College of the Arts, Humanities and Social Sciences

Tomás Gómez-Arias, Ph.D. (2021-22) Dean, College of Business Administration

Terence Pitre, Ph.D. (2022-23)

Oddmund Myhre, Ph.D. (2021-22)

Bradley Porfilio, Ph.D. (2022-23)

Haley Ye, Ph.D.

Dean, College of Education, Kinesiology and Social Work

Dean, Graduate Studies & Research

David Evans, Ph.D. (2021-22) Dean, College of Science

William Potter, Ph.D. (Interim, 2022-23)

Faimous Harrison, Ph.D. Dean, Stockton Campus

Anysia Mayer, Ph.D. (Interim, 2022-23)

Kari Knutson Miller, Ph.D. Dean, University Extended & International Education

Ronald Rodriguez, M.L.S., M.P.A. Dean, University Library

Amanda Theis, M.P.A. Chief of Staff

Lisa Butler, B.S. Budget Manager

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

CALIFORNIA STATE UNIVERSITY BOARD OF TRUSTEES

For a current list of the CSU’s Board of Trustees, visit https://www.calstate.edu/BOT.

12 STANISLAUS STATE • CSUSTAN.EDU

UNIVERSITY GOVERNANCE, AY 2021-22

SENATE EXECUTIVE COMMITTEE

Maryann Hight

until October 2021 Speaker

Dana Nakano

(October 2021 – end of term)

Koni Stone Speaker-Elect

Shradha Tibrewal Clerk

Steven Filling Chair of Academic Technology and Learning Committee

David Colnic Chair of Faculty Affairs Committee

Ann Strahm Chair of University Education Policies Committee

Pollie Bith-Melander Chair of Faculty Budget Advisory Committee

Kurt Baker Chair of Graduate Council

Steven Filling

Dana Nakano

STAFF COUNCIL

State-Wide Academic Senator

Ilene Ruesga, A.S. Staff Council Co-Chair

Veronica Parra, M.S.W. Staff Council Co-Chair

Cheryl Sweeten Staff Council Secretary

Angie Raposo Staff Council Treasurer

Roxanne Escobar Diaz, B.S.

Juan Esquilin

Carmen Garcia, B.S.

Denise Harteau, B.S.

Susan Jordan

Lisa Medina, M.B.A.

Dawn Ramirez

Aimee Tatum, B.S.

Monica Teicheira, B.S.

Nang Thao

Kayla Villarreal, B.A.

Katherine Wood, B.A.

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

Cynella Aghasi President

Destiny Suarez Vice President

Adela Gonzalez Vice President of Finance

Billy Myers Director for College of Business Administration

Vacant Director for Sustainability

Angelina Narciso Director for Stockton Campus

Shaheen Khan Director for the College of Science

Hector Yerena Director for the College of Arts, Humanities, and Social Sciences

Vacant Director for Graduate Students

Vacant Director for Athletics

Vacant Director for College of Education, Kinesiology and Social Work

Lorena Jurando Director for Diversity

Angelica Maghinay Director for Housing & Residential Life

Dr. Heather Dunn Carlton Associate Vice President, Dean of Students

INTRODUCTION • SECTION 1 • BOOK OF TRENDS • 2021-2022 13

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 https://www.wscuc.org

SPECIALIZED ACCREDITATION

The following programs are accredited by their specialty organizations:

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES

Art: National Association of Schools of Art and Design

Music: National Association of Schools of Music

Public Administration: National Association of Schools of Public Affairs and Administration

Theatre: National Association of Schools of Theatre

COLLEGE OF BUSINESS ADMINISTRATION

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

ACCOLADES

COLLEGE OF EDUCATION, KINESIOLOGY & SOCIAL WORK

Education: California Commission on Teacher Credentialing

Social Work: Council on Social Work Education

COLLEGE OF SCIENCE

Genetic Counseling: American Board of Genetic Counseling

Nursing: Board of Registered Nursing; Commission on Collegiate Nursing Education

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-stan-state/points-pride for more information.

U.S. News & World Report: Top 30 on four rankings of colleges in the West “Best Colleges 2022”

• No. 6 for Social Mobility

• No. 12 Top Public School

• No. 14 Best Colleges for Veterans

• No. 30 Reginal Universities

Princeton Review: Top 126 Universities in the West; “Best Colleges” list for 16th consecutive year

Among the top schools in Washington Monthly’s “Best Bang for the Buck – Western Rankings” for 7th straight year

Named a Social Mobility Innovator for 8th straight year by CollegeNET

Third Way’s National Top 10 Universities that Provide the Most Economic Mobility

EDsmart ranked School of Nursing No. 1 for “Best Accelerated Nursing and BSN Programs” in the nation and No. 4 of the “Best West Coast Colleges”

MONEY Magazine: No. 19 among public schools “Best Colleges in the West’ and No. 10 on its regional “Best Colleges in the West”

Ranked No. 57 for “Best Value Colleges & Universities for 2022” by College Consensus

14 STANISLAUS STATE • CSUSTAN.EDU

2021 2021 2021 2021 2022 2022 2022 2022

FACULTY AWARDS & HONORS OUTSTANDING PROFESSOR

Alfred Bowers

Narendra Maria

Paula Leveck

Fred Hilpert

John Rasmussen

Frederick Kottke

Kenneth Entin

Gary Novak

Robert Anderson

R.J. Moriconi

Steve Grillosl

Viji Sundar

James Byrd

Ronald Lodewyck

Cecil Rhodes

Sara Garfield

April Hejka-Ekins

Albert Lee

Hobart Hamilton

Pamela Roe

Rao Cherukuri

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

David Lindsay

Armin Schulz

Fred Hilpert

Jamie McCreary

Kelvin Jasek-Rysdahl

Dawn Strongin

Jerome O’Donnell

Stephen Routh

Mary Borba

Stephanie Paterson

Andy Young

Nancy Burroughs

Heather Coughlin

Molly Crumpton Winter

Elmano Costa

Anthony Perrello

Kurt Baker

Edward Erickson

Anita Pedersen-Pennock

Sarah Chan, Music

Jesse Wolfe, English

DR. SARAH CHAN’S vitality as a professor is best exemplified by the success of her students who have excelled in music competitions both statewide and nationally. This commitment is exemplified by her recently receiving the 2021 U.S. Presidential Scholar Distinguished Teacher Award from the U.S. Presidential Commission of the U.S. Department of Education. Dr. Chan continues to excel both as a teacher and a pianist of the highest level.

DR. JESSE WOLFE represents the ideals of Stan State by virtue of the fact that he balances his academic pursuits with his immense service to the campus. He presently has a book deal in place with Bloomsbury Publishing, where he published his first book. Dr. Wolfe’s service to the University is highlighted by his many years as faculty-in-residence at the on-campus student housing where he has helped to advise and lead countless students.

ELIZABETH ANNE B. PAPAGEORGE FACULTY DEVELOPMENT AWARD

Marjorie Sanchez-Walker

Shuo Wang

Betsy Eudey

Molly Crumpton-Winter

Eric Houk

Ellen Bell

Jung-Ha An

Richard Wallace

Marina Gerson

Anne Weisenberg

Peggy Hauselt

Choong-Min Kang

Donna Andrews

Jennifer (Jey) Strangfeld

Daniel Soodjinda

Christopher Claus

Alison McNally

Renato Alvim

Sebastian Sclofsky

Sarah Bissonnette

Mary Roaf

Cueponcaxochitl D. Moreno Sandoval, Anthropology, Geography and Ethnic Studies

DR. MORENO SANDOVAL’S accomplishments include a 2020 CSU Faculty Innovation and Leadership Award from the Office of the Chancellor and a 2021 Faculty Advisor of the Year Award from Stan State’s Division of Student Affairs. Her successes in ethnic studies includes an emphasis on working with indigenous populations. Further, she has three IRB-approved research projects that all involve teaching in her courses including, “Ancestral Computing for Sustainability” funded by the National Science Foundation and involving four universities nationwide. Additionally, Dr. Sandoval Moreno mentors a number of student organizations and is active with publications and publishing.

SOURCE: Stanislaus State Office of the Academic Senate

INTRODUCTION • SECTION 1 • BOOK OF TRENDS • 2021-2022 15

1969 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1998 1999 2000 2000-2001

2001-2002

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2021-2022

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2010-2011 2011-2012 2012-2013 2013-2014 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2021 2020-2021 2020-2021 2021-2022

FACULTY AWARDS & HONORS

OUTSTANDING FACULTY GOVERNANCE

Mark Thompson

Steven Filling

Renae Floyd

Paul O’Brien

No Applicants

Betsy Eudey

Lynn Johnson

Cathlin Davis

Stuart Sims

David Lindsay

Chris Nagel

Steven Filling

Ann Strahm

Koni Stone, Chemistry

DR. STONE has fulfilled a vital and active role in faculty governance for more than 25 years. She is incredibly well-respected among her colleagues and by the administration. She is presently speaker-elect of the Faculty Senate, and has chaired countless committees on campus, including URPTC, UEPC, FAC, LAC and others.

OUTSTANDING COMMUNITY SERVICE

Viji Sundar

Sara Garfield

Jane Howard

Horacio Ferriz

Shane Phillips

Charles Floyd

Steven Filling

Not Awarded

Jennifer Helzer

Dave Colnic

Jessica Gomula

Donna Andrews

Janice Herring

Susan Neufeld

Tim Helfer

No Applicants

Eric Broadwater

Stefani Overman-Tsai

Xamuel Bañales

Mark Grobner

Aletha Harven

Richard Wallace, Anthropology, Geography and Ethnic Studies

DR. WALLACE joined the Anthropology Program in fall 2006. In that time, he has developed a strong connection to a multitude of regional organizations which contribute to a more socially, economically and environmentally sustainable community. His work with We Care homeless shelter, regional organic farmers, the Turlock Certified Farmers Market, Turlock Community Gardens and a Southeast Asian community center all demonstrate his unwavering commitment to making a positive difference in the community, and to empower his students to do the same.

OUTSTANDING RESEARCH, SCHOLARLY AND CREATIVE ACTIVITY

Robert Cunningham

Stephen Schoenthaler Not Awarded

Hope Werness

Richard Weikart

Nancy Taniguchi

Joan Wink

Zbigniew Gackowski

Harold Stanislaw

Viji Sundar

Samuel Regalado

Bret Carroll

Arnold Schmidt

Jesse Wolfe

Sari Miller-Antonio

David Olivant

Elvin Aleman

Choong-Min Kang

Panos Petratos

Aletha Harven

Sarah Chan

Gina Cook

Xun (Peter) Xu

Wura Jacobs, Kinesiology and Public Health Promotion

DR. JACOBS is a health behavior researcher with interests primarily anchored in understanding the determinants of behaviors that impact adolescent health. The goal of her research is to reduce and prevent substance use, addiction and disorders among adolescents/young adults with intersecting (minority) identities. Her success in receiving grant support is impressive, having garnered more than $230,000 since arriving at Stanislaus State in 2018. Her publishing record is extensive. Dr. Jacobs was recognized by the American Academy of Health Behavior (AAHB) as a finalist for the Judy K Black Award that recognizes early-career health behavior research.

16 STANISLAUS STATE • CSUSTAN.EDU

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

2019-2020 2020-2021 2021-2022

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2014-2015 2015-2016 2016-2017 2017-2018 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2020-2021 2020-2021 2021-2022

STUDENT AWARDS & HONORS

STUDENT LEADERSHIP AWARDS, 2021-22

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 16 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.

ASI Diversity Awareness Award

Carol Burke Memorial Award

Greatest Achievement

Greek 360

Innovative Social Justice Response Award

Judge and Alverta Hughes Humanitarian Award

Miriam V. and John L. Keymer Memorial Award

Most Improved Organization

Most Promising New Greek Member

Most Spirited Organization

Outstanding Student Leader of the Year Award

Outstanding Student Organization

President’s Trophy

Social Justice Advocacy

Student Advisor of the Year Award

Student Empowerment Award

GEIGER-METZGER AWARDEES

ISA: Indigenous Students in Activism

Jose Navarro

Kappa Sigma Omicron-Omega

Cynella Aghasi

ISA: Indigenous Students in Activism

Britney Patiu

Angelica Maghinay

Indigenous Students in Activism

Ivonne Paz

Kappa Sigma Omicron-Omega

Julian Johnson-Millan

Eco Warriors

Peer Health Educators

Karlos Marquez

Associate Professor Gönül Schara

Julie Anaya

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.

Souza Ross Daniel Avilla

Jake Shippen Wheeler

Christine Stonecypher

Mark Lazari

Heather Lynn Strong

Verena Preikschas

Kenneth Maa Sin Chee

Katherine Temnyk

Scott Contreras

Evan Moffitt, Baylee Chance, and Carina Garcia

Not Awarded

INTRODUCTION • SECTION 1 • BOOK OF TRENDS • 2021-2022 17

2006 2007 2008 2009 2010 2011 2012 2013 Ryan

2014 2015 2016 2017 2018 2019 2020 2021 Dora Dominguez Corey

Owen Smith

Heidi Rocha

Brittany Silveira

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.

Kenneth Williams

Richard A. Brown

Linda Sanders

Coy Roberts

James Shuman and Sharon Nuebaum

Walter T. Archer

L. Mark Matthew

John Russel and Ramond Desagun

David A. Alvernaz

Michael A. Pimental

Megan Metcalf

Arnold Webb Jr.

Richard Parnell

Corey G. Cate

Robert S. Doody

Jerry A. McNown and Catherine Jane Fitzpatrick

Ronald J. Noble

June Robertson

Michael Arlen Rein

Laurie E. Sylvester

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

Lewis Kurt Wilhelm

Cynthia Schwerdtfeger

Soulinhakhath Steve Arounsack

Tyler Summersett

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

Jenna Pablo and Maria Marquez

Josue Montoya

Not Awarded

18 STANISLAUS STATE • CSUSTAN.EDU

1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991

1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021

OUTSTANDING STUDENT AWARDS, 2021-22

Top-performing students 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)

Art History (BA)

Communication Studies (BA)

Creative Media (BA)

Criminal Justice (BA)

Economics (BA)

English (BA)

English (MA)

Ethnic Studies (BA)

Gender Studies (BA)

Samuel Johnson

Claudia Mendoza Chavez

Hannah Reagers

Tiffany Pech

Melissa McAlexander

Odalis Cortes

Samantha Tonarelli

Tawni Hoskins

Surajdeep Somel

Daniyel Wiggins

Autumn Andersen

Jaime Bedoy

Iris Carrillo

COLLEGE OF BUSINESS ADMINISTRATION

Business Administration (BS) - Accounting

Business Administration (BS) - Computer Information Systems

Business Administration (BS) - Finance

Business Administration (BS) - General Business

Business Administration (BS) - Management: Human Resources

Business Administration (BS) - Management: Strategy and Entrepreneurship

Business Administration (BS) - Management: International Business

Business Administration (BS) - Marketing

Business Administration (BS) - Operations Management

Business Administration (MBA)

Online Master of Business Administration (OMBA)

Geography (BA)

History (BA)

History (MA)

Leadership Studies (BS)

Music (BA)

Music (BM)

Philosophy (BA)

Political Science (BA)

Public Administration (MPA)

Social Sciences (BA)

Sociology (BA)

Spanish (BA)

Theatre Arts (BA)

Elissa La Comb

Samuel Endsley

Candice Hann

Kayla Jacklich

Vanessa Cuevas Bracamontes

Elizabeth Resendiz

Ashley Looper

Victoria Aguilar

Maria Marquez Mendoza

Baraa-Maryam Awadalla

Guadalupe Marquez

Salma Reynoso

Carissa Shrum

Melana Cook

Travis Tong

Arti Gaind

Lucas Guadagnolo

Jonathan Jimenez

Melissa Pimentel

Helena Arroyo

Devon Doss

Rebekah Roysdon

Alexander Chavez

Scott Avila

INTRODUCTION • SECTION 1 • BOOK OF TRENDS • 2021-2022 19

COLLEGE OF EDUCATION, KINESIOLOGY & SOCIAL WORK

Administrative Services Credential - Preliminary and Intern

Education (MA) - Counselor Education (PCC + PPS)

Education (MA) - Counselor Education Concentration and Pupil Personnel Services Credential

Education (MA) - Counselor Education Concentration with Professional Clinical Counselor Option

Education (MA) - Curriculum and Instruction - Elementary Education

Education (MA) - Curriculum and Instruction - Secondary Education

Education (MA) - Curriculum and Instruction - Reading

Education (MA) - Curriculum and Instruction - Educational Technology

Education (MA) - Curriculum and Instruction - Special Education

Education (MA) - School Administration

Education Specialist: Extensive Support Needs

Education Specialist: Mild/Moderate Support Needs

Educational Leadership (EdD)

Exercise Science (BS)

Kinesiology (BA)

Liberal Studies (BA) - Elementary Teaching Content Preparation Program

Liberal Studies (BA) - Integrated Teacher Credential Option

Multiple Subjects Credential

Multiple Subjects Credential - Bilingual Authorization

Public Health Promotion (BS)

Reading/Language Arts Specialist Credential and Reading Certificate

Single Subject Credential

Single Subject - Bilingual Authorization

Social Work (MSW)

Social Work (MSW) - Hybrid Program

COLLEGE OF SCIENCE

Biological Sciences (BS)

Biological Sciences (MS)

Chemistry (BA)

Chemistry (BS)

Child Development (BA)

Child Development (MA)

Cognitive Studies (BA)

Computer Science (BS)

Geology (BS)

Health Science (BS)

Mathematics (BA)

Mathematics (BS)

Nursing (BS) - Prelicensure

Caitlin Schwartz

Katherine Russell

Moises Nunez-Molina

Felice Dacpano

Sahar Zandiaghdam

Daisy Perez

Ella Nielsen

Brendan Contreras

Victor Nunez

Truyen Do

Sunitha Pulikonda

Kevin Schmidt

Erin Smelcer

Nursing (MSN)

Nursing (BS) - ASBSN

Physics (BA)

Physics (BS)

Physical Sciences (BA)

Psychology (BA)

Psychology (MS) - Marriage and Family

Therapy, Behavior Analysis Track

Psychology (MS) - Marriage and Family

Therapy, Counseling Track

Psychology (MA) General

Psychology (MA) Behavioral Sciences

Ashley Nelson

Kelly McConahey

Maria Garcia

Jacob Fontes

Cayla Donahue

Andy Johnson

Joycelyn Tanis

Ellen Howell

Jennifer Powell

April Bean

Connor McGregor

Alexa Prado

Milissa Payne Bradley

Navjot Nahal

Elizabeth Magana-Lopez

Monserrat Onofre Alcantar

Jay Saelee

Autumn Christopher

Maria Perez

Taylor Ramirez

Amelia Pascolati

Taylor Barnes

Edith Orozco

Tawinderjit Kaur

Tamara Knox

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

Laura Merriam

Ciarra Delacruz

Toan Ho

Mauricio Corona

Christopher Corgiat

Noreen Singh

Berenice Regalado

Marisol Rios-Moran

Tyler Cavett

Molly DeMayo

20 STANISLAUS STATE • CSUSTAN.EDU

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.

Stanislaus State College established in Stanislaus County on July 5.

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.

Instruction began September 19 at the Stanislaus County Fairgrounds.

First commencement ceremony awarding 25 degrees on January 28.

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

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

First four-year degree and graduate program offered.

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.

First classes held in Stockton.

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

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

First television courses transmitted to Tracy and Stockton.

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

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

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

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

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

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

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

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

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

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

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

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

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

The University Student Center, the hub of campus life, opened its doors in the spring semester.

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

Renovation was completed for the University Library in the fall semester.

SOURCE: https://www.csustan.edu/about/campus-history

INTRODUCTION • SECTION 1 • BOOK OF TRENDS • 2021-2022 21

1957 1960 1961 1963 1965 1966 1973 1974 1976 1979 1981 1985 1989 1991 1992 1997 1998 1998 2003 2006 2009 2010 2016 2019 2020 2020 2021

STANISLAUS STATE’S CSU COMPARISON GROUP

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

The CSU institutions chosen to be part of the Stanislaus State comparison group are Bakersfield, East Bay, Fresno, Monterey Bay, San Bernardino, and San Francisco.

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

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

Table 1.1 Sources: CSU Enrollment Dashboard, Fall Term State-Supported Student Enrollment (% 1st in family to pursue earning a bachelor’s degree (undergrads), % URM/ Traditionally Underrepresented (undergrads), Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html; CSU Systemwide Human Resources, 2021 CSU Employee Profile (Faculty headcounts); CSU Systemwide Human Resources, Faculty Profile, October snapshot (SFR); CSU External Relations (HSI and AANAPISI indicator), Retrieved from https://www2.calstate.edu/impact-of-the-csu/diversity/Documents/HSI-fact-sheet.pdf and https://www2.calstate.edu/impact-of-the-csu/diversity/Documents/AANAPIS-Map.pdf.

Table 1.1 Notes: Data displayed is most recent available in the sources listed above.

1. Sorted by % 1st in family to pursue earning a bachelor’s degree in descending order; this percentage includes the combined percentages of students who are 1st generation to attend college and students whose parent(s) attended some college, as reported by the CSU Office of the Chancellor.

2. Northern CA, Central CA, and Southern CA regions according to the CSU Peers Report of the CSU’s Graduation Rates Dashboard.

3. Student to (All) Faculty Ratio (SFR) is student FTE divided by faculty FTE, as of October 31. See the Glossary for additional details about the SFR.

4. Meet Hispanic Serving Institution (HSI) and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) Criteria.

22 STANISLAUS STATE • CSUSTAN.EDU

CSU CAMPUS 1 CA REGION 2 % 1ST IN FAMILY TO PURSUE EARNING A BACHELOR’S DEGREE FALL 2021 % PELL FALL 2021 % URM FALL 2021 STUDENT ENROLLMENT FALL 2021 INSTRUCTIONAL FACULTY FALL 2021 SFR 3 FALL 2021 HSI ELIGIBLE 4 AANA-PISI ELIGIBLE 4 IMPACTED 2021-22 STANISLAUS San Joaquin Valley/ Central CA 71 57 60 10,028 702 17.4 Y Y N San Bernardino Inland Empire/ Southern CA 68 60 71 19,182 1,049 21.6 Y N Y Bakersfield San Joaquin Valley/ Central CA 64 62 67 10,624 668 19.5 Y N N Fresno San Joaquin Valley/ Central CA 61 57 59 24,946 1,473 19.8 Y Y Y East Bay East Bay/Northern CA 58 46 45 13,499 863 19.9 Y Y Y Monterey Bay Central Coast/ Central CA 54 46 55 6,995 462 19.2 Y N Y San Francisco San Francisco/ Northern CA 50 43 40 26,620 1,801 17.6 Y Y N CSU TOTAL 54 48 50 477,466 27,895 20.7 N/A N/A N/A

MAP OF CSU COMPARISON CAMPUSES

STOCKTON CAMPUS

997 Students SAN FRANCISCO

26,620 Students 1,801 Faculty 1st in family to pursue earning a bachelor’s degree: 50%

EAST BAY

13,499 Students 863 Faculty 1st in family to pursue earning a bachelor’s degree: 58%

MONTEREY BAY SAN BERNARDINO

6,995 Students 462 Faculty 1st in family to pursue earning a bachelor’s degree: 54%

STANISLAUS STATE

10,028 Students 702 Faculty 1st in family to pursue earning a bachelor’s degree: 71%

6-County Service Region

Stanislaus County San Joaquin County Merced County Mariposa County Calaveras County Tuolumne County

FRESNO

24,946 Students 1,473 Faculty 1st in family to pursue earning a bachelor’s degree: 61%

BAKERSFIELD

10,624 Students

668 Faculty 1st in family to pursue earning a bachelor’s degree: 64%

19,182 Students 1,049 Faculty 1st in family to pursue earning a bachelor’s degree: 68%

NOTE: State-supported student enrollment and faculty headcounts. See previous page for data sources.

INTRODUCTION • SECTION 1 • BOOK OF TRENDS • 2021-2022 23

Los Angeles Sacramento Turlock

San Diego Stockton

Campus-wide Enrollment Characteristics & Trends

“Reflecting its deep commitment to inclusion, diversity and equity, Stanislaus State has been ranked in CollegeNET’s 2021 Social Mobility Index (SMI) as one of the best schools in the nation at educating economically disadvantaged students and graduating them into goodpaying jobs.”

Stan State Among the Nation’s Top 25 in Social Mobility Index for Eighth Consecutive Year.

2 24 STANISLAUS STATE • CSUSTAN.EDU

Table 2.1 | Stanislaus State Headcount (HC) and Full-Time Equivalent Student (FTES) Enrollment Compared to CSU Campus Total, 5-Year Trend

HIGHLIGHTS

• Stanislaus State’s headcount enrollment only slightly increased over the past five years, while FTES enrollment decreased; both headcount and FTES enrollment for the CSU campus total decreased over the past five years.

• The FTES to headcount ratio was on an upward trend for both the Stanislaus campus and CSU campus total through fall 2020, an indication that students were increasingly taking higher unit loads, however the ratio decreased for fall 2021.

• Stanislaus State continues to comprise about two percent of the CSU total headcount and FTES enrollment.

Table 2.1 Source: CSU Institutional Research and Analyses, Statistical Reports, CSU Fall Enrollment Summary, Retrieved from https://www.calstate.edu/data-center/institutional-researchanalyses/Pages/reports-and-analytics.aspx

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 https://www.calstate.edu/data-center/institutional-research-analyses/Pages/reports-and-analytics.aspx.

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. CalStateTEACH and International Programs enrollments are not included in CSU totals.

26 STANISLAUS STATE • CSUSTAN.EDU FALL TERM STANISLAUS STATE CSU CAMPUS TOTAL² % OF CSU TOTAL Headcount FTES¹ FTES/HC Headcount FTES¹ FTES/HC Headcount FTES 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 2.1 2019 10,614 9,217 0.87 480,541 422,220 0.88 2.2 2.2 2020 10,741 9,374 0.87 484,563 425,798 0.88 2.2 2.2 2021 10,028 8,475 0.85 476,357 410,238 0.86 2.1 2.1

TABLE 2.2 | Stanislaus State Stockton Campus Headcount (HC) and Full-Time Equivalent Student (FTES) Enrollment Compared to Stanislaus State Total, 5-Year Trend

HIGHLIGHTS

• The Stockton Campus headcount represents the unduplicated number of Stanislaus State students enrolled in at least one Stockton course in each fall semester displayed. While the Stockton Campus headcount and FTES enrollment has been increasing annually, the large increase in fall 2020 is inflated due to the transition to remote instruction that occurred during spring 2020. The fall 2021 Stockton campus enrollment is inflated as well.

• It is important to note that enrollments in the above table represent state-supported students and therefore would be higher if self-supported degree-seeking students were included, particularly the Stockton Campus total with the addition of the Stockton Executive MBA cohorts, and ASBSN and BASS (Bachelor of Science in Social Sciences) programs offered exclusively at the Stockton Campus.

Table 2.2 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Off-Campus Center (ERSO) data files

Table 2.2 Notes: The Stockton Campus enrollment counts are included in the Stanislaus State enrollment counts.

1. FTES is a measurement of enrollment derived by dividing the total student credit hours for a term by 12 for graduate students (master’s and doctoral) and by 15 for all other students.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 27 FALL TERM STOCKTON CAMPUS STANISLAUS STATE TOTAL % OF STAN STATE TOTAL Headcount FTES¹ FTES/HC Headcount FTES¹ FTES/HC Headcount FTES 2017 647 233 0.36 10,003 8,521 0.85 6.5 2.7 2018 670 274 0.41 10,214 8,760 0.86 6.6 3.1 2019 737 301 0.41 10,614 9,217 0.87 6.9 3.3 2020 1,068 312 0.29 10,741 9,374 0.87 9.9 3.3 2021 997 266 0.27 10,028 8,475 0.85 9.9 3.1

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

HIGHLIGHTS

• Fall enrollment decreased by 6.6% overall and 7.4% at the undergraduate level in the past year. The largest declines among undergraduate students were first-year/freshmen and sophomore level.

• Over the past five years, overall enrollment increased slightly by 0.2%, undergraduate enrollment increased by 0.5%, and graduate/postbac enrollment decreased by 1.7%.

• Senior level students have consistently been the largest group among the undergraduate population. As of fall 2021, the majority of undergraduates were seniors (37%), followed by juniors (32%), freshmen or first-year (17%), and sophomores (14%). The percentage of upperclassmen increased compared to the prior fall, attributed to a smaller incoming freshmen class and larger incoming transfer population, in addition to spring transfers continuing in the fall.

KEY: FIRST-YEAR SOPHOMORE JUNIOR SENIOR GRADUATE/POSTBAC

28 STANISLAUS STATE • CSUSTAN.EDU UNDERGRADUATE Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year First-Year 2,131 2,258 2,280 1,993 1,472 -26.1 -30.9 Sophomore 1,222 1,243 1,340 1,425 1,240 -13.0 1.5 Junior 2,487 2,457 2,784 2,967 2,899 -2.3 16.6 Senior 3,048 3,121 3,107 3,258 3,319 1.9 8.9 Postbac/2nd Bachelor’s 3 8 6 4 5 25.0 66.7 Undergraduate Total 8,891 9,087 9,517 9,647 8,935 -7.4 0.5 Graduate/Postbac Total 1,112 1,127 1,097 1,094 1,093 -0.1 -1.7 TOTAL 10,003 10,214 10,614 10,741 10,028 -6.6 0.2

Table 2.3

2017 2018 2019 2020 2021 FALL TERM HEADCOUNT 0 500 1,000 1,500 2,000 2,500 3,000 3,500

Source: CSU Enrollment Reporting System-Student (ERSS) data files 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 2021

HIGHLIGHTS

• 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 and Bakersfield with a higher proportion of graduate/postbac students and Monterey Bay with a higher proportion of undergraduate students.

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

• Like Stanislaus, there is a larger proportion of upper-division students at the CSU peer institution campuses than lower-division students.

KEY: UNDERGRADUATE GRADUATE

https://www2.calstate.edu/data-center/

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.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 29

Table 2.4 Source: CSU Institutional Research and Analyses, Statistical Reports, Student Enrollment by Degree Programs, Retrieved from institutional-research-analyses/Pages/reports-and-analytics.aspx

BAKERSFIELD MONTEREY BAY CSU TOTAL 0 20 40 60 80 100 EAST BAY

CSU CAMPUS RATIO

CSU CAMPUS¹ UNDERGRADUATE (UG) GRADUATE (GR)/POSTBAC Total UG to GR Ratio First-Year Soph. Junior Senior UG Total Teacher Credential2 All Other Postbacs Graduate GR/PB Total Monterey Bay N 1,173 790 1,993 2,475 6,431 136 17 411 564 6,995 92:8 % 16.8 11.3 28.5 35.4 91.9 1.9 0.2 5.9 8.1 STANISLAUS N 1,472 1,240 2,899 3,318 8,929 309 141 649 1,099 10,028 89:11 % 14.7 12.4 28.9 33.1 89.0 3.1 1.4 6.5 11.0 Fresno N 4,596 2,934 6,504 8,076 22,110 527 76 2,233 2,836 24,946 89:11 % 18.4 11.8 26.1 32.4 88.6 2.1 0.3 9.0 11.4 San Francisco N 4,898 2,994 7,162 8,257 23,311 179 154 2,976 3,309 26,620 88:12 % 18.4 11.2 26.9 31.0 87.6 0.7 0.6 11.2 12.4 San Bernardino N 3,116 2,216 5,777 5,595 16,704 484 60 1,934 2,478 19,182 87:13 % 16.2 11.6 30.1 29.2 87.1 2.5 0.3 10.1 12.9 Bakersfield N 1,993 1,248 2,662 3,246 9,149 509 201 765 1,475 10,624 86:14 % 18.8 11.7 25.1 30.6 86.1 4.8 1.9 7.2 13.9 East Bay N 1,535 1,101 3,416 5,242 11,294 274 78 1,853 2,205 13,499 84:16 % 11.4 8.2 25.3 38.8 83.7 2.0 0.6 13.7 16.3 CSU TOTAL N 77,395 55,614 124,829 164,300 422,138 8,943 2,548 42,728 54,219 476,357 89:11 % 16.2 11.7 26.2 34.5 88.6 1.9 0.5 9.0 11.4 SAN FRANCISCO SAN BERNARDINO

FIG. 2.4 | Undergraduate to Graduate Ratio with CSU Peer Institutions Comparisons, Fall 2021

FRESNO STANISLAUS

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

HIGHLIGHTS

• Nearly one in three students overall are male (32.1%). The percentage of male students decreased by 1.5 percentage points compared to five years prior.

• Hispanic/Latino females represent the largest proportion of students at 41.5% overall, followed by Hispanic/Latino males at 16.9%.

30 STANISLAUS STATE • CSUSTAN.EDU

FEMALE Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year American Indian or Alaskan Native 20 17 16 10 13 30.0 -35.0 Asian 572 576 562 563 527 -6.4 -7.9 Black or African American 150 143 151 136 133 -2.2 -11.3 Hispanic/Latino 3,556 3,777 4,031 4,296 4,161 -3.1 17.0 White 1,521 1,486 1,414 1,402 1,259 -10.2 -17.2 Native Hawaiian or Other Pacific Islander 36 29 28 31 33 6.5 -8.3 Two or More Races 230 225 223 196 167 -14.8 -27.4 Non-Resident 233 237 280 281 257 -8.5 10.3 Unknown 328 339 333 289 261 -9.7 -20.4 Female Total 6,646 6,829 7,038 7,204 6,811 -5.5 2.5 MALE American Indian or Alaskan Native 16 12 11 8 7 -12.5 -56.3 Asian 374 357 376 380 355 -6.6 -5.1 Black or African American 80 84 74 72 56 -22.2 -30.0 Hispanic/Latino 1,584 1,681 1,854 1,847 1,693 -8.3 6.9 White 834 818 787 779 707 -9.2 -15.2 Native Hawaiian or Other Pacific Islander 17 20 19 30 30 0.0 76.5 Two or More Races 131 117 126 114 89 -21.9 -32.1 Non-Resident 132 121 129 114 100 -12.3 -24.2 Unknown 189 175 200 193 180 -6.7 -4.8 Male Total 3,357 3,385 3,576 3,537 3,217 -9.0 -4.2 TOTAL American Indian or Alaskan Native 36 29 27 18 20 11.1 -44.4 Asian 946 933 938 943 882 -6.5 -6.8 Black or African American 230 227 225 208 189 -9.1 -17.8 Hispanic/Latino 5,140 5,458 5,885 6,143 5,854 -4.7 13.9 White 2,355 2,304 2,201 2,181 1,966 -9.9 -16.5 Native Hawaiian or Other Pacific Islander 53 49 47 61 63 3.3 18.9 Two or More Races 361 342 349 310 256 -17.4 -29.1 Non-Resident 365 358 409 395 357 -9.6 -2.2 Unknown 517 514 533 482 441 -8.5 -14.7 TOTAL 10,003 10,214 10,614 10,741 10,028 -6.6 0.2

Table 2.5 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.5 Note: Percentages may not sum to total due to rounding.

67.9% 6,811 Females

10,028 Total Enrollment

32.1% 3,217 Males

AMERICAN INDIAN OR ALASKAN NATIVE

BLACK OR AFRICAN AMERICAN

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER

TWO OR MORE RACES UNKNOWN

NON-RESIDENT

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 31

FIG. 2.5A | Enrollment by Gender, Fall 2021 FIG. 2.5B | Enrollment by Race/Ethnicity, Fall 2021

ASIAN WHITE

0 10 20 30 40 50 60

HISPANIC/LATINO

PERCENTAGE RACE/ETHNICITY

Fig. 2.5A & Fig. 2.5B Source: CSU Enrollment Reporting System-Student (ERSS) data files Fig. 2.5A & Fig. 2.5B Note: Percentages may not sum to total due to rounding.

TABLE 2.6 | Enrollment by Degree Level and Race/Ethnicity with CSU Campus Total and Six-County Service Region Population Comparisons, Fall 2021

UNDERREPRESENTED MINORITY (URM)

NONUNDERREPRESENTED MINORITY (NON-URM)

HIGHLIGHTS

• Over 58% of Stanislaus State students are Hispanic/Latino. At the undergraduate level the percentage of Hispanic students is slightly higher at 59.2% and lower at the graduate/postbac level at 52.0%.

• Stan State is a minority-majority institution with a minority student population of 69.9%, and an Underrepresented Minority (URM) student population of 60.5%.

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

• There are higher percentages of Asians and Black or African Americans, a lower percentage of Hispanics, and a slightly lower percentage of White students enrolled in the CSU overall compared to the Stanislaus campus.

Table 2.6 Source: CSU Institutional Research and Analyses, Statistical Reports, CSU Fall Enrollment Summary, Retrieved from https://www.calstate.edu/data-center/institutional-research-analyses/Pages/reports-and-analytics.aspx. California Department of Finance. Demographic Research Unit. Report P-2D: Population Projections by Total Hispanic and Non-Hispanic Race, California Counties, 2010-2060 (Baseline 2019 Population Projections, Vintage 2020 Release). Sacramento: California. March 2021. Retrieved from http://www.dof.ca.gov/Forecasting/Demographics/Projections

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.

32 STANISLAUS STATE • CSUSTAN.EDU

DEGREE LEVEL CSU Campus Total (%) Six-County¹ Population, 2021 Projected (%) Undergraduate (%) Graduate/ Postbac (%) Total (%) American Indian or Alaskan Native 0.2 0.4 0.2 0.2 0.6 Black or African American 2.0 1.3 1.9 4.0 4.8 Hispanic/Latino 59.2 52.0 58.4 45.4 43.1 URM Total 61.3 53.7 60.5 49.6 48.5

Asian 9.1 6.7 8.8 15.8 9.2 White 18.5 28.6 19.6 21.5 39.0 Native Hawaiian or Other Pacific Islander 0.6 0.5 0.6 0.3 0.5 Two or More Races 2.6 2.2 2.6 4.2 2.9 Non-Resident 3.7 2.7 3.6 5.2 N/A Unknown 4.2 5.7 4.4 3.4 N/A Non-URM Total 38.7 46.3 39.5 50.4 51.5

HIGHLIGHTS

• 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.

• Stanislaus State ranks third among its CSU comparison group with the highest percentage of Hispanic students at 58.4%, following San Bernardino (66.1%) and Bakersfield (62.5%).

• Stanislaus State also ranks third among its CSU comparison group with the highest percentage of Underrepresented minority (URM) students at 60.5%, following San Bernardino (71.3%) and Bakersfield (66.7%).

Source: CSU Institutional Research & Analyses, Statistical Reports, CSU Fall Enrollment Summary, Retrieved from https://www.calstate.edu/datacenter/institutional-research-analyses/Pages/reports-and-analytics.aspx

Table 2.7

Table 2.7 Notes: Percentages may not sum to total due to rounding. CSU Total excludes International Programs and CalStateTEACH enrollment.

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

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 33 CSU CAMPUS¹ American Indian or Alaska Native Asian Black or African American Hispanic/ Latino White Pacific Islander2 Two or More Races Non-Res. Unknown Campus Total % URM3 San Bernardino N 30 1,024 961 12,687 2,333 28 411 1,053 655 19,182 71.3 % 0.2 5.3 5.0 66.1 12.2 0.1 2.1 5.5 3.4 Bakersfield N 28 692 418 6,637 1,615 18 225 399 592 10,624 66.7 % 0.3 6.5 3.9 62.5 15.2 0.2 2.1 3.8 5.6 STANISLAUS N 20 882 189 5,854 1,966 63 256 357 441 10,028 60.5 % 0.2 8.8 1.9 58.4 19.6 0.6 2.6 3.6 4.4 Fresno N 84 3,026 706 13,966 4,429 40 642 1,209 844 24,946 59.2 % 0.3 12.1 2.8 56.0 17.8 0.2 2.6 4.8 3.4 Monterey Bay N 17 405 191 3,625 1,770 24 332 349 282 6,995 54.8 % 0.2 5.8 2.7 51.8 25.3 0.3 4.7 5.0 4.0 East Bay N 17 3,007 1,229 4,816 2,048 143 646 1,105 488 13,499 44.9 % 0.1 22.3 9.1 35.7 15.2 1.1 4.8 8.2 3.6 San Francisco N 45 6,344 1,475 9,176 4,597 167 1,370 1,869 1,577 26,620 40.2 % 0.2 23.8 5.5 34.5 17.3 0.6 5.1 7.0 5.9 CSU TOTAL N 893 75,079 19,036 216,272 102,381 1,522 19,987 25,001 16,186 476,357 49.6 % 0.2 15.8 4.0 45.4 21.5 0.3 4.2 5.2 3.4

category may differ at the individual campuses due to different criteria.

Bakersfield CSU CAMPUS PERCENTAGE 100 80 San Bernardino STANISLAUS San Francisco Fresno East Bay Monterey Bay CSU TOTAL 60 40 20 0 KEY:

FIG. 2.7 | Percentage of Hispanic/Latino and URM Enrollment with CSU Peer Institutions Comparisons, Fall 2021 HISPANIC/LATINO URM Table 2.7 | Enrollment by Race/Ethnicity with CSU Peer Institutions Comparisons, Fall 2021

TABLE 2.8 | Enrollment by Geographic Origin, 5-Year Trend

HIGHLIGHTS

• On average, nearly 85% of students are from the University’s service region.

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

Table 2.8

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

Table 2.8 Notes: Geographic origin is based on students’ permanent address as reported on the CSU admission application. Geographic origin counts outside the 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.

34 STANISLAUS STATE • CSUSTAN.EDU SIX-COUNTY SERVICE REGION¹ Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Calaveras 41 36 40 34 27 -20.6 -34.1 Mariposa 11 13 17 18 13 -27.8 18.2 Merced 1,844 1,868 1,998 2,044 1,887 -7.7 2.3 San Joaquin 1,620 1,618 1,705 1,742 1,677 -3.7 3.5 Stanislaus 4,831 4,972 5,081 5,216 5,012 -3.9 3.7 Tuolumne 71 71 53 46 58 26.1 -18.3 Six-County Service Region Total 8,418 8,578 8,894 9,100 8,674 -4.7 3.0 % From Six-County Total 84.2 84.0 83.8 84.7 86.5 2.1 2.7 Other CA County 1,497 1,559 1,655 1,585 1,287 -18.8 -14.0 Out of State/Country 88 77 65 56 67 19.6 -23.9 TOTAL 10,003 10,214 10,614 10,741 10,028 -6.6 0.2

TABLE 2.9 | Enrollment by Enrollment Status, 5-Year Trend

HIGHLIGHTS

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

• About 23% of all students enrolled in fall 2021 were new undergraduate students, either firsttime freshmen or first-time transfers.

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

71.5% Continuing

14.0% First-Time

13.1% Transfer

1.4% Returning & Transitory/Visiting

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 35 ENROLLMENT STATUS Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Continuing 6,990 7,105 7,124 7,559 7,169 -5.2 2.6 First-Time 1,840 2,029 2,012 1,737 1,407 -19.0 -23.5 Transfer 1,028 950 1,355 1,328 1,317 -0.8 28.1 Returning 142 109 86 69 97 40.6 -31.7 Transitory/Visiting 3 21 37 48 38 -20.8 1166.7 TOTAL 10,003 10,214 10,614 10,741 10,028 -6.6 0.2

FIG. 2.9 | Enrollment by Enrollment Status, Fall 2021 Table 2.9 & Fig 2.9 Source: CSU Enrollment Reporting System-Student (ERSS) data files Table 2.9 & Fig 2.9 Notes: Percentages may not sum to total due to rounding.

TABLE 2.10 | Enrollment by College, 5-Year Trend

• All colleges experienced enrollment declines in the past year. The College of Science and the College of Education, Kinesiology and Social Work were the only colleges with enrollment increases in the past five years, increasing by about 9% and 5%, respectively.

Fig. 2.10 | Enrollment by College, Fall 2021

Table 2.10

KEY: HEADCOUNT FTES

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

Table 2.10 Notes: Full-Time Equivalent Student (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. The college breakdown slightly changed from previously reported countsspecifically CAHSS and COE - due to corrections made in the source data.

36 STANISLAUS STATE • CSUSTAN.EDU

3,000

CAHSS CBA COEKSW COS Undeclared /Other ENROLLMENT

COLLEGE HEADCOUNT % HC CHANGE FTES % FTES CHANGE Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 1 Year 5 Year Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 1 Year 5 Year College of the Arts, Humanities, and Social Sciences (CAHSS) 2,517 2,589 2,763 2,744 2,516 -8.3 0.0 2,189 2,255 2,418 2,421 2,141 -11.6 -2.2 College of Business Administration (CBA) 1,611 1,582 1,592 1,617 1,589 -1.7 -1.4 1,363 1,346 1,353 1,410 1,332 -5.5 -2.3 College of Education, Kinesiology and Social Work (COEKSW) 2,051 2,116 2,181 2,213 2,149 -2.9 4.8 1,748 1,832 1,910 1,966 1,843 -6.3 5.4 College of Science (COS) 2,910 2,994 3,163 3,255 3,163 -2.8 8.7 2,455 2,556 2,766 2,824 2,668 -5.5 8.7 Undeclared /Other 914 933 915 912 611 -33.0 -33.2 766 771 770 752 492 -34.6 -35.8 TOTAL 10,003 10,214 10,614 10,741 10,028 -6.6 0.2 8,521 8,760 9,217 9,374 8,475 -9.6 -0.5 COLLEGE 3,500 2,500 2,000 1,500 1,000 500 0

HIGHLIGHT

TABLE 2.11 | Undergraduate Students by Units Attempted, 5-Year Trend

HIGHLIGHTS

• The majority of undergraduate students are enrolled in a 12 unit load (23%).

• As of fall 2021, 71.6% of undergrads enrolled in 12-16 units. The percentage of undergrads enrolled in 12-16 units has decreased annually over the past five years, reaching nearly 80% in fall 2018 and fall 2019.

• Both the mean unit load and median unit load for undergraduate students have been constant over the past five years at about 13.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 37

UNITS ATTEMPTED Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 %CHANGE N % N % N % N % N % 1 Year 5 Year 1 5 0.1 4 0.0 7 0.1 4 0.0 8 0.1 100.0 60.0 2 2 0.0 2 0.0 2 0.0 5 0.1 5 0.1 0.0 150.0 3 89 1.0 91 1.0 101 1.1 146 1.5 149 1.7 2.1 67.4 4 39 0.4 54 0.6 46 0.5 56 0.6 67 0.8 19.6 71.8 5 12 0.1 24 0.3 11 0.1 21 0.2 12 0.1 -42.9 0.0 6 319 3.6 260 2.9 295 3.1 250 2.6 324 3.6 29.6 1.6 7 124 1.4 142 1.6 134 1.4 162 1.7 185 2.1 14.2 49.2 8 90 1.0 74 0.8 73 0.8 75 0.8 83 0.9 10.7 -7.8 9 330 3.7 342 3.8 313 3.3 347 3.6 413 4.6 19.0 25.2 10 260 2.9 252 2.8 296 3.1 327 3.4 369 4.1 12.8 41.9 11 160 1.8 169 1.9 153 1.6 171 1.8 190 2.1 11.1 18.8 12 2,213 24.9 2,185 24.1 2,175 22.9 1,938 20.1 2,014 22.6 3.9 -9.0 13 1,641 18.5 1,736 19.1 1,606 16.9 1,655 17.2 1,416 15.9 -14.4 -13.7 14 1,054 11.9 939 10.3 942 9.9 954 9.9 830 9.3 -13.0 -21.3 15 1,142 12.8 1,245 13.7 1,529 16.1 1,420 14.7 1,221 13.7 -14.0 6.9 16 704 7.9 846 9.3 1,039 10.9 1,118 11.6 914 10.2 -18.2 29.8 17 353 4.0 360 4.0 366 3.8 435 4.5 385 4.3 -11.5 9.1 18 275 3.1 266 2.9 324 3.4 429 4.4 290 3.2 -32.4 5.5 19 43 0.5 49 0.5 50 0.5 74 0.8 35 0.4 -52.7 -18.6 20 17 0.2 16 0.2 20 0.2 25 0.3 6 0.1 -76.0 -64.7 21 11 0.1 17 0.2 20 0.2 18 0.2 8 0.1 -55.6 -27.3 22-25 5 0.1 6 0.1 9 0.1 13 0.1 5 0.1 -61.5 0.0 TOTAL 8,888 100.0 9,079 100.0 9,511 100.0 9,643 100.0 8,929 100.0 -7.4 0.5 MEAN UNIT LOAD 12.9 13.0 13.2 13.3 12.8 MEDIAN UNIT LOAD 13.0 13.0 13.0 13.0 13.0

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

TABLE 2.12 | Undergraduate Students Enrolled in a Full Load by Enrollment Status, 5-Year Trend

• On average, a larger percentage of continuing students enroll in a full load (15+ units) in the fall compared to new students. The proportion of undergraduates taking a full load has increased in the past five years (12.3%), with a significant percentage increase for first-time transfers, however a decrease for first-time freshmen.

• Eighty percent of undergraduates overall were enrolled full-time in fall 2021, decreasing four percentage points in the past year. Nearly a third (32%) of undergraduates enrolled in at least three additional units to achieve a full load, decreasing five percentage points in the past year.

FIG. 2.13 | Percentage of Full-Time and Full Load Undergraduates, 5-Year Trend

KEY: FULL-TIME FULL LOAD

Table 2.12 & Fig. 2.13 Source: CSU Enrollment Reporting System-Student (ERSS) data files

Table 2.12 & Fig. 2.13 Notes: Postbacs seeking a second bachelor’s degree are not included. Undergraduates enrolled in 15+ units are designated as taking a full load.

38 STANISLAUS STATE • CSUSTAN.EDU

ENROLLMENT STATUS Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE N % N % N % N % N % 1 Year 5 Year Continuing 1,891 29.6 2,135 32.9 2,411 37.1 2,617 37.5 2,159 33.0 -17.5 14.2 First-Time Freshmen 421 29.6 410 26.1 529 33.7 461 37.2 296 31.1 -35.8 -29.7 Transfer 229 22.5 252 26.6 406 30.0 440 33.1 391 29.7 -11.1 70.7 Returning 9 14.1 5 11.1 8 13.6 14 29.2 16 19.5 14.3 77.8 Transitory/Visiting 3 14.3 3 8.1 2 5.4 TOTAL 2,550 28.7 2,805 30.9 3,357 35.3 3,532 36.6 2,864 32.1 -18.9 12.3

100 PERCENTAGE 80 60 40 20 0 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 TERM

HIGHLIGHTS

TABLE 2.14 | New Fall Undergraduate Student Enrollment, 5-Year Trend

TABLE

HIGHLIGHTS

• Fall first-time freshmen enrollment was on an upward trend through fall 2019 but has since declined in the last two consecutive years displayed.

• There has been a fluctuation in the number of transfer students enrolling in the fall, offset by transfers entering in the spring semester. While there was a slight dip in fall transfer enrollment from 2017 to 2018, transfer enrollment increased the following fall semester and has been steady.

• Over the past five years, the number of incoming undergrads decreased by 7% overall, a decrease of 33.1% for freshmen and an increase of 29.4% for transfers. The enrollment management section includes additional information on entering undergraduate student trends.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 39

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

Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year First-Time Freshman 1,421 1,570 1,568 1,238 951 -23.2 -33.1 First-Time Transfer 1,018 949 1,354 1,328 1,317 -0.8 29.4 TOTAL 2,439 2,519 2,922 2,566 2,268 -11.6 -7.0 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % POINT CHANGE 1 Year 5 Year First-Time Freshman 13.76 13.38 13.67 13.75 13.43 -0.32 -0.33 First-Time Transfer 12.45 12.49 12.80 12.88 12.62 -0.26 0.17 TOTAL 13.22 13.05 13.26 13.30 12.96 -0.34 -0.26

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

Table 2.15 | New Undergraduate Student Enrollment with CSU Peer Institutions Comparisons, Fall 2021

HIGHLIGHTS

• Stanislaus ranks fifth among its CSU peers in the proportion of new undergraduates entering in the fall as first-time freshman, tied with San Bernardino at 41.9%.

• Stanislaus State’s proportion of entering fall freshmen is nearly 10 percentage points lower than the CSU overall. Fresno has the highest proportion and East Bay has the lowest proportion percentage of entering fall freshmen among Stan State’s CSU peer comparison group. It is important to note that these counts do not include new spring transfers. Additional information on new undergraduate students, including spring entrants and feeder high schools, can be found in the Enrollment Management section.

FRESNO

BAKERSFIELD

EAST BAY

KEY: FIRST-TIME FRESHMAN FIRST-TIME TRANSFER

Table 2.15 & Fig. 2.15 Source: CSU Institutional Research and Analyses, Statistical Reports, CSU Fall Enrollment Summary, Retrieved from https://www.calstate.edu/datacenter/institutional-research-analyses/Pages/reports-and-analytics.aspx

Table 2.15 & Fig. 2.15 Notes: Percentages may not sum to total due to rounding. Total applications received include redirected applicants.

1. Sorted by % First-Time Freshman in descending order

40 STANISLAUS STATE • CSUSTAN.EDU

CSU CAMPUS1 First-Time Freshman First-Time Transfer Total New Undergraduates N % N % Fresno 3,450 56.2 2,684 43.8 6,134 Bakersfield 1,165 55.3 943 44.7 2,108 San Francisco 3,149 51.3 2,986 48.7 6,135 Monterey Bay 779 44.1 988 55.9 1,767 San Bernardino 2,001 41.9 2,778 58.1 4,779 STANISLAUS 951 41.9 1,317 58.1 2,268 East Bay 941 33.9 1,835 66.1 2,776 CSU TOTAL 60,267 51.6 56,572 48.4 116,839

0 20 40 100 60 80 CSU TOTAL RATIO CSU CAMPUS

FIG. 2.15 | Ratio of First-Time Freshman to First-Time Transfer Enrollment with CSU Peer Institutions Comparisons, Fall 2021

STANISLAUS SAN BERNARDINO SAN FRANCISCO MONTEREY BAY

HIGHLIGHTS

• Over the past five years, the College of Science has consistently had the largest number of majors and as a direct result, the largest number of total student credit units.

• All colleges experienced declines in student credit units in the past year. The College of Science and the College of Education, Kinesiology and Social Work were the only colleges with an increase in student credit units over the past five years, 5.9% and 4.1%, respectively.

Table 2.16, Table 2.17, & Table 2.18 Source: CSU Enrollment Reporting System-Student (ERSS) data files

Table 2.16 & Table 2.17 Note: Student credit units are disaggregated by college based on students’ primary major.

Table 2.18 Notes: Annualized totals represent the average of the fall and spring semester and therefore may not sum to total. The student credit units are disaggregated by college based on students’ primary major.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 41

COLLEGE Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year CAHSS 32,613 33,602 36,068 36,135 31,916 -11.7 -2.1 CBA 20,336 20,071 20,168 20,981 19,812 -5.6 -2.6 COEKSW 25,252 26,522 27,660 28,538 26,729 -6.3 5.8 COS 36,626 38,129 41,221 42,095 39,758 -5.6 8.6 Undeclared/Other 11,493 11,564 11,549 11,283 7,383 -34.6 -35.8 TOTAL 126,320 129,888 136,666 139,032 125,598 -9.7 -0.6

TABLE 2.16 | Fall Student Credit Units by College, 5-Year Trend

COLLEGE Spring 2018 Spring 2019 Spring 2020 Spring 2021 Spring 2022 % CHANGE 1 Year 5 Year CAHSS 33,308 32,617 35,239 32,671 29,316 -10.3 -12.0 CBA 19,454 18,474 19,017 19,313 18,424 -4.6 -5.3 COEKSW 24,577 25,001 26,324 26,690 25,123 -5.9 2.2 COS 35,497 36,133 39,172 38,423 36,632 -4.7 3.2 Undeclared/Other 8,447 8,393 7,589 7,179 5,210 -27.4 -38.3 TOTAL 121,303 120,618 127,356 124,276 114,705 -7.7 -5.4

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

COLLEGE 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year CAHSS 32,961 33,110 35,654 34,403 30,616 -11.0 -7.1 CBA 19,895 19,273 19,593 20,147 19,118 -5.1 -3.9 COEKSW 24,915 25,762 26,992 27,614 25,926 -6.1 4.1 COS 36,062 37,131 40,197 40,259 38,195 -5.1 5.9 Undeclared/Other 9,970 9,979 9,569 9,231 6,297 -31.8 -36.8 TOTAL 123,812 125,253 132,018 131,654 120,152 -8.7 -3.0

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

Table 2.19 | Mean Unit Load (MUL) by Degree Level and Academic Level with CSU Peer Institutions Comparisons, Fall 2021

HIGHLIGHTS

• Stanislaus State’s undergraduate and total MUL are comparable to its CSU peer group, however slightly lower compared to some of the other campuses as well as the CSU systemwide total.

• Among Stanislaus State’s CSU peers, Monterey Bay’s undergraduate and total MUL is slightly higher.

Table 2.19 Source: CSU Institutional Research and Analyses, CSU Enrollment Dashboard, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html

Table 2.19 Notes: CSU campus mean unit load data source referenced above only displays to the tenth decimal point. Postbacs seeking a second bachelor’s degree are included in other postbac total.

1. Sorted by Undergraduate Mean Unit Load (MUL) in descending order

42 STANISLAUS STATE • CSUSTAN.EDU CSU CAMPUS¹ UNDERGRADUATE GRADUATE/POSTBAC CAMPUS TOTAL First-Year Sophomore Junior Senior Undergrad Total Credential All Other Postbacs Graduate Grad/PB Total Monterey Bay 14.0 14.5 13.8 13.7 13.9 13.3 7.8 10.0 10.8 13.6 Bakersfield 11.5 13.9 13.4 12.6 12.8 16.4 9.6 9.2 11.7 12.6 East Bay 13.5 14.3 13.3 12.7 13.1 14.6 8.3 10.1 10.6 12.7 Fresno 13.0 13.8 13.2 13.0 13.1 15.6 8.5 9.7 10.8 12.9 San Bernardino 13.0 13.7 12.6 12.6 12.8 11.1 7.7 8.7 9.1 12.3 STANISLAUS 13.0 13.4 12.8 12.4 12.8 12.5 10.2 9.4 10.4 12.5 San Francisco 12.0 13.4 13.0 12.4 12.6 12.1 9.0 9.2 9.4 12.2 CSU TOTAL 13.7 13.9 13.0 12.6 13.1 13.6 9.0 9.1 9.9 12.7

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

HIGHLIGHTS

• The mean unit load for all undergraduate students decreased to 12.79, the lowest over the five-year period displayed.

• The College of Education, Kinesiology and Social Work has the largest undergraduate MUL at 13.03, followed by the College of the Arts, Humanities and Social Sciences at 12.95.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 43

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

Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 COLLEGE N SCU MUL¹ N SCU MUL¹ N SCU MUL 1 N SCU MUL¹ N SCU MUL¹ CAHSS 2,396 31,744 13.25 2,466 32,726 13.27 2,643 35,269 13.34 2,634 35,385 13.43 2,404 31,136 12.95 CBA 1,551 19,907 12.83 1,516 19,579 12.91 1,523 19,673 12.92 1,521 20,284 13.34 1,492 19,132 12.82 COEKSW 1,217 15,946 13.10 1,287 17,078 13.27 1,398 18,640 13.33 1,436 19,350 13.47 1,370 17,847 13.03 COS 2,823 35,800 12.68 2,896 37,202 12.85 3,052 40,075 13.13 3,148 41,041 13.04 3,056 38,696 12.66 Undeclared/ Other 901 11,419 12.67 914 11,430 12.51 895 11,402 12.74 904 11,241 12.43 607 7,351 12.11 TOTAL 8,888 114,816 12.92 9,079 118,015 13.00 9,511 125,059 13.15 9,643 127,301 13.20 8,929 114,162 12.79

HIGHLIGHTS

• Stanislaus State’s overall average student age increased from 23 in fall 2020 to 24 in fall 2021. Among Stanislaus State’s CSU peer group, some other campuses also had a one-year increase in average age.

• The average age remains comparable to its CSU peer group and the CSU systemwide average. Among Stanislaus State’s CSU peer institutions group, East Bay has a higher average age of 26.

44 STANISLAUS STATE • CSUSTAN.EDU

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

CAHSS Female Male Total Undergraduate 23 23 23 Graduate/Postbac 30 29 29 CBA Undergraduate 24 23 24 Graduate/Postbac 33 28 31 COEKSW Undergraduate 23 23 23 Graduate/Postbac 29 30 29 COS Undergraduate 23 23 23 Graduate/Postbac 31 32 31 UNDECLARED/OTHER Undergraduate 20 19 20 Graduate/Postbac 26 26 TOTAL Undergraduate 23 23 23 Graduate/Postbac 30 30 30

TABLE 2.21 | Average Age by College, Degree Level, and Gender, Fall 2021

CSU CAMPUS¹

Graduate/ Postbac Total Fresno 22 29 23 Monterey Bay 22 31 23 San Francisco 22 31 24 Bakersfield 24 30 24 San Bernardino 23 31 24 STANISLAUS 23 30 24 East Bay 25 32 26 CSU TOTAL 22 30 23

Table 2.22 Source: CSU Institutional Research and Analyses, CSU Enrollment Dashboard, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html. 1. Sorted by overall average age in ascending order Undergraduate

Table

2.22 | Average Age by Student Level with CSU Peer Institutions Comparisons, Fall 2021

HIGHLIGHTS

• Stanislaus has the highest percentage of undergraduate students who are the first in their family to pursue earning a bachelor’s degree among its CSU peer institutions.

• As of fall 2021, the Stanislaus campus has the highest percentage of undergraduate students who are the first in their family to pursue earning a bachelor’s degree. Both the Cal State LA and Dominguez Hills campuses (not displayed) have the next highest percentage of undergrads who are the first in their family to pursue earning a bachelor’s degree at 71%.

• The percentage of students who are the first in their family to pursue earning a bachelor’s degree at Stanislaus is 23 percentage points higher than the CSU overall.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 45

Table 2.23 | Percentage of Undergraduate Students who are First in Family to Pursue Earning a Bachelor’s Degree with CSU Peer Institutions Comparisons, Fall 2021 Table 2.23 Source: CSU Institutional Research and Analyses, CSU Enrollment Dashboard, Retrieved from http://asd.calstate.edu/dashboard/enrollment-live.html

CSU CAMPUS¹ Percent (%) STANISLAUS 73 San Bernardino 68 Bakersfield 67 East Bay 62 Fresno 61 San Francisco 54 Monterey Bay 50 CSU TOTAL 52

1. Sorted in descending order

TABLE 2.24 | State-and Self-Supported Headcount Enrollment by College and Degree Program, Fall 2017 and Fall 2021

46 STANISLAUS STATE • CSUSTAN.EDU

Fall 2017 Fall 2021 5-YEAR CHANGE STATE SELF TOTAL STATE SELF TOTAL NUMBER PERCENT BACHELOR’S College of the Arts, Humanities and Social Sciences (CAHSS) Agriculture 85 85 91 91 6 7.1 Anthropology 39 39 34 34 -5 -12.8 Art 107 107 105 105 -2 -1.9 Art BFA 20 20 12 12 -8 -40.0 Art History 8 8 8 Communication Studies 216 216 174 174 -42 -19.4 Creative Media 21 21 21 Criminal Justice 690 41 731 675 42 717 -14 -1.9 Economics 34 34 24 24 -10 -29.4 English 192 192 205 1 206 14 7.3 Ethnic Studies 9 9 11 11 2 22.2 Gender Studies 7 7 10 10 3 42.9 Geography 28 28 17 17 -11 -39.3 Geography and Environmental Resources 1 1 History 164 164 186 186 22 13.4 Leadership Studies 4 4 4 4 0.0 Music 19 19 20 20 1 5.3 Music Performance 51 51 53 53 2 3.9 Philosophy 25 25 16 16 -9 -36.0 Political Science 86 86 91 91 5 5.8 Social Sciences 83 60 143 77 68 145 2 1.4 Sociology 455 455 470 470 15 3.3 Spanish 54 54 79 79 25 46.3 Theater Arts 28 28 20 20 -8 -28.6 Bachelor’s Total 2,396 101 2,497 2,404 111 2,515 18 0.7 MASTER’S Criminal Justice 17 17 12 12 -5 -29.4 English 26 26 33 33 7 26.9 History 18 18 15 15 -3 -16.7 Interdisciplinary Studies 4 4 4 4 0.0 Public Administration 55 55 48 48 -7 -12.7 Master’s Total 120 120 112 112 -8 -6.7 CAHSS Total 2,517 101 2,618 2,516 111 2,627 9 0.3 BACHELOR’S College of Business Administration (CBA) Business Administration 1,546 1546 1,492 1,492 -54 -3.5 Computer Information Systems 5 5 Bachelor’s Total 1,551 1551 1,521 1,521 -30 -1.9 MASTER’S Executive MBA 50 50 94 94 44 88.0 Online MBA 51 51 3 126 129 78 152.9 Business Administration (Evening MBA) 60 60 1 1 -59 -98.3 Master’s Total 60 101 161 97 127 224 63 39.1 CBA Total 1,611 101 1,712 1,589 127 1,716 4 0.2 BACHELOR’S College of Education, Kinesiology and Social Work COEKSW Exercise Science 169 169 169 Kinesiology 432 432 229 229 -203 -47.0 Liberal Studies 727 727 865 865 138 19.0

Table 2.24

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

Table 2.24 Notes: In Fall 2016, only state-supported students were reported to IPEDS. Starting Fall 2017, state- and self-supported students reported to IPEDS. The Fall 2021 total is an unduplicated total (four self-support degree-seeking student enrolled in both self- and state-supported courses.)

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 47 Fall 2017 Fall 2021 5-YEAR CHANGE STATE SELF TOTAL STATE SELF TOTAL NUMBER PERCENT BACHELOR’S College of Education, Kinesiology and Social Work COEKSW Public Health Promotion 88 88 88 Undeclared Kinesiology Interest 58 58 19 19 -39 -67.2 Bachelor’s Total 1,217 1,217 1,370 1,370 153 12.6 CREDENTIAL Credential’s Total 451 451 442 3 445 -6 -1.3 MASTER’S Education 213 213 160 160 -53 -24.9 Social Work 138 3 141 148 148 7 5.0 Social Work - Hybrid 24 24 54 54 30 125.0 Master’s Total 351 27 378 308 54 362 -16 -4.2 DOCTORAL Doctoral Total 32 32 29 29 -3 -9.4 COEKSW Total 2,051 27 2,078 2,149 57 2,206 128 6.2 BACHELOR’S College of Science (COS) Biological Sciences 713 713 592 592 -121 -17.0 Chemistry 105 105 83 83 -22 -21.0 Child Development 227 227 277 277 50 22.0 Cognitive Studies 13 13 13 13 0.0 Computer Science 293 293 340 340 47 16.0 Geology 24 24 15 15 -9 -37.5 Health Science 27 27 1 79 80 53 196.3 Mathematics 144 144 149 149 5 3.5 Nursing 194 28 194 177 177 -17 -8.8 Nursing AS-BSN 28 28 38 38 10 35.7 Online RN-BSN 10 10 37 37 27 Physical Sciences 6 6 6 6 0.0 Physics 46 46 31 31 -15 -32.6 Psychology 1,061 1061 1,375 1,375 314 29.6 Special Major 2 2 Bachelor’s Total 2,826 65 2,891 3,061 154 3,215 324 11.2 MASTER’S Biological Sciences 6 6 6 Child Development 12 12 8 8 -4 Ecology and Sustainability 7 7 -7 Genetic Counseling 18 18 -18 Nursing 16 16 29 29 13 81.3 Psychology 61 61 67 67 6 9.8 Master’s Total 84 30 114 102 8 110 -4 -3.5 COS Total 2,910 95 3,005 3,163 162 3,325 320 10.6 Undeclared/Other Undergraduate Total 901 901 608 608 -293 -32.5 Postbac Total 13 13 3 3 -10 -76.9 Undeclared/Other Total 914 914 611 611 -303 -33.2 TOTAL 10,003 324 10,327 10,028 457 10,485 158 1.5 continuedfrompreviouspage

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

TABLE 2.26 | Stockton Campus Full-Time Equivalent Student (FTES) Enrollment by Degree Level and Academic Level, 5-Year Trend

HIGHLIGHTS

• As of fall 2021, 4.2% of students enrolled at the Stockton Campus were exclusively in Stockton location courses, a decrease of over 11 percentage points compared to five years prior.

• Stockton-only FTES enrollment was about one-third of the overall Stockton Campus FTES enrollment pre-pandemic, but has since decreased and less than 10% as of fall 2021.

Table 2.25 & Table 2.26 Source: CSU Enrollment Reporting System-Off-Campus Center (ERSO) data files

Table 2.25 & Table 2.26 Notes: Stockton Campus enrollment includes students enrolled in at least one Stockton location course. Stockton-only enrollment includes students who are enrolled exclusively at the Stockton Campus in the terms displayed. 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.

48 STANISLAUS STATE • CSUSTAN.EDU UNDERGRADUATE Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year First-Year 4.5 0.6 0.1 2.6 2.4 -7.7 -46.7 Sophomore 6.3 3.4 5.5 12.3 13.9 12.4 120.1 Junior 86.1 97.8 119.5 125.8 75.1 -40.3 -12.8 Senior 77.7 97.9 102.5 96.5 93.5 -3.0 20.4 Undergraduate Total 174.6 199.7 227.6 237.2 184.9 -22.1 5.9 GRADUATE/POSTBAC Graduate 32.7 52.9 49.3 44.8 38.4 -14.3 17.5 Credential 24.5 21.0 21.7 29.7 42.9 44.7 75.2 All Other Postbacs 1.3 0.1 2.3 0.2 -100.0 -100.0 Graduate/Postbac Total 58.5 74.0 73.4 74.7 81.4 8.9 39.1 TOTAL 233.1 273.7 301.0 311.9 266.2 -14.6 14.2 Stockton-only FTES 71.4 97.2 100.3 39.2 25.7 -34.4 -64.0 % Stockton-only 30.6 35.5 33.3 12.6 9.7

UNDERGRADUATE Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year First-Year 16 5 1 12 11 -8.3 -31.3 Sophomore 25 17 22 53 62 17.0 148.0 Junior 234 242 300 454 305 -32.8 30.3 Senior 255 286 287 365 395 8.2 54.9 Undergraduate Total 530 550 610 884 773 -12.6 45.8 GRADUATE/POSTBAC Graduate 66 73 83 96 67 -30.2 1.5 Credential 48 45 40 87 157 80.5 227.1 All Other Postbacs 3 2 4 1 0 -100.0 -100.0 Graduate/Postbac Total 117 120 127 184 224 21.7 91.5 TOTAL 647 670 737 1,068 997 -6.6 54.1 Stockton-only Headcount 101 124 135 58 42 -27.6 -58.4 % Stockton-only 15.6 18.5 18.3 5.4 4.2

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

HIGHLIGHTS

• The number of students living on campus significantly decreased for fall 2020 due to the campus closure as of result of the COVID-19 pandemic but increased to over half capacity the following fall semester.

• As of fall 2021, 26.2% of all on-campus housing residents were first-time freshmen, compared to nearly half pre-pandemic.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 49

Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Total Residents1 603 652 651 95 374 293.7 -38.0 Total Undergraduate Residents2 598 648 647 94 368 291.5 -38.5 % Undergraduate Residents (of Total UG) 6.7 7.1 6.8 1.0 4.1 Total First-Time Freshman (FTF) Residents 282 310 304 32 98 206.3 -65.2 % FTF Residents of Total FTF 19.8 19.7 19.4 2.6 10.3 % FTF Residents of UG Residents 47.2 47.8 47.0 34.0 26.2

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

TABLE 2.28 | Full-Time Undergraduate Degree-Seeking Student-Athletes by Race/Ethnicity, 5-Year Trend

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

HIGHLIGHTS

• The number of full-time undergraduate degree-seeking student athletes decreased almost 9% in the past year and 20.1% over the past five years.

• The ratio of male to female student-athletes is 42 to 58, compared to 32 to 68 for the undergraduate degree-seeking population.

Source: Stanislaus State Office of Institutional Effectiveness & Analytics, as reported to the National Collegiate Athletic Association (NCAA) Table 2.28 & Table 2.29

Table 2.28 & Table 2.29

Notes: Student-athlete enrollment headcounts are a subset of the total full-time degree seeking undergraduate student enrollment, as reported annually to the NCAA. Only student-athletes awarded athletic aid during the aid year displayed are eligible to be included. Only student-athletes awarded athletic aid during the aid year displayed are eligible to be included. Visit https://warriorathletics.com/sports/2014/5/9/GEN_0509144319.aspx for additional information on student-athlete graduation and academic success rates.

1. Includes American Indian or Alaskan Native, Asian, Native Hawaiian or Other Pacific Islander, and Non-Resident.

50 STANISLAUS STATE • CSUSTAN.EDU

RACE/ETHNICITY Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Black or African American 27 20 16 12 11 -8.3 -59.3 Hispanic/Latino 69 68 72 62 54 -12.9 -21.7 Two or More Races 17 15 17 17 15 -11.8 -11.8 Unknown 11 12 9 9 10 11.1 -9.1 White 47 49 49 49 44 -10.2 -6.4 All Other¹ 13 11 14 12 13 8.3 0.0 TOTAL 184 175 177 161 147 -8.7 -20.1

GENDER Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Female 106 104 101 92 85 -7.6 -19.8 Male 78 71 76 69 62 -10.1 -20.5 TOTAL 184 175 177 161 147 -8.7 -20.1

TABLE 2.30 | Extended Education Enrollment Summary by Program, 5-Year Trend

HIGHLIGHTS

• Overall enrollment in extended education programs has been on an upward trend in the recent five year period, with a 16.7% increase over the past five years and an increase of 2.3% in the past year. The 5-year percent change is attributed in large part to new self-support degree programs implemented during this time period, including the launch of the MSW Hybrid program, the MA in Child Development, and the online RN-BSN program.

• Summer and winter session enrollment consists primarily of state-supported students taking general education courses and courses in their major to fulfill degree program requirements. Extended Education 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.

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 51

PROGRAM 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Special Session1 3,531 4,091 3,941 4,436 4,567 3.0 29.3 Summer Session 4,090 4,207 4,230 5,231 5,047 -3.5 23.4 Winter Session 1,180 1,410 1,282 1,219 1,370 12.4 16.1 Open University 494 533 424 488 213 -56.4 -56.9 Continuing Education Units (CEU) 39 73 86 12 6 -50.0 -84.6 NonCredit 167 276 167 102 119 16.7 -28.7 Contract Extension 1,174 900 883 683 1,131 65.6 -3.7 TOTAL 10,675 11,490 11,013 12,171 12,453 2.3 16.7

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

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

1. Early College, Misc. Credit Courses

2. New course effective Spring 2018. Formerly Designing Your Life; renamed to Career by Design in Fall 2019.

3. As of Fall 2016, ED2Go (3rd party) handles all registrations.

4. New course effective Spring 2019. Certificate Program offered by Community Hospice.

5. School of Nursing - Basic EKG

6. Effective Fall 2018

52 STANISLAUS STATE • CSUSTAN.EDU

SPECIAL SESSION 2017-18 2018-19 Summer Fall Winter Spring Summer Fall Winter Spring Degree Programs 439 1,338 1,601 458 1,635 1,870 NonDegree1 17 84 52 29 41 58 Special Session Total 456 1,422 1,653 487 1,676 1,928 SUMMER SESSION Non-Matriculants (Extended Ed non-admitted students) 468 409 Matriculants (Stateside admitted students) 3,622 3,798 Summer Session Total 4,090 4,207 WINTER SESSION Non-Matriculants (Extended Ed non-admitted students) 54 86 Matriculants (Stateside admitted students) 1,126 1,324 Winter Session Total 1,180 1,410 OPEN UNIVERSITY Open University/Non-admitted Total 254 240 276 257 CONTINUING EDUCATION UNITS (CEU) Certificate Programs 1 7 7 1 3 8 Career by Design² 16 21 7 Nurse Extern 6 2 14 0 10 Life After the Diagnosis4 9 Miscellaneous classes CEU Total 1 13 25 15 24 34 NONCREDIT Ed2Go3 Electrocardiograms (EKG)5 16 16 17 English Language Program (ELP) 5 5 50 54 Teacher Performance Assessment (TPAs) 22 36 83 50 36 53 NonCredit Total 22 41 104 50 102 124 CONTRACT EXTENSION Teaching Intern Program 25 12 35 26 3rd Party Online Teacher Education 18 5 10 19 5 9 School Districts (Partnerships with school districts) 673 90 341 307 41 354 American Language and Culture Program (ALCP) 50 54 Contract Extension Total 691 120 363 326 131 443 TOTAL 5,260 1,850 1,180 2,385 5,085 2,209 1,410 2,786

CAMPUS-WIDE ENROLLMENT CHARACTERISTICS & TRENDS • SECTION 2 • BOOK OF TRENDS • 2021-2022 53 2019-20 2020-21 2021-22 Summer Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring 717 1,438 25 1,637 639 1,710 27 1,836 745 1,772 49 1,761 18 62 44 94 50 80 98 80 62 735 1,500 25 1,681 733 1,760 27 1,916 843 1,852 49 1,823 448 413 318 3,782 4,818 4,729 4,230 5,231 5,047 68 71 71 1,214 1,148 1,299 1,282 1,219 1,370 209 215 132 195 161 134 79 8 17 1 4 13 21 12 14 2 2 1 1 1 9 7 29 42 15 2 2 8 4 1 1 17 20 41 29 28 51 38 18 34 21 8 32 3 3 17 8 8 12 21 59 87 3 41 58 8 71 40 28 27 17 4 41 7 13 2 12 31 8 37 11 38 288 54 365 421 15 157 505 73 351 52 42 18 12 34 34 301 136 446 452 50 181 542 159 430 5,316 5,316 1,307 2,444 6,553 2,048 1,246 2,324 6,444 2,217 1,419 2,373

continuedfrompreviouspage

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

GRADUATE STUDIES AND RESEARCH

The Office of Graduate Studies and Research (GSR) assists students in finding research and scholarship opportunities, exploring graduate and postbaccalaureate programs, and helps graduate students to complete their degrees. GSR promotes all student, faculty, and staff Research, Scholarship and Creative Activities (RSCA) and cultivates an accessible, inclusive, and welcoming learning environment for our diverse student body. We ensure that the university maintains high academic standards and provides high-quality graduate education by working collaboratively with all constituents in the develop ment and improvement of graduate programs and events related to graduate student recruitment, outreach, and professional development. We also oversee the university research enterprise by providing a full range of pre-award services that facilitate the development, preparation, and submission of grant and contract proposals for extramural funding and faculty professional development in research and grant writing, and assure university compliance with federal and sponsorspecific requirements for grants, contracts, and general research activities.

3 54 STANISLAUS STATE • CSUSTAN.EDU

GRADUATE DEGREE PROGRAMS AND CONCENTRATIONS, ACADEMIC YEAR 2021-22

DEGREE PROGRAM DEGREE UNITS REQUIRED STATE-SUPPORT & ON-SITE SELF-SUPPORT/ EXTENDED ED STOCKTON CAMPUS* DISTANCE ED** BIOLOGICAL SCIENCES MS 30 ✓ BUSINESS ADMINISTRATION Accounting MBA 30 ✓ ✓ Business Analytics MBA 30 ✓ Executive Master of Business Administration MBA 36 ✓ ✓ ✓ Finance MBA 30 ✓ ✓ ✓ ✓ General MBA 30 ✓ ✓ ✓ ✓ CHILD DEVELOPMENT MA 34 ✓ ✓ CRIMINAL JUSTICE MA 36 ✓ ✓ EDUCATION Counselor Education MA 32 ✓ ✓ Counselor Education Professional Clinical Counselor MA 60 ✓ ✓ Curriculum and Instruction: Educational Technology MA 30 ✓ Curriculum and Instruction: Elementary Education MA 30 ✓ Curriculum and Instruction: Multilingual Education MA 30 ✓ Curriculum and Instruction: Reading MA 30 ✓ Curriculum and Instruction: Secondary Education MA 30 ✓ Curriculum and Instruction: Special Education MA 30 ✓ School Administration MA 33 ✓ EDUCATIONAL LEADERSHIP Community College Leadership EdD 60 ✓ ✓ P-12 Leadership EdD 60 ✓ ✓ ENGLISH Literature MA 30 ✓ Rhetoric and the Teaching of Writing MA 30 ✓ TESOL MA 30 ✓ HISTORY MA 30 ✓ INTERDISCIPLINARY STUDIES General MA 30 ✓ General MS 36 ✓ Geospatial Analysis of Human-Environmental Change MS 36 ✓

56 STANISLAUS STATE • CSUSTAN.EDU

Source: List of degrees retrieved from http://degrees.calstate.edu/ on July 14, 2021

*Official Off-Campus Center, Stockton Campus, degree program as reported to WSCUC https://www.wscuc.org/

**Official distance education, e.g., online, hybrid, degree program as reported to WSCUC

GRADUATE STUDIES AND RESEARCH • SECTION 3

DEGREE PROGRAM DEGREE UNITS REQUIRED STATE-SUPPORT & ON-SITE SELF-SUPPORT/ EXTENDED ED STOCKTON CAMPUS* DISTANCE ED** MARINE SCIENCES MS 30 ✓ NURSING Gerontological Nursing MS 36 ✓ Family Nurse Practitioner MS 48 ✓ Nursing Administration MS 36 ✓ Nursing Education MS 36 ✓ PSYCHOLOGY Applied Behavior Analysis MA 40 ✓ General MA 30 ✓ Marriage and Family Therapy Concentration Behavior Analysis Track MS 61 ✓ Marriage and Family Therapy Concentration Counseling Track MS 60 ✓ PUBLIC ADMINISTRATION MPA 42 ✓ ✓ SOCIAL WORK MSW 60 ✓ ✓ ✓ ✓ BOOK OF TRENDS • 2021-2022 57

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

HIGHLIGHTS

• There was a 3.4% decrease in master’s state-supported degree enrollments this past year.

• Total graduate/postbac enrollment increased by 1.7% in the past year.

• 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 master’s degree seeking enrollment increased by 19.6% and state-supported master’s degree seeking enrollment increased by 0.7%.

Table 3.1

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

Table 3.1 Note: All Other Postbacs include unclassified/undeclared postbacs and postbacs seeking a second bachelor’s degree. Student headcounts are unduplicated and categorized according to their primary program, for example, if a student is seeking a master’s degree and advanced credential, they will be counted once in the master’s degree total. There are however a small number of duplicated records in some semesters where master’s degree seeking students enrolled in both state- and self-support courses (one student in both fall 2019 and fall 2020, and three students in fall 2021).

STATE-SUPPORT Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Master’s 615 621 642 641 619 -3.4 0.7 Doctoral 32 26 25 23 29 26.1 -9.4 Credential 452 464 410 424 442 4.2 -2.2 All Other Postbacs 16 24 26 10 8 -20.0 -50.0 State-Support Total 1,115 1,135 1,103 1,098 1,098 0.0 -1.5 SELF-SUPPORT Master’s 158 157 155 167 189 13.2 19.6 Certificate 3 All Other Postbacs 28 41 42 43 40 -7.0 42.9 Self-Support Total 158 157 155 167 192 15.0 21.5 TOTAL 1,301 1,333 1,300 1,308 1,330 1.7 2.2

TABLE 3.1 |

58 STANISLAUS STATE • CSUSTAN.EDU

TABLE 3.2 | Graduate Enrollment by Source of Funding, 5-Year Trend

HIGHLIGHTS

• Overall state-supported graduate enrollment decreased by 2.4% or 16 students over the past year.

• Self-supported graduate enrollment increased by 15% or 31 students over the past five years.

Table 3.2

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

Table 3.2 Note: Graduate enrollment includes master’s and doctoral degree seeking students. There are a small number of duplicated records in some semesters where master’s degree seeking students enrolled in both state- and self-support courses (one student in both fall 2019 and fall 2020, and three students in fall 2021).

GRADUATE STUDIES AND RESEARCH • SECTION 3

FUNDING SOURCE Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year State-Support N 647 647 667 664 648 -2.4 0.2 % 80.4 80.5 81.1 79.9 77.4 -3.1 -3.7 Self-Support N 158 157 155 167 189 13.2 19.6 % 19.6 19.5 18.9 20.1 22.6 12.4 15.0 TOTAL 805 804 822 831 837 -2.4 0.2

2017 2018 2019 2020 2021 FALL TERM HEADCOUNT 0 200 400 600 800 1,000 KEY: STATE-SUPPORT SELF-SUPPORT TOTAL

BOOK OF TRENDS • 2021-2022 59

FIG. 3.2 | Graduate Enrollment by Source of Funding, 5-Year Trend

TABLE 3.3 | State-Supported Graduate Enrollment by Discipline Division with CSU Peer Institutions Comparisons, Fall 2021

HIGHLIGHT

• Stanislaus State ranks second among its CSU peer group in the percentage of Education majors at the master’s level (30%), following Monterey Bay at 36.7%.

Table 3.3 Source: CSU Institutional Research and Analyses, CSU Student Enrollment by Degree Programs, Retrieved from https://www2.calstate.edu/data-center/institutional-researchanalyses/Pages/reports-and-analytics.aspx

Table 3.3 Notes: Self-support enrollments at the discipline or degree program level are not currently available systemwide and therefore not included in the above table.

1. Stanislaus State’s applicable degree program names included in parentheses.

DISCIPLINE DIVISION¹ Bakersfield East Bay Fresno Monterey Bay San Bernardino San Francisco STANISLAUS CSU Total MASTER’S Education (Education) 130 366 571 151 407 686 186 8,721 2.1 Public Affairs and Services (Criminal Justice, Public Administration, Social Work) 238 252 157 135 442 176 208 4,610 4.5 Business and Management (Business Administration) 141 464 205 181 229 97 4,483 2.2 Psychology (Psychology) 46 84 53 154 115 42 1,460 2.9 Health Professions (Nursing) 66 185 225 141 232 29 3,544 0.8 Letters (English) 31 21 103 95 320 33 1,842 1.8 Social Sciences (History) 10 44 77 95 206 15 2,026 0.7 Interdisciplinary Studies (Interdisciplinary Studies) 1 2 72 28 69 4 667 0.6 Biological Science (Biological Sciences) 22 69 90 32 145 6 1,008 0.6 All Other Disciplines other than those noted above 31 408 507 277 558 11,590 Master’s Total 716 1,809 2,021 411 1,852 2,736 620 39,951 1.6 DOCTORATE Education (Educational Leadership) 49 44 104 51 90 29 1,095 2.6 All Other Disciplines other than those noted above 108 150 1,386 0.0 Doctorate Total 49 44 212 51 240 29 2,481 1.2 TOTAL 765 1,853 2,233 411 1,903 2,976 649 42,432

Stanislaus % of CSU Total

60 STANISLAUS STATE • CSUSTAN.EDU

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

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

GRADUATE STUDIES

RESEARCH • SECTION 3 STATE-SUPPORT Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Criminal Justice 17 7 10 7 12 71.4 -29.4 English 26 27 20 27 33 22.2 26.9 History 18 18 20 18 15 -16.7 -16.7 Public Administration 55 67 66 56 48 -14.3 -12.7 TOTAL 116 119 116 108 112 3.7 -3.4 STATE-SUPPORT Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Business Administration (Evening MBA) 60 66 69 95 94 -1.1 56.7 State-Support Total 60 66 69 95 94 -1.1 56.7 SELF-SUPPORT Executive MBA 50 49 47 24 1 -95.8 -98.0 Online MBA 51 37 37 82 129 57.3 152.9 Self-Support Total 101 86 84 106 130 22.6 28.7 TOTAL 161 152 153 201 221 10.0 37.3

AND

BOOK OF TRENDS • 2021-2022 61

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

TABLE 3.6 | COEKSW Graduate Enrollment by Source of Funding and Degree Program, 5-Year Trend

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

Table 3.6 and Table 3.7 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files

1. The MS in Ecology and Sustainability was discontinued in 2019 and the MS in Genetic Counseling was discontinued in 2017; the MS in Biological Sciences was implemented in 2019.

2. The MA in Interdisciplinary Studies with a concentration in Child Development was changed to an MA in Child Development, with an initial cohort that started in spring 2020.

STATE-SUPPORT Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Educational Leadership 32 26 25 23 29 26.1 -9.4 Education 213 215 204 187 160 -14.4 -24.9 Social Work 138 126 144 144 148 2.8 7.2 State-Support Total 383 367 373 354 337 -4.8 -12.0 SELF-SUPPORT Social Work Hybrid 27 53 52 51 54 5.9 100.0 Self-Support Total 27 53 52 51 54 5.9 100.0 TOTAL 410 420 425 405 391 -3.5 -4.6 STATE-SUPPORT Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Biological Sciences¹ 2 5 6 20.0 Ecology and Sustainability¹ 7 1 Nursing 16 32 45 39 29 -25.6 81.3 Psychology 61 57 57 60 67 11.7 9.8 State-Support Total 84 90 104 104 102 -1.9 21.4 SELF-SUPPORT Child Development² 10 10 8 -20.0 Genetic Counseling¹ 18 18 9 Interdisciplinary Studies: Child Development² 12 Self-Support Total 30 18 19 10 8 -20.0 -73.3 TOTAL 114 108 123 114 110 -3.5 -3.5

62 STANISLAUS STATE • CSUSTAN.EDU

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

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

HIGHLIGHTS

• About six out of ten graduate students enrolled in fall 2021 earned their bachelor’s degree from Stan State.

• On average, 60.8% of master’s degree seeking students and 48.3% of doctoral degree seeking students earned their bachelor’s degree from Stan State.

Table 3.8 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files

Table 3.8 Note: No self-support enrollments in interdisciplinary programs at the graduate level for this 5-year period; enrollments in the self-support master’s in Interdisciplinary Studies with a concentration in Child Development reported in the College of Science.

Table 3.9 Sources: CSU Enrollment Reporting System-Student Enrollment (ERSS); CSU Enrollment Reporting System-Self-Support (sERSS); PeopleSoft Academic Degree Table

Table 3.9 Note: Fall term headcounts are unduplicated and include continuing, returning and new graduate students.

GRADUATE STUDIES AND RESEARCH • SECTION 3 STATE-SUPPORT Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Interdisciplinary Studies 4 4 4 2 4 100.0 0.0 TOTAL 4 4 4 2 4 100.0 0.0 DEGREE LEVEL Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 MASTER’S Completed Stan State Bachelor’s Degree 474 460 478 494 491 Master’s Total 773 778 797 808 808 % Completed Stan State Bachelor’s Degree 61.3 59.1 60.0 61.1 60.8 DOCTORATE Completed Stan State Bachelor’s Degree 16 13 11 12 14 Doctorate Total 32 26 25 23 29 % Completed Stan State Bachelor’s Degree 50.0 50.0 44.0 52.2 48.3 TOTAL Completed Stan State Bachelor’s Degree 490 473 489 506 505 All Graduate Students 805 804 822 831 837 % Completed Stan State Bachelor’s Degree 60.9 58.8 59.5 60.9 60.3

BOOK OF TRENDS • 2021-2022 63

Table 3.10 | Percentage of Female Graduate/Postbac Enrollment with CSU Peer Institutions and Systemwide Comparisons, Fall 2021

• 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 12.8 percentage points higher than the CSU overall.

Table 3.10

Source: CSU Institutional Research and Analyses, CSU Fall Enrollment Summary, Retrieved from https://www2.calstate.edu/data-center/institutional-research-analyses/ Pages/reports-and-analytics.aspx

Table 3.10 Notes: Enrollments include state-supported graduate/postbac students enrolled in a master’s, doctoral, teacher or advanced credential, or certificate program, and all other postbacs.

1. Sorted by % Female in descending order

CSU CAMPUS 1 Percent (%) STANISLAUS 77.2 Bakersfield 73.2 Monterey Bay 70.6 San Bernardino 66.9 Fresno 66.4 East Bay 64.6 San Francisco 64.6 CSU TOTAL 64.4

HIGHLIGHTS

64 STANISLAUS STATE • CSUSTAN.EDU

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

HIGHLIGHTS

• The Stanislaus campus awarded 1.7% of the CSU’s total number of 2021-22 graduate degrees awarded.

• Among Stanislaus State’s CSU peers, East Bay awarded the most graduate degrees in 2021-22.

Table 3.11

Source: CSU Enrollment Reporting System-Degrees (ERSD) data files.

Table 3.11 Notes: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring. The Degrees Awarded and Retention and Graduation Rates section contains additional degrees awarded details.

Table 3.12 Source: CSU Institutional Research and Analyses, CSU Undergraduate and Graduate Degrees Granted, Retrieved from https://www2.calstate.edu/datacenter/institutional-research-analyses/Pages/reports-and-analytics.aspx

Table 3.12 Notes: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring. The Degrees Awarded and Retention and Graduation Rates section contains additional degrees awarded details.

1. Sorted by % of CSU Total in descending order

GRADUATE STUDIES AND RESEARCH • SECTION 3

DEGREE LEVEL 2017-18 2018-19 2019-20 2020-21 2021-22 5-Year Total % CHANGE 1 Year 5 Year Master’s 345 295 369 347 322 1,678 -7.2 -6.7 Doctorate 14 5 10 3 9 41 200.0 -35.7 TOTAL 359 300 379 350 331 1,719 -5.4 -7.8

CSU CAMPUS1 Master’s Doctorate Total % of CSU Total East Bay 1,048 18 1,066 5.4 San Francisco 940 72 1,012 5.1 Fresno 794 73 867 4.4 San Bernardino 798 18 816 4.1 Bakersfield 461 6 467 2.4 STANISLAUS 322 9 331 1.7 Monterey Bay 287 287 1.4 CSU TOTAL 19,237 626 19,863

BOOK OF TRENDS • 2021-2022 65

TABLE 3.12 | Graduate Degrees Awarded by Degree Level with CSU Peer Institutions Comparisons, College Year 2021-22

TABLE 3.13 | Graduate Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

HIGHLIGHTS

• The total number of master’s degrees awarded in 2021-22 decreased by 16 compared to the prior year.

• The total number of master’s degrees awarded decreased by 14 in the past five years, with the largest decreases in Social Work, Psychology, and Executive MBA.

Table 3.13 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

• The top four graduate degrees awarded in the most recent year as well as over the past five years were in Education (516), Social Work (393), Business Administration (357), and Psychology (110) degree programs. Less than 100 master’s degrees were awarded in all other graduate degree programs.

Table 3.13 Note: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring.

1. The MA in Interdisciplinary Studies with a concentration in Child Development was changed to an MA in Child Development, with an initial cohort that started spring 2020.

2. The MS in Ecology and Sustainability was discontinued in 2019 and the MS in Genetic Counseling was discontinued in 2019; an MS in Biological Sciences was implemented in 2019.

MASTER’S 2017-18 2018-19 2019-20 2020-21 2021-22 5-Year Total % CHANGE 1 Year 5 Year Biological Sciences 2 2 Business Administration 69 63 63 79 83 357 5.1 20.3 Evening MBA 22 30 27 35 39 153 11.4 77.3 Executive MBA 26 21 22 25 1 95 -96.0 -96.2 Online MBA 21 12 14 19 43 109 126.3 104.8 Child Development¹ 5 8 13 60.0 Criminal Justice 3 5 3 2 1 14 -50.0 -66.7 Ecology and Sustainability² 6 2 3 11 -100.0 Education 95 111 116 105 89 516 -15.2 -6.3 English 11 16 9 7 7 50 0.0 -36.4 Genetic Counseling² 9 8 11 1 29 -100.0 History 4 5 8 5 11 33 120.0 175.0 Interdisciplinary Studies 2 1 2 3 8 -100.0 Interdisciplinary Studies: Child Development¹ 8 1 1 10 Nursing 5 4 21 15 17 62 13.3 240.0 Psychology 29 21 24 18 18 110 0.0 -37.9 Public Administration 11 8 19 20 12 70 -40 9.1 Social Work 101 43 89 87 73 393 -16.1 -27.7 Master’s Total 345 295 369 347 331 1,687 -4.6 -4.1

Educational Leadership 14 5 10 3 9 41 200.0 -35.7 Community College Leadership 7 3 5 2 7 24 250.0 0.0 P-12 Leadership 7 2 5 1 2 17 100.0 -71.4 Doctorate Total 14 5 10 3 9 41 200.0 -35.7 TOTAL 359 300 379 350 331 1,719 200.0 20.3

DOCTORATE

66 STANISLAUS STATE • CSUSTAN.EDU

Table 3.14 Source: CSU Institutional Research and Analyses, CSU Undergraduate and Graduate Degrees Granted, Retrieved from https://www2.calstate. edu/data-center/institutional-research-analyses/Pages/reports-and-analytics.aspx

Table 3.14 Notes: Degrees awarded represent the unduplicated headcount of state- and self-support degree program completers, summer through spring. 1.

State’s applicable degree program names included in parentheses.

GRADUATE STUDIES AND RESEARCH • SECTION 3

DISCIPLINE DIVISION¹ Bakersfield East Bay Fresno Monterey Bay San Bernardino San Francisco CSU Total Stanislaus % of CSU Total MASTER’S Education (Education) 180 281 357 67 165 241 98 4,372 2.2 Public Affairs (Criminal Justice, Public Administration, Social Work) 113 128 49 42 205 64 86 2,650 3.2 Business-Management (Business Administration) 89 271 73 109 155 106 83 2,825 2.9 Psychology (Psychology) 18 20 16 47 47 18 547 3.3 Letters (English) 6 14 26 38 93 7 617 1.1 Health Professions (Genetic Counseling, Nursing) 28 160 99 30 54 111 17 2,002 0.8 Social Sciences (History) 2 17 16 36 55 11 745 1.5 Interdisciplinary (Interdisciplinary Studies) 1 9 23 16 28 308 Biological Sciences (Ecology and Sustainability) 9 26 18 5 53 2 374 0.5 All other disciplines other than those noted above 15 151 127 77 142 4,797 Master’s Total 461 1,048 794 287 798 940 322 19,237 1.7 DOCTORATE Education (Educational Leadership) 6 18 39 18 23 9 281 3.2 All other disciplines other than those noted above 34 49 345 Doctorate Total 6 18 73 0 18 72 9 626 1.4 TOTAL 467 1,066 867 287 816 1,012 331 19,863 1.7 STANISLAUS

Stanislaus

BOOK OF TRENDS • 2021-2022 67

TABLE 3.14 | Graduate Degrees Awarded by Degree Level and Discipline Division with CSU Peer Institutions Comparisons and Percent of CSU Total, College Year 2021-22

TABLE 3.15 | Grant Submissions by Department/Division, 5-Year Trend

DEPARTMENT/ DIVISION 2017-18 2018-19 2019-20 2020-21 2021-22 # OF SUBMITTED PROPOSALS TOTAL DOLLARS REQUESTED # OF SUBMITTED PROPOSALS TOTAL DOLLARS REQUESTED # OF SUBMITTED PROPOSALS TOTAL DOLLARS REQUESTED # OF SUBMITTED PROPOSALS TOTAL DOLLARS REQUESTED # OF SUBMITTED PROPOSALS TOTAL DOLLARS REQUESTED Academic Affairs 2 $34,929 2 $104,720 5 $8,860,880 2 $307,160 2 $3,039,086 College of the Arts, Humanities and Social Sciences 12 $1,035,636 10 $402,638 7 $793,100 6 $761,253 8 $1,787,841 College of Business Administration 1 $74,573 4 $121,471 1 $25,000 Business and Finance 2 $28,373 2 $267,000 2 $2,049,943 College of Education, Kinesiology and Social Work 15 $2,283,865 19 $1,847,209 15 $2,316,019 16 $2,998,614 17 $5,018,962 Library 1 $3,000 College of Science 49 $7,039,225 34 $5,416,725 35 $4,113,745 33 $9,058,643 31 $7,555,944 SPEMI 2 $864,485 Student Affairs 3 $257,248 2 $125,860 4 $2,722,177 2 $327,881 3 $168,000 TOTAL 82 $10,725,476 76 $8,914,481 68 $19,072,921 59 $13,453,551 64 $19,644,776

68 STANISLAUS STATE • CSUSTAN.EDU

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

GRADUATE STUDIES AND RESEARCH • SECTION 3 2017-18 2018-19 2019-20 2020-21 2021-22 # OF AWARDED PROPOSALS TOTAL DOLLARS AWARDED # OF AWARDED PROPOSALS TOTAL DOLLARS AWARDED # OF AWARDED PROPOSALS TOTAL DOLLARS AWARDED # OF AWARDED PROPOSALS TOTAL DOLLARS AWARDED # OF AWARDED PROPOSALS TOTAL DOLLARS AWARDED # OF PENDING PROPOSALS TOTAL DOLLARS PENDING DEPARTMENT/ DIVISION Academic Affairs 1 $15,000 1 $7,000 2 $347,129 2 $307,160 1 $1,741,395 College of the Arts, Humanities and Social Sciences 9 $108,787 5 $364,974 5 $93,100 2 $325,032 4 $1,070,170 2 $281,887 College of Business Administration 2 $81,472 1 $25,000 Business and Finance 1 $11,000 1 $17,000 2 $2,049,943 College of Education, Kinesiology and Social Work 10 $1,819,477 16 $1,752,457 12 $2,084,650 13 $2,323,273 10 $1,932,692 3 $127,137 Library 1 $3,000 College of Science 35 $3,996,687 24 $3,625,319 21 $1,847,414 21 $6,913,760 19 $2,654,363 7 $4,417,621 SPEMI 2 $864,485 Student Affairs 1 $124,983 2 $125,860 3 $2,326,629 2 $327,881 3 $168,000 TOTAL 56 $6,064,934 54 $6,835,567 44 $6,715,922 40 $10,197,106 38 $7,591,620 14 $6,876,588

BOOK OF TRENDS • 2021-2022 69

Table 3.15 and Table 3.16 Source: Stanislaus State Office of Research and Sponsored Programs Table 3.16 Note: 2020-21 updated since last publication to reflect final awards; 2021-22 includes pending awards as of November 1, 2022.

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

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

KEY:

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

SUBMITTED GRANT AWARDS

HIGHLIGHTS

• State and local grant expenditures increased in the past year, while federal and non-governmental grant expenditures declined.

• Federal grant expenditures increased by 15.9% over the past five years, while grant expenditures for all other award types declined.

• Total grant expenditures decreased by about 11% in the past year and increased by almost 2% over the past five years.

Table 3.18A Source: Stanislaus State Financial Services, Post Award Grant Administration

Table 3.18A Note: Dollar amounts rounded to the nearest whole dollar; totals may not sum to total due to rounding.

2017-18 2018-19 2019-20 2020-21 2021-22 HEADCOUNT 0 40 80 120 160

PROPOSALS

PROPOSALS & GRANT AWARDS 2017-18 2018-19 2019-20 2020-21 2021-22 Proposals Submitted 82 76 68 59 64 Grant Awards 56 54 44 40 38 Success Rate 68.3 71.1 64.7 67.8 59.4

AWARD TYPE 2017-18 2018-19 2019-20 2020-21 2021-22 5-Year Total % CHANGE 1 Year 5 Year Federal $3,759,277 $4,913,360 $5,150,038 $5,054,230 $4,355,869 $4,646,555 -13.8 15.9 State $708,038 $485,195 $384,710 $512,472 $668,609 $551,805 30.5 -5.6 Local $909,721 $354,722 $527,934 $602,135 $641,320 $607,166 6.5 -29.5 Non-Gov $924,733 $792,071 $762,461 $991,496 $740,339 $842,220 -25.3 -19.9 TOTAL $6,301,769 $6,545,349 $6,825,143 $7,160,332 $6,406,137 $6,647,746 -10.5 1.7

Table 3.17

70 STANISLAUS STATE • CSUSTAN.EDU

Source: Stanislaus State Office of Research and Sponsored Programs Table 3.17 Note: 2021-22 grant awards do not include pending awards displayed in Table 3.16.

TABLE 3.18B | Grant Expenditures by Account Category, 5-Year Trend

GRADUATE STUDIES AND RESEARCH • SECTION 3 ACCOUNT CATEGORY 2017-18 2018-19 2019-20 2020-21 2021-22 5-Year Total 601-Regular Salaries and Wages $2,622,698 $2,741,839 $2,738,855 $3,218,988 $2,767,920 $14,090,299 603-Benefits Group $952,812 $906,843 $1,071,590 $1,254,834 $1,081,957 $5,268,036 604-Communications $8,856 ($384) $600 $9,072 605-Utilities Group $224 $15 $239 606-Travel $159,115 $232,955 $113,696 $25,912 $102,053 $633,731 608-Library Acquisitions 613-Contractual Services Group $304,340 $287,739 $55,840 $88,008 $46,308 $782,234 616-Information Technology Costs $9,489 $19,011 $15,617 $23,680 $22,712 $90,508 617-Services from Other Funds/Agencies Group $143,968 $248,872 $80,365 $86,645 $559,850 619-Equipment Group $80,352 $101,125 $139,856 $212,448 $70,155 $603,937 620-SP-Subrecipient $155,941 $35,662 $23,780 $48,891 $264,274 622-SP-Participant Support $17,553 $3,077 $20,630 624-SP-Scholarships $1,159,229 $1,222,318 $1,461,727 $1,179,848 $1,128,417 $6,151,539 660-Misc. Operating Expenses $481,886 $329,901 $397,926 $418,182 $459,199 $2,087,094 662-SP-F&A Cost (Indirect Cost) $411,393 $498,238 $545,465 $675,460 $566,269 $2,696,825 680-Operating Transfers Out $5,283 $36,623 $41,906 690-Expenditure Adjustments ($49,851) ($10,503) $11,320 ($34,945) $22,536 ($61,443) TOTAL $6,301,769 $6,545,349 $6,825,142 $7,160,332 $6,406,137 $33,238,729

BOOK OF TRENDS • 2021-2022 71

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

DEPARTMENT DEPT. CODE 2017-18 2018-19 2019-20 2020-21 2021-22 5-Year Total Accounting & Finance 21001 $2,110 $53,841 $7,096 $63,048 Agriculture 20029 $95,431 $124,333 $64,463 $1,410 $44,593 $330,230 Anthropology 20004 $25,652 $42,640 $11,123 $35,641 $22,652 $137,709 AVP Academic Affairs 30030 $191 $214,371 $247,499 $462,060 Biological Sciences 20007 $1,054,435 $828,508 $1,126,707 $1,219,487 $998,645 $5,227,782 Career Services 52202 $5,375 $5,375 Chemistry 20009 $60,240 $101,072 $161,312 Child Development 20001 $135,269 $273,607 $344,900 $753,776 Coll Humanities & Soc Science 24099 $60,061 $29,712 $89,773 College of Science STEM Grants 25080 $1,084,555 $1,282,837 $1,159,917 $1,228,269 $923,226 $5,678,804 Community Equity Research Cent 30501 $6,894 $6,894 Computer Science 20012 $238,699 $290,346 $331,332 $185,886 $208,316 $1,254,578 COS K-12 STEM Programs 25047 $192,355 $181,677 $18,022 $392,054 Dean College of Science 25099 $45,052 $43,157 $46,465 $28,956 $21,462 $185,092 Dean-Coll of Educ 22099 $323,991 $459,485 $374,362 $303,706 $296,330 $1,757,874 Warrior Cross Cultural Center (formerly Diversity Center) 51501 $4,422 $3,467 $7,889 Ethnic Studies 20018 $2,902 $35,357 $17,664 $55,924 Facilities Admin & Planning 44002 $11,000 $15,000 $26,000 Faculty Development Center 30061 $8,050 $8,050 Geography 20024 $3,149 $574 $29,344 $33,068 Great Valley Writing Project (GVWP) Grants 22021 $108,658 $182,049 $93,818 $189,995 $117,027 $691,546 Health Services 51200 $9,629 $9,629 Housing 51001 $10,026 $556 $10,582 Institutional Research 30070 $2,311 $742 $3,053 Kinesiology and Public Health 22003 $79,918 $79,918 Liberal Studies 20028 $89,845 $150,282 $240,127 Library 32001 $3,000 $3,000 Masters in Social Work 20038 $1,446,282 $1,377,573 $1,346,999 $1,163,779 $1,218,123 $6,552,756 Math Projects 20047 $82,381 $46,548 $40,724 $35,136 $68,448 $273,237 Mathematics 20019 $5,000 $11,223 $16,223 McNair TRIO Grant 24080 $155,010 $254,743 $206,939 $293,153 $170,284 $1,080,130 Nursing 20010 $842,742 $685,501 $703,454 $643,705 $548,634 $3,424,035 Office of Dean of Students 51505 $7,500 $7,500 Politics & Public Admin 20002 $42,180 $5,707 $47,887 Psychology 20025 $3,509 $194,234 $108,342 $306,084 Sociology 20026 $7,500 $7,500 Strat Plng, Enroll Mgmt & Innov 34106 $113,711 $178,880 $276,189 $209,119 $777,899 Student Support Services 52101 $412,762 $400,185 $450,200 $399,954 $433,828 $2,096,929 Teacher Diversity 22100 $51,377 $30,247 $283,230 $18,768 $383,623 VP of Student Affairs 50001 $19,337 $162,698 $293,879 $113,865 $589,778 TOTAL $6,301,769 $6,545,349 $6,825,143 $7,160,332 $6,406,137 $33,238,727

72 STANISLAUS STATE • CSUSTAN.EDU

TABLE 3.18C | Grant Expenditures by Department, 5-Year Trend

TABLE 3.19 | Direct and Indirect Grant Expenses by Funding Source, 5-Year Trend

HIGHLIGHTS

• On average, the effective indirect cost percentage is about 9% overall.

• The percentage of indirect costs increased the most over the past five years for federal grants, by 2.6 percentage points, followed by non-governmental grants by 2.2 percentage points.

Table 3.19 Source: Stanislaus State Financial Services, Post Award Grant Administration

Table 3.19 Notes: Dollar amounts rounded to the nearest whole dollar; totals may not sum to total due to rounding.

1. For this table the source of the grant funding, that is federal, state, etc., is the direct source from where the University receives the funding. Many times federal dollars are passed through state or local governments to the University. For this table grant money that is passed through state and local government is counted as state and local grants. Consequently, dollars tracked in this fashion changes the appearance of the true source of the funding from the federal government to state and local governments.

2. EFF IDC % = Effective Indirect Cost Percentage

GRADUATE STUDIES AND RESEARCH • SECTION 3

SOURCE ¹ 2017-18 2018-19 2019-20 2020-21 2021-22 5-Year Average % CHANGE FEDERAL 1 Year 5 Year Direct Expenses $3,524,581 $4,526,277 $4,711,047 $4,553,833 $3,954,584 $4,254,064 -13.2 12.2 Indirect Expenses $234,696 $387,083 $438,991 $500,396 $401,285 $392,490 -19.8 71.0 Total Expenses $3,759,277 $4,913,360 $5,150,038 $5,054,230 $4,355,869 $4,646,555 -13.8 15.9 Eff IDC %2 6.7 8.6 9.3 11.0 10.1 9.2 STATE Direct Expenses $679,977 $461,119 $373,574 $493,359 $633,667 $528,339 28.4 -6.8 Indirect Expenses $28,062 $24,076 $11,136 $19,113 $34,942 $23,466 82.8 24.5 Total Expenses $708,038 $485,195 $384,710 $512,472 $668,609 $551,805 30.5 -5.6 Eff IDC %2 4.1 5.2 3.0 3.9 5.5 4.4 LOCAL Direct Expenses $836,050 $330,372 $522,849 $554,229 $594,528 $567,606 7.3 -28.9 Indirect Expenses $73,671 $24,351 $5,085 $47,906 $46,791 $39,561 -2.3 -36.5 Total Expenses $909,721 $354,722 $527,934 $602,135 $641,320 $607,166 6.5 -29.5 Eff IDC %2 8.8 7.4 1.0 8.6 7.9 7.0 NONGOV Direct Expenses $849,768 $729,343 $672,207 $883,451 $657,089 $758,372 -25.6 -22.7 Indirect Expenses $74,965 $62,728 $90,254 $108,045 $83,251 $83,848 -22.9 11.1 Total Expenses $924,733 $792,071 $762,461 $991,496 $740,339 $842,220 -25.3 -19.9 Eff IDC %2 8.8 8.6 13.4 12.2 12.7 11.1 TOTAL Direct Expenses $5,890,376 $6,047,111 $6,279,677 $6,484,872 $5,839,868 $6,108,381 -9.9 -0.9 Indirect Expenses $411,393 $498,238 $545,465 $675,460 $566,269 $539,365 -16.2 37.6 Total Expenses $6,301,769 $6,545,349 $6,825,143 $7,160,332 $6,406,137 $6,647,746 -10.5 1.7 EFF IDC % 2 7.0 8.2 8.7 10.4 9.7 8.8 BOOK OF TRENDS • 2021-2022 73

OFFICE OF RESEARCH & SPONSORED PROGRAMS GRANT AND CONTRACT AWARDS, 2021-22

The following includes new grant programs that were funded between July 1, 2021 and June 30, 2022, in addition to pending awards; it does not include ongoing projects that were funded in prior years. Visit www.csustan.edu/orsp for additional information.

ACADEMIC AFFAIRS

Provost Office

PRINCIPAL INVESTIGATOR (PI)/ PROJECT DIRECTOR

Rich Ogle

BUSINESS AND FINANCE

PRINCIPAL INVESTIGATOR (PI)/ PROJECT DIRECTOR

Geng Liu

DETAILS

Title: CaliforniansForAll College Services Fellows

Agency: California Volunteers Award: $1,741,395

DESCRIPTION

Students will join a statewide student service Fellowship working in the areas of K-12 Education, Climate Action, and Food Insecurity

DETAILS

Title: Charging Stations Lots 4 and 6 Agency: San Joaquin Valley Air Pollution Control District Award: $50,000

DESCRIPTION

Charge Up program from the San Joaquin Valley Air Pollution Control District provides funding for the purchase of electric vehicle charging stations

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES

Anthropology, Geography, and Ethnic Studies

PI/PROJECT DIRECTOR

Steve Arounsack

DETAILS

Title: Media Production Training for Merced County Agency: Merced County Award: $12,257

DESCRIPTION

To provide facilitation and consultation for media production training, consultation on media technology, and research on current media trends

Ellen Bell

Debra Bolter

Jose Diaz-Garayua

Title: McNair Scholars Program Agency: U.S. Department of Education Award: $261,887

Title: Wenner-Gren Workshop

Agency: Wenner-Gren Foundation Award: $20,000

Title: CA Endgame Warriors: Creating a Tobacco-Free San Joaquin Valley

Agency: Tobacco-Related Disease Research Program (TRDRP)

Award: $1,025,288

To provide support to increase the number and diversity of students who complete doctoral study and enter the professoriate

New approaches to studying sub-adult hominins in the fossil record.

This project will support mentorship and training programs for undergraduate, post-baccalaureate, and master’s students from tobacco priority populations to conduct mentored tobacco-related research.

74 STANISLAUS STATE • CSUSTAN.EDU

PI/PROJECT DIRECTOR

Elizabeth Greathouse

Sociology and Gender Studies

PI/PROJECT DIRECTOR

Betsy Eudey

DETAILS DESCRIPTION

Title: CCIC Department of Water Resources Agency: Department of Water Resources Award: $15,000

DETAILS

Title: OCS 2022-23 Proposal CSU Stanislaus

Agency: CSU Office of the Chancellor Award: $17,625

COLLEGE OF BUSINESS ADMINISTRATION

Accounting and Finance

PI/PROJECT DIRECTOR

Kim Tan

DETAILS

Title: AICPA MSI Engagement Technology Award Agency: Association of International Certified Professional Accountants (AICPA) Award: $25,000

COLLEGE OF EDUCATION, KINESIOLOGY & SOCIAL WORK

Advanced Studies in Education

PI/PROJECT DIRECTOR

Brett Ashmun

DETAILS

Title: GVWP: Elementary and Secondary School Emergency Relief (ESSER) Funds Agency: University of California, Santa Barbara Award: $25,000

CCIC to conduct background searches on cultural resources as requested by the Department of Water Resources

DESCRIPTION

To implement a year-long Faculty Learning Community designed to enhance our capacity to provide assistance to faculty who are developing and facilitating online courses

DESCRIPTION

To provide MSIs funds to assist in upgrading the technology infrastructure to support students

DESCRIPTION

To provide workshops and programming in support of teacher development

Brett Ashmun

Title: GVWP: Expanding the Impact of Teacher Leaders and Site Knowledge through the Write Now Teacher Studio Agency: National Writing Project Award: $5,000

To provide activities to support the improvement of teaching and learning of writing

Anysia Mayer

Title: CERC -- TUSD Professional Development DEI Agency: Turlock Unified School District Award: $50,700

To provide Diversity, Equity and Inclusion (DEI) professional development workshops during AY 2022 and 2023

Anysia Mayer

Title: CERC -- TUSD Professional Development Ethnic Studies Agency: Turlock Unified School District Award: $6,000

To provide Ethnic Studies professional development workshops during AY 2022

GRADUATE STUDIES AND RESEARCH • SECTION 3

continued from previous page BOOK OF TRENDS • 2021-2022 75

Social Work

PI/PROJECT DIRECTOR DETAILS DESCRIPTION

Sevaughn Banks

John Garcia

Teacher Education

Title: Cultivating Cultural Awareness and Global Consciousness through Internationalization and Decolonization of Social Work Curriculum

Agency: Council on Social Work Education Award: $10,000

Title: CalSWEC Title IV-E 2021-22 Agency: UC Berkeley Award: $1,615,541

PI/PROJECT DIRECTOR DETAILS

Title: SCOE ARCHES and Stan State TRRP and MSTI Tutoring Programs 2021-2022

To facilitate the development of international social work education materials and curricula that bring a global context into U.S. social work classrooms.

Continued funding for the MSW program through CalSWEC/Berkeley subaward

DESCRIPTION

Oddmund Myhre

Agency: Stanislaus County Office of Education Award: $2,000

Title: 2021-2022 MSTI

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

Oddmund Myhre

Noelle Won

COLLEGE OF SCIENCE

Biological Sciences

Agency: Office of the Chancellor Award: $100,000

Title: CSMP-ESSA

Agency: University of California, Santa Barbara Award: $30,089

Title: CSMP-STATE

Agency: University of California, Santa Barbara Award: $36,506

Title: Turlock Residency Program Year 3

Agency: Turlock Unified School District Award: $92,750

Title: Turlock Residency Program Year 4

Agency: Turlock Unified School District Award: $51,542

Title: Teacher Residency Capacity Grant with Ceres Unified School District Agency: Ceres Unified School District Award: $25,701

Mathematics and Science Teacher Initiative (MSTI/TRRP) 2021-2022

Great Valley Writing Project for the oversight and implementation of academic year professional development workshops.

Turlock Unified School District Teacher Residency Program

To support a residency program that would increase the quality of new teacher preparation and their exponential impact on student achievement

PI/PROJECT DIRECTOR DETAILS DESCRIPTION

Matthew Cover

Brian Cypher

Title: Social Tools for Bio: Communities of Practice Agency: California Education Learning Lab Award: $37,705

Title: Westervelt Task Order 10, Augmentation #2 Agency: Westervelt Ecological Services Award: $12,200

This proposed Scaling Success project will facilitate change in teaching and learning in general biology across California higher education. Subaward from UC Berkeley.

Contracting ESRP for expert consultation on Buena Vista Lake Shrews at the Lone Tree Mitigation Site

76 STANISLAUS STATE • CSUSTAN.EDU

PI/PROJECT DIRECTOR

Brian Cypher

DETAILS

Title: Response of San Joaquin Kit Foxes to Road Construction Project Sites: Mitigation Strategies to Minimize Project Delays and Impacts Agency: California Department of Transportation (Caltrans) Award: $199,876

DESCRIPTION

The ESRP team will work to identify kit foxes at Caltrans project sites. This project will facilitate conservation and recovery efforts for San Joaquin kit foxes, and help Caltrans to avoid project delays.

Brian Cypher

Title: BLM CA Carrizo Kit Fox Conservation Agency: Bureau of Land Management Award: $20,000

Demographic and Ecological Patterns of Endangered San Joaquin Kit Foxes in the Carrizo Plain National Monument

Brian Cypher

Title: Protecting Endangered San Joaquin Kit Foxes from Sarcoptic Mange II Agency: Arthur L. & Elaine V. Johnson Foundation Award: $22,748

This project is seeking support to continue treating foxes and to quantify the potential spread of mange associated with dens.

Brian Cypher

Computer Science

PI/PROJECT DIRECTOR

Melanie Martin

Title: HSR Fresno to Bakersfield Agency: H.T. Harvey & Associates Award: $6,095

Title: Panoche Valley Solar Project - Task Order 5 Agency: Con Edison Development Award: $282,120

Title: Walker Lindsay Trust Parcels Surveys -- North Agency: Westervelt Ecological Services Award: $19,869

Title: Walker Lindsay Trust Parcels Surveys -- South Agency: Westervelt Ecological Services Award: $19,869

DETAILS

Title: LSAMP Chancellor’s Office

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

Title: LSAMP NSF Subaward

Agency: University Enterprises, Inc. Award: $15,000

Title: NSF S-STEM Scholars

High Speed Rail Fresno to Bakersfield Locally Generated

Alternative: Tipton Kangaroo Rat and San Joaquin Antelope Squirrel Assessment

Results of this project will provide information critical for the development of effective conservation strategies for kit foxes, both in the Panoche Valley region and in other regions where solar energy plants are proposed.

To determine whether special status species are present on two Walker Lindsay Trust Parcels in Kern County, California

DESCRIPTION

Amendment #532684-A4 for Louis Stokes Alliance for Minority Participation (LSAMP) in the sciences funded through NSF and the CSU Chancellor’s Office

Amendment #532854 for Louis Stokes Alliance for Minority Participation (LSAMP) in the sciences funded through NSF and the CSU Chancellor’s Office

Melanie Martin

Program: Enhancing Career and Academic Pathways for Academically Talented Students with Financial Need through Accessible and High-Quality Education leveraging CAHSI Evidence-Based Educational Practices

Agency: National Science Foundation Award: $2,298,833

Title: SEED-CS: Supporting Effective Educator Development in Computer Science in California

This proposal represents a collaboration with the University of Texas at El Paso (UTEP). Stan State will be a subaward recipient on the prime (UTEP) award for this NSF S-STEM Track 3 proposal.

Megan Thomas

Agency: California Department of Education (sub from San Francisco State University)

Award: Pending

To create and implement CS supplementary authorization programs to increase the number of authorized K-12 CS teachers in CA

GRADUATE STUDIES AND RESEARCH • SECTION 3

continued from previous page BOOK OF TRENDS • 2021-2022 77

PI/PROJECT DIRECTOR

Michael Bice

DETAILS

Title: College Algebra: A MasteryBased Grading Approach

Agency: California Education Learning Lab Award: $99,957

Title: CSMP – State

Heather Coughlin

Jessica De Silva

Agency: California Mathematics Project Award: $20,000

Title: CSMP - ESSA

Agency: California Mathematics Project Award: $24,222

Title: NSF Collaborative: M2S2 Track 3 Planning Grant

Agency: National Science Foundation Award: $27,634

Title: NSF LEAPS-MPS: Searching for Erdös-Ko-Rado Graphs

Jessica De Silva

Agency: National Science Foundation Award: $249,343

DESCRIPTION

This project aims to challenge the equity gap by redesigning our College Algebra courses with a mastery-based grading (MBG) framework.

Central California Mathematics Project - State Funding for Subject Matter Project for 2022-23

Central California Mathematics Project - ESSA Funding for Subject Matter Project for 2022-23

NSF Scholars in STEM planning grant proposal in collaboration with CSU Fresno and East Bay.

The aim of this research is to further develop the Erdös-Ko-Rado theorem. Undergraduate students will be engaged in research activities.

PI/PROJECT DIRECTOR DETAILS DESCRIPTION

Carolyn Martin

Debra Tavernier

Sherry Roper

Title: Song Brown FNP/PA

Agency: Office of Statewide Health Planning & Development

Award: $72,000

Title: Wellness WORKs! 2022-2023

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

Title: Song Brown Capitation Grant 2022-2024

Agency: California Healthcare Workforce Policy Commission Award: $384,000

Title: Eliminating Racial Discrimination in Health Care Through the Transformation of Nursing Education

Agency: Foundation of California Community Colleges Award: Pending

Song Brown Family Nurse Practitioner Training Program

Annual Funding for Wellness WORKs! Program

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

Development of an Implicit Bias-Informed Curriculum

Nursing Mathematics 78 STANISLAUS STATE • CSUSTAN.EDU

Physics, Physical Sciences and Geology

PI/PROJECT DIRECTOR DETAILS

Brian Morsony

Wing To

Title: Establishing a diverse community of expert Rubin Observatory users throughout the California State University System Agency: National Science Foundation Award: $66,017

Title: Engaging undergraduate inquiry and research in atmospheric sciences with NASA instrumentation at a minority serving institution

Agency: NASA Award: $519,703

Wing To

STUDENT AFFAIRS

Title: Blending Online and In-Person Active Learning (BOIPAL) in Introductory Courses in STEM (IC-STEM)

Agency: CSU Office of the Chancellor Award: Pending

PI/PROJECT DIRECTOR DETAILS

Carolina Alfaro

Title: Male Success Initiative Agency: Office of the Chancellor Award: $20,000

DESCRIPTION

This project represents a collaboration with Cal Poly SLO (prime, subaward to Stan State).

To increase participation of minorities in atmospheric and Earth system science with NASA’s Surface-Based Measurement Networks

This proposal will blend both in-person and online learning environment to redesign introductory physics courses.

DESCRIPTION

This project will assist in developing a comprehensive peer mentoring program specifically designed for first year traditionally underrepresented minority (URM) Men

Brandon Price

Julie Sedlemeyer

Title: California State University Project Rebound Consortium Agency: Office of the Chancellor Award: $123,000

Title: HACU Grow with Google (HSIs): Career Readiness Program Micro Grant Application Agency: Google Award: $25,000

Probationary membership in the CSU Project Rebound Consortium

This program is intended to help students gain skills they need to enter the professional workforce.

GRADUATE STUDIES AND RESEARCH • SECTION 3

BOOK OF TRENDS • 2021-2022 79

Centers & Institutes

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

COLLEGE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES

Institute for Archaeological Research

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

Institute for Cultural Resources

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

Center for Applied Spatial Analysis

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

Center for Economic Education

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

Center for Public Policy Studies

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

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 Portuguese-speaking world and California’s Central Valley. The Center sponsors scholarship, exchanges, language programs, and cultural activities.

COLLEGE OF SCIENCE

Child Development Center

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

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GRADUATE STUDIES AND RESEARCH • SECTION 3

BOOK OF TRENDS • 2021-2022 81

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

4 82 STANISLAUS STATE • CSUSTAN.EDU

Student Engagement and Student Life

Despite the pandemic, programs under the umbrella of Student Engagement and Well-being continued to provide an array of essential support services and opportunities for student engagement both online and in-person. Basic Needs provided direct services to students even when most departments and services retreated to the virtual world. During the 2021-22 academic year, Food distributions returned to near pre-pandemic levels, and enrollment in CalFresh doubled in 2021-22, with nearly 800 students signing up. Campus Cares, which received a significant infusion of Higher Education Emergency Relief Fund (HEERF) dollars, provided grants to just over 1,500 students to support food, housing, medical, and other essential needs. Basic Needs oversaw the Warriors Take Care Team (WTC) and provided COVID-19 care and support to nearly 2,000 students. Professional staff provided case management and individualized guidance and composed campus communication in compliance with state regulations. The team also included 45 student ambassadors stationed in facilities across the campus. They encouraged individuals to do their part to keep the community safe, including completing daily screenings and masking indoors.

COVID-19 required the university to rethink how physical and mental health care services were provided. In 2021-22, teletherapy remained the primary delivery mode for Counseling and Psychological Services (CAPS), with nearly 3,200 sessions (62% of visits) conducted via secure Zoom session, followed by almost 10% of sessions occurring via phone. At the pandemic’s start, the Student Health Center successfully pivoted to telehealth as its primary service delivery method. The serendipitous benefit of this shift was increased access for students at the Stockton Campus. In spring 2022, while in-person appointments returned, telehealth visits continued to be the primary mode of service delivery chosen by students. In spring 2022, the Student Health Center successfully underwent the reaccreditation process. The Health Education Program, part of the Student Health Center, planned 170 programs and activities and had over 2,400 student contacts in-person and face-to-face.

Throughout the pandemic, Housing and Residential Life (HRL) provided shelter, support, and safe opportunities for student engagement. In the fall of 2021, 332 students lived on campus, and 90% of them remained for the spring 2022 semester. In the spring of 2022, this number of residents rose to 452. Summer residents increased by 300% HRL sponsored over 300 student engagement and educational programs and hosted more than 2,100 academic advising appointments. Upgrades to lighting provided better illumination and reduced energy use, while improvements to Wi-Fi ensured access to online learning throughout the Villages. Despite operating for much of the year in the virtual world, student engagement was a top priority for departments. In the summer of 2021, 2,500 students participated in the summer orientation sessions, and more than 730 new students participated in the spring of 2022 orientation. Recognized student organizations hosted 847 student activities, and twenty-six student organization presidents attended the virtual president’s retreat. SLD also hosted the Marvalene Hughes Leadership Conference and Student Leadership Awards in the spring of 2022. The Warrior Cross Cultural Center (WCCC) successfully hosted modified events and activities (hybrid, in-person, virtual), fostering a sense of belonging and emotional support for nearly 3,000 students during the 2021-22 academic year, not including the 7,560 viewers from social media events. The WCCC was awarded a $20,000 CSU Equity in Action Grant to support the Male Success Initiative peer mentorship program. They also coordinated and co-hosted the regional Project 1300, which aims to increase the enrollment of men of color from the North Central San Joaquin Valley at higher education institutions.

Some of the student engagement and well-being team’s greatest successes are their efforts to ensure equitable services to students at the Stockton Campus. The 2022-23 academic year will see the opening of the food pantry, expanded recreational services, and a full-time mental health counselor dedicated to the Stockton Campus.

84 STANISLAUS STATE • CSUSTAN.EDU

Warrior Athletics

The Department of Athletics is committed to creating an environment where individuals and teams reach their full potential and become a source of University and community pride. The Department motivates behavior that fosters academic achievement, self-discipline, group loyalty, sportsmanship, personal integrity, hard work, perseverance, and pride of accomplishment. Athletics believes these qualities lead to the attainment of skills necessary for success in academics, athletics, and most importantly, life-long learning.

ACCOMPLISHMENT FOR 2021-22

• Completed department assessment and Title IX review with The Pictor Group.

SERVICE INDICATORS

Team GPA’s 2021-22

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

SPORT STAN GPA CUM GPA TERM GPA STAN GPA CUM GPA TERM GPA Cross Country 3.24 3.23 3.24 3.25 3.23 3.28 Men's Baseball 3.35 3.38 3.27 3.28 3.30 3.16 Men's Basketball 3.07 3.09 2.92 3.02 3.06 2.88 Men's Golf 3.66 3.62 3.83 2.99 2.95 2.32 Men's Soccer 3.04 3.04 2.96 3.19 3.17 3.10 Track & Field (Indoor/Outdoor) 3.23 3.20 3.21 3.20 3.21 3.19 Women's Basketball 3.33 3.40 3.29 3.43 3.44 3.67 Women's Softball 3.09 3.04 3.00 3.15 3.12 3.27 Women's Soccer 3.24 3.21 3.30 3.35 3.31 3.34 Women's Tennis 3.67 3.65 3.69 3.75 3.73 3.92 Women's Volleyball 3.13 3.24 3.09 3.33 3.33 3.33 Average GPA 3.28 3.28 3.26 3.27 3.26 3.22 FRESHMAN-COHORT GRADUATION RATES ALL STUDENTS STUDENT-ATHLETES 2015-16 Graduation Rate 58% 66% Four-Class Average 58% 59% Student-Athlete Academic Success Rate 73% BOOK OF TRENDS • 2021-2022 85

FALL 2021 SPRING 2022

Health & Wellness - Health Education and Promotion

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

ACCOMPLISHMENTS FOR 2021-22

• The Peer Health Educators (PHE) were awarded the President’s Trophy at the Student Leadership & Development Awards Ceremony. The President’s Trophy is awarded to the student organization with the most impressive philanthropic service record for the year, demonstrating dedicated leadership and service to the university or community. The membership has made service an integral part of their college experience. Altogether, the Peer Health Educators facilitated 38 activities and volunteered a collective 395.5 hours during the 2021-22 academic year.

• HEP successfully implemented a Social Norming Campaign with campus partners. Social Norming is an evidence-informed practice focusing on positive messages about healthy behaviors and attitudes common to most people in a group. Often, college students overestimate unhealthy behaviors and underestimate healthy behaviors, influencing their perception of normative expectations (social norms). The social norms approach uses accurate information that can lead to changes in perceptions of social norms and, in turn, lead to students engaging in healthier behaviors.

• During the 2021-22 academic year, HEP hosted 167 educational trainings, workshops, and outreach activities with 2,430 contacts with students. Additionally, the program created health and wellness content for 16 editions of campus newsletters, totaling 10,882 views from students. Through the @StanState_HEP Instagram account, had 391 activities, including posts and stories, reaching 46,487 students on this platform. The program also had 8,519 website views.

SERVICE INDICATORS

*Educational training & workshops include workshops and certificate training like Step-UP! Bystander Intervention training and Question, Persuade, Refer (QPR) training.

**Outreach activities include tabling and all informal requests for HEP presence at collaborative events.

***Educational newsletters include Campus Well eMagazine and The Verve Housing & Residential Life newsletter.

****Social media includes Instagram “reach” analytics, which provides for story views. This number does not reflect followers.

*****Office appointments and walk-ins were not tracked this year due to remote work, but will track this in the future.

******Website analytics include total page views.

SERVICE INDICATORS # ACTIVITIES # STUDENTS REACHED Educational Trainings & Workshops* 69 576 Outreach Activities** 98 1,854 Educational Newsletters*** 10 editions (Campus Well) 16 editions (The Verve) 6,257 views 4,625 views Social Media**** 191 Posts 200 Stories 2,159 Likes/46,487 Reach 23,563 Views Office Appointments & Walk-Ins***** N/A N/A Website views****** N/A 8,519

86 STANISLAUS STATE • CSUSTAN.EDU

Health & Wellness – Counseling and Psychological Services

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

ACCOMPLISHMENTS FOR 2021-22

• CAPS supported the work of the research study – “The Lived Experiences of CSU Stanislaus Students Experiencing Food and/or Housing Insecurities.” The CAPS team met with the team and the Director of Basic Needs to review their findings and recommendations. CAPS continue to meet with the research team to discuss implementing their recommendations, i.e., a support group and collaborative outreach activities with Basic Needs.

• CAPS worked to develop a Practicum Intern Program (PIP) for graduate students from the university’s Master of Social Work (MSW), Licensed Professional Counselor (LPC) and Marriage Family Therapist (MFT) programs. Discussions with program leaders regarding the students’ needs occurred over time, resulting in implementation slated to begin during the 2022-23 academic year. Without a formal public announcement, 15 students contacted CAPS and interviewed with the department for two student intern positions. The CAPS Practicum Intern Program will launch its program in August 2022.

• CAPS this year accomplished bringing a variety of community speakers on campus to highlight important topics for students and faculty, including suicide prevention, eating disorders and early psychosis intervention specialists. In collaboration with Associated Students Incorporated (ASI), Basic Needs, and Student Affairs, these experts provided critical information to enhance specific issues of impairment to the college student population. They brought awareness to important trends plaguing universities throughout California and the nation. CAPS provided additional engagement opportunities/groups to highlight these topics to enhance student life on campus and promote healthy well-being.

• CAPS has broadened its services to students attending the Stockton Campus through the implementation of telehealth (Zoom) and telephone sessions. The CAPS Director also presented at the campus’s Mental Health Awareness event.

• Increased outreach to the Stockton Campus and community. The CAPS director worked with ASI for the Stockton Mental Health Awareness Day; the Stockton Campus Faculty and Staff meetings; and met with Dean Harrison to plan for an on-site counselor. Starting fall 2022, a new counselor will offer in-person counseling sessions, groups, workshops, and presentations.

• Targeted recruitment Stockton area was implemented to attract professionals with ties to the community and Stockton Campus. The CAPS Director rewrote the counselor job description to attract professionals with specializations and certifications in much-needed areas to address the needs of the Stockton Campus student population. Due to the enhanced job description and minimum requirements, the position was posted as an SSP-AR II instead of the typical recruitment SSP-AR-I.

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

BOOK OF TRENDS • 2021-2022 87

SERVICE INDICATORS

Summer 2021 - Spring 2022

VISIT TYPE APPOINTMENT COUNT APPOINTMENT % Zoom Therapy – Telehealth 3,183 61.8 Phone Therapy – Telehealth 487 9.5 In-person Therapy 411 8.0 Zoom – In-take Telehealth 364 7.1 In-Person – Crisis/Emergency 140 2.7 In-Person – Consultation/Triage 94 1.8 Phone – In-take Telehealth 67 1.3 Termination Session Visit 55 1.1 Zoom-Consultation/Triage-Telehealth 48 0.9 Case Closure Note 45 0.9 In-Person In-take 37 0.7 Phone-Crisis/Emergency-Telehealth 37 0.7 Case Management Visit 35 0.7 Zoom-Crisis/Emergency-Telehealth 32 0.6 Phone-Consultation/Triage-Telehealth 29 0.6 In-Person Couples Therapy 24 0.5 Professional Consultation Note 16 0.3 Zoom – Couples Therapy – Telehealth 14 0.3 In-person – Crisis Intake 6 0.1 In-person – Couples Intake 5 0.1 Zoom-Crisis Intake Telehealth 5 0.1 Group Visit (Process/Therapeutic) 4 0.1 Professional Consultation Meeting 4 0.1 Phone-Crisis Intake – Telehealth 3 0.1 continuedfrompreviouspage

88 STANISLAUS STATE • CSUSTAN.EDU

Health & Wellness – Student Health Center

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

Despite the challenges the pandemic presented, SHC offered students uninterrupted access to health care via telehealth and face-to-face services. Additionally, SHC partnered with other Student Affairs departments by providing support services deemed essential for student well-being and success.

ACCOMPLISHMENTS FOR 2021-22

• Successfully completed all requirements to retain Accreditation Association for Ambulatory Health Care (AAAHC) accreditation for another three-year term in October 2021.

• Implemented an after-hours Nurse Advice Line to provide supplementary care options for students that need medical advice outside of normal operating hours in fall 2021.

SERVICE INDICATORS

• Reopened in-person services to students in March of 2022 after successfully installing a new heating, ventilation, and air conditioning (HVAC) system. The previous HVAC system was outdated and resulted in the need for constant repairs and maintenance by facilities.

The Student Health Center (SHC) building was closed from November 8, 2021, until March 14, 2022, for the HVAC renovation project, affecting all in-person services. The SHC does not have a report that separates service indicators by students that attend the Turlock campus versus Stockton. The SHC does not offer any services onsite at the Stockton Campus. However, the SHC offers telehealth services to all students in California; lab services are available at Quest locations throughout California at the same fee rate as those received in the SHC. All prescriptions can be sent to any pharmacy that the student prefers.

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

BOOK OF TRENDS • 2021-2022 89

Basic Needs

The Basic Needs Department supports student success both inside and outside the classroom by implementing a campus-wide approach to respond to student hunger, housing insecurity, safety, and mental and physical health. These Basic Needs initiatives support students’ persistence, time to degree, degree completion and decrease the equity gap.

Programs include:

• The Warrior Food Pantry

• Stockton Campus Pop-Up Warrior Food Pantry

• Food Distribution

• CalFresh application assistance

ACCOMPLISHMENTS FOR 2021-22

• Campus Cares Emergency Grant

• Emergency housing placements

• Emergency meal cards

• Non-clinical case management

• The Basic Needs team partnered with on and off-campus groups to not only maintain but expand the Basic Needs programs to address students' food and housing insecurity at the Turlock campus. Programs include the Warrior Food Pantry, Stockton Campus Pop-Up Warrior Food Pantry, Food Distribution, CalFresh application assistance, Campus Cares student emergency fund, emergency housing placements, emergency meal cards, and nonclinical case management. These Basic Needs initiatives support students' persistence, time until degree completion, and decrease equity gaps.

• Basic Needs provided COVID-19 care and support for students. A total of 1,923 students submitted the COVID-19 reporting form to access support, case management, and guidance related to COVID-19. In addition, the Warriors Take Care Team of 45 student ambassadors encouraged individuals to do their part in following University COVID-19 safety guidelines, promoting healthy and safe behaviors, and increasing awareness of the services available to students at nine designated campus locations.

• Basic Needs fortified partnerships with faculty in the Master of Social Work program to develop and launch a Basic Needs Ambassador Team. The Ambassadors are a trained student-led group coordinating targeted outreach events and basic needs awareness campaigns alongside professional staff. This partnership maximized opportunities to increase awareness of the Basic Needs services and provided co-curricular experiences for four graduate interns that contributed 2,000 unpaid hours to supporting the Basic Needs programs. The following table indicates that the activity is achieving its desired effect because of the number of additional campus and community constituents aware of the Basic Needs services.

According to qualitative data collected, the Basic Needs Program (BNP) positively impacted students' mental and physical health and contributed to their ability to focus on their educational goals. Respondents reported that overall Basic Needs services positively affect their mental health by alleviating stress and worry and being able to buy needed items and save money:

74% of students surveyed indicated that they strongly agreed or agreed that accessing Basic Needs programs helped them stay enrolled this semester and work towards graduation.

78% of students surveyed indicated that they strongly agreed or agreed that accessing Basic Needs programs helped improve their sense of belonging at Stan State.

93% of students surveyed indicated that they strongly agreed or agreed that they were satisfied with the Basic needs services they accessed.

BASIC NEEDS FISCAL YEAR 2021-22 DATE PRESENTATION AUDIENCE NUMBER OF ATTENDEES 11/18/2021 Basic Needs Ally Workshop Faculty & Staff 19 11/19/2021 Basic Needs Workshop (EOP) Students 3 11/19/2021 Stay Informed: Basic Needs Program (Academic Success Center) Students 35 11/30/2021 Food Insecurity in Higher Education MSW 22 4/5/2022 SOCL 4940 – Sociological Internship Course # 22237 Students 31 4/11/2022 Just Eat Documentary Screening Faculty & Students 60 2/24/2022 Basic Needs Ally Workshop Faculty & Staff 11 4/28/2022 Basic Needs Ally Workshop – Faculty Center for Excellence in Teaching and Learning Faculty 14

90 STANISLAUS STATE • CSUSTAN.EDU

SERVICE INDICATORS

UTILIZATION RATES MULTI-YEAR COMPARISON

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

BOOK OF TRENDS • 2021-2022 91

Campus Recreation

Campus Recreation offers a large variety of quality recreational services. The department continually strives to expand the range of program offerings while keeping the costs at a reasonable level for participants. Significant efforts are also underway to increase awareness of health, wellness, staying fit, and how health and fitness contribute to academic performance and holistic well-being. Campus Recreation provides healthy lifestyle-oriented programs and services with a focus on student needs.

ACCOMPLISHMENTS FOR 2021-22

• Upon reopening the University, many events were virtual due to safety restrictions. In the fall, once key restrictions were lifted, Campus Recreation held Warriors Up at Night in partnership with other departments such as Student Leadership and Development, Housing and Residential Life, and Health Education and Promotion (part of the Student Health Center) to increase students’ connection to the campus and its peers and give students an out of the class experience. During this event, students were invited to enjoy an outdoor movie, play games, and engage with peers across campus in a safe, non-alcoholic, and drug-free way. This event kept students on campus and provided them with free food, drinks, and a good time. Campus Recreation had 128 students attend, which was outstanding for one of the first events following the department's reopening.

• The department collaborated with Athletics to develop and submit a grant proposal for the Instructionally Related Activities award. The proposal was approved and received $180,848.72 toward the redesign and replacement of the scoreboard with digital upgrades to strengthen the shared future experience of the warrior community.

• For new students, CSU Stanislaus can be daunting with the plethora of locations, departments, services, etc. Campus Recreation reimagined orientation services by taking a hands-on approach during New Student Orientation (NSO) and introducing Campus Recreation to new students and family members. Participants were acquainted via presentations in English and Spanish, showcases, Q&As, and a Sports Extravaganza event at the stadium. Staff answer all questions from the newest members.

• During finals, Campus Recreation collaborated with Basic Needs, Health Education & Promotion (HEP), and the Student Health Center to provide students with critical necessities to aid them during the most stressful weeks of the academic year. In the fall, Campus Recreation provided 200 students with a cranial massager, a coloring notebook, a stress ball, earplugs, a $15 gift card, pens, highlighters, post-it notes, and educational handouts to accompany the final care packages. In the spring, the program provided 200 students with scantrons, blue books, snacks, and educational handouts to accompany the final care packages.

92 STANISLAUS STATE • CSUSTAN.EDU

Housing and Residential Life

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

ACCOMPLISHMENTS FOR 2021-22

Responded to COVID-19 adjustments and impacts to support resident and staff safety and well-being.

• Overall, maintained low transmission rate concerns for the residential community through communication, resident placement, isolation support, education, and staff support

• Adjusted planned opening schedules to accommodate remote start for fall 2021 and spring 2022; completing two move-in days spread across several weeks at the start of each semester. For fall, residents with the October move-in date were supported with adjusted housing rates. As the campus was working to mitigate the spread of COVID-19, this approach supported residents in adjusting their arrival plans according to their needs.

• Continued to grow housing occupancy along with adjustments to course modalities responsibly. Residents by academic year:

2020-21: 120 residents, or 18% occupancy (120/680)

2021-22: 450 residents, or 66% occupancy (450/680)

2022-23: projected 570 residents or 84% occupancy (570/680)

• Leveraged university support to address the impact to housing residents of limited and inconsistent dining services. With limited ability to use their required meal plans, residents received a 25% meal credit. The total credit for all residents: $202,000.

Strengthened department practices and operations.

• Implemented routine planning meetings to develop and update standard operating procedures. The meetings have supported cross-departmental collaboration and communication, increasing the efficiency and coordination of key housing processes, including emergency housing placements, room changes, student areas, and damage assessments.

• Removed housing deposit required for residents during the 2022-23 housing application cycle. After observing minimal damage concerns and assessing practices in the CSU system, it was determined that the deposit was unnecessary as part of the application process.

• Automated roommate notification steps within application system and process. This change automates approximately 500-600 notification emails that would otherwise need to be sent individually by a staff member.

• Facilitated all team training on fire safety and emergency response, establishing team connections and shared understanding of housing emergency processes across 60 professional staff, student employees, and student leaders.

• Developed and implemented a new training curriculum for office assistants to support increased understanding of the position and effectiveness in support of central office operations. In the annual Resident Satisfaction Survey, 86% of respondents described the level of customer service at the Housing Front Desk as either Excellent or Good; 12% described it as average.

• Revised the performance review process implemented with student assistants and student leader volunteers to be more developmental. The updated process focuses more directly on professional development through educational coaching conversations.

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

BOOK OF TRENDS • 2021-2022 93

Completed updates to Housing facilities while also contributing $312,000 into reserves.

• Lighting upgrades were completed to save energy, provide better lighting, and reduce work time needed for ongoing maintenance. The updated lighting requires less maintenance with a 5-year warranty and 50,000 hours of lifetime use.

Village I Exterior – converted numerous fixtures and reduced wattage use by 50%.

Village II Stairwell – converted 33 fixtures, creating 82% energy savings. Village III Great Lawn – converted 32 fixtures, creating 77% energy savings.

• Worked with Office of Information Technology (OIT) to complete wired connections to all Village I units to support online leaning and parity of wired connections across all residential units.

• Started renovation project of the Community Center game room and study lounge to support resident engagement and studying space. The project includes installation of new lights, updated carpeting and paint, new furniture, and gaming systems. Revised engagement strategies with residents.

• Developed a new reoccurring residential activity utilizing shared outdoor space and collaboration across Housing staff and campus partners to support resident interactions. Residents were able to connect with campus partners to learn about campus resources and participate in small activities. This activity was facilitated 22 times during the 2021-22 academic year. One event included Stanislaus County community partners to connect residents with sexual misconduct prevention and support resources in the campus and larger community.

• Strengthened implementation and use of Warrior Connect. Academic support staff and student leaders used Warrior Connect to communicate with residents and coordinate check-ins.

• Launched MDIS course for first-year students in fall 2021, instructed by Assistant Director for Residential Education.

SERVICE INDICATORS

Fall Residents 332 Spring Residents 452 APPLICATION INFORMATION 2021-22 Applications Completed 487 2022-23 Applications Completed 558 Retention of Continuing Students 66% (297/452) Summer 2021 Applications Completed 33 Summer 2022 Applications Completed 101 Increase in Summer Applications 68 RESIDENT ENGAGEMENT Programs Sponsored 306 Average Program Attendance 18 residents Campus Collaborations for Programs 24 Academic Advising Appointments 2,157 RESIDENT SERVICES Facilities Work Orders Completed by Housing 535 Average Completion Timeline 2.13 days Mails Parcels/Packages Processed by Housing 8/18/21-6/25/22 8,476 packages received/delivered RESIDENT SATISFACTION SURVEY Percentage of respondents that agree living on campus helped them to successfully transition to collegiate life from high school or another college 93% Percentage of respondents that would recommend living on campus to another student 79% Staff are available when needed 95% RESIDENT ACADEMIC INFORMATION Fall Resident Average GPA 3.12 Spring Resident Average GPA 3.08 Fall to Spring Persistence 87% (245/281)

continuedfrompreviouspage 94 STANISLAUS STATE • CSUSTAN.EDU

Student Leadership and Development

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

ACCOMPLISHMENTS FOR 2021-22

• Selected and implemented a new software platform to host New Student Orientation (NSO). This platform, Campus Groups (WarriorLife), provided all the aspects needed to virtually host all aspects of NSO. The department successfully implemented the platform and hosted 1,365 incoming Turlock Transfer students over four orientation sessions in July 2021 with 93.9% rating it as Good or better for overall satisfaction and 48% who rated it as Excellent; 51 First Year students in one session and 683 Turlock Transfer students in two sessions in January 2022 with 93.6% rating it as Good or better for overall satisfaction and 51.3% who rated it as Excellent.

• Identified and worked with colleagues to reduce administrative barriers on campus which hinder student engagement. In partnership with other stakeholders, advocated and successfully changed the Food Policy regarding TFPs, student organization ability to have food at meetings and events, fundraising limits, and redefining the definitions of “campus community” and “general public.” Worked with Business and Finance leadership to convey roadblocks. Organized a meeting with all key stakeholders and decision makers to clarify, streamline, and simplify the financial processes prior to the beginning of Fall 2022 so training student leaders is done correctly.

• Continued to expand the use of the WarriorLife platform, trained colleagues on the function and opportunities to become part of WarriorLife which included Student Affairs, Housing, Associated Students, Inc., Career and Professional Development, and some of the Faculty and Staff Associations. Large scale virtual and in-person events were managed through WarriorLife, such as New Student Orientations, Convocation, and Commencement, to name a few.

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

BOOK OF TRENDS • 2021-2022 95

Warrior Cross Cultural Center

The Warrior Cross Cultural Center (WCCC) 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. The Warrior Cross Cultural Center collaborates with different campus partners to provide welcoming spaces, affirmation, and validation for individuals and student groups through a wide range of services and programs.

The Warrior Cross Cultural Center strives to develop students intellectually, personally, and spiritually, with regard to social justice and inclusion. The Warrior Cross Cultural Center has firmly established a place on campus for students to find support, have courageous conversations about what matters to them in a supportive environment, and discuss what is happening on an individual, community, and national level. The Warrior Cross Cultural Center empowers the community by educating students, campus stakeholders, and community partners to create an inclusive, affirming, and socially just living and learning environment.

ACCOMPLISHMENTS FOR 2021-22

• Successfully provided events and modified activities (hybrid, in-person, virtual) that fostered a sense of belonging and emotional support to close to 3,000 students this school year, not including the 7,560 viewers from social media events.

• Continued to develop and build upon LGBTQ+ resources by hiring a faculty fellow (end of spring 2022) who will assist in launching programs and services that will support students at the Turlock and Stockton Campuses.

• Increased the number of resources and efforts to support men of color at Stan State. Awarded $20,000 CSU Equity in Action Grant will support the Male Success Initiative peer mentorship program. Coordinated a trip to take ten men of color students to the CSU Young Men of Color Conference. Coordinated and co-hosted regional Project 1300 Summer academy for 41 men of color high school students from the Central Valley region.

SERVICE INDICATORS

Other

Workshops & Panel Discussions (Topic specific: Disability Justice, Men & Mental Health, Careers for Undocu-students, Paint, ect.)

Virtual Talks (livestream talk/Live Instagram of Facetime Live)

Diversity & Ally Trainings (Undocu-Ally, Diversity Crash course Inclusive Language, Unconscious Bias, ect.)

Special Events (Movember week, Undocu-week, Black History Month, open house, ect.)

Professional Development (on/off campus trainings, summit, conferences, ect.)

Outreach (tabling, information sessions, in class presentations, resource fairs, etc.)

Legal Services (immigration appointments)

K-12 & Community Engagement (presentations, collaborations, meetings, ect.)

Re-Occurring Activities (barbershop talks, healing circles, book club, etc.)

60 80 100 120 40 20 0

MALE SUCCESS INITIATIVE (MSI) WCCC 96 STANISLAUS STATE • CSUSTAN.EDU

KEY: TOTAL UNDOCU-SERVIVES

Student Equity and Success Highlights

Despite the challenges presented by the global COVID-19 pandemic, 2021-22 was distinguished from other years by the significant accomplishments Student Success departments made in promoting student enrollment, engagement, equity, retention, and completion.

One of the prime examples of these efforts was the implementation and expansion of the Warrior Connect student success platform which enabled students to benefit from being able to much more easily connect with faculty and staff advisors, while also helping academic advisors, faculty, and other staff to create a truly coordinated network for student success. Through Warrior Connect over 20,000 appointments were facilitated in 2021-22, and countless campaigns were undertaken to connect students to information on everything from upcoming activities to how to return to college. In total since the launch of Warrior Connect almost 100,000 emails and texts and over 17,000 progress reports have been sent, with professors providing feedback over 8,000 times.

In addition to playing a key role in the expansion of Warrior Connect the Academic Success Center (ASC) also oversaw the expansion of the “First Gen Fridays” program, a workshop series designed to foster a sense of belonging among Stanislaus State First-Gen students. Attendance in the program was up 57% to 485 participants in 2021-22. The Academic Success Center (ASC) also played a critical role in promoting the success of transfer students, collaborating with Enrollment Services on the development of pre-NSO workshops, which helped over 600 transfer students make a smooth transition to Stan State. Similarly, the Career and Professional Development Center (CPDC) made significant contributions to student retention, completion, and transition to the workforce. For example, CPDC supported students to become “career ready” by providing the over 6,000 students enrolled in CareerReadyU (CRU) with support connecting with alumni, employers, and opportunities to integrate the academic experience with professional experience. CDCP also served 8,088 employers in recruitment and education related opportunities via HIREStanState job & internship listings, virtual information sessions, virtual career fairs, online panel discussions and employer consultations in 2021-22 academic year.

Additional examples of efforts to promote student success included Disability Resource Services offering a Transitioning from College to Work symposium, and Project Rebound instituting a scholars program, which contributed to the Stan State Project Rebound program having the highest GPA of any Project Rebound program in the state. Furthermore, examinations of the efficacy of the programs, and participant feedback also suggested these student success efforts were helping bridge gaps. For instance, an examination of 2019 first time freshman cohort data suggested one of the strongest predictors of student persistence at CSU Stanislaus was participation in the TRiO Student Support Services (SSS) program. The examination found that of the first-time freshmen who enrolled in the program in 2019, over 90% were still enrolled at the college. Meanwhile data collected from participants via surveys and session evaluations indicated that 95% of students participating in Learning Commons services found them useful in achieving their academic goals. Furthermore, 96% shared they were more confident in their abilities to learn in their courses after attending tutoring/Supplemental Instruction (SI) sessions.

Overall, Student Success departments made significant strides in supporting students to identify and reach their academic and career goals in 2021-22.

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

BOOK OF TRENDS • 2021-2022 97

Academic Success Center

The Academic Success Center (ASC) provides high quality academic advising to the campus community that is accurate, consistent and timely. The department contributes to student success by guiding students to develop meaningful educational plans compatible with their career and life goals.

ACCOMPLISHMENTS FOR 2021-22

• The First-Gen Fridays (FGF) program increased its workshop offerings from 8 to 18 and had a record attendance of 485, representing a 57% increase over the prior year. The FGF program is designed after best practice literature that advocates for providing targeted programs and services focused on first-generation college students.

• Collaborated with New Student Orientation (NSO) and Enrollment Services to host six pre-NSO workshops for over 600 incoming fall 2022 transfer students. The transfer specific workshops are in alignment with literature that articulates how universities can build a transfer receptive culture (Jain et al., 2011).

• In collaboration with Enrollment Services, streamlined the Graduation Approval Form process for eight undergraduate departments as part of a longterm plan to reduce administrative barriers.

SERVICE INDICATORS

EOP conducted an end-of-year survey regarding peer mentoring with a 20% response rate. Of the responses, 100% agreed or strongly agreed the peer mentoring has a positive impact on their first-year experience, and adjustment to Stan State. 100% agreed, or strongly agreed, peer mentoring helped them identify campus resources and activities that support their academic, career and personal growth.

First-Gen Fridays conducted an end-of-year survey with a 17% response rate. Of the responses, 100% would recommend the workshops to future students. 93% agreed that the workshops create community within First-Gen students, staff, and faculty. 82% agreed that the workshops created a space for students to feel safe and share their experiences.

# OF STUDENTS SERVED # OF APPOINTMENTS & DROP-INS WORKSHOP ATTENDANCE EDUCATIONAL OPPORTUNITY PROGRAM (EOP) & PROMISE SCHOLARS 2021-22 735* 3,070 2020-21 844* 4,603** 2019-20 845 1,717 2018-19 1,352 GENERAL ADVISING 2021-22 4,702 6,979 1,166 2020-21 4,726 7,781** 2019-20 9,374 2018-19 7,331 STOCKTON CAMPUS SERVICES 2021-22 (1 Coach vacant Feb-Jun) 240 529 successful interactions 2020-21 (Stockton only) 247 661 successful interactions 2019-20 (includes Turlock-based Stockton Scholars) 400 1,697 successful interactions (defined as a 2-point contact between student and advisor/coach where the student responded, inclusive of appointments, text, and email)

98 STANISLAUS STATE • CSUSTAN.EDU

*Stockton Scholars included in EOP count **Peer Mentor appointment data is included for the first time.

Career and Professional Development Center

The Career and Professional Development Center (CPDC) educates and supports students as they explore and further understand themselves and their career options, gain valuable experience, develop as professionals, connect with employers, and successfully launch their post-graduation career plans.

ACCOMPLISHMENTS FOR 2021-22

• Served 8,088 employers in recruitment and education related opportunities via HIREStanState job & internship listings, virtual information sessions, virtual career fairs, online panel discussions and employer consultations in the 2021-22 academic year.

• Provided 8,932 students and alumni with a variety of job and internship related opportunities via HIREStanState, virtual career fairs, virtual information sessions, online panel discussions, and other recruitment events in the 2021-22 academic year.

• Served 1,354 students through career education opportunities including virtual walk-ins, remote appointments, virtual workshops and online classroom presentations in the 2021-22 academic year.

• Increased CPDC and CareerReadyU (CRU) social media presence and now have 4,864 followers on Instagram. Launched the CPDC and CRU TikTok social media campaign creating and sharing 84 videos resulting in over 30,000 views.

• Launched the Grow with Google HSI Career Readiness program to the CareerReadyU participants resulting in 373 courses completed.

SERVICE INDICATORS

*Not scheduled due to COVID-19 campus protocols. Held virtually.

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

KEY PERFORMANCE INDICATORS 2019-20 2020-21 2021-22 # of students served in choosing a major workshops/careers-in panels 61 53 82 # of students completing Focus 2 assessments 539 355 215 # of job & internship opportunities listed 12,636 26,841 71,378 # of applications submitted 2,400 3,081 3,773 # of students with activated Handshake accounts 4,803 4,078 5,550 # of workshops and events 72 80 671 # of appointments 365 337 543 # of walk-ins 146 83 55 # of alumni served 822 2,622 3,382 # of students enrolled in CareerReadyU N/A 353 6,400 # of employers posting jobs & internships 2,018 4,997 8,088 # of On-Campus Interviews hosted 10 0* 0* # of classroom presentations 9 7 13 # of students served 299 70 219 # of students participating in DYT/DYSS courses 62 40/37 29

BOOK OF TRENDS • 2021-2022 99

Health & Wellness - Disability Resource Services

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

ACCOMPLISHMENTS FOR 2021-22

• Established a relationship with Ohlone College to serve as an internship site for its American Sign Language (ASL) Interpreter training program.

• Acquired a new tactile image printer to produce tactile images and graphics for the visually impaired students.

• Completed the second annual Transition from College to Work symposium.

SERVICE INDICATORS

January February March April May Spring 2022 5 20 40 KEY: APPOINTMENTS NO SHOWED/CANCELLATION June July Summer 2021 August September October November December Fall 2021 0 15 35 30 50 10 25 45

100 STANISLAUS STATE • CSUSTAN.EDU

Learning Commons

Learning Commons provides academic support to all CSU Stanislaus students. The department strives to create an open environment of learning for all students. Services include free one-on-one and group tutoring in all disciplines and at all levels of proficiency, as well as supplemental instruction and the writing center

ACCOMPLISHMENTS FOR 2021-22

• During the pandemic, the Learning Commons made significant improvements to the quality of online and in-person learning support. These efforts included the development of asynchronous training videos and utilized new software tools to create engaging and high impact learning experiences for tutoring and Supplemental Instruction (SI) students. Staff also used technologies in new facilities, including interactive whiteboards and video conferencing services, to engage students in learning tasks and with each other. A new collaboration with the College of Science provided specialized learning support services for underrepresented first-generation students through the ASPIRE grant.

• While many of the traditional campus testing services have been paused due to COVID-19 and system-wide changes in testing requirements, Learning Commons has continued to offer testing services for the Nursing and Pre-Nursing programs. Once a permanent testing coordinator is hired, work will resume developing a strategic plan for testing services at CSU Stanislaus. This will include assessing campus and community needs, researching innovative models, and touring other CSU campus facilities.

• In spring 2022, the mission, vision, and values for the Learning Commons was finalized. The mission building process began in 2021 with input from students, faculty, and staff in the department. In 2022, the development process was reviewed along with the data collected from students, staff, administrators, deans, and faculty. This method allowed the inclusion of the Stan State community in the mission building process. A frequent process of review and reflection will be undertaken as the mission is shared and adjusted periodically to meet the changing needs of students. As the Learning Commons builds a full staff team, additional staff input will be included in this iterative process. Because cultural inclusivity is valued, the plan will be revisited, and Learning Commons will recenter the values by using perspectives from the diverse student body. Learning Commons will share and refine its mission and values, in a culturally inclusive way by validating the strengths of students (Yosso, 2005; Rendón & Muñoz, 2011) and acknowledging how they are contributing to the mission.

SERVICE INDICATORS

Service indicators include both Stockton and Turlock students. The COVID-19 pandemic and online coursework has erased some distinctions between Turlock and Stockton students. Students from both campuses are enrolled in Turlock and Stockton based courses. Learning Commons have initiated the creation of a data dashboard which can help better identify Stockton student data.

Service Indicators By Center in 2021-22

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

CENTER PROGRAM OFFERINGS # OF STUDENTS # OF SESSIONS ATTENDED # OF HOURS OF SERVICE Supplemental Instruction (SI) Center SI Embedded SI 925 1,494 6,038 Testing Center Assessment Technologies Institute (ASI) Test of Essential Academic Skills (TEAS) ATI Nursing Fundamentals Pharmacology 173 173 692 Tutoring Center Tutoring Appointments Embedded Tutoring Walk In Tutoring Tutoring Events 193 2,017 1,894 Writing Center ENGL 1006 Workshop ENGL 1007 Workshop CEGE Appointment Asynchronous Appointment 641 4,110 3,855 TOTAL 13 Programs Offered 2,130 7,794 12,449

BOOK OF TRENDS • 2021-2022 101

TRIO Student Support Services

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

ACCOMPLISHMENTS FOR 2021-22

• Increased program outreach collaborations with Admissions and Outreach, New Student Orientation (NSO), and Educational Opportunity Program (EOP). Presented information to Admissions staff and developed marketing materials for Admissions Counselors to use in program outreach. Also working with Admissions Director to integrate program information into admissions packet and identify added opportunities to present to incoming students. Worked with New Student Orientation to expand NSO participation. Facilitated informational breakout sessions averaging 20-40 students at First Time Freshmen (FTF) NSO dates and participated in NSO showcase. Began conversations with EOP to identify mechanisms for better pipelining of incoming students into programs. Re-branded outreach material; distributed new branding in print and electronic formats across various student services area.

• Re-opened student lab and lounge area for in-person use by SSS participants. Use of Warrior Connect allowed for contactless check-in and checkout, while also facilitating a mechanism for contact tracing in the event of COVID-19 exposure. In-person appointments with all staff were also reinstituted for students.

• Recent data analysis conducted indicated TRIO SSS participation and a statistically significant student success metric. Data showed all but two program participants for fall 2019 were retained. Of the two non-enrolled students, one transferred institution and the other took a planned semester of nonenrollment.

SERVICE INDICATORS

Data compilation for the 2021-22 Annual Performance Report spans student data for fall 2021, spring 2022, and summer 2022. Because summer is an included term and persistence is contingent on fall 2022 enrollment, these metrics cannot yet be calculated. The Annual Performance Report submission to the U.S. Department of Education will be due late fall 2022. Below is a snapshot of contacts and service participation for 2020-21.

* Email and email campaigns exclude informational messages about upcoming events.

COMMUNICATION TYPE UNDUPLICATED COUNT COUNT Appointment 167 1,186 Email* 152 527 Email Campaign* 170 1,379 Letter of Recommendation 8 8 Phone 14 24 Text Campaign 81 81 Text Message 15 23 Walk-in 8 16 TOTAL 186 3,244 102 STANISLAUS STATE • CSUSTAN.EDU

STUDENT SUCCESS PROGRAMS AND INITIATIVES • SECTION 4

ADVISING TOPIC UNDUPLICATED COUNT COUNT Academic Advising 181 1,010 Email 152 527 Career Counseling 43 60 Financial Aid Counseling 173 425 Financial Literacy 176 318 Graduate School Counseling 34 43 Other 177 991 Peer Mentoring 73 181 Personal Counseling 7 7 SSS Scholarship 66 108 Transfer Counseling 8 16 Tutoring 4 18 Writing Specialist 32 67 TOTAL 186 3,244 WORKSHOP TYPE COUNT* Academic Enrichment Workshop 104 Financial Literacy 57 Non-SSS Academic Enrichment Workshop 44 Non-SSS Financial Literacy 38 SSS Orientation 20 Writing Workshop 12 TOTAL 275 continuedfrompreviouspage BOOK OF TRENDS • 2021-2022 103

* Counts do not include attendance by non-SSS students at SSS workshops

University Advancement

With a spirit of collegiality and collaboration, the Division of University Advancement promotes engagement with alumni, donors, community members and organizations to fortify student success and uphold academic excellence. The division encompasses the following departments:

Advancement Operations provides donor services related to processing gifts, scholarship oversight on behalf of Stanislaus State donors, and philanthropic reporting.

Alumni Relations serves more than 60,000 Stanislaus State graduates through engagement events, programs and services. The Office oversees the Alumni Council, which seeks to foster engagement through events, programming, and mentoring.

Communications and Public Affairs is the University’s representative to local, regional, and national media organizations. The unit 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 – telling the story of the Stan State experience – are led by the Communications and Public Affairs team.

Development identifies, establishes and fosters connections with individuals and organizations whose financial support creates impact through areas such as student scholarships, faculty fellows, research, and programming.

Events provides strategic guidance, event management and protocol services for high-level, campus-wide events by developing and designing events and programs that support the University’s priorities and mission to positively reflect the values of Stanislaus State and to foster relationships with internal and external audiences.

Office of the Vice President has general oversight and leadership for the Division and serves as the executive director of the University Foundation Board. The Foundation’s purpose is to supplement the services and funding provided by the state for students, faculty and staff by securing private support on behalf of the University.

104 STANISLAUS STATE • CSUSTAN.EDU

PHILANTHROPIC AND PARTNERSHIPS HIGHLIGHTS

• University Advancement (UA) began in 2021-22, announcing the conclusion of President Junn’s five-year, $15 million fundraising target, raising $16.1M, and restarting the gift-commitment count at zero. For the year ending June 30, 2022, UA recorded a preliminary Total Gift Commitment of $2.33 million, below UA’s goal of $3.25 million but up 34% from 2020-21 and 36% from 2019-20. Fundraising performance has been handicapped by vacancies in the Development unit and the shuttering of on-campus fundraising events, such as the Warrior Crab Feed and Vines.

• Since shuttering the student-call center and signature fundraising events in 2019-20, UA has experienced a decline in Total Alumni Donors and Total Individual Donors – both down from prepandemic highs by 81% and 65%, respectively.

• The completion of a six-month micro-campaign for our newly renovated J. Burton Vasche Library was a highlight in 2021-22, raising $1 million from over 200 donors to support technology, furnishings, and innovation.

• University Advancement continued to see strong philanthropic support from President Junn who committed a new $50,000 naming gift with her husband, Dr. Allan Greenberg. This gift is in addition to her original $50,000 gift in 2017-18, which seeded the President’s Central Valley First-Generation Scholars program.

• With philanthropic metrics dropping and the onboarding of a new and growing Development team planned, UA retained CCS Fundraising in January 2022 with a focus on improving major gift fundraising capacity and efficiency. UA began by migrating to Raisers Edge NXT this spring and conducting analytics and predictive modeling on 24,165 records (total database is 82,093 records), yielding over 3,500 prospects with a $100,000 gift capacity.

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

• The Campus Cares initiative (Food Insecurity and Student Emergency Fund) was another favorite of donors in 2021-22, bringing in $223,602 in private support. Since institutionalizing Campus Cares in 2016-17, UA has received more than $650,000 from over 1,000 donors. And, at the conclusion of 2021-22, UA received news from the Stanislaus Chapter of the California Faculty Association leadership of plans to appeal to their membership to increase the CFA Campus Cares Endowment and grow it to $100,000. *Adjusted

GIFT COMMITMENTS 2017-18 2018-19 2019-20 2020-21 2021-22** % CHANGE 1 Year 5 Year Goal $3,250,000 $3,250,000 $3,250,000 $1,625,000 $3,250,000 100.0 0.0 Actual $5,462,693 $3,454,377 $1,476,291 $1,744,478* $2,397,899 37.5 -56.1 NUMBER OF ALUMNI DONORS 2017-18 2018-19 2019-20 2020-21 2021-22** % CHANGE 1 Year 5 Year Goal 843 875 841 338 400 18.3 -52.6 Actual 883 958 592 297* 180 -39.4 -79.6 NUMBER OF INDIVIDUAL DONORS 2017-18 2018-19 2019-20 2020-21 2021-22** % CHANGE 1 Year 5 Year Goal 1,158 1,397 1,310 1,165 800 -31.3 -30.9 Actual 1,552* 1,629 1,075 770* 564 -26.8 -63.7

106 STANISLAUS STATE • CSUSTAN.EDU

to reflect audited financial figures **2021-22 actual figures are not final.

UNIVERSITY ADVANCEMENT • SECTION 5 DOLLAR AMOUNT (IN MILLIONS) # OF DONORS $1.7M $5.5M $3.5M $1.5M $6M $4M $0M $2M 2,500 1,875 625 0 1,250 1,552 1,629

FIG. 5.1C | Number of Individual Donors, 5-Year Trend FIG. 5.1A | Gift Commitments, 5-Year Trend

YEAR # OF DONORS 1,500 1,000 500 0 297 883 958 YEAR YEAR 2017-18 2018-19 2019-20 2020-21 2021-22 2021-22 2017-18 2018-19 2019-20 2020-21 2017-18 2018-19 2019-20 2020-21 2021-22 770 KEY: GOAL ACTUAL KEY: GOAL ACTUAL KEY: GOAL ACTUAL 592 1,075 180 564 $2.4M BOOK OF TRENDS • 2021-2022 107

FIG. 5.1B | Number of Alumni Donors, 5-Year Trend

California State University, Stanislaus Foundation Board1

OFFICERS

CORPORATION

PRESIDENT

CORPORATION

VICE PRESIDENT/ PRESIDENT

CHAIR

EXECUTIVE DIRECTOR

DIRECTORS

Cynella Aghasi

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

Ryan Fitzpatrick President, Fitzpatrick Dealership Group

Ellen Junn, University President

Michele Lahti

Vice President, University Advancement

Student Representative President, Associated Students, Inc.

Dorothy Bizzini Owner

Bizzini Investment, Inc.

Justine Borba

Assistant Corporate Secretary Executive Assistant University Advancement

Oscar Cabello

Vice President Regional Banking District Manager Wells Fargo

Darrell Cordova Co-owner Triple C Farms

Terry Donovan Athletics Representative Athletic Director

Roxanne Finks (’13)

Chair, Alumni advisory Council Informational Technology Trainee Foster Farms

Ryan Fitzpatrick President

Fitzpatrick Dealership Group

PAST PRESIDENTS

Ivan Stinson

Ernie Gemperle

Michael Zagaris

Robert Janzen

Robert Triebsch

TREASURER

SECRETARY

ASSISTANT EXECUTIVE DIRECTOR

ASSISTANT CORPORATE SECRETARY

Stephen Gemperle President Gemperle Enterprises

Manmeet Grewal President Grewal RE Holdings, LLC

Adrian Harrell (’98) President New Bridge Management

Mary Hartfield Assistant Executive Director AVP, Advancement University Advancement

Meikuan Huang Faculty Representative Professor of Communication Studies

Dan Huber Chief Executive Officer Foster Farms, Inc.

Michael Ireland, Jr. President and CEO

Winton-Ireland Strom & Green Insurance Agency, Inc.

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

Christene James Vice President/CFO, Business and Finance

Stephen Gemperle

President Gemperle Enterprises

Mary Hartsfield Associate Vice President, Advancement Operations

Justine Borba

Executive Assistant, University Advancement

Christene James Treasurer Vice President/CFO Business and Finance

Ellen Junn Chair University President

John D. Kincaid Faculty Representative Associate Professor, Department of Sociology

Michele Lahti Executive Director Vice President University Advancement

Yili Lian Gemperle Endowed Fellow in Finance Audit Committee Advisor

Norik Naraghi General Counsel H. Naraghi Farms

George Petrulakis Partner

Petrulakis Law & Advocacy, APC

Edwin Rizo

President

Rizo - Lopez Foods, Inc.

Richard Ronten (’70) President

California and Utah Property Investments

Marlene Stante (’72) SVP Region Manager-Mid Valley Region, Bank of the West

Matthew Swanson President

Associated Feed and Supply Co.

Robert Triebsch Founder and Senior Partner Triebsch and Frampton, APC

Jim Vieira President P&F Metals and California Mill Equipment

Patricia Griffin

Lee Hedgepeth, ’75

Bill Ahlem

Dorothy Bizzini

Norm Porges

Ron Emerzian

Connie Bird, ’72

John Phillips

Mark van Overbeek

Bill Mattos

Dianne Gagos

Matthew Swanson

George Petrulakis

1. As of September 17, 2022

108 STANISLAUS STATE • CSUSTAN.EDU

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

Bill Mattos

Jane Evans Vilas

This award recognizes past members of the California State University, Stanislaus Foundation Board who demonstrated exemplary leadership and an unprecedented commitment to furthering and improving public higher education in California’s Great Central Valley.

Norm Porges - 2019

Marjorie H. Bright – 2018 (presented posthumously)

Michael P. Zagaris – 2017

University Events

Library Grand Reopening – April 2022

The campus celebrated the renovation of the J. Burton Vasche Library in April 2022 after being postponed in the fall due to the campus closure. It was the first large-scale in-person event since shuttering events in 2020.

Champions of the American Returns – May 2022

Over 200 people attended the May 3, 2022, event to honor Marian Kaanon. The evening featured a fireside chat moderated by Evan Porges, president of Porges Properties and an inaugural Entrepreneur in Residence for the Warrior Entrepreneurship Initiative.

Ferrari Honorary Doctorate Ceremony and Brunch

Honored John and Jeani Ferrari at the 2021-22 Commencement, which included a surprise announcement dinner and an intimate brunch in the University Art Gallery following the ceremony.

UNIVERSITY ADVANCEMENT • SECTION 5

BOOK OF TRENDS • 2021-2022 109

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 Adjunct Professor of History Modesto Junior College

Eustolio Calderon, ’08, ’12 Senior District Director Target Stores

Natalie Dykzeul, ‘16 Genetic Counselor Stanford Children’s Health

Roxanne Finks, ’03 Information Technology Foster Farms

Eileen Hamilton, ’88 Board Member Turlock Unified School District

Adrian Harrell, ’98 President & CEO New Bridge Management

Clarissa Lonn-Nichols, Ed.D., ’03, ’13 Associate Dean of Students Stanislaus State

Sean Newland, ‘08 Attorney DLA Piper LLP

Alumni Relations Update

Alumni engagement focused on partnering with the Career and Professional Development Center, student organizations and colleges through participation on career panels, Warrior Wisdom panels, connecting local alumni businesses with students and young alumni.

A digital alumni card and online request form was introduced. A re-branded alumni and community newsletter, Warrior Wire, was launched in the spring of 2022.

Maryn Pitt, ’07 Assistant City Manager City of Turlock

Jamil Stell, ‘08 Director Central Valley Chi Alpha

warrior

110 STANISLAUS STATE • CSUSTAN.EDU

Titus

MAP OF STANISLAUS STATE ALUMNI IN CALIFORNIA BY COUNTY, 1960 TO 2022

Del Norte 20 Siskiyou 31 Modoc 6 Shasta 89 Lassen 18 Plumas 9 Butte 94 Glenn 15 Mendocino 56 Lake 37

HIGHLIGHTS

• The unduplicated total of living alumni in the state of California is 55,216; this is 87% of the total alumni of record (63,483).1

• Nearly 78% (42,891) of in-state alumni live in the University's six county service region, with the highest concentration in Stanislaus County.

Colusa 11 Sutter 44

Napa 86 Sonoma 236 Marin 82 San Francisco 205

Sierra 4 El Dorado 183 Amador 121 Sacramento 1,789 Solano 223

Yuba 33 Nevada 90 Placer 399

• While Stan State alumni live in every county in California, the majority live in or around the six county region, indicating that Stan State graduates tend to stay in the Central Valley.

Contra Costa 646 Alameda 828

More than 1,000 alumni Trinity 7 Humboldt 62

San Joaquin 9,787 Santa Clara 871 Santa Cruz 260

Yolo 158 Alpine 4 Calaveras 535 Tuolumne 929 Mono 8 Mariposa 166 Madera 281 Merced 7,955

Stanislaus 23,519

San Mateo 240 Fresno 673 Kings 78

San Benito 166 Monterey 382 Tulare 383

Inyo 21 San Luis Obispo 252

More than 500 alumni

Source: Stanislaus State, Division of University Advancement (alumni addresses as of August 2022)

1. Total Alumni of Record per the 2022 Voluntary Support of Education Survey (Council for Aid to Education, 2022).

Ventura 202

Kern 198 San Bernardino 258 Los Angeles 923

Santa Barbara 144 Orange 369

Riverside 414 San Diego 581 Imperial 20 BOOK OF TRENDS • 2021-2022 111

UNIVERSITY ADVANCEMENT • SECTION 5

More than 300 alumni Tehama 16

Communications & Public Affairs

In 2021-22, brand creative assets, including four brand videos, debuted connecting people to campus and infusing Warrior Pride and sense of belonging.

Communications and Public Affairs (CPA) increased and improved university internal and external communications, making a positive difference. Through continued collaboration with campus partners, the volume of communications was increased to 26 channels. The introduction of Warrior Wire added external communication to the CPA portfolio. The CPA team completed a web redesign with ongoing content migration and updates. In collaboration with the Office of Information Technology, Stan State’s mobile app was re-envisioned and designed to allow students to connect to the learning management system and student portals to transact with the University.

The University’s redesigned website earned a bronze award for the 2022 Indigo Design Awards, winning recognition in the agency category for website design. The new site improves functionality and navigation to enhance engagement for the University’s key audiences.

112 STANISLAUS STATE • CSUSTAN.EDU

In 2021-22, brand creative assets, including four brand videos, debuted connecting people to campus and infusing Warrior Pride and sense of belonging.

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UNIVERSITY ADVANCEMENT • SECTION 5

BOOK OF TRENDS • 2021-2022 113

Enrollment Management

The Enrollment Management Committee (EMC) assists the campus community in charting a course of balanced and sustained enrollment growth based on enrollment management that is aligned with the campus strategic plan. Under the leadership of committee chair and Vice President for Strategic Planning, Enrollment Management and Innovation, Gitanjali Kaul, Ed.D., the EMC works with campus stakeholders to develop and implement enrollment models, projections, and statistical reports to track admission and enrollment data and trends.

From inquiry to admittance, the Admissions and Outreach Services Office (AOS) provides a seamless experience for all qualified students seeking access to higher education. AOS has been integral in supporting and creating enrollment management strategies that improve student yield and retention. Through counseling services, marketing campaigns, events and programs, AOS directly implements initiatives and projects to meet the CSU Chancellor’s Office Graduation Rate Initiative (GRI) goals.

TABLE 6.1 |

Resident FTES Enrollment Targets and Actuals, 5-Year Trend

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

HIGHLIGHTS

• Stanislaus State’s resident FTES target for 2021-22 was 8,127, which included an additional 115 FTES from the prior year target. Stanislaus State consistently exceeded its resident FTES enrollment target through 2020-21 but fell short of the 2021-22 target by less than one percent.

• While first-time freshmen applications have declined for the first time in recent years starting 2019, first-time transfer applications have remained steady.

• The Stanislaus campus is one of eight CSU campuses that were not impacted during 2021-22. The tools used to control enrollment is enforcing all admission requirements and established dates and deadlines, including application, testing, transcript , enrollment confirmation, New Student Orientation registration, and New Student Orientation attendance. Very few exceptions are made and generally only for athletes and veterans.

Table 6.1 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 https://www2.calstate.edu/data-center/ institutional-research-analyses/Pages/reports-and-analytics.aspx

Table 6.1 Notes: The annualized FTES resident-only enrollment targets displayed are the final targets as set by the CSU Office of the Chancellor for each CSU campus. Actual FTES above are the final resident-only college year CO-reported FTES. Actual FTES rounded to the nearest whole number. The Chancellor’s Office allocated the Stanislaus campus an additional 115 FTES for 2021-22.

2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Target FTES 7,631 7,631 8,012 8,012 8,127 1.4 6.5 Actual FTES 8,293 8,395 8,852 8,855 8,066 -8.9 -2.7 % Over Target 8.7 10.0 10.5 10.5 -0.8

KEY: ACTUAL FTES TARGET FTES COLLEGE YEAR 2017-18 2018-19 2019-20 2020-21 2021-22 FTES 6,000 7,000 8,000 9,000

FIG. 6.1 |

116 STANISLAUS STATE • CSUSTAN.EDU

KEY: FRESHMAN TRANSFER

HIGHLIGHT

• The resident only state-supported fall term FTES to headcount ratio was increasing annually but declined for fall 2021.

HIGHLIGHTS

• A larger number of first-time freshmen compared to firsttime transfers typically enter in fall terms. However with spring entrants included, the number of new transfers exceeds the number of new freshmen for the entire academic year, as has been the case over the past five years with the exception of 2018-19.

• A larger number of new transfers is again expected in 2022-23, and more so due to a smaller incoming fall freshmen class.

Fig. 6.2 Source: CSU Office of the Chancellor, Institutional Research and Analyses, Statistical Reports by College Year, Table 1. Total Headcount Enrollment by Term (Residents Only) and Table 3. Full-Time Equivalent Students (FTES) by Term (Residents Only), Retrieved from https://www2.calstate.edu/data-center/institutional-researchanalyses/Pages/reports-and-analytics.aspx

Fig. 6.3 Sources: CSU Enrollment Reporting System-Student (ERSS) data files; Stanislaus State Admissions Office

Fig. 6.3 Note: Enrollment includes all state-supported undergraduate enrollment for the academic year, fall and spring terms.

ENROLLMENT MANAGEMENT • SECTION 6

FALL TERM 50 100 87.3

FIG. 6.2 | Ratio of Resident Fall Full-Time Equivalent Students (FTES) to Resident Headcount, 5-Year Trend FIG. 6.3 | New Undergraduate Academic Year Enrollment, 5-Year Trend

85.2 85.7 86.8 RATIO 2017 2018 2019 2020 2021 0 84.5 1,239 2017-18 2018-19 2019-20 2020-21 2021-22 ACADEMIC YEAR HEADCOUNT 0 500 1,000 1,500 2,000 998 1,954 1,424 1,598 1,577 1,407 1,571 1,814 1,828 BOOK OF TRENDS • 2021-2022 117

TABLE 6.4 | Redirected First-Time Student Enrollment, 5-Year Trend

2017 Fall 2018

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

2021

FIG. 6.5 | First-Time Freshman Admission Yield Rates, 5-Year Trend

HIGHLIGHTS

• The number of fall first-time freshman applicants, excluding redirected applicants who did not enroll, was on an increasing trend until fall 2018. While the number of applicants slightly increased for fall 2019, the total declined in fall 2020 and fall 2021. The decline in high school students applying to a four-year college or university was a nationwide trend pre-pandemic and has persisted during the pandemic.

• Stanislaus State’s first-time freshman acceptance rate has been on an increasing trend and reached a high of 94.8 for fall 2021. This is over five percentage points higher than the prior fall term and about 18 percentage points higher compared to five years prior. The yield rate and applied to enrolled rate have gradually decreased over the past four years. The yield rate for fall 2021 is 17.5 and the applied to enrolled rate is 16.6.

Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Applied 8,069 7,674 7,846 7,124 5,740 -19.4 -28.9 Admitted 6,218 6,586 6,907 6,367 5,439 -14.6 -12.5 Enrolled 1,421 1,570 1,568 1,238 951 -23.2 -33.1

FALL TERM 2017 2018 2019 2020 2021 0 25 75 100 50

RATE (%) YIELD RATE (%) % APPLIED TO ENROLLED RATE (%) YIELD RATE

KEY: ACCEPTANCE

Fall

Transfers Transfers Freshmen Transfers Freshmen Transfers Freshmen Transfers Admitted 629 82 926 1,268 16 16 0 0 Enrolled 15 8 8 30 3 4 0 0

Fall 2019 Fall 2020 Fall

118 STANISLAUS STATE • CSUSTAN.EDU

TABLE 6.6 | First-Time Transfer Applications, Admissions and Enrollment, 5-Year Trend

5-Year Trend

KEY: ACCEPTANCE RATE (%) YIELD RATE (%) APPLIED

RATE (%)

HIGHLIGHTS

• The number of new fall transfer students slightly decreased from fall 2020 to fall 2021, but increased by over 29% over the past five years.

• The number of new transfer students for the entire 2020-21 academic year exceeded new freshmen and is projected to again exceed freshmen counts in 2022-23.

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

ENROLLMENT MANAGEMENT • SECTION 6 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Applied 3,474 3,514 4,344 4,067 4,308 5.9 24.0 Admitted 2,015 2,008 3,855 3,701 3,900 -4.0 93.5 Enrolled 1,018 949 1,354 1,328 1,317 -1.9 29.4

TO ENROLLED

0 25 100 2017 2018 2019 2020 2021 FALL TERM YIELD RATE 50 75

FIG. 6.6 | First-Time Transfer Admission Yield Rates,

BOOK OF TRENDS • 2021-2022 119

HIGHLIGHTS

• Stanislaus State had the second highest acceptance rate for both firsttime freshmen and first-time transfer applicants for fall 2021 among its CSU peer institutions.

• The fall 2021 freshmen yield rates for Stanislaus State’s CSU peer group range from 7.9% to 23.3%, with Stanislaus at 17.5% and the unduplicated systemwide total at 36.6%.

Table 6.7 & Table 6.8

• The fall 2021 transfer yield rates for Stanislaus State’s CSU peer group range from 22.3% to 50.1%, with Stanislaus at 33.7% and the unduplicated systemwide total at 61.1%.

Source: CSU Applications and Admissions Report, Retrieved from https://www2.calstate.edu/data-center/institutional-research-analyses/Pages/reports-and-analytics.aspx

Table 6.7 & Table 6.8 Notes: Total applications received include redirected applicants, if any. Application counts are duplicated across campuses. The CSU systemwide applied, admitted, and enrolled totals are unduplicated.

1. Sorted by acceptance rate in descending order

CSU CAMPUS1 Applied Admitted Enrolled Acceptance Rate (%) Yield Rate (%) Fresno 15,231 14,816 3,450 97.3 23.3 STANISLAUS 5,740 5,439 951 94.8 17.5 San Francisco 27,777 25,809 3,149 92.9 12.2 Monterey Bay 10,026 9,305 779 92.8 8.4 San Bernardino 13,057 11,878 2,001 91.0 16.8 Bakersfield 12,334 10,510 1,165 85.2 11.1 East Bay 14,448 11,899 941 82.4 7.9 CSU TOTAL (UNDUPLICATED) 180,371 164,477 60,267 91.2 36.6 CSU CAMPUS1 Applied Admitted Enrolled Acceptance Rate (%) Yield Rate (%) San Francisco 14,699 13,375 2,986 91.0 22.3 STANISLAUS 4,312 3,903 1,317 90.5 33.7 Monterey Bay 4,291 3,852 988 89.8 25.6 San Bernardino 9,648 8,021 2,778 83.1 34.6 East Bay 9,601 7,784 1,835 81.1 23.6 Fresno 7,426 5,355 2,684 72.1 50.1 Bakersfield 5,501 3,370 943 61.3 28.0 CSU TOTAL (UNDUPLICATED) 108,942 92,576 56,572 85.0 61.1

TABLE 6.7 | First-Time Freshman Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2021

120 STANISLAUS STATE • CSUSTAN.EDU

TABLE 6.8 | First-Time Undergraduate Transfer Applications, Admissions and Enrollment with CSU Peer Institutions Comparisons, Fall 2021

HIGHLIGHTS

• The Stanislaus campus had the third largest percentage of exclusive freshmen applicants (12.7%) during the initial filing period in comparison to its CSU peer group, following Fresno and Bakersfield both at 16.1%. This represents an increase of about 3.6 percentage points for Stanislaus State compared to the prior fall term.

• The percentage of freshmen who applied exclusively to the Stanislaus campus for fall 2021 during the initial filing period is over five percentage points higher than the percentage of freshmen who applied exclusively to any CSU campus.

Table 6.9 & Table 6.10 Source: Cal State Apply Fall 2021 Activity Packet

• The percentage of exclusive transfer applicants for Stanislaus (33.5%) during the initial filing period is more than twice the corresponding percentage for the CSU overall (15.1%).

Table 6.9 & Table 6.10 Notes: Total applicants are those received during initial application filing period, October 1 - December 15, 2020. Exclusive applicants are applicants who apply to only one CSU campus (during initial filing period).

1. Sorted by % Exclusive in descending order

ENROLLMENT MANAGEMENT • SECTION 6 CSU CAMPUS1 Total Applicants Exclusive Applicants % Exclusive Fresno 14,930 2,405 16.1 Bakersfield 12,068 1,937 16.1 STANISLAUS 5,402 685 12.7 San Bernardino 11,897 947 8.0 San Francisco 24,818 1,104 4.4 East Bay 11,732 418 3.6 Monterey Bay 9,588 323 3.4 CSU TOTAL 538,272 39,382 7.3 CSU CAMPUS1 Total Applicants Exclusive Applicants % Exclusive Fresno 7,432 2,633 35.4 STANISLAUS 3,924 1,315 33.5 Bakersfield 5,339 1,582 29.6 San Bernardino 8,346 2,355 28.2 East Bay 7,239 1,163 16.1 Monterey Bay 3,836 560 14.6 San Francisco 12,222 1,324 10.8 CSU TOTAL 256,533 38,699 15.1

TABLE 6.9 | Percentage of First-Time Freshman Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2021

BOOK OF TRENDS • 2021-2022 121

TABLE 6.10 | Percentage of First-Time Transfer Applicants Exclusively Applying to Stanislaus with CSU Peer Institutions Comparisons, Fall 2021

TABLE 6.11 |

Undergraduate Cost of Attendance (COA), 5-Year Trend

HIGHLIGHTS

• Cost of living for students living on-campus increased the least over the past five years, while COA for students living off-campus not with parents increased the most.

• The state university tuition fee has remained the same over the past five years displayed, however campus fees have increased annually, and by approximately 47% over the past five years.

Table 6.11 Source: Stanislaus State Financial Aid and Scholarship Office

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

WITH PARENTS 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year State University Tuition Fees $5,742 $5,742 $5,742 $5,742 $5,742 0.0 0.0 Campus Fees $1,296 $1,330 $1,800 $1,842 $1,902 3.3 46.8 Books and Supplies $1,600 $1,650 $1,700 $1,160 $1,226 5.7 -23.4 Room and Board $5,248 $5,418 $6,096 $6,500 $7,000 7.7 33.4 Transportation $1,100 $1,100 $1,200 $1,700 $1,692 -0.5 53.8 Personal/Misc $1,450 $1,480 $1,704 $1,900 $2,100 10.5 44.8 TOTAL $16,436 $16,720 $18,242 $18,844 $19,662 4.3 19.6 ON-CAMPUS State University Tuition Fees $5,742 $5,742 $5,742 $5,742 $5,742 0.0 0.0 Campus Fees $1,296 $1,330 $1,800 $1,842 $1,902 3.3 46.8 Books and Supplies $1,600 $1,650 $1,700 $1,160 $1,226 5.7 -23.4 Room and Board $9,766 $10,984 $11,078 $11,724 $11,576 -1.3 18.5 Transportation $700 $700 $800 $1,094 $1,076 -1.6 53.7 Personal/Misc $1,450 $1,480 $1,704 $2,058 $2,057 0.0 41.9 TOTAL $20,554 $21,886 $22,824 $23,620 $23,579 -0.2 14.7 OFF-CAMPUS State University Tuition Fees $5,742 $5,742 $5,742 $5,742 $5,742 0.0 0.0 Campus Fees $1,296 $1,330 $1,800 $1,842 $1,902 3.3 46.8 Books and Supplies $1,600 $1,650 $1,700 $1,160 $1,226 5.7 -23.4 Room and Board $11,900 $12,390 $13,216 $13,600 $15,466 13.7 30.0 Transportation $1,100 $1,100 $1,200 $1,400 $1,364 -2.6 24.0 Personal/Misc $1,450 $1,480 $1,704 $2,386 $2,462 3.2 69.8 TOTAL $23,088 $23,692 $25,362 $26,130 $28,162 7.8 22.0

122 STANISLAUS STATE • CSUSTAN.EDU

TABLE 6.12A | Financial Aid Disbursed by Type of Aid, 5-Year Trend

HIGHLIGHTS

• Funding needs for Stanislaus State students have decreased in the past year due to decreasing enrollment and number of students applying and receiving aid.

• The California Dream Loan Program is a subsidized loan program available to qualified applicants; Dream Loan awards decreased in the past year due to availability of emergency COVID-19 related funds.

3% Other

23% Federal Student Loans and Federal Work-Study

18% Institutional Grants and Scholarships

Table 6.12A & Table 6.13A

29% Federal Grants

27% State Grants

Source: Stanislaus State Financial Aid and Scholarship Office

Table 6.12A & Table 6.13A Notes: Dollar amounts represent the total financial aid amounts awarded and disbursed for each aid year. These amounts will be lower than the awards offered as not all students accept all types of aid offered, such as loans.

Fig. 6.12A Note: Other includes athletic grants, non-institutional assistance, and CA Dream Loan.

2016-17 2017-18 2018-19 2019-20 2020-21 % CHANGE TYPE OF AID 1 Year 5 Year Federal Grants $24,722,062 $28,133,664 $28,611,034 $30,793,940 $29,820,182 -3.2 20.6 State Grants $18,511,501 $21,606,614 $22,945,926 $27,093,763 $27,499,193 1.5 48.6 Institutional Grants and Scholarships $17,542,546 $18,457,382 $18,873,493 $18,894,996 $18,023,469 -4.6 2.7 Athletic Grants $711,601 $801,788 $645,703 $835,203 $794,500 -4.9 11.6 Noninstitutional Assistance $798,128 $882,639 $1,055,831 $2,981,623 $2,346,080 -21.3 193.9 Federal Student Loans and Federal Work-Study $32,681,237 $32,443,781 $31,605,418 $29,671,449 $23,442,861 -21.0 -28.3 TOTAL DOLLARS DISBURSED $94,967,075 $102,325,868 $103,737,405 $110,270,974 $101,926,285 -7.6 7.3 CALIFORNIA (CA) DREAM LOAN $42,952 $48,000 $56,000 $67,000 $40,000 -40.3 -6.9 TOTAL WITH CA DREAM LOAN $95,010,027 $102,373,868 $103,793,405 $110,337,974 $101,966,285 8.2 7.3

FIG. 6.12A | Financial Aid Disbursed by Type of Aid, 2020-21

ENROLLMENT MANAGEMENT • SECTION 6

BOOK OF TRENDS • 2021-2022 123

TABLE

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

Table 6.12B Source: Stanislaus State Financial Aid and Scholarship Office

Table 6.12B Notes: Dollar amounts represent the total financial aid amounts awarded and disbursed or 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.

PROGRAM 2016-17 2017-18 2018-19 2019-20 2020-21 # OF STUDENTS AMT AWARDED # OF STUDENTS AMT AWARDED # OF STUDENTS AMT AWARDED # OF STUDENTS AMT AWARDED # OF STUDENTS AMT AWARDED Cal Grant A 854 $4,243,664 910 $4,790,577 958 $5,028,622 1,048 $5,586,221 970 $5,125,481 Cal Grant B Fees 1,873 $9,056,430 2,089 $10,593,681 2,240 $11,301,929 2,590 $13,111,448 2,801 $13,962,983 Cal Grant B Access 2,535 $3,803,753 2,821 $4,251,182 2,992 $4,492,528 3,411 $5,853,235 3,439 $5,975,722 Cal Grant A Teaching Credential Program (TCP) 2 $9,522 8 $39,961 9 $46,622 15 $75,811 15 $72,428 Cal Grant B TCP Fees 9 $32,057 10 $44,124 22 $110,724 32 $159,008 30 $135,785 Cal Grant B TCP Access 9 $8,976 10 $11,077 22 $27,797 18 $66,738 30 $58,221 Chafee Grant 15 $67,360 9 $43,404 16 $75,000 15 $69,279 13 $58,387 Federal Work-Study (FWS) 170 $543,176 139 $523,102 173 $642,272 187 $742,207 119 $425,207 Ed Doctoral Grant 8 $36,102 8 $29,561 8 $25,979 8 $23,752 6 $24,378 Educational Opportunity Program Grant (EOPG) 203 $149,200 205 $153,034 217 $158,200 206 $151,730 202 $144,293 GRAD Business Grant (MBA) 33 $53,906 30 $45,701 27 $60,355 27 $51,807 44 $85,386 Loans-Alternative 146 $1,243,427 189 $1,199,934 171 $1,500,549 164 $1,677,525 114 $1,216,836 Loans-Grad Plus 12 $142,930 12 $148,794 12 $181,418 6 $93,855 11 $97,836 Loans-Plus 248 $1,989,694 220 $1,818,828 209 $1,915,776 212 $1,914,152 114 $1,151,340 Loans-Subsidized 3,298 $12,806,599 3,379 $13,383,730 3,097 $12,132,813 2,994 $12,184,972 2,232 $9,133,858 Loans-Unsubsidized 2,698 $15,807,571 2,684 $15,363,409 2,619 $15,232,590 2,492 $14,717,103 1,971 $12,620,372 Loans-CA Dream Loan 11 $42,952 13 $48,000 16 $56,000 20 $67,000 12 $40,000 Loans - Nursing Loan 3 $19,160 2 $14,248 Middle Class Scholarship 1,058 $1,289,739 1,010 $1,832,608 997 $1,862,704 1,214 $2,172,023 1,169 $2,110,186 Off-Campus Scholarship 553 $798,128 569 $882,639 575 $1,055,831 721 $1,304,098 655 $1,129,244 On-Campus Scholarship 1,044 $1,878,853 874 $1,945,370 985 $2,376,554 986 $2,676,098 884 $2,276,381 Federal Pell Grant (PELL) 5,873 $24,077,171 6,348 $27,326,602 6,219 $27,688,758 6,518 $29,934,157 6,350 $29,044,259 Perkins Loans 57 $147,840 2 $5,984 Supplemental Educational Opportunity Grant (SEOG) 564 $259,147 626 $287,192 839 $399,097 857 $408,363 1,070 $495,703 State Univ. Grant (SUG) 3,443 $16,104,600 3,493 $17,054,018 3,429 $16,898,108 3,428 $16,783,212 3,446 $16,257,831 Student Support Services (SSS) Award 30 $31,486 33 $31,486 28 $31,486 25 $43,600 27 $29,700 TEACH Grant 152 $385,744 186 $519,870 169 $491,693 149 $451,420 94 $280,220 Unduplicated Student Headcount 9,061 9,462 9,457 9,883 9,702 TOTAL DOLLARS DISBURSED $95,010,027 $102,373,868 $103,793,405 $110,337,974 $101,966,285

124 STANISLAUS STATE • CSUSTAN.EDU

HIGHLIGHTS

• Seventy-eight percent of the full-time undergraduate student population and 85% of entering full-time freshmen at Stanislaus State received grant or scholarship aid in 2020-21. The percentage of students awarded any grant aid declined year-over-year for the Stanislaus campus and most of its CSU peer comparison group.

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

Table 6.13 & Table 6.14 Source: IPEDS Data Center, Student Financial Aid (SFA) component, Retrieved from https://nces.ed.gov/ipeds/use-the-data

Table 6.13 & Table 6.14 Notes: Fall 2020 undergraduates and total 2020-21 aid year amounts. Any grant aid includes grant and scholarship aid awarded from the federal government, state or local government, or the institution. Federal grants includes Pell grants and other federal grants. Federal loans include loans awarded to students.

1. Sorted by % receiving any grant aid in descending order

ENROLLMENT MANAGEMENT • SECTION 6 CSU CAMPUS1 Any Grant Aid Pell Grants Federal Loans % RECEIVING AID AVG AMT AWARDED % RECEIVING AID AVG AMT AWARDED % RECEIVING AID AVG AMT AWARDED San Bernardino 80 $9,601 60 $5,046 21 $6,318 Bakersfield 80 $9,612 61 $4,894 24 $6,524 STANISLAUS 78 $9,197 57 $4,775 22 $6,129 Fresno 77 $9,722 57 $4,880 17 $6,324 Monterey Bay 69 $8,880 45 $4,744 28 $4,910 East Bay 66 $8,476 45 $4,701 27 $7,228 San Francisco 60 $8,988 43 $5,079 23 $6,777 CSU CAMPUS1 Any Grant Aid Pell Grants Federal Loans % RECEIVING AID AVG AMT AWARDED % RECEIVING AID AVG AMT AWARDED % RECEIVING AID AVG AMT AWARDED East Bay 91 $8,540 55 $5,072 17 $4,931 Bakersfield 88 $10,725 67 $5,299 16 $4,511 San Bernardino 87 $10,157 67 $5,255 12 $4,553 STANISLAUS 85 $9,785 62 $5,097 12 $4,375 Fresno 82 $10,314 62 $5,263 12 $4,620 San Francisco 72 $9,586 49 $5,368 19 $4,829 Monterey Bay 69 $9,097 43 $4,945 25 $3,379

TABLE 6.13 | Percentage of Full-Time Degree-Seeking Undergraduates Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2020-21

BOOK OF TRENDS • 2021-2022 125

TABLE 6.14 | Percentage of Full-Time First-Time Freshmen Awarded Aid and Average Amounts of Aid by Select Type of Aid, with CSU Peer Institutions Comparisons, 2020-21

TABLE 6.15 | Regular High School Diploma Graduates and A-G Completers in Stanislaus State’s Six-County Service Region by County, 5-Year Trend

Table 6.15 Source: State of California, Department of Education, DataQuest, Four-Year Adjusted Cohort Graduation Rate, Retrieved from https://dq.cde.ca.gov/dataquest/

Table 6.15 Notes: Regular high school diploma graduates are students who entered grade 9 for the first time and graduated in four years. A-G completers are the subset of those student cohorts who a local educational agency determined met all the (a-g) requirements for admission to a University of California or California State University school. Regular high school graduates includes students from California public, charter, and alternative high schools.

COUNTY 2016-17 2017-18 2018-19 2019-20 2020-21 % CHANGE 1 Year 5 Year CALAVERAS Regular HS Diploma Graduates 489 429 418 420 412 -1.9 -15.7 A-G Completers 127 154 144 57 97 70.2 -23.6 A-G Completion Rate (%) 26.0 35.9 34.4 13.6 23.5 MARIPOSA Regular HS Diploma Graduates 137 97 151 132 120 -9.1 -12.4 A-G Completers 34 24 48 41 43 4.9 26.5 A-G Completion Rate (%) 24.8 24.7 31.8 31.1 35.8 MERCED Regular HS Diploma Graduates 3,840 3,987 4,152 4,130 4,208 1.9 9.6 A-G Completers 1,372 1,381 1,458 1,471 1,469 -0.1 7.1 A-G Completion Rate (%) 35.7 34.6 35.1 35.6 34.9 SAN JOAQUIN Regular HS Diploma Graduates 9,163 9,710 10,066 9,916 9,879 -0.4 7.8 A-G Completers 3,213 3,024 3,444 3,233 3,390 4.9 5.5 A-G Completion Rate (%) 35.1 31.1 34.2 32.6 34.3 STANISLAUS Regular HS Diploma Graduates 7,209 7,087 7,135 7,086 7,399 4.4 2.6 A-G Completers 2,624 2,803 2,756 2,761 2,812 1.8 7.2 A-G Completion Rate (%) 36.4 39.6 38.6 39.0 38.0 TUOLUMNE Regular HS Diploma Graduates 427 491 457 438 418 -4.6 -2.1 A-G Completers 135 124 109 115 75 -34.8 -44.4 A-G Completion Rate (%) 31.6 25.3 23.9 26.3 17.9 SIX-COUNTY TOTAL Regular HS Diploma Graduates 21,265 21,801 22,379 22,122 22,436 1.4 5.5 A-G Completers 7,505 7,510 7,959 7,678 7,886 2.7 5.1 A-G Completion Rate (%) 35.3 34.4 35.6 34.7 35.1 STATEWIDE TOTAL Regular HS Diploma Graduates 408,124 418,205 417,496 414,193 417,919 0.9 2.4 A-G Completers 203,648 208,769 210,980 210,692 217,910 3.4 7.0 A-G Completion Rate (%) 49.9 49.9 50.5 50.9 52.1 126 STANISLAUS STATE • CSUSTAN.EDU

TABLE

Table 6.16 Source: State of California, Department of Education, DataQuest, Four-Year Adjusted Cohort Graduation Rate, Retrieved from https://dq.cde.ca.gov/dataquest/

Table 6.16 Notes: Regular high school diploma graduates are students who entered grade 9 for the first time and graduated in four years. A-G completers are the subset of those student cohorts who a local educational agency determined met all the (a-g) requirements for admission to a University of California or California State University school. Regular high school graduates includes students from California public, charter, and alternative high schools.

Table 6.17 Sources: State of California, Department of Education, DataQuest, Four-Year Adjusted Cohort Graduation Rate, Retrieved from https://dq.cde.ca.gov/dataquest/ CSU Enrollment Reporting System-Student (ERSS) data files

Table 6.17 Notes: Regular high school diploma graduates are students who entered grade 9 for the first time and graduated in four years. A-G completers are the subset of those student cohorts who a local educational agency determined met all the (a-g) requirements for admission to a University of California or California State University school. Regular high school graduates includes students from California public, charter, and alternative high schools.

1. Sorted by the Fall 2021 percentage in descending order

ENROLLMENT MANAGEMENT • SECTION 6

COUNTY1 2016-17 2017-18 2018-19 2019-20 2020-21 % POINT CHANGE 1 Year 5 Year Stanislaus 36.4 39.6 38.6 39.0 38.0 -1.0 1.6 Mariposa 24.8 24.7 31.8 31.1 35.8 4.8 11.0 Merced 35.7 34.6 35.1 35.6 34.9 -0.7 -0.8 San Joaquin 35.1 31.1 34.2 32.6 34.3 1.7 -0.7 Calaveras 26.0 35.9 34.4 13.6 23.5 10.0 -2.4 Tuolumne 31.6 25.3 23.9 26.3 17.9 -8.3 -13.7 SIX-COUNTY TOTAL 35.3 34.4 35.6 34.7 35.1 0.4 -0.1 STATEWIDE TOTAL 49.9 49.9 50.5 50.9 52.1 1.3 2.2

6.16 | A-G Completion Rate for Regular High School Graduates in Stanislaus State’s Six-County Service Region by County, 5-Year Trend

HIGH SCHOOL GRADUATION YEAR --> 2016-17 2017-18 2018-19 2019-20 2020-21 % POINT CHANGE FALL COHORT --> Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 1 Year 5 Year COUNTY1 Stanislaus 26.4 28.2 30.0 24.3 20.4 -3.9 -6.0 Merced 17.3 18.0 16.6 13.6 10.8 -2.8 -6.5 San Joaquin 5.3 6.1 5.9 3.9 2.9 -0.9 -2.3 Mariposa 0.0 0.0 0.0 2.4 0.0 -2.4 0.0 Calaveras 3.1 2.6 1.4 0.0 2.1 2.1 -1.1 Tuolumne 1.5 3.2 0.9 0.0 2.7 2.7 1.2 SIX-COUNTY TOTAL 14.7 16.4 16.0 13.0 10.6 -2.4 -4.1

TABLE 6.17 | Percentage of 12th Grade Graduates (A-G Completers) in Stanislaus State’s Six-County Region who Enrolled at Stanislaus State by County, 5-Year Trend

BOOK OF TRENDS • 2021-2022 127

1. Sorted by the 2020-21 rate in descending order.

TABLE 6.18 |

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

HIGHLIGHTS

• Stan State’s largest feeder high school is Pitman High School with a fiveyear average of 79 entering fall freshmen. The largest number of incoming fall 2021 freshmen came from Central Valley High.

• Among the top 10 feeder high schools, Delhi High had the highest one-year percent increase at about 57.7%, followed by Enochs High at 53.1% and Central Valley High at 20%. All other top feeder high schools experienced one-year decreases. Livingston High replaced Johansen High as the tenth top feeder high school based on the five-year average.

• On average, the percentage of new freshmen from the top 10 feeder high schools is about 42% of total new freshmen.

• 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.

HIGH SCHOOL 1 Distance from main campus Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 5-Year Average % CHANGE 1 Year 5 Year John H. Pitman High, Turlock 2.2 mi 80 76 86 91 60 79 -34.1 -25.0 Central Valley High, Ceres 7.9 mi 59 78 91 65 78 74 20.0 32.2 Turlock High, Turlock 3.6 mi 60 83 82 65 63 71 -3.1 5.0 Ceres High, Ceres 8.4 mi 43 56 83 57 49 58 -14.0 14.0 James C. Enochs High, Modesto 15.3 mi 69 52 57 32 49 52 53.1 -29.0 Modesto High, Modesto 12.5 mi 51 51 65 48 28 49 -41.7 -45.1 Patterson High, Patterson 18.2 mi 32 63 41 41 23 40 -43.9 -28.1 Thomas Downey High, Modesto 13.8 mi 30 61 50 37 22 40 -40.5 -26.7 Joseph A. Gregori High, Modesto 19.8 mi 48 34 42 33 28 37 -15.2 -41.7 Delhi High, Delhi 8.8 mi 40 31 36 26 41 35 57.7 2.5 Livingston High, Livingston 13.7 mi 38 46 31 35 24 35 -31.4 -36.8 Top 10 Total 550 631 664 530 465 568 -12.3 -15.5 Total First-Time Freshmen (FTF) 1,421 1,570 1,568 1,238 951 1,350 -23.2 -33.1 % OF TOP 10 OF TOTAL FTF 38.7 40.2 42.3 42.8 48.9 42.1

Table 6.18 Source: CSU Enrollment Reporting System-Student (ERSS) data files

128 STANISLAUS STATE • CSUSTAN.EDU

1. Sorted by 5-Year Average in descending order

TABLE 6.19 | Entering Fall First-Time Freshmen by High School Location, 5-Year Trend

HIGHLIGHTS

• Over the past five years, an average of 711 first-time freshmen from a Stanislaus County high school enrolled at Stanislaus State, over three times the number from Merced County, the next largest county source.

• The percentage of first-time freshmen from the six-county service region was 87.9% for fall 2021, an increase of 10 percentage points over the past five years.

• On average, eight out of 10 first-time freshmen graduated from a high school in the University’s six-county region, a clear indication that the University is serving its designated region.

ENROLLMENT MANAGEMENT • SECTION 6 SIX-COUNTY SERVICE REGION Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 5-Year Average % CHANGE 1 Year 5 Year Stanislaus 692 791 827 671 574 711 -14.5 -17.1 Merced 237 248 242 200 158 217 -21.0 -33.3 San Joaquin 170 184 203 126 100 157 -20.6 -41.2 Calaveras 4 4 2 2 3 -50.0 Tuolumne 2 4 1 2 2 Mariposa 1 1 -100.0 Six-County Total 1,105 1,231 1,275 998 836 1,089 -16.2 -24.3 Other CA County 297 322 284 230 107 248 -53.5 -64.0 Out of State 11 14 7 6 7 9 16.7 -36.4 Out of Country 8 3 2 4 1 4 -75.0 -87.5 First-Time Freshmen Total 1,421 1,570 1,568 1,238 951 1,350 -23.2 -33.1 % FROM SIX-COUNTY REGION 77.8 78.4 81.3 80.6 87.9 80.7

BOOK OF TRENDS • 2021-2022 129

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

TABLE 6.22 | Annual Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend

Table 6.20, Table 6.21 & Table 6.22

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 on September 20, 2022.

Table 6.20, Table 6.21 & Table 6.22 Notes: Total student enrollments included; not limited to “4-year college bound.” Prior year counts updated to reflect most recent data available. Annual enrollment counts are the unduplicated headcount of “students who meet the full-term reporting criteria in at least one of the terms (i.e., fall, winter, spring, summer) during an academic year.” See the above referenced data source for additional information.

1. Sorted in alphabetical order

TABLE 6.21 | Spring Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend

COMMUNITY COLLEGE ¹ Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Columbia College 3,095 2,986 3,031 2,239 2,205 -1.5 -28.8 Merced College 12,272 12,798 13,064 11,474 10,419 -9.2 -15.1 Modesto Junior College 18,715 18,954 19,029 16,885 15,310 -9.3 -18.2 San Joaquin Delta College 18,316 18,646 18,871 18,488 16,898 -8.6 -7.7 TOTAL 52,398 53,384 53,995 49,086 44,832 -8.7 -14.4 COMMUNITY COLLEGE¹ Spring 2018 Spring 2019 Spring 2020 Spring 2021 Spring 2022 % CHANGE 1 Year 5 Year Columbia College 2,959 2,933 2,777 2,090 2,405 15.1 -18.7 Merced College 12,364 12,415 11,716 10,492 9,799 -6.6 -20.7 Modesto Junior College 17,716 18,388 17,856 14,936 16,114 7.9 -9.0 San Joaquin Delta College 17,331 17,385 17,537 16,238 15,197 -6.4 -12.3 TOTAL 50,370 51,121 49,886 43,756 43,515 -0.6 -13.6

TABLE 6.20 | Fall Enrollment of California Community Colleges in the University’s Six-County Service Region, 5-Year Trend

COMMUNITY COLLEGE¹ Annual 2017-18 Annual 2018-19 Annual 2019-20 Annual 2020-21 Annual 2021-22 % CHANGE 1 Year 5 Year Columbia College 4,260 4,218 4,171 3,138 3,480 10.9 -18.3 Merced College 17,532 18,080 17,985 15,933 15,506 -2.7 -11.6 Modesto Junior College 25,750 26,543 27,018 23,243 23,485 1.0 -8.8 San Joaquin Delta College 25,230 25,417 26,699 25,381 23,945 -5.7 -5.1 TOTAL 72,772 74,258 75,873 67,695 66,416 -1.9 -8.7 130 STANISLAUS STATE • CSUSTAN.EDU

HIGHLIGHTS

• On average, about 86% of state-supported first-time transfer students are from a California community college. The proportion is slightly lower at about 83% with self-supported transfer students included.

• Over the past five years, about eight out of 10 state-supported California community colleges transfers are from MJC, Merced College, Delta College, Columbia College, and Las Positas. All but one of these community colleges is located in the University’s service region. Las Positas is located in Alameda County which borders San Joaquin County.

• In the last four academic years a total of 67 state-supported students transferred from Fresno City College, located 78.6 miles south of the campus. This trend is attributed to impaction at Fresno State.

ENROLLMENT MANAGEMENT • SECTION 6

COMMUNITY COLLEGE ¹ Distance from main campus Spring 2018 Spring 2019 Spring 2020 Spring 2021 Spring 2022 5-Year Average % CHANGE 1 Year 5 Year Modesto Junior College, Modesto 12.7 mi 201 151 138 199 223 182 12.1 10.9 Merced College, Merced 25.3 mi 148 87 92 87 132 109 51.7 -10.8 San Joaquin Delta College, Stockton 42.6 mi 81 80 76 115 102 91 -11.3 25.9 Columbia College, Sonora 46.0 mi 10 4 6 7 5 6 -28.6 -50.0 Las Positas College, Livermore 54.7 mi 6 5 11 8 12 8 50.0 100.0 TOP 5 TOTAL 446 327 323 416 474 397 13.9 6.3 CCCT2 Total 519 399 390 470 573 470 21.9 10.4 % of Top 5 of Total CCCT 85.9 82 82.8 88.5 82.7 84.5 Total First-Time Transfers (FTT) 580 458 452 500 637 525 27.4 9.8 % of CCCT of FTT Total 89.3 87.1 86.3 94.0 90.0 89.5 % OF TOP 5 TOTAL FTT 76.8 71.4 71.5 83.2 74.4 75.6

TABLE 6.23 | Entering Fall First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend TABLE 6.24 | Entering Spring First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend Table 6.23 & Table 6.24 Source: CSU Enrollment Reporting System-Student (ERSS) data files 1. Sorted by 5-Year Average in descending order

COMMUNITY COLLEGE 1 Distance from main campus Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 5-Year Average % CHANGE 1 Year 5 Year Modesto Junior College, Modesto 12.7 mi 391 311 505 547 519 455 -5.1 32.7 Merced College, Merced 25.3 mi 244 199 370 296 297 281 0.3 21.7 San Joaquin Delta College, Stockton 42.6 mi 140 156 202 228 242 194 6.1 72.9 Columbia College, Sonora 46.0 mi 23 18 18 24 24 21 0.0 4.3 Las Positas College, Livermore 54.7 mi 29 10 11 19 21 18 10.5 -27.6 TOP 5 TOTAL 827 694 1,106 1,114 1,103 969 -1.0 33.4 CCCT2 Total 938 839 1,299 1,264 1,258 1,120 -0.5 34.1 % of Top 5 of Total CCCT 88.2 82.7 85.1 88.1 87.7 86.5 Total First-Time Transfers (FTT) 1,018 949 1,354 1,328 1,317 1,193 -0.8 29.4 % of CCCT of FTT Total 92.1 88.4 95.9 95.2 95.5 93.8 % OF TOP 5 TOTAL FTT 81.2 73.1 81.7 83.9 83.8 81.2 BOOK OF TRENDS • 2021-2022 131

2. California Community College Transfer

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

TABLE 6.25A | Annual State- and Self-Support Degree-Seeking First-Time Transfer Students by the Top Five Feeder Institutions, 5-Year Trend

COMMUNITY COLLEGE 1 Distance from main campus 2017-18 2018-19 2019-20 2020-21 2021-22 5-Year Average % CHANGE 1 Year 5 Year Modesto Junior College, Modesto 12.7 mi 592 462 643 746 742 637 -0.5 25.3 Merced College, Merced 25.3 mi 392 286 462 383 429 390 12.0 9.4 San Joaquin Delta College, Stockton 42.6 mi 221 236 278 343 344 284 0.3 55.7 Columbia College, Sonora 46.0 mi 33 22 24 31 29 28 -6.5 -12.1 Las Positas College, Livermore 54.7 mi 35 15 22 27 33 26 22.2 -5.7 TOP 5 TOTAL 1,273 1,021 1,429 1,530 1,577 1,366 3.1 23.9 CCCT2 Total 1,457 1,238 1,689 1,734 1,831 1,590 5.6 25.7 % of Top 5 of Total CCCT 87.4 82.5 84.6 88.2 86.1 85.9 Total First-Time Transfers (FTT) 1,598 1,407 1,806 1,828 1,954 1,719 6.9 22.3 % of CCCT of FTT Total 91.2 88.0 93.5 94.9 93.7 92.5 % OF TOP 5 TOTAL FTT 79.7 72.6 79.1 83.7 80.7 79.5 COMMUNITY COLLEGE 1 Distance from main campus 2017-18 2018-19 2019-20 2020-21 2021-22 5-Year Average % CHANGE 1 Year 5 Year Modesto Junior College, Modesto 12.7 mi 610 486 668 779 772 663 -0.9 26.6 Merced College, Merced 25.3 mi 399 295 467 402 436 400 8.5 9.3 San Joaquin Delta College, Stockton 42.6 mi 253 278 326 392 379 326 -3.3 49.8 Columbia College, Sonora 46.0 mi 34 23 24 31 29 28 -6.5 -14.7 Las Positas College, Livermore 54.7 mi 35 16 22 30 33 27 10.0 -5.7 TOP 5 TOTAL 1,331 1,098 1,507 1,634 1,649 1,444 0.9 23.9 CCCT2 Total 1,526 1,334 1,787 1,863 1,922 1,686 3.2 26.0 % of Top 5 of Total CCCT 87.2 82.3 84.3 87.7 85.8 85.6 Total First-Time Transfers (FTT) 1,672 1,516 1,912 1,963 2,050 1,823 4.4 22.6 % of CCCT of FTT Total 91.3 88.0 93.5 94.9 93.8 92.5 % OF TOP 5 TOTAL FTT 79.6 72.4 78.8 83.2 80.4 79.2

Table 6.25 & Table 6.25A Source: CSU Enrollment Reporting System-Student (ERSS) data files; CSU Enrollment Reporting System-Self-Support (sERSS) data files 1. Sorted by 5-Year Average in descending order

132 STANISLAUS STATE • CSUSTAN.EDU

2. California Community College Transfer

ENROLLMENT MANAGEMENT • SECTION 6 COMMUNITY COLLEGE 1 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year ADT Transfer on guaranteed pathway 129 141 356 333 431 29.4 234.1 ADT Transfer not on guaranteed pathway 346 219 313 421 360 -14.5 4.0 ADT TOTAL 475 360 669 754 791 4.9 66.5 Transfer with AA or AS 186 251 100 65 58 -10.8 -68.8 Transfer with no degree 277 228 530 445 468 5.2 69.0 TOTAL 938 839 1,299 1,264 1,317 4.2 40.4 COMMUNITY COLLEGE 1 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year ADT Transfer on guaranteed pathway 40 44 119 181 187 3.3 367.5 ADT Transfer not on guaranteed pathway 151 91 128 161 138 -14.3 -8.6 ADT TOTAL 191 135 247 342 325 -5.0 70.2 Transfer with AA or AS 75 91 32 21 13 -38.1 -82.7 Transfer with no degree 125 85 226 184 181 -1.6 44.8 TOTAL 391 311 505 547 519 -5.1 32.7 COMMUNITY COLLEGE 1 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year ADT Transfer on guaranteed pathway 49 38 126 91 156 71.4 218.4 ADT Transfer not on guaranteed pathway 96 65 97 118 72 -39.0 -25.0 ADT TOTAL 145 103 223 209 228 9.1 57.2 Transfer with AA or AS 27 29 19 8 10 25.0 -63.0 Transfer with no degree 72 67 128 79 59 -25.3 -18.1 TOTAL 244 199 370 296 297 0.3 21.7

TABLE 6.26 | California Community College Transfer Pathway to Stanislaus State, 5-Year Trend TABLE 6.27 | Modesto Junior College Transfer Pathway to Stanislaus State, 5-Year Trend TABLE 6.28 | Merced College Transfer Pathway to Stanislaus State, 5-Year Trend Table 6.26, Table 6.27 & Table 6.28 Source: CSU Office of the Chancellor, Institutional Research and Analyses, Student Origin Dashboard, Retrieved from http://asd.calstate.edu/ dashboard/enrollment-live.html

BOOK OF TRENDS • 2021-2022 133

1. Partner college total includes Modesto Junior College, Merced College, and San Joaquin Delta College. TABLE 6.29 | San Joaquin Delta College Transfer Pathway to Stanislaus State, 5-Year Trend

COMMUNITY COLLEGE ¹ Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year ADT Transfer on guaranteed pathway 16 20 30 12 41 241.7 156.3 ADT Transfer not on guaranteed pathway 35 36 33 86 68 -20.9 94.3 ADT TOTAL 51 56 63 98 109 11.2 113.7 Transfer with AA or AS 54 71 30 19 21 10.5 -61.1 Transfer with no degree 35 29 109 111 112 0.9 220.0 TOTAL 140 156 202 228 242 6.1 72.9 COMMUNITY COLLEGE 1 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year ADT Transfer on guaranteed pathway 105 102 275 284 384 35.2 265.7 ADT Transfer not on guaranteed pathway 282 192 258 365 278 -23.8 -1.4 ADT TOTAL 387 294 533 649 662 2.0 71.1 Transfer with AA or AS 156 191 81 48 44 -8.3 -71.8 Transfer with no degree 232 181 463 374 352 -5.9 51.7 TOTAL 775 666 1,077 1,071 1,058 -1.2 36.5

TABLE 6.30 | Partner College Transfer Pathway to Stanislaus State, 5-Year Trend Table 6.29 & Table 6.30 Source: CSU Office of the Chancellor, Institutional Research and Analyses, Student Origin Dashboard, Retrieved from http://asd.calstate.edu/dashboard/ enrollment-live.html 1. Partner college total includes Modesto Junior College, Merced College, and San Joaquin Delta College.

37% ADT Transfer on guaranteed pathway 33% Transfer with no degree 26% ADT Transfer

on guaranteed pathway 4% Transfer with AA or AS 134 STANISLAUS STATE • CSUSTAN.EDU

FIG. 6.30 | Partner College Transfer Pathway to Stanislaus State, Fall 2021 not

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

Created to inspire and energize students who see themselves as future Warriors.

BACKGROUND

Evidence of a strong intersegmental cause for regional collaboration to increase college-going rates and graduation rates is seen championed with the California State University systemwide’s push to raise 4-year degree attainment and transfer graduation rates (see Table 6.31) 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 address the region’s low educational attainment (see Table 6.32) were the catalyst for meaningful change.

TABLE 6.31 |

Stanislaus State’s vision for a reimagined Warriors on the Way (WOW)1 program – one that would create a seamless ecosystem for students who traverse the boundaries of local community colleges to Stan State – came to fruition with collaborative support from the campus community, regional community college partners, and regional and state partnerships, including the College Futures Foundation. The College Futures Foundation awarded the University a total of $864,000 in grant funding, including a six-month planning grant award in the amount of $186,000 during 2018-19, and a two-year implementation grant award in the amount of $678,000 effective 2019-20. The grant was extended through 2022-23 to allow Stanislaus State to reallocate funding for other activities to support transfer students since previously planned activities were canceled during campus closures due to the COVID-19 pandemic. 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.

Initiative (GI) 2025 Goals for Transfer Students

TABLE 6.32 | Stanislaus State Service Region Educational Attainment by County, 2016-2020

The percentage of the six-county region’s population with a bachelor’s degree or higher is 18.2%, compared to 34.7% for the State of California and 32.9% for the nation. Additionally, the percent of persons in poverty in the larger counties in the University’s service area are higher than the statewide percent: 16.3% Merced County, 13.9% San Joaquin County, 13.0% Stanislaus County, and 12.3% California2

Table 6.31 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 6.32 Source: U.S. Census Bureau, American Community Survey 5-Year Estimates, Retrieved from https://www.census.gov/acs/www/data/data-tables-and-tools/data-profiles/

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/ on October 11, 2022.

ENROLLMENT MANAGEMENT • SECTION 6

METRIC Current rate (As of Summer 2022) Current Goal Goal by 2025 Percentage Points Difference to Reach 2025 Goal Transfer 2-Year Graduation Rate 44.0% - 2020 cohort 41.7% 45% - 2023 cohort 1.0 Transfer 4-Year Graduation Rate 80.4% - 2018 cohort 77.4% 78% - 2021 cohort 2.4

Stanislaus State Graduation

COUNTY Population 25+ years Bachelor’s degree Graduate or Professional degree Total bachelor’s degree or higher N % of Total Population 25+ Years Stanislaus 346,363 42,776 18,536 61,312 17.7 San Joaquin 475,460 61,634 29,474 91,108 19.2 Merced 162,293 15,580 7,293 22,873 14.1 Calaveras 35,367 4,774 2,237 7,011 19.8 Mariposa 13,597 2,440 1,219 3,659 26.9 Tuolumne 41,417 6,019 3,233 9,252 22.3 SIX-COUNTY TOTAL 1,074,497 133,223 61,992 195,215 18.2 State of California 34.7 United States 32.9

BOOK OF TRENDS • 2021-2022 135

WOW OVERVIEW

The Warriors on the Way (WOW) Program provides a clear transfer pathway to students from the University’s regional community college partners –Merced College, Modesto Junior College, and San Joaquin Delta College – by providing robust activities and services designed to increase the number of students who transfer to Stanislaus State with an Associate Degree for Transfer (ADT) and increase the University’s transfer retention and graduation rates.

2021-2022 WOW PROGRAM HIGHLIGHTS

• Evaluation Services: A full time evaluator was hired to work exclusively with prospective transfer students prior to matriculation and enrollment. This position works closely with the WOW program, providing transcript evaluations to students from Merced College, Modesto Junior College, and San Joaquin Delta College.

• Pre-admission Advising: WOW counselors, stationed at partner community colleges four days per week, hosted over 500 advising appointments. Students can make in-person and virtual appointments with their WOW counselor to learn about the transfer process, create a transfer plan, and individualized support through all phases of the transfer process.

• Application Support: Committed to helping students with their transfer journey, WOW admission counselors hosted 20 application workshops in Fall 2021 to provide students with individualized support with their CSU application.

• Next Steps Workshops: WOW counselors taught admitted students the steps to take to successfully matriculate and enroll at Stanislaus State through online and in-person workshops. Students walk away from these workshops with a developed understanding of important dates and deadlines, how to accept their admission, and the importance of New Student Orientation.

• WOW Transfer Achievement Celebration: Stanislaus State celebrated the successful transfer of WOW scholars during the University’s inaugural WOW Transfer Achievement Celebrations hosted at the Turlock and Stockton campuses spring 2022. These events allowed WOW scholars to connect with each other, meet Transfer Peer Mentors, and learn about campus resources, and enjoy a campus tour.

136 STANISLAUS STATE • CSUSTAN.EDU

CONTACT INFORMATION FOR STANISLAUS STATE WOW STAFF

Joy Vickers, Lead WOW Admissions Counselor

San Joaquin Delta College

Jvickers1@csustan.edu

Pablo Gutierrez Benitez, WOW Admissions Counselor Merced College

pgutierrezbenitez@csustan.edu

Andres Gomez, WOW Admissions Counselor Modesto Junior College

Agomez92@csustan.edu

ENROLLMENT MANAGEMENT • SECTION 6

BOOK OF TRENDS • 2021-2022 137

7 Degrees Awarded and Retention & Graduation Rates

“As we leave here with our heads held high, we found that inner strength to go through COVID, and do everything that we did to get to this point.”

Katrina Thomas-Grey, Bachelor of Arts, Criminal Justice, 2022 Commencement

138 STANISLAUS STATE • CSUSTAN.EDU

TABLE 7.1 | Degrees Awarded by Degree Level and Gender, 5-Year Trend

COLLEGE YEAR

KEY: GRADUATE (MASTER’S + DOCTORATE) UNDERGRADUATE (BACHELOR’S)

HIGHLIGHTS

• Over the past five years, the number of degrees awarded increased by 11.8% overall, increasing 15% at the bachelor’s level however decreasing at the master’s and doctoral levels.

• On average, about 87% of total degrees awarded are bachelor’s degrees. The percentage of bachelor’s degrees of total degrees in 2021-22 (88.3%) reflects an increase of slightly less than one percentage point compared to the prior year.

Table 7.1

Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

69% Female

31% Male

• On average, about 68% of all degree recipients are female. There is a higher proportion of degrees awarded to females at the master’s level (about 75%).

Table 7.1 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

140 STANISLAUS STATE • CSUSTAN.EDU

2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE BACHELOR’S 1 Year 5 Year Female 1,431 1,555 1,562 1,695 1,709 0.8 19.4 Male 746 744 808 786 795 1.1 6.6 Bachelor’s Total 2,177 2,299 2,370 2,481 2,504 0.9 15.0 % Female 65.7 67.6 65.9 68.3 68.3 MASTER’S Female 259 224 282 249 243 -2.4 -6.2 Male 86 71 87 98 79 -19.4 -8.1 Master’s Total 345 295 369 347 322 -7.2 -6.7 % Female 75.1 75.9 76.4 71.8 75.5 DOCTORATE Female 9 2 4 2 7 250.0 -22.2 Male 5 3 6 1 2 100.0 -60.0 Doctorate Total 14 5 10 3 9 200.0 -35.7 % Female 64.3 40.0 40.0 66.7 77.8 TOTAL Female 1,699 1,781 1,848 1,946 1,959 0.7 15.3 Male 837 818 901 885 876 -1.0 4.7 TOTAL 2,536 2,599 2,749 2,831 2,835 0.1 11.8 % Female 67.0 68.5 67.2 68.7 69.1

FIG. 7.1A | Ratio of Undergraduate to Graduate Degrees Awarded, 5-Year Trend FIG. 7.1B | Total Degrees Awarded by Gender, 2021-22

2017-18 2018-19 2019-20 2020-21 2021-22 100 80 60 40 20 0

RATIO

TABLE 7.2 | Degrees Awarded by Degree Level and Underrepresented Minority (URM) Status, 5-Year Trend

HIGHLIGHTS

• Over the past five years, degrees awarded to underrepresented minorities (URM) increased by 34.5% overall; 37.7% at the bachelor’s level and 12.5% at the master’s level.

55.9% 44.1%

URM Non-URM

Table 7.2

Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

• In the four most recent years, over half of degrees were awarded to underrepresented minorities (URM). In the most recent year, 55.9% of overall degrees awarded and 56.7% of bachelor’s degrees were awarded to URM students. This continued trend can contribute to the University’s efforts to close the URM equity gap.

KEY: % FIRST GENERATION 1 % NOT 1ST GEN/UNKNOWN

Table 7.2 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. The Traditionally Underrepresented Minority (URM) category includes students self-reported as American Indian or Alaskan Native, Black or African American, and Hispanic/Latino.

Fig. 7.3 Sources: CSU Enrollment Reporting System-Application (ERSA) data files; CSU Enrollment Reporting System-Degrees (ERSD) data files

Fig. 7.3 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

1. First-Generation (1st Gen) includes students who reported that neither parent or guardian earned a four-year college degree on the CSU undergraduate admission application. The majority of self-support students do not submit a CSU undergraduate admission application therefore are categorized as Unknown. 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.

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 BOOK OF TRENDS • 2021-2022 141

2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE BACHELOR’S 1 Year 5 Year URM 1,032 1,209 1,228 1,337 1,421 6.4 37.8 Non-URM 1,145 1,090 1,142 1,145 1,083 -5.5 -5.5 Bachelor’s Total 2,177 2,299 2,370 2,481 2,504 0.9 15.0 % URM 47.4 52.6 51.8 53.9 56.7 MASTER’S URM 144 123 169 161 162 0.6 12.5 Non-URM 201 172 200 186 160 -14.0 -20.4 Master’s Total 345 295 369 347 322 -7.2 -6.7 % URM 41.7 41.7 45.8 46.4 50.3 DOCTORATE URM 2 3 4 0 1 -50.0 Non-URM 12 2 6 3 8 166.7 -33.3 Doctorate Total 14 5 10 3 9 200.0 -35.7 % URM 14.3 60.0 40.0 0.0 11.1 TOTAL URM 1,178 1,335 1,401 1,498 1,584 5.8 34.6 Non-URM 1,358 1,264 1,348 1,333 1,251 -6.2 -8.0 TOTAL 2,536 2,599 2,749 2,831 2,835 0.1 11.8 % URM 46.5 51.4 51.0 52.9 55.9

FIG. 7.2 | Degrees Awarded by URM Status, 2021-22

2017-18 2018-19 2019-20 2020-21 2021-22 COLLEGE YEAR 100 50 0

RATIO

FIG. 7.3 | Ratio of First Generation to Non-First Generation Bachelor Degree Recipients, 5-Year Trend

TABLE 7.4 | Degrees Awarded by College and Degree Level, 5-Year Trend

HIGHLIGHTS

• The College of Science has awarded the largest number of degrees awarded in recent years, and the largest five-year total (4,405), followed closely by the College of the Arts, Humanities and Social Sciences with 4,057.

• The College of Science was the only college with a one-year percent increase in total degrees awarded at 8.1%. The COS had a one-year percent increase of 7.7% at the bachelor’s level and 15.4% at the master’s level.

• The College of Science had the largest five-year increase in total degrees awarded at 26.8%. The COS had a five-year percent increase of 29.2% at the bachelor’s level, and the College of Business Administration had the largest five-year increase of 20.3% at the master’s level.

35.0% 18.7%

29.1% 17.2%

Table 7.4

Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

Table 7.4 Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Headcounts by college based on first major for undergraduate students with multiple majors.

142 STANISLAUS STATE • CSUSTAN.EDU

CAHSS 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Bachelor’s 741 766 777 805 792 -1.6 6.9 Master’s 31 35 41 37 32 -13.5 3.2 CAHSS Total 772 801 818 842 824 -2.1 6.7 CBA Bachelor’s 408 438 411 434 406 -6.5 -0.5 Master’s 69 63 63 79 83 5.1 20.3 CBA Total 477 501 474 513 489 -4.7 2.5 COEKSW Bachelor’s 294 319 351 362 358 -1.1 21.8 Master’s 196 154 205 192 162 -15.6 -17.3 Doctorate 14 5 10 3 9 200.0 -35.7 COEKSW Total 504 478 566 557 529 -5.0 5.0 COS Bachelor’s 734 776 831 880 948 7.7 29.2 Master’s 49 43 60 39 45 15.4 -8.2 COS Total 783 819 891 919 993 8.1 26.8 TOTAL Bachelor’s 2,177 2,299 2,370 2,481 2,504 0.9 15.0 Master’s 345 295 369 347 322 -7.2 -6.7 Doctorate 14 5 10 3 9 200.0 -35.7 TOTAL 2,536 2,599 2,749 2,831 2,835 0.1 11.8

FIG. 7.4 | Total Degrees Awarded by College, 2021-22 KEY: CAHSS COS COEKSW CBA

TABLE 7.5A | Degrees Awarded by College, First Majors, 5-Year Trend

HIGHLIGHTS

• On average, less than 2% of bachelor degree completers are awarded a second major.

• The large majority of second majors are in the College of the Arts, Humanities, and Social Sciences. Around 65% of second majors had a second major awarded in a CAHSS degree program in 2021-22.

Table 7.5A, Table 7.5B & Table 7.5C Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

Table 7.5A Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. Headcounts by college based on first major for undergraduate students with multiple majors.

Table 7.5B Note: Annual unduplicated headcount of second majors awarded, summer through spring.

Table 7.5C Note: Annual headcount of first and second majors awarded, summer through spring.

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 BOOK OF TRENDS • 2021-2022 143 COLLEGE 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year CAHSS 772 801 818 842 824 -2.1 6.7 CBA 477 501 474 513 489 -4.7 2.5 COEKSW 504 478 566 557 529 -5.0 5.0 COS 783 819 891 919 993 8.1 26.8 TOTAL 2,536 2,599 2,749 2,831 2,835 0.1 11.8

COLLEGE 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year CAHSS 26 22 26 19 32 63.2 19.2 CBA 1 1 COEKSW 1 1 COS 6 10 15 7 17 142.9 45.5 TOTAL 33 33 43 26 49 84.6 45.5

TABLE 7.5B | Degrees Awarded by College, Second Majors, 5-Year Trend

COLLEGE 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year CAHSS 798 823 844 861 856 -0.7 7.1 CBA 478 501 475 513 489 -4.7 2.3 COEKSW 504 479 567 557 529 -5.0 5.0 COS 789 829 906 926 1,010 9.1 28.0 TOTAL 2,569 2,632 2,792 2,857 2,884 0.9 12.2

TABLE 7.5C | Degrees Awarded by College, First and Second Majors, 5-Year Trend

TABLE 7.6A | CAHSS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

Table 7.6A

Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

Table 7.6A Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

1. The BA in Agricultural Studies degree program changed to a BS in Agriculture in 2016-17.

2. Art includes degrees conferred in Art BA, Art BFA, and Art History BA degree programs.

3. The BA in Creative Media was implemented in 2020.

4. Music includes degrees conferred in Music BA and Music BM degree programs.

144 STANISLAUS STATE • CSUSTAN.EDU

2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE BACHELOR’S 1 Year 5 Year Agriculture1 24 37 17 35 29 -17.1 20.8 Anthropology 22 9 12 12 12 0.0 -45.5 Art2 34 33 23 33 29 -12.1 -14.7 Communication Studies 82 78 75 73 56 -31.7 Creative Media3 2 Criminal Justice 178 200 222 189 194 2.6 9.0 Economics 18 9 18 14 9 -35.7 -50.0 English 58 47 50 77 78 1.3 34.5 Ethnic Studies 2 4 8 3 5 66.7 150.0 Gender Studies 3 3 3 7 5 -28.6 66.7 Geography 10 11 11 8 7 -12.5 -30.0 History 41 45 57 46 58 26.1 41.5 Leadership Studies 2 1 3 50.0 Music4 13 8 3 20 13 -35.0 0.0 Philosophy 11 5 2 9 5 -44.4 -54.5 Political Science 15 24 20 20 34 70.0 126.7 Social Sciences 62 62 63 65 67 3.1 8.1 Sociology 147 161 167 166 156 -6.0 6.1 Spanish 11 22 20 23 24 4.3 118.2 Special Major 1 Theatre Arts 8 7 5 5 6 20.0 -25.0 Bachelor’s Total 741 766 777 805 792 -1.6 6.9 MASTER’S Criminal Justice 3 5 3 2 1 -50.0 -66.7 English 11 16 9 7 7 0.0 -36.4 History 4 5 8 5 11 120.0 175.0 Interdisciplinary Studies - HS 2 1 2 3 1 -66.7 -50.0 Public Administration 11 8 19 20 12 -40.0 9.1 Master’s Total 31 35 41 37 32 -13.5 3.2 TOTAL 772 801 818 842 824 -2.1 6.7

TABLE 7.6B | CAHSS Second Majors by Degree Program, 5-Year Trend

HIGHLIGHTS

• CAHSS offers the largest number of bachelor degree programs at Stan State, and had the second highest number of degree completers in 2021-22.

• The undergraduate programs in CAHSS with the highest number of degrees awarded in the last year include Criminal Justice, Sociology, and English. Degrees awarded in these three programs combined account for 54% of CAHSS’s total bachelor’s degrees awarded.

• The large majority of second majors awarded are CAHSS degrees, primarily Spanish and Ethnic Studies over the last five years.

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 BOOK OF TRENDS • 2021-2022 145

Table 7.6B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE BACHELOR’S 1 Year 5 Year Anthropology 2 3 50.0 Art 1 1 1 Art History 2 Communication Studies 1 1 1 2 2 0.0 100.0 Criminal Justice 1 1 1 2 1 -50.0 0.0 Economics 1 1 2 1 3 200.0 200.0 English 1 1 2 100.0 100.0 Ethnic Studies 1 5 6 2 4 100.0 300.0 Gender Studies 3 1 1 -66.7 Geography 2 1 1 -100.0 -100.0 History 1 1 -100.0 Philosophy 1 1 2 1 0.0 Political Science 1 2 2 100.0 Social Sciences 1 1 1 0.0 0.0 Sociology 2 1 2 1 1 0.0 -50.0 Spanish 10 6 9 3 9 200.0 -10.0 Theatre Arts 2 1 1 0.0 TOTAL 26 22 26 19 32 68.4 23.1

Table 7.6B Note: Annual unduplicated headcount of second majors awarded, summer through spring.

TABLE 7.7A | CBA Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

TABLE 7.7B | CBA Second Majors by Degree Program, 5-Year Trend

HIGHLIGHTS

• The College of Business Administration (CBA) currently offers one undergraduate degree program in Business Administration (BSBA). BSBA degrees awarded represent 83% of CBA’s total degrees awarded in 2021-22.

• Total MBA degrees awarded represent about 17% of CBA’s total degrees awarded in 2021-22, including the Evening MBA with 47% of the MBA total, the Executive MBA program with 1.2% of the MBA total, and the Online MBA program with 51.8% of the MBA total.

• The largest number of bachelor’s degrees awarded in 2021-22 were BSBA degrees, accounting for 16.2% of the total.

Table 7.7A & Table 7.7B

Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

Table 7.7A Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

Table 7.7B Notes: Annual unduplicated headcount of second majors awarded, summer through spring.

1. The BS in Computer Information Systems (CIS) was discontinued and replaced with a CIS concentration in the BS in Business Administration (BSBA) degree program.

146 STANISLAUS STATE • CSUSTAN.EDU

BACHELOR’S 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Business Administration 407 438 411 433 406 -6.2 -0.2 CIS1 1 1 Bachelor’s Total 408 438 411 434 406 -6.5 -0.5 MASTER’S Business Administration (Evening MBA) 22 30 27 35 39 11.4 77.3 Executive MBA 26 21 22 25 1 -96.0 -96.2 Online MBA 21 12 14 19 43 126.3 104.8 Master’s Total 69 63 63 79 83 5.1 20.3 TOTAL 477 501 474 513 489 -4.7 2.5 BACHELOR’S 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Business Administration 1 1 TOTAL 1 0 1 0 0

TABLE 7.8A | COEKSW Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

TABLE 7.8B | COEKSW Second Majors by Degree Program, 5-Year Trend

HIGHLIGHTS

• The total number of CBA’s bachelor degrees awarded accounted for 14.3% of Stan State’s total bachelor’s degrees awarded in 2021-22.

• Over half (50.3%) of the total master’s degree awarded in 2021-22 were in COEKSW’s Education and Social Work programs.

Table 7.8A & Table 7.8B

Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

Table 7.8A Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

Table 7.8B Note: Annual unduplicated headcount of second majors awarded, summer through spring.

1. The BS in Exercise Science was implemented in 2019.

2. The BS in Public Health Promotion was implemented in 2020.

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 BOOK OF TRENDS • 2021-2022 147

BACHELOR’S 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Exercise Science1 12 29 47 62.1 Kinesiology 106 121 234 78 38 -51.3 -64.2 Liberal Studies 188 198 105 226 246 8.8 30.9 Public Health Promotion2 29 27 -6.9 Bachelor’s Total 294 319 351 362 358 -1.1 21.8 MASTER’S Education 95 111 116 105 89 -15.2 -6.3 Social Work 74 43 64 60 51 -15.0 -31.1 Social Work - Hybrid 27 25 27 22 -18.5 Master’s Total 196 154 205 192 162 -15.6 -17.3 DOCTORATE Educational Leadership 14 5 10 3 9 200.0 -35.7 Doctorate Total 14 5 10 3 9 200.0 -35.7 TOTAL 504 478 566 557 529 -5.0 5.0 BACHELOR’S 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Kinesiology Liberal Studies 1 1 TOTAL 0 1 2 0 0

TABLE 7.8C | Teaching Credentials Issued by the California Commission on Teacher Credentialing, 5-Year Trend

HIGHLIGHTS

• The 2021-22 numbers are the counts of teaching credentials to be recommended for credential, as reported to the CSU Chancellor’s Office by the Stanislaus State Credential Services Offices. The actual number of 2021-22 teaching credentials that will be issued by the California Commission on Teacher Credentialing are currently not available.

• Current counts for 2021-22 show decreases in multiple subject and single subject credentials compared to the prior year due to Reading Instruction Competence Assessment (RICA) and/or Teacher Performance Assessment (TPA) now being required. Due to the pandemic during 2020-21, teaching credentials were able to be recommended without these exams due to COVID -19 flexibilities.

Table 7.8C Sources: CSU Office of the Chancellor, Teaching Credentials Issued Dashboard, Retrieved from https://www2.calstate.edu/data-center/institutionalresearch-analyses/Pages/graduation-and-success.aspx. Stanislaus State Credential Services Office for 2021-22 credentials recommended counts.

Table 7.8C Notes: The number of Multiple Subject, Single Subject and Special Education teaching credentials issued with effective dates between July 1 and June 30 in a college year (includes summer, fall and spring semesters), upon the recommendation of a California institution of higher education with a Commissionaccredited program. The numbers include individuals who received their initial California credential (first time) and those who previously held a different type of document such as an emergency permit (new type). This report includes individuals who received preliminary and professional clear credentials. The 2021-22 counts are the number of credentials recommended by the campus.

148 STANISLAUS STATE • CSUSTAN.EDU

TYPE 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Single Subject 69 95 94 95 52 -45.3 -24.6 % of CSU Single Subject Total 3.0 4.1 4.2 3.8 N/A CSU SS total 2,292 2,316 2,226 2,522 N/A Multiple Subject 153 156 192 225 110 -51.1 -28.1 % of CSU Multiple Subject Total 5.6 5.8 6.4 5.8 N/A CSU MS total 2,711 2,713 3,015 3,868 N/A Special Education 26 27 35 26 21 -19.2 -19.2 % of CSU Special Education Total 2.7 2.8 3.2 2.4 N/A CSU ES total 950 954 1,097 1,097 N/A TOTAL 248 278 321 346 183 -47.1 -26.2 % of CSU Total 4.2 4.6 5.1 4.6 N/A CSU total Prelim & Clear Prelim 5,953 5,983 6,338 7,487 N/A Total with Intern Credentials Issued 271 312 342 359 201 -44.0 -25.8

TABLE 7.9A | COS Degrees Awarded by Degree Level and Degree Program, 5-Year Trend

SECTION

BOOK OF TRENDS • 2021-2022 149

DEGREES AWARDED AND RETENTION & GRADUATION RATES •

Table 7.9A Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

BACHELOR’S 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Biological Sciences 94 128 110 117 83 -29.1 -11.7 Chemistry 25 15 11 9 16 77.8 -36.0 Child Development 55 65 56 73 83 13.7 50.9 Cognitive Studies 5 4 4 3 3 0.0 -40.0 Computer Science 62 42 67 76 73 -3.9 17.7 Geology 9 9 9 12 8 -33.3 -11.1 Health Science1 23 29 30 34 51 50.0 121.7 Mathematics 33 27 35 34 26 -23.5 -21.2 Nursing 121 125 135 125 125 0.0 3.3 Physical Sciences 1 2 2 1 1 0.0 0.0 Physics 8 4 11 5 10 100.0 25.0 Psychology 298 326 362 391 468 19.7 57.0 Special Major 1 Bachelor’s Total 734 776 831 880 948 7.7 29.2 MASTER’S Biological Sciences 2 Ecology and Sustainability 6 2 3 -100.0 Child Development 8 1 5 8 60.0 Genetic Counseling 9 8 11 1 -100.0 -100.0 Nursing 5 4 21 15 17 13.3 240.0 Psychology 29 21 24 18 18 0.0 -37.9 Master’s Total 49 43 60 39 45 15.4 -8.2 TOTAL 783 819 891 919 993 8.1 26.8

Table 7.9A Notes: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring. 1. The BS in Health Science self-support degree program was implemented in 2013.

TABLE 7.9B | COS Second Majors by Degree Program, 5-Year Trend

HIGHLIGHTS

• About 38% of total bachelor’s degrees awarded in 2021-22 were in COS programs.

• Approximately 96% of COS degrees awarded in 2021-22 were bachelor’s degrees.

• COS awards the second largest number of second majors on average, about 23.5% over the past five years and about 35.4% in the most recent year.

150 STANISLAUS STATE • CSUSTAN.EDU

BACHELOR’S 2017-18 2018-19 2019-20 2020-21 2021-22 % CHANGE 1 Year 5 Year Biological Sciences 1 1 1 Chemistry 2 1 Child Development 1 Cognitive Studies 1 1 2 Computer Science 1 2 2 0.0 Mathematics Nursing 1 Physics 1 1 Psychology 4 7 10 5 10 100.0 150.0 TOTAL 6 10 15 7 17 142.9 183.3

Table 7.9B Source: CSU Enrollment Reporting System-Degrees (ERSD) data files Table 7.9B Note: Annual unduplicated headcount of second majors awarded, summer through spring.

TABLE 7.10 | Self-Support Degrees Awarded by Degree Level, 5-Year Trend

HIGHLIGHTS

• On average, 6.6% of all bachelor’s degrees awarded and 21.2% of all master’s degrees awarded over the past five years are in self-support degree programs.

• In the past five years, the percentage of self-support degrees of total degrees awarded decreased by over six percentage points at the master’s level and increased fifteen percentage points at the bachelor’s level.

• The number of self-support bachelor’s degrees has been on an upward trend, while the number of self-support master’s degrees has fluctuated over the past five years.

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 BOOK OF TRENDS • 2021-2022 151

Table 7.10 Source: CSU Enrollment Reporting System-Degrees (ERSD) data files

BACHELOR’S 2017-18 2018-19 2019-20 2020-21 2021-22 5-Year Total % CHANGE 1 Year 5 Year Self-Support Degrees 140 142 151 160 188 781 17.5 34.3 % of Bachelor’s Total 6.4 6.2 6.4 6.4 7.5 6.6 16.4 17.3 Bachelor’s Total 2,177 2,299 2,371 2,481 2,504 11,832 0.9 15.0 MASTER’S Self-Support Degrees 83 49 73 76 75 356 -1.3 -9.6 % of Master’s Total 24.1 16.6 19.8 21.9 23.3 21.2 6.3 -3.4 Master’s Total 345 295 369 347 322 1,678 -7.2 -6.7 DOCTORATE Self-Support Degrees % of Doctorate Total 0.0 0.0 0.0 0.0 0.0 0.0 Doctorate Total 14 5 10 3 9 41 200.0 -35.7 TOTAL Self-Support Degrees 223 192 224 236 263 1,138 11.4 17.9 % of Total 8.8 7.4 8.1 8.3 9.3 8.4 11.3 5.4 Total 2,536 2,599 2,750 2,831 2,835 13,551 0.1 11.8

Table 7.10 Note: Degrees awarded represent the annual unduplicated headcount of state- and self-support degree program completers, summer through spring.

TABLE 7.11 | First-Time Full-Time Freshman Retention and Graduation Rates Summary, Fall Cohort Trends

ENTERING FIRST-TIME FULL-TIME FRESHMAN BY FALL COHORT

RETENTION RATES (%) BY FALL COHORT

CUMULATIVE GRADUATION RATES (%) BY FALL COHORT

5-YEAR

6-YEAR1

HIGHLIGHTS

• The six-year graduation rate for the fall 2016 freshman cohort decreased by over two percentage points compared to the prior cohort.

• The one-year retention rate for the fall 2021 freshmen cohort increased by one and a half percentage points compared to the prior cohort year, and the two-year retention rate decreased by three percentage points compared to the prior cohort year.

Table 7.11 & Table 7.12 Source: CSU Office of the Chancellor, Institutional Research & Analyses, Graduation and Success Dashboard, Retrieved from http://asd. calstate.edu/dashboard/graduation-success.html

Table 7.11 & Table 7.12 Note: The above rates may slightly differ from the University’s internal retention and graduation rates previously reported in this table.

1. CSU Graduation Initiative (GI) 2025 metric - one of six metrics with established goals - see Fig. 7.14 for specific goals.

152 STANISLAUS STATE • CSUSTAN.EDU

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 1,082 1,181 1,198 1,220 1,330 1,362 1,508 1,505 1,166 874

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 87.2 84.7 81.4 85.0 80.5 81.6 82.7 86.6 79.3 80.8

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 77.8 75.4 73.9 74.2 71.1 73.8 75.0 70.2 67.2 3-YEAR Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 69.4 68.2 68.2 66.6 65.5 68.6 65.6 61.2

1-YEAR

2-YEAR

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 14.3 18.5 19.4 18.9 24.8 25.6 25.3

4-YEAR1

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 44.9 46.7 46.6 47.6 47.4 51.0

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 58.0 58.7 57.3 57.6 55.3

TABLE 7.12

|

Community College First-Time Transfer Persistence and Graduation Rates Summary, Fall Cohort Trends

ENTERING CCC FIRST-TIME TRANSFERS BY FALL COHORT

PERSISTENCE RATES (%) BY FALL COHORT

CUMULATIVE GRADUATION RATES (%) BY FALL COHORT

4-YEAR¹

HIGHLIGHTS

• The first-time transfer two-year graduation rate for the fall 2020 transfer cohort decreased by nearly five percentage points compared to the prior cohort year, however the four-year graduation rate for the fall 2018 transfer cohort increased by two percentage points.

• The first-time transfer one-year persistence rate for the fall 2021 transfer cohort decreased by nearly one percentage point compared to the prior cohort year. The two-year persistence rate decreased by over six percentage points compared to the prior cohort.

Table 7.12 Notes: 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. Persistence rates are the combined percentages of returning and graduating students.

1. CSU Graduation Initiative (GI) 2025 metric - one of six metrics with established goals - see Fig. 7.14 for specific goals.

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 BOOK OF TRENDS • 2021-2022 153

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 736 1,009 854 845 986 953 887 1,348 1,344 1,321

1-YEAR Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 86.7 87.5 85.5 85.8 88.1 88.6 87.3 91.4 85.5 84.5 2-YEAR Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 82.5 81.5 82.3 83.1 82.9 82.2 84.0 82.6 76.3 3-YEAR Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 80.7 80.3 81.5 80.8 80.9 82.1 82.6 82.0

2-YEAR1 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020 30.2 32.5 35.1 36.0 38.7 45.4 48.6 48.8 44.2 3-YEAR Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 65.5 65.6 68.7 68.6 69.7 71.6 73.4 71.8

Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 76.2 75.3 77.8 76.9 78.2 78.4 80.4

Table 7.13 | Graduation Initiative (GI) 2025 Metrics and Progress with CSU Peer Institutions Comparisons, Through Summer 2022

PROGRESS TOWARD 2025 GOAL

HIGHLIGHTS

• Stanislaus State achieved good progress in two of the six GI metrics relative to the campus’ interim targets for the 2022 reporting year.

• Stanislaus State’s Pell and URM equity gaps both decreased compared to the prior cohort, and both are over seven percentage points lower than the CSU systemwide gaps.

Table 7.13 Source: CSU Student Success Dashboard, Graduation Initiative 2025: Goal Trajectories, Retrieved from https://csusuccess.dashboards.calstate.edu/ public/gi-goal-trajectories

Table 7.13 Notes: Graduation rates through 2021-22 (degree completions through summer 2022). Good Progress: Most recent gap or graduation rate is greater than 1 percentage point below the interim target for the most recent graduating cohort. Moderate Progress: Most recent gap or graduation rate is greater than 3 percentage 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 percentage points below the interim target.

1. Sorted by 4 YR FTF (first-time freshmen 4-year) graduation rate in descending order

154 STANISLAUS STATE • CSUSTAN.EDU

GRADUATION RATES (%) PERCENTAGE POINTS 4 YR FTF 6 YR FTF 2 YR TRAN 4 YR TRAN URM GAP PELL GAP CSU CAMPUS 1 Fall 2018 Cohort Fall 2016 Cohort Fall 2020 Cohort Fall 2018 Cohort Fall 2016 Cohort Fall 2016 Cohort Monterey Bay 39.2 61.5 51.3 85.0 -9.6 -4.2 Bakersfield 29.5 49.7 39.0 74.9 4.3 10.0 San Francisco 28.4 54.7 44.8 76.7 10.7 7.4 Fresno 27.8 56.2 34.4 78.0 0.5 6.0 San Bernardino 25.4 54.4 39.2 82.4 3.7 3.7 STANISLAUS 25.3 55.3 44.0 80.4 4.5 3.6 East Bay 21.6 45.5 41.7 76.8 8.3 6.3 CSU TOTAL 35.1 62.4 40.2 80.3 11.9 10.8

4 YR FTF 6 YR FTF 2 YR TRAN 4 YR TRAN URM GAP PELL GAP CSU CAMPUS1 Fall 2018 Cohort Fall 2016 Cohort Fall 2020 Cohort Fall 2018 Cohort Fall 2016 Cohort Fall 2016 Cohort Monterey Bay Good Good Good Good Good Good Bakersfield Good Moderate Limited Good Moderate Limited San Francisco Good Limited Good Limited Limited Limited Fresno Good Limited Good Good Good Moderate San Bernardino Good Limited Moderate Good Moderate Moderate STANISLAUS Limited Limited Good Good Moderate Moderate East Bay Limited Limited Moderate Moderate Limited Moderate CSU TOTAL Good Limited Good Good Limited Limited

Fig. 7.14 | Graduation Initiative 2025 Metrics: Graduation Rates, Equity Gaps, and Goals, 5-Year Trend

Table 7.14 Source: CSU Student Success Dashboard, Graduation Initiative 2025: Goal Trajectories, Retrieved from https://csusuccess.dashboards.calstate.edu/public/ app/dashboard/goals/forecasts.php

Table 7.14 Notes: Graduation rates through 2021-22 (degree completions through summer 2022).

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.

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 BOOK OF TRENDS • 2021-2022 155 GOAL = 0 BASELINE = 67.8%

40 30 20 10 24.8 25.6 FIRST-TIME FRESHMAN 4-YEAR GRADUATION RATE 10 8 6 4 2 0 -2 URM GAP 1 PELL GAP 1 70 60 50 40 FIRST-TIME FRESHMAN 6-YEAR GRADUATION RATE GRADUATION RATE (%) GOAL = 37% GOAL = 65% BASELINE = 54.9% FIRST-TIME TRANSFER 2-YEAR GRADUATION RATE 50 40 30 20 48.8 38.7 GRADUATION RATE (%) 2016-2018 2017-2019 2018-2020 GOAL = 45% BASELINE = 32.5% 85 75 65 55 FIRST-TIME TRANSFER 4-YEAR GRADUATION RATE GRADUATION RATE (%) GOAL = 78% GOAL = 0 BASELINE = 5.0 BASELINE = 2.4 PERCENTAGE POINTS PERCENTAGE POINTS 48.6 19.4 BASELINE = 11.5% 45.4 2019-2021 2020-2022 2018-2022 2014-2018 2015-2019 2016-2020 2017-2021 78.2 78.4 80.4 77.8 76.9 2016-2022 2012-2018 2013-2019 2014-2020 2015-2021 2016-2022 2012-2018 2013-2019 2014-2020 2015-2021 18.9 10 5.0 0.0 -5.0

57.3 57.6 58.0 58.7 5.6 7.1 4.5 2.1 1.9 (2009-2015) (2009-2015) (2009-2015) 4.8 -4.3 2.3 1.5 GRADUATION RATE (%) 2018-2022 2014-2018 2015-2019 2016-2020 2017-2021 2016-2022 2012-2018 2013-2019 2014-2020 2015-2021 (2011-2015) (2011-2015) (2013-2015) 25.3 55.3 44.0 3.6

TABLE 7.15 | NCAA-Reported Student-Athlete Graduation Rates, 5-Year Trend

HIGHLIGHTS

• Graduation rates for student-athletes reported to the National Collegiate Athletic Association (NCAA) represent a small fraction of the entering full-time first-time freshmen cohort, about 3% on average.

• The student-athlete graduation rate for the fall 2015 cohort is eight percentage points higher than the overall fall 2015 freshman cohort.

• The four-class average graduation rate for student-athletes is one percentage point higher than the overall freshman cohort four-class average.

Table 7.15 Source: Stanislaus State Office of Institutional Effectiveness & Analytics, as reported to the National Collegiate Athletic Association (NCAA)

Table 7.15 Notes: Student-athlete headcounts and graduation rates are a subset of the total full-time first-time freshmen cohort, as reported to IPEDS. Only studentathletes enrolled full-time at entry and awarded athletic aid during their entering year are eligible to be included in the annual submission of graduation rates to the NCAA. Visit https://warriorathletics.com/sports/2014/5/9/GEN_0509144319.aspx for additional information on student-athlete graduation and academic success rates.

1. The Four-Class Average is the average graduation rate for the current cohort year and the three prior cohort years.

156 STANISLAUS STATE • CSUSTAN.EDU

STUDENT-ATHLETES ENTERING FALL COHORT % POINT CHANGE Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 1 Year 5 Year Entering Cohort 30 29 43 31 29 -6.5 -3.3 6-Year Graduation Rate (%) 50 45 63 58 66 13.7 32.0 Four-Class Average1 (%) 60 57 57 56 59 5.4 -1.7 ALL

Entering Cohort 1,192 1,082 1,181 1,198 1,220 1.8 2.3 6-Year Graduation Rate (%) 53 58 59 57 58 1.2 9.4 Four-Class Average1 (%) 54 56 57 57 58 1.8 7.4

STUDENTS

TABLE 7.16 | On-Campus Housing Resident Graduation Rates Compared to Non-Housing Residents, 5-Year Trend

HIGHLIGHTS

• The four-year graduation rate for on-campus housing residents has been consistently higher than non-housing residents over the past six years.

• The four-year graduation rate for on-campus housing residents at entry increased by four percentage points compared to five cohort years prior. The four-, five-, and six-year graduation rates for housing residents all decreased in the past year.

Table 7.16 Source: Stanislaus State Office of Institutional Effectiveness & Analytics; Housing & Residential Life

Table 7.16 Notes: Housing residents and non-housing residents enrolled full-time at entry. The combined housing resident and non-housing resident headcount represents the entering full-time first-time freshmen cohort. Housing status based on entering term. The most recent graduation rates displayed are subject to change.

DEGREES AWARDED AND RETENTION & GRADUATION RATES • SECTION 7 BOOK OF TRENDS • 2021-2022 157 ENTERING FALL COHORT % POINT CHANGE HOUSING RESIDENT Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 1 Year 5 Year Entering Cohort 257 254 339 325 339 278 305 4-Year Graduation Rate (%) 15 27 22 24 32 31 26 -5 4 5-Year Graduation Rate (%) 39 50 45 50 53 50 -3 0 6-Year Graduation Rate (%) 50 58 55 58 53 -5 3 NON-HOUSING RESIDENT Entering Cohort 825 927 859 895 991 1,084 1,203 4-Year Graduation Rate (%) 14 16 18 17 23 24 25 1 7 5-Year Graduation Rate (%) 47 47 48 47 45 51 6 4 6-Year Graduation Rate (%) 61 59 58 57 46 -12 -15

Faculty and Staff

“Every day, I am filled with a deep appreciation for each and every one of you — our students, faculty, staff and administrators — who have persisted, pivoted and done your best to remain positive amid unprecedented upheaval and uncertainty. I am proud of the enduring strength and resilience of our Warrior community despite the challenges presented by the COVID-19 pandemic.”

President Ellen Junn, Reflecting on 2021

158 STANISLAUS STATE • CSUSTAN.EDU

TABLE 8.1 | Faculty and Staff Headcount, 5-Year Trend

HIGHLIGHTS

• Stanislaus State employed 1,316 faculty and staff as of fall 2021. The total number of employees increased by 117 (9.8%) compared to fall 2017.

• Over the past five years, while there were increases in both faculty and staff, the increase in faculty was significantly higher. Full-time faculty had the largest five year percent increase at 12.2%.

Table 8.1 Source: IPEDS Human Resources Surveys

Table 8.1 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.

FACULTY1 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Full-Time 320 340 355 359 359 0.0 12.2 Part-Time 312 327 339 332 343 3.3 9.9 Faculty Total 632 667 694 691 702 1.6 11.1 STAFF2 Full-Time 524 536 555 575 574 -0.2 9.5 Part-Time 43 35 27 23 40 73.9 -7.0 Staff Total 567 571 582 598 614 2.7 8.3 TOTAL3 1,199 1,238 1,276 1,289 1,316 2.1 9.8

160 STANISLAUS STATE • CSUSTAN.EDU

HIGHLIGHTS

• Stanislaus has the second highest proportion of full-time faculty (29.2%) in comparison to its CSU peers, following Fresno at 34.6%.

• There are higher percentages of faculty than staff at Stanislaus, Fresno, Bakersfield, San Francisco, San Bernardino and East Bay campuses.

Table 8.2A & Table 8.2B Source: CSU Systemwide Human Resources, CSU Employee Profile, Retrieved from https://www2.calstate.edu/csu-system/faculty-staff/employee-profile

Table 8.2A & Table 8.2B Notes: See definitions of faculty and staff on the previous page. Table includes all employees with the exception of student employees, other intermittent or casual employees, and faculty teaching in extension, special sessions, and summer sessions. Graduate assistants excluded from staff counts. Full-time includes individuals employed 100% of time, including full-time employees on leave with pay. Part-time includes employees whose assignments are less than 100% of time. Beginning Fall 2020, Employee Group replaces Bureau of Labor Statistics (BLS) Standard Occupational Classification (SOC) because it aligns with the CSU’s reporting practices. As a result, data for these groups cannot be compared to previous Employee Profiles. Consequently, the faculty and staff breakdown in tables 8.2A and 8.2B are different than the breakdowns in other tables of this section that are based on IPEDS/federally reported counts.

1. Sorted by % full-time faculty in descending order

2. CSU Total includes Chancellor’s Office staff.

CSU CAMPUS1 FULL-TIME PART-TIME FACULTY TOTAL STAFF TOTAL TOTAL FACULTY STAFF FACULTY STAFF Fresno 849 915 681 12 1,530 927 2,457 STANISLAUS 384 549 351 32 735 581 1,316 Bakersfield 372 543 346 19 718 562 1,280 San Francisco 905 1,296 952 104 1,857 1,400 3,257 San Bernardino 520 946 578 13 1,098 959 2,057 East Bay 411 761 506 35 917 796 1,713 Monterey Bay 244 509 257 21 501 530 1,031 CSU TOTAL 2 14,521 22,573 14,677 761 29,198 23,334 52,532 CSU CAMPUS 1 FULL-TIME PART-TIME FACULTY TOTAL STAFF TOTAL FACULTY STAFF FACULTY STAFF Fresno 34.6 37.2 27.7 0.5 62.3 37.7 STANISLAUS 29.2 41.7 26.7 2.4 55.9 44.1 Bakersfield 29.1 42.4 27.0 1.5 56.1 43.9 San Francisco 27.8 39.8 29.2 3.2 57.0 43.0 San Bernardino 25.3 46.0 28.1 0.6 53.4 46.6 East Bay 24.0 44.4 29.5 2.0 53.5 46.5 Monterey Bay 23.7 49.4 24.9 2.0 48.6 51.4 CSU TOTAL 2 27.6 43.0 27.9 1.4 55.6 44.4

Table 8.2A | Faculty and Staff Headcount with CSU Peer Institutions Comparisons, Fall 2021

FACULTY AND STAFF • SECTION 8 BOOK OF TRENDS • 2021-2022 161

Table 8.2B | Percentage of Faculty and Staff Headcount with CSU Peer Institutions Comparisons, Fall 2021

TABLE 8.3 | Faculty Headcount by Academic Rank, 5-Year Trend

HIGHLIGHTS

• Over the past five years, the largest increase in tenure-track faculty was at the associate professor rank with an increase of 29 faculty (58%). This reflects the promotion of assistant professors to associate professors.

• The number of lecturers increased by 52 (14.4%) compared to fall 2017.

Table 8.3 Source: CSU Systemwide Human Resources, CSU Employee Profile, Retrieved from https://www2.calstate.edu/csu-system/faculty-staff/employee-profile/csu-faculty

Table 8.3 Notes: Employees on the payroll as of October 31. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty.

ACADEMIC RANK Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE 1 Year 5 Year Professor 141 144 151 146 147 0.7 4.3 Associate Professor 50 47 55 65 79 21.5 58.0 Assistant Professor 81 87 83 77 64 -16.9 -21.0 Tenured/Tenure-Track Faculty Total 272 278 289 288 290 0.7 6.6 Lecturer 360 389 405 403 412 2.2 14.4 TOTAL 632 667 694 691 702 1.6 11.1

162 STANISLAUS STATE • CSUSTAN.EDU

KEY: STUDENT TO ALL FACULTY STUDENT TO TENURE-TRACK FACULTY

Table 8.4 Source: CSU Office of the Chancellor, Systemwide Human Resources, March 2021 (based on October snapshot; Institutional Research and Analyses Fall Enrollment Summary)

Table 8.4 Notes: Data as of Fall snapshots (employee and student) for each year. Student data includes students at all levels; excludes CalStateTEACH and International Programs. Faculty data includes only lecturers and tenure/tenure-track instructors based on primary classification code; excludes faculty on leave. Lecturer totals include visiting professors; tenure-track totals include grant-related instructional faculty. Faculty FTE (FTEF) reflects the sum of all appointments per campus for each included faculty member.

Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE FULL-TIME EQUIVALENTS (FTE) 1 Year 5 Year Students 8,521.0 8,760.2 9,216.5 9,373.8 8,475.4 -9.6 -0.5 Lecturers 170.5 188.8 200.3 205.0 206.8 0.9 21.3 Tenure-Track (TT) 259.9 269.9 279.3 278.0 280.2 0.8 7.8 All Faculty (Lecturers+TT) 430.4 458.7 479.6 483.0 487.0 0.8 13.2

TABLE 8.4 | Full-Time Equivalent Students and Faculty, 5-Year Trend

FALL TERM 40 30 20 10 0 2017 2018 2019 2020 2021 RATIO FIG.

2017 2018 2019 2020 2021 100 75 50 25 0 FALL TERM DENSITY 32.8 32.5 33.0 33.7 19.8 60.4% 19.1 58.8% 19.2 58.2% 19.4 57.6% 57.5% 30.2 17.4 FACULTY AND STAFF • SECTION 8 BOOK OF TRENDS • 2021-2022 163

FIG. 8.4A | Student to Faculty Ratio, 5-Year Trend

8.4B

| Tenure

Density, 5-Year

Trend

HIGHLIGHTS

• Stanislaus State has the second highest tenure density among its CSU peers at 57.5% as of fall 2021. 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 for Stanislaus and some of its CSU peers.

Table 8.5

Source: CSU Office of the Chancellor, Systemwide Human Resources, March 2021 (based on October snapshot; Institutional Research and Analyses Fall Enrollment Summary)

Table 8.5 Notes: FTE as of October 31 each year. Tenure density defined as tenure track FTE divided by total instructional FTE. Faculty data includes only lecturers and tenure/tenure-track instructors based on primary classification code; excludes faculty on leave. Lecturer totals include visiting professors; tenure-track totals include grant-related instructional faculty. Faculty FTE (FTEF) reflects the sum of all appointments per campus for each included faculty member. 1. Sorted by Fall 2021 tenure density in descending order

CSU CAMPUS1 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % POINT CHANGE 1 Year 5 Year East Bay 57.0 59.7 58.2 59.0 58.5 -0.8 2.6 STANISLAUS 60.4 58.8 58.2 57.6 57.5 -0.2 -4.8 San Bernardino 56.6 56.2 55.0 59.9 57.2 -4.5 1.1 San Francisco 61.9 61.5 59.5 62.1 55.4 -10.8 -10.5 Fresno 55.7 56.8 57.2 55.1 53.5 -2.9 -3.9 Monterey Bay 50.7 50.4 52.2 55.2 53.4 -3.3 5.3 Bakersfield 51.9 53.3 51.2 51.8 51.1 -1.4 -1.5 CSU TOTAL 55.7 55.9 55.3 56.3 54.4 -3.4 -2.3

164 STANISLAUS STATE • CSUSTAN.EDU

Table 8.5 | Tenure Density with CSU Peer Institutions Comparisons, 5-Year Trend

Table 8.6 | Student to All Faculty Ratio (SFR) with CSU Peer Institutions Comparisons, 5-Year Trend

HIGHLIGHTS

• Stanislaus is often commended for its small class sizes, and this is evident with its consistently low student to faculty ratio (SFR). In fact, Stanislaus has the lowest SFR compared to its CSU peers and systemwide.

• The SFR for Stanislaus and all CSU peers and systemwide declined over the past five years.

Table 8.6 Source: CSU Office of the Chancellor, Systemwide Human Resources, March 23, 2022 (based on October snapshot; Institutional Research and Analyses Fall Enrollment Summary)

Table 8.6 Notes: The student to faculty ratio (SFR) is the student FTE divided by faculty FTE. Data as of Fall snapshots (employee and student) for each year. Student data includes students at all levels; excludes CalStateTEACH and International Programs. Faculty data includes only lecturers and tenure/tenure-track instructors based on primary classification code; excludes faculty on leave. Lecturer totals include visiting professors; tenure-track totals include grant-related instructional faculty. Faculty FTE (FTEF) reflects the sum of all appointments per campus for each included faculty member.

1. Sorted by Fall 2021 SFR in ascending order

CAMPUS1 Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 RATIO CHANGE 1 Year 5 Year STANISLAUS 19.8 19.1 19.2 19.4 17.4 -10.3 -12.1 San Francisco 21.1 21.1 19.9 19.8 17.6 -11.1 -16.6 Monterey Bay 21.6 20.7 19.3 19.5 19.2 -1.5 -11.1 Bakersfield 21.8 21.7 22.1 21.6 19.5 -9.7 -10.6 Fresno 20.9 20.5 20.5 21.0 19.8 -5.7 -5.3 East Bay 23.3 21.9 21.7 21.8 19.9 -8.7 -14.6 San Bernardino 25.7 25.1 24.8 23.4 21.6 -7.7 -16.0 CSU TOTAL 22.1 21.8 21.5 21.9 20.7 -5.5 -6.3

CSU

FACULTY AND STAFF • SECTION 8 BOOK OF TRENDS • 2021-2022 165

TABLE 8.8 | Faculty Headcount by Gender, 5-Year Trend

HIGHLIGHTS

• In fall 2021, about 29% of Stan State faculty were minorities and 54% were female.

• Over the past five years, there was a 1.7 percentage point increase in White faculty and a 25.5 percentage point increase in minority faculty, primarily Black or African Americans and Asians.

• The number of minority faculty increased by 41 (25.5%) and the number of White faculty increased by seven (1.7%) since fall 2017. The increase in minority faculty supports the University’s diversity efforts.

Table 8.7 & Table 8.8

Source: IPEDS Human Resources Surveys

Table 8.7 & Table 8.8 Notes: Employees on the payroll as of October 31. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. Data includes full- and part-time faculty. Non-Resident category added to be consistent with student enrollment data, therefore counts by self-reported race or ethnicity may have changed slightly for 2017.

TABLE 8.7 | Faculty Headcount by Race/Ethnicity, 5-Year Trend

RACE/ETHNICITY Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE % DISTRIBUTION 1 Year 5 Year 2017 2021 American Indian or Alaskan Native 2 2 2 2 3 50.0 50.0 0.3 0.4 Asian 61 66 67 70 80 14.3 31.1 9.7 11.4 Black or African American 26 27 31 30 29 -3.3 11.5 4.1 4.1 Hispanic/Latino 71 79 87 84 87 3.6 22.5 11.2 12.4 Native Hawaiian or Other Pacific Islander 1 1 1 2 3 50.0 200.0 0.2 0.4 Minority Total 161 175 188 188 202 7.4 25.5 25.5 28.8 Non-Resident 9 8 10 5 5 0.0 -44.4 1.4 0.7 Two or More Races 7 8 10 11 17 54.5 142.9 1.1 2.4 Unknown 39 43 43 56 55 -1.8 41.0 6.2 7.8 White 416 433 443 431 423 -1.9 1.7 65.8 60.3 TOTAL 632 667 694 691 702 1.6 11.1 100.0 100.0

GENDER Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE % DISTRIBUTION 1 Year 5 Year 2017 2021 Female 328 343 374 367 381 3.8 16.2 51.9 54.3 Male 304 324 320 324 321 -0.9 5.6 48.1 45.7 TOTAL 632 667 694 691 702 1.6 11.1 100.0 100.0

166 STANISLAUS STATE • CSUSTAN.EDU

HIGHLIGHTS

• In fall 2021, 43% of Stan State staff members were minorities and approximately 66% of staff members were female.

• Over the past five years, the largest increase in minority staff members were Hispanic/Latino at 51.9%. As of fall 2021, approximately 32% of all staff are Hispanic/Latino.

• Along with increases in minority faculty, increases in women and minority staff further support the University’s diversity efforts.

Table 8.9 & Table 8.10 Source: IPEDS Human Resources Surveys

Table 8.9 & Table 8.10 Notes: Employees on the payroll as of October 31. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty. Data includes full- and part-time faculty. Non-Resident category added to be consistent with student enrollment data, therefore counts by self-reported race or ethnicity may have changed slightly for 2017.

TABLE 8.9 | Staff Headcount by Race/Ethnicity, 5-Year Trend

GENDER Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE % DISTRIBUTION 1 Year 5 Year 2017 2021 Female 371 370 376 394 403 2.3 8.6 65.4 65.6 Male 196 201 206 204 211 3.4 7.7 34.6 34.4 TOTAL 567 571 582 598 614 2.7 8.3 100.0 100.0

TABLE 8.10 | Staff Headcount by Gender, 5-Year Trend

RACE/ETHNICITY Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE % DISTRIBUTION 1 Year 5 Year 2017 2021 American Indian or Alaskan Native 9 8 8 5 6 20.0 -33.3 1.6 1.0 Asian 36 38 37 38 39 2.6 8.3 6.3 6.4 Black or African American 19 21 18 20 18 -10.0 -5.3 3.4 2.9 Hispanic/Latino 131 142 145 167 199 19.2 51.9 23.1 32.4 Native Hawaiian or Other Pacific Islander 1 1 3 3 2 -33.3 100.0 0.2 0.3 Minority Total 196 210 211 233 264 13.3 34.7 34.6 43.0 Non-Resident 2 1 -50.0 0.0 0.2 Two or More Races 9 6 8 7 8 14.3 -11.1 1.6 1.3 Unknown 38 41 55 56 48 -14.3 26.3 6.7 7.8 White 324 314 308 300 293 -2.3 -9.6 57.1 47.7 TOTAL 567 571 582 598 614 2.7 8.3 100.0 100.0

FACULTY AND STAFF • SECTION 8 BOOK OF TRENDS • 2021-2022 167

TABLE 8.11 | Stockton Campus Faculty Headcount, 5-Year Trend

TABLE 8.12 | Stockton Campus Staff Headcount, 5-Year Trend

HIGHLIGHTS

• The number of faculty who taught at least one Stockton location course increased by 11.6% in the past year and the number of students enrolled at the Stockton Campus decreased by 12.6% (section 2).

• As of fall 2021, 31.3% of Stockton faculty taught all of their courses with a Stockton location, compared to 4.2% of students who took all of their classes with a Stockton location (section 2). The percentage of faculty who taught exclusively at the Stockton Campus in the fall significantly increased over the past five years.

• The number of Stockton Campus staff has been mostly unchanged over the past five years, consisting of the Dean of the Stockton Campus and administrative support staff. A Warriors on the Way (WOW) program counselor is housed primarily at the Stockton Campus for an additional year.

Table 8.11 & Table 8.12

Sources: IPEDS Human Resources Surveys; Stanislaus State Office of Institutional Effectiveness & Analytics; Stanislaus State Department of Human Resources, Equal Opportunity, and Compliance

Table 8.11 & Table 8.12

Notes: Employees on the payroll as of October 31. Consistent with the Stockton student methodology, Stockton Campus faculty represent the unduplicated headcount that taught at least one course at the Stockton location. Stockton-only faculty represent the unduplicated headcount that taught all courses at the Stockton location.

1. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty.

2. Staff includes all employees who are not ‘faculty’ as defined above. Graduate students included in staff counts.

Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE FACULTY1 1 Year 5 Year Stockton Faculty 81 79 68 43 48 11.6 -40.7 % Stockton Faculty of All Faculty 12.8 11.8 9.8 6.2 6.8 Stockton-only Faculty 14 23 21 14 15 7.1 7.1 % Stockton-only of All Faculty 2.2 3.4 3.0 2.0 2.1 % Stockton-only of Stockton Faculty 17.3 29.1 30.9 32.6 31.3

Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2021 % CHANGE STAFF2 1 Year 5 Year Stockton Staff 5 5 7 6 4 -33.3 -20.0 % Stockton Staff of All Staff 0.9 0.9 1.2 1.0 0.7

168 STANISLAUS STATE • CSUSTAN.EDU

HIGHLIGHTS

• Stanislaus State hired 76 full-time permanent positions between November 1, 2020 and October 31, 2021, including 27 (35.5%) faculty and 49 (64.5%) staff.

• About 41% of newly hired faculty were minorities and 70% were female.

• Approximately 57% of newly hired staff were minorities and about 61% were female.

• Overall, 51.3% of newly hired employees were minorities and 64.5% were female.

Table 8.13 & Table 8.14 Source: IPEDS Human Resources Survey

Table 8.13 & Table 8.14 Notes: Newly hired permanent full-time employees hired between November 1, 2020 through October 31, 2021. Faculty includes all regular instructional faculty, including department chairs and lecturers; excludes librarians, coaches, and counselors; also excludes extension or summer session faculty.

MINORITY STATUS Faculty Staff Total N % N % N % Minority 11 40.7 28 57.1 39 51.3 Non-Minority 16 59.3 21 42.9 37 48.7 TOTAL 27 100.0 49 100.0 76 100.0

TABLE 8.13 | New Full-Time Hires by Racial and Ethnic Minority Status, 11/1/2020 - 10/31/2021

GENDER Faculty Staff Total N % N % N % Female 19 70.4 30 61.2 49 64.5 Male 8 29.6 19 38.8 27 35.5 TOTAL 27 100.0 49 100.0 76 100.0

TABLE 8.14 | New Full-Time Hires by Gender, 11/1/2020 - 10/31/2021

FACULTY AND STAFF • SECTION 8 BOOK OF TRENDS • 2021-2022 169

University Budget & Finance

“The 2021-22 California budget signed into law by Gov. Gavin Newsom allocates $54 million to California State University, Stanislaus to support capital enhancements at the Stockton Campus location, including new classrooms that will enhance the educational experience. Stan State will also receive $1 million for the Stockton Campus to expand enrollment by 115 full-time students, increasing access to quality public higher education and attracting more students to seek learning opportunities in San Joaquin County.”

University News, August 2021

9 170 STANISLAUS STATE • CSUSTAN.EDU

OPERATING REVENUES

172 STANISLAUS STATE • CSUSTAN.EDU FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 % CHANGE AMOUNT % AMOUNT % AMOUNT % AMOUNT % AMOUNT % 1 Year 5 Year

Student tuition and fees, net $41,539,000 70.1 $44,410,000 70.8 $45,881,000 72.7 $39,970,000 70.4 $40,631,000 60.0 1.7 -2.2 Grants and contracts, noncapital: Federal $1,656,000 2.8 $2,697,000 4.3 $4,670,000 7.4 $5,664,000 10.0 $6,001,000 8.9 5.9 262.4 State $2,088,000 3.5 $2,090,000 3.3 $543,000 0.9 $411,000 0.7 $584,000 0.9 42.1 -72.0 Local $1,403,000 2.4 $1,035,000 1.7 $832,000 1.3 $457,000 0.8 $727,000 1.1 59.1 -48.2 Nongovernmental $1,236,000 2.1 $1,025,000 1.6 $825,000 1.3 $898,000 1.6 $1,029,000 1.5 14.6 -16.7 Sales and services of educational activities $2,000 0.0 $139,000 0.2 $440,000 0.7 $349,000 0.6 $78,000 0.1 -77.7 3,800.0 Sales and services of auxiliary enterprises, net $6,806,000 11.5 $6,142,000 9.8 $6,367,000 10.1 $5,557,000 9.8 $2,183,000 3.2 -60.7 -67.9 Other operating revenues $4,552,000 7.7 $5,164,000 8.2 $3,585,000 5.7 $3,447,000 6.1 $16,487,000 24.3 378.3 262.2 Total operating revenues $59,282,000 100 $62,702,000 100 $63,143,000 100 $56,753,000 100 $67,720,000 100 19.3 14.2 OPERATING EXPENSES Instruction $66,693,000 37.2 $85,949,000 38.7 $92,736,000 40.4 $96,363,000 37.9 $96,017,000 38.6 -0.4 44.0 Research $1,092,000 0.6 $1,261,000 0.6 $877,000 0.4 $1,143,000 0.4 $1,241,000 0.5 8.6 13.6 Public service ($867,000.00) -0.5 $815,000 0.4 $1,036,000 0.5 $432,000 0.2 $594,000 0.2 37.5 -168.5 Academic support $13,896,000 7.7 $17,937,000 8.1 $18,005,000 7.9 $24,763,000 9.7 $19,666,000 7.9 -20.6 41.5 Student services $19,378,000 10.8 $26,705,000 12.0 $24,916,000 10.9 $29,277,000 11.5 $38,186,000 15.3 30.4 97.1 Institutional support $19,506,000 10.9 $24,693,000 11.1 $24,049,000 10.5 $31,609,000 12.4 $25,910,000 10.4 -18.0 32.8 Operation and maintenance of plant $16,224,000 9.0 $16,877,000 7.6 $17,197,000 7.5 $21,569,000 8.5 $20,101,000 8.1 -6.8 23.9 Student grants and scholarships $28,191,000 15.7 $31,608,000 14.2 $33,308,000 14.5 $33,568,000 13.2 $33,966,000 13.7 1.2 20.5 Auxiliary enterprise expenses $6,081,000 3.4 $7,475,000 3.4 $8,832,000 3.9 $7,099,000 2.8 $4,822,000 1.9 -32.1 -20.7 Depreciation and amortization $9,156,000 5.1 $8,645,000 3.9 $8,347,000 3.6 $8,426,000 3.3 $8,320,000 3.3 -1.3 -9.1 Total operating expenses $179,350,000 100 $221,965,000 100 $229,303,000 100 $254,249,000 100 $248,823,000 100 -2.1 38.7 NONOPERATING

State appropriations, noncapital $64,205,000 54.5 $97,798,000 62.2 $86,156,000 56.8 $118,687,000 57.4 $84,515,000 40.9 -28.8 31.6 Federal financial aid grants, noncapital $25,293,000 21.5 $28,529,000 18.2 $29,394,000 19.4 $31,667,000 15.3 $30,361,000 14.7 -4.1 20.0

REVENUES (EXPENSES)

TABLE 9.1 | Statement of Revenues, Expenditures and Changes in Net Position, 5-Year Trend

continued from previous page

•

http://www.calstate.edu/financialservices/resources/auditedstatements/financial_statements.shtml

UNIVERSITY BUDGET AND FINANCE • SECTION 9 BOOK OF TRENDS • 2021-2022 173 FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 % CHANGE AMOUNT % AMOUNT % AMOUNT % AMOUNT % AMOUNT % 1 Year 5 Year State financial aid grants, noncapital $18,512,000 15.7 $21,658,000 13.8 $22,945,000 15.1 $26,731,000 12.9 $27,869,000 13.5 4.3 50.5 Local financial aid grants, noncapitalNongovernmental and other financial aid grants, noncapital $2,000 0.0 $4,000 0.0 ($52,000) 0.0 $3,000 0.0 $2,000 0.0 -33.3 0.0 Other federal nonoperating grants, noncapital - $6,404,000 $24,587,000 11.9 283.9 Gifts, noncapital $2,902,000 2.5 $3,942,000 2.5 $2,278,000 1.5 $1,918,000 0.9 $165,000 0.1 -91.4 -94.3 Investment income, net $784,000 0.7 $1,137,000 0.7 $3,664,000 2.4 $2,838,000 1.4 $8,029,000 3.9 182.9 924.1 Endowment income, net $1,135,000 1.0 $616,000 0.4 $256,000 0.2 $218,000 0.1 $4,160,000 2.0 1,808.3 266.5 Interest expense ($1,525,000) -1.3 ($1,577,000) -1.0 ($1,350,000) -0.9 ($1,179,000) -0.6 ($1,086,000) -0.5 -7.9 -28.8 Other nonoperating revenues (expenses) $6,406,000 5.4 $5,038,000 3.2 $8,409,000 5.5 $19,648,000 9.5 $28,196,000 13.6 43.5 340.1 Net nonoperating revenues (expenses) $117,714,000 100 $157,145,000 100 $151,700,000 100 $206,935,000 97 $206,798,000 100 -0.1 75.7 State appropriations, capital $780,000 99.9 $2,000 0.1 - 0.0 - 0.0 - -100.0 Grants and gifts, capital $1,000 0.1 - $50,000 100.0 $83,000 100.0 - -100.0 -100.0 Additions (reductions) to permanent endowments - $2,342,000 99.9 - -Increase (decrease) in net position ($1,573,000) -3.0 $226,000 -0.1 ($14,410,000) 5.5 $9,522,000 -3.8 $25,695,000 -11.4 169.8 -705.3 NET POSITION Net position at beginning of year, as previously reported $54,105,000 $52,532,000 ($247,113,000) ($261,523,000) ($252,001,000) 5.8 -682.1 Restatements Net position at beginning of year, as restated $54,105,000 103.0 ($247,339,000) 100.1 ($247,113,000) 94.5 ($261,523,000) 103.8 ($252,001,000) 111.4 5.8 -682.1 NET POSITION AT END OF YEAR $52,532,000 100 ($247,113,000) 100 ($261,523,000) 100 ($252,001,000) 100 ($226,306,000) 100 -10.2 -530.8

($299,871,000)

Table 9.1 Source: Table 9.1 Source: CSU Office of the Chancellor, Financial Services, 1. FY 2018: Adoption of New Accounting Pronouncements for GASB Statement No. 75, Accounting and Financial Reporting for Postemployment Benefits Other Than Pensions

HIGHLIGHT

Net revenue from student tuition and fees increased 1.7% from fiscal year

2020 to 2021.

KEY: STUDENT TUITION AND FEES, NET GRANTS AND CONTRACTS, NONCAPITAL

HIGHLIGHTS

• The Stanislaus campus has consistently had one of the highest percentages of instructional expenditures of total expenditures in comparison to its CSU peer group over the past five years.

• The percentage of Stanislaus' instructional expenditures of total expenditures increased by 0.7 percentage points in the past year and over one percentage point in the past five years.

Table 9.2 Source: CSU Office of the Chancellor, Financial Services, http://www.calstate.edu/financialservices/resources/auditedstatements/financial_statements.shtml Table 9.2 Note: Percentage equals the expenditures for Instruction for the fiscal year divided by total expenditures. 1. Sorted by FY 2021 percentage

174 STANISLAUS STATE • CSUSTAN.EDU

2017 2018 2019 2020 PERCENTAGE 2021 FISCAL YEAR 100 60 40 20 80 0

CSU CAMPUS 1 FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 % POINT CHANGE 1 Year 5 Year San Francisco 37.1 40.1 33.7 37.9 38.6 0.7 1.5 STANISLAUS 37.2 38.7 40.4 37.9 38.6 0.7 1.4 East Bay 30.3 33.8 31.6 36.8 34.2 -2.6 3.9 San Bernardino 31.7 35.7 32.2 33.0 33.3 0.3 1.6 Bakersfield 26.1 32.4 30.5 36.0 30.9 -5.1 4.8 Fresno 28.4 33.2 33.5 33.4 29.5 -3.9 1.1 Monterey Bay 25.5 25.9 20.7 24.1 26.0 1.9 0.5

FIG 9.1 | Percentage of Student Tuition & Fees and Grants & Contracts of Total Operating Revenues, 5-Year Trend Table 9.2 | Percentage of Instructional Expenditures of Total Expenditures with CSU Peer Institutions Comparisons, 5-Year Trend

HIGHLIGHTS

• On average, Stanislaus has one of the highest percentages of student grants and scholarships of total expenditures in comparison to its CSU peer institutions.

STANISLAUS

San Francisco

San Bernardino

Monterey Bay

Fresno

East Bay

• The percentage of Stanislaus' grants and scholarship expenditures of total expenditures increased by half a percentage point in the past year, but decreased by two percentage points over the past five years.

Table 9.3 Source: CSU Office of the Chancellor, Financial Services, http://www.calstate.edu/financialservices/resources/auditedstatements/financial_statements.shtml

Table 9.3 Note: Percentage equals the expenditures for Instruction for the fiscal year divided by total expenditures.

1. Sorted by FY 2021 percentage

Fig. 9.4 Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Data System (IPEDS), Finance component.

Fig. 9.4 Note: Percentages may not sum to total due to rounding.

UNIVERSITY BUDGET AND FINANCE • SECTION 9 BOOK OF TRENDS • 2021-2022 175 CSU CAMPUS 1 FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 % POINT CHANGE 1 Year 5 Year Fresno 13.3 11.7 12.3 15.2 17.9 2.7 4.6 Bakersfield 15.8 14.5 15.5 17.1 17.7 0.6 1.9 STANISLAUS 15.7 14.2 14.5 13.2 13.7 0.5 -2.0 San Bernardino 12.8 10.9 11.1 13.0 13.3 0.3 0.5 East Bay 7.8 7.1 8.8 9.1 11.3 2.2 3.5 San Francisco 9.0 7.8 7.7 9.3 10.5 1.2 1.5 Monterey Bay 8.4 7.2 7.3 8.7 8.2 -0.5 -0.2

KEY: TUITION AND FEES STATE APPROPRIATIONS GOVERNMENT GRANTS AND CONTRACTS PRIVATE GIFTS, GRANTS, AND CONTRACTS INVESTMENT RETURN OTHER CORE REVENUES 0 20 40 60 80 100

Bakersfield

Fig 9.4 | Percent Distribution of Core Revenues by Source with CSU Peer Institutions Comparisons, Fiscal Year 2021 Table 9.3 | Percentage of Student Grants and Scholarship Expenditures of Total Expenditures with CSU Peer Institutions Comparisons, 5-Year Trend

176 STANISLAUS STATE • CSUSTAN.EDU CSU CAMPUS 1 FY 2017-18 FY 2018-19 FY 2019-20 FY 2020-21 FY 2021-22 % CHANGE % OF CSU TOTAL 2022 1 Year 5 Year Bakersfield $4,013,117 $6,109,862 $6,560,652 $6,604,059 $6,761,524 2.4 68.5 1.6 Fresno $9,442,454 $9,049,729 $9,013,269 $8,037,845 $8,128,035 1.1 -13.9 1.9 STANISLAUS $10,654,408 $11,537,291 $11,604,561 $12,520,521 $12,215,299 -2.4 14.7 2.9 Monterey Bay $12,443,229 $13,333,543 $13,969,289 $12,817,352 $13,374,827 4.3 7.5 3.1 San Francisco $14,355,927 $13,092,522 $14,487,441 $12,077,113 $11,847,290 -1.9 -17.5 2.8 East Bay $26,937,319 $22,450,444 $26,364,063 $28,192,590 $24,047,575 -14.7 -10.7 5.7 San Bernardino $18,714,534 $19,977,999 $20,107,586 $19,913,562 $16,974,151 -14.8 -9.3 4.0 CSU TOTAL $394,322,723 $395,468,319 $426,522,126 $419,146,091 $424,686,450 1.3 7.7 100.0

Table 9.5 | Extended Education Tuition and Fee Revenue with CSU Peer Institutions and CSU Total Comparisons, 5-Year Trend

UNIVERSITY BUDGET AND FINANCE • SECTION 9 BOOK OF TRENDS • 2021-2022 177 CSU CAMPUS 1 Fund Balance at 6/30/2018 Fund Balance at 6/30/2019 Fund Balance at 6/30/2020 Fund Balance at 6/30/2021 Fund Balance at 6/30/2022 % CHANGE % OF CSU TOTAL 2022 1 Year 5 Year Monterey Bay $2,089,907 $3,024,032 $3,772,657 $2,893,502 $3,577,746 23.6 71.2 1.0 San Francisco $2,180,914 $269,414 $2,185,919 $2,445,897 $6,362,365 160.1 191.7 1.9 Fresno $10,283,798 $8,505,627 $9,211,647 $9,687,688 $11,129,603 14.9 8.2 3.3 Bakersfield $4,809,431 $6,294,005 $7,999,996 $9,747,931 $11,661,675 19.6 142.5 3.4 East Bay $24,238,691 $21,824,148 $20,328,661 $19,501,246 $13,172,466 -32.5 -45.7 3.9 STANISLAUS $9,041,898 $10,452,013 $11,444,299 $13,671,414 $15,959,095 16.7 76.5 4.7 San Bernardino $11,779,265 $15,689,236 $16,991,362 $15,031,996 $21,269,280 41.5 80.6 6.2 CSU TOTAL $235,598,496 $242,250,511 $282,556,103 $318,483,915 $341,898,800 7.4 45.1 100.0

Table 9.5 & 9.6 Source: CSU Office of the Chancellor, PaCE Systemwide Annual Report Table 9.5 & 9.6 Note: Year-end balances rounded to nearest whole dollar. 1. Sorted by 6/30/2022 fund balance in ascending order Table 9.6 | Extended Education Fund Balances with CSU Peer Institutions and CSU Total Comparisons, 5-Year Trend

Strategic Planning

A Sense of Place, Inclusion, Transformation, and Future

University Strategic Plan 2017-2025

Tracking Year 5 (2021-22)

178 STANISLAUS STATE

Top Achievements by Division, 2021-22

DIVISION OF ACADEMIC AFFAIRS

1. Successfully submitted the WASC Interim Report for Stockton. The report was received by the commission with overwhelming positivity and will help set the stage for the next chapter at the Stockton Campus which includes a new building, new and expanded academic programs and student services, as well as a renewed commitment to the San Joaquin region.

2. Completed successful searches for the Deans of Extended and International Education, College of Business Administration, College of Education, Kinesiology and Social Work, Interim Dean for the College of Science, and the permanent AVP for Academic Affairs.

3. Established the Academic Affairs: What You Need to Know weekly publication to improve communication of critical information for faculty and Academic Affairs staff. The publication has an average open rate of 46% with some editions having open rates of up to 57%.

4. The Post-masters Certificate in Psychiatric Nursing was approved by the Chancellor’s Office, launching a pathway for family nurse practitioners holding a master’s degree in nursing to specialization of additional advanced practice content, in psychiatric mental health. The program is designed to strengthen and broaden the clinical capabilities of family nurse practitioners who want to deepen their understanding and competency in providing mental health interventions for their medical patients.

5. Moved the Community Equity Research Center under the Division of Academic Affairs to provide increased institutional support to their mission to be a hub for participatory action research supporting equity, inclusion and the development of knowledge in the pursuit of social justice in the Central Valley.

180 STANISLAUS STATE • CSUSTAN.EDU

DIVISION OF BUSINESS & FINANCE

1. COVID-19 Prevention and Mitigation. Safety and Risk Management continued COVID-19 campus monitoring, planning, preparation, communication, and implementation of prevention and mitigation strategies. This was all in an effort to ensure campus community safety and to meet Cal/OSHA Emergency Temporary Standards.

2. The Capital Planning team completed the facilitation and management on the renovation of the Vasché Library Building.

3. The Sustainability team collaborated on the design of campus e-waste recycling receptacles following best practices for recycling that included accessibility, visibility, standardization of receptacles, and ease of use.

4. The Facilities Management team refreshed classrooms in Demergasso Bava Hall, Fieldhouse and Fieldhouse Annex, replacing carpet and painting. They also coordinated replacement of classroom furniture.

5. Financial and Support Services implemented the automation of the P-Card workflow and approval processes, replacing manual paper process. Project resulted in efficiencies and savings from reduced paper use, storage of records, and time to file, validate records, and improved audit and reporting capabilities.

6. The central University Budget Office completed and implemented the campus Budget Oversight Policy. This policy allows for the facilitation of greater transparency of the budget review process and projected spending against allocations.

Office of Information Technology (OIT)

7. Classroom Technology Upgrades. OIT successfully completed Phase I of our classroom upgrades, bringing 30 classrooms to the new Zoom Room Standard. Phase II is in progress with 27 additional rooms currently staging for upgrades during winter break. A Demo Room in DBH provides hands-on technology for faculty to explore the new classroom technology.

8. Stan State Mobile App for both iPhone and Android was successfully launched on our new Stan State Mobile application. Students now have direct access to all their Student Information including the ability to add classes, view grades, holds and To Do items, all from within the app.

University Police Department (UPD)

9. UPD partnered with the Stockton Campus to assess and recommend major changes to the safety infrastructure of the campus. Implemented recommendations which included the addition of electronically controlled door locks, upgraded and additional lighting in the parking lots to increase visibility, security cameras added to the exterior and public areas in the Acacia Hall, and better visibility for the contracted security services.

10. UPD has fully implemented Racial and Identity Profiling Act reporting to the California Department of Justice, and the first annual report will be made in January of 2023 on the Open Justice web page at: https://openjustice.doj.ca.gov/. The data collected through RIPA reporting is meant to strengthen law enforcement-community relations in California through collaboration, transparency, and accountability.

11. UPD transitioned to the National Incident-Based Reporting System (NIBRS), which captures details on each crime incident, as well as on separate offenses within the same incident, including information on victims, known offenders, relationships between victims and offenders, arrestees, and property involved in crimes. Unlike data reported through the older UCR Program’s traditional Summary Reporting System (SRS), NIBRS goes much deeper because of its ability to provide circumstances and context for crimes like location, time of day, and whether the incident was cleared.

STRATEGIC PLANNING • SECTION 10 BOOK OF TRENDS • 2021-2022 181

DIVISION OF STRATEGIC PLANNING, ENROLLMENT MANAGEMENT & INNOVATION (SPEMI)

Admissions & Outreach Services (AOS)

1. In-person Warrior Welcome. On April 23, 2022, Admissions and Outreach Services (AOS) hosted Warrior Welcome in-person for the first time since 2019. This yield event for admitted students offered a vibrant experience with fun activities and helpful resources. President Junn greeted over 600 guests and welcomed newly incoming students to the Stanislaus State community. Attendees had opportunities to register for New Student Orientation, accept their admission, and submit transcripts for on-the-spot admission decisions.

2. Expanded Services via Warriors on the Way (WOW). The WOW program continues to support prospective transfer students from the University's local feeder campuses, Modesto Junior College, Merced Community College, and San Joaquin Delta College. Effective spring 2022, WOW counselors expanded pre-admission advising services to all prospective transfers, not just those enrolled in the WOW program. In so doing, the WOW program has more visibility at the community colleges and increased access to pre-admission support to all prospective transfer students.

Enrollment Services

3. Pre-registered incoming freshmen in one additional class. In collaboration with the Office of the Provost, the College Deans, and the department chairpersons, Enrollment Services pre-registered all incoming first-time freshman in three classes prior to their arrival at New Student Orientation. Each student was registered in an English, math, and general education and/or major course as suggested by the student's major department.

4. Elimination of the enrollment confirmation deposit (ECD). Upon discussion of administrative barriers, the Enrollment Initiatives Workgroup made a recommendation to the VP for SPEMI to remove the enrollment confirmation deposit, eliminating the additional $100 initially required for students to reserve their seat.

Financial Aid & Scholarship Office (FASO)

5. Implementation of verification data system and live chat feature for Financial Aid and Scholarships. The Financial and Scholarship Office moved from a paper verification system to the CampusLogic software system. With this implementation, 95% of student forms were converted from paper to online forms, thus, making the submission more accessible and expediting the verification process. This allowed the Financial Aid Office staff to process awards at a faster rate. Along with this new software system, the Financial Aid and Scholarship Office introduced a "Live Chat" feature to the chatbot. This allowed students to talk to a financial aid live agent and meet with a financial aid advisor. This feature allows students to have their questions answered in real-time.

6. HEERF III and CA Emergency Grant. In the year 2021-22 the Financial Aid and Scholarship Office awarded over 19 million dollars in HEERF funding, bringing this to a total of over 32 million dollars in emergency funding for students. In addition, the Financial Aid and Scholarship Office in collaboration with Basic Needs awarded and disbursed $838,000 thousand dollars in CA Emergency funds with funding from the State and Chancellor’s Office. These funds were awarded to students facing an emergency during the academic year.

Institutional Effectiveness & Analytics (IEA)

7. Participated in the Postsecondary Data Partnership (PDP), a data service provided by the National Student Clearinghouse. It translates institutional data to visualized presentation and analyses. IEA completed data file development and certification for the past five cohort years which enabled the launching of the PDP dashboard.

8. Provided data support for Alumni Outcomes by Lightcast – formerly Emsi Burning Glass – the leading research company for labor market analytics. Alumni Outcomes is one of Lightcast’s services to track student success after graduation. IEA led the campus efforts to provide data support to complete Alumni Outcomes for Stan State students since the 1960s. About 30% of graduated alumni have a matched record in Lightcast’s labor market database, which significantly extends the scopes of institutional research, student services, and university advancement.

182 STANISLAUS STATE • CSUSTAN.EDU

DIVISION OF STUDENT AFFAIRS

1. Athletics enjoyed a banner year with the return of competition. Women’s Cross Country won the 2021 California Collegiate Athletic Association (CCAA) championship team title – a first in the program’s history. The team also won four CCAA major individual awards including Coach of the Year, Darren Holman and Freshman of the Year, Katarina Borchin. Kaela Dishion was named CCAA Runner of the Year and Newcomer of the Year. Women’s Basketball head coach Wayman Strickland won his 100th career game, making him the second all-time winningest coach in program history. Women’s Softball beat the No. 1 ranked team in the nation – Concordia University Irvine – 6-1. And our student-athletes continued their streak of academic achievement by maintaining a GPA above 3.2 for a fifth consecutive semester.

2. Expanded Physical and Mental Health Care Services. COVID-19 required the university to rethink how physical and mental health care services were provided. In 2021-22, teletherapy remained the primary delivery mode for Counseling and Psychological Services (CAPS), with nearly 3,200 sessions (62% of visits) conducted via secure Zoom session, followed by almost 10% of sessions occurring via phone. At the pandemic’s start, the Student Health Center successfully pivoted to telehealth as its primary service delivery method. The serendipitous benefit of this shift was increased access for students on the Stockton Campus. In spring 2022, while in-person appointments returned, telehealth visits continued to be the primary mode of service delivery chosen by students. Additionally, an after-hours Nurse Advice Line was implemented to provide supplementary care options for students that need medical advice outside of normal operating hours.

3. Student Affairs led collaborative efforts for the campus to hold in-person Commencement Ceremonies for the Classes of 2020, 2021 and 2022. Nine ceremonies were held in May 2021 with the most recent graduating class having four ceremonies in May 2022. A total of 2,431 graduates of the Class of 2022 attended the ceremonies with 11,400 guests. Commencement ceremonies represent the largest in-person gatherings held at Stanislaus State with the ceremonies in 2022 being the largest held since March 2020. Ceremonies were responsive to COVID-19 guidance incorporating new registration processes for graduates and guests, modified seating layouts and accommodation seating, additional technology integration, expanded communication planning and more. Wide consultation within the campus communication including student government, academic senate, academic leadership, and executive leadership occurred with the Commencement Committee leading discussions about how Stanislaus State could retain our rich Commencement traditions during a time of rapidly changing public health guidance. Through the tireless effort of over 220 university employees who volunteered and worked our Class of 2022 ceremonies Stanislaus State was able to provide a meaningful graduation experience to our students and their families. These ceremonies offered unique elements: graduates were able to make customized virtual graduate announcements, graduates were seated with their families, families were able to perform the hooding of their graduates and take photos directly adjacent to the stage. While different from our pre-COVID traditions, these are ceremony elements in which only these graduating classes participated, providing memories that other graduating classes will not experience. Student Affairs provided an uplifting experience for graduates and their families celebrating the culmination of their academic journey during COVID-19 Pandemic.

4. Student COVID-19 Support Services. The Warriors

Take Care unit was created in the summer of 2020 to provide support for Stanislaus State students amidst the COVID-19 pandemic. The unit provides direct support to over 10,000 students by disseminating a wide range of information resources, administering the CSU vaccination requirement and campus testing requirement, overseeing all student exposure notifications, and providing non-clinical case management for students with COVID-19. The unit has worked closely with the Office of Information Technology in the creation of an integrated technology infrastructure. These collaborative efforts have helped to remove potential barriers to student success and remove obstacles that COVID-19 legislation created. Examples of this include the administrative management of the vaccination requirement, testing requirement, isolation requirements and daily screening requirements. All of these are things which a student must comply with to continue their education during the COVID-19 pandemic. New information websites and re-visioned communications were also launched with the Student COVID-19 Committee collaborating across departments to identify and share critical and rapidly changing information with students. With 73% of our fall 2021 entering student class being first-generation college students the work of the Student Affairs Warriors Take Care team and collaborative partners has been instrumental in helping students understand what is required to continue as a student, what resources are available to help students academically and personally succeed and how to access the myriad of services and university employees available to assist them.

5. Implementation

of Warrior Connect student

success platform. Despite the challenges presented by the global COVID-19 pandemic, the implementation and expansion of the Warrior Connect student success platform enabled students to benefit from being able to connect with faculty and staff advisors much more easily, while also helping academic advisors, faculty, and other staff to create a truly coordinated network for student success. Through Warrior Connect over 20,000 appointments were facilitated in 2021-22, and countless campaigns were undertaken to connect students to information on everything from upcoming activities to how to return to college. In total since the launch of Warrior Connect almost 100,000 emails and texts and over 17,000 progress reports have been sent, with professors providing feedback over 8,000 times. The “First Gen Fridays” program, a workshop series designed to foster a sense of belonging among Stanislaus State First-Gen students was expanded, and attendance in the program was up 57% to 485 participants in 2021-22. Additionally, over 6,000 students enrolled in CareerReadyU with support connecting with alumni, employers, and opportunities to integrate the academic experience with professional experience. And 8,088 employers were served by recruitment and education related opportunities via HIREStanState job & internship listings, virtual information sessions, virtual career fairs, online panel discussions and employer consultations in 2021-22.

STRATEGIC PLANNING • SECTION 10 BOOK OF TRENDS • 2021-2022 183

DIVISION OF UNIVERSITY ADVANCEMENT

1. Raising over $1 million for the J. Burton Vasché Library. The completion of a six-month micro-campaign for our newly renovated J. Burton Vasché Library from over 200 donors to support technology, furnishings, and innovation.

2. Strengthening and Promoting the University Brand. Build out of brand creative assets, including four brand videos that debuted – one at the June Board of Trustees Meeting – connecting people to campus and infusing Warrior Pride and sense of belonging.

3. Redesigning an Award-Winning Web Site. Redesigned website earned a bronze award for the 2022 Indigo Design Awards, winning recognition in the agency category for website design. The new site improves functionality and navigation to enhance engagement for the University’s key audiences.

4. Returning to In-Person Campus Engagement Events. The campus celebrated the renovation of the Library with the J. Burton Vasché Library Grand Reopening in April 2022 after being postponed in the fall due to the campus closure. In addition, over 200 people attended the May 3, 2022, Champions of the American Dream event to honor Marian Kaanon, which was moderated by Evan Porges, president of Porges Properties and an inaugural Entrepreneur in Residence for the Warrior Entrepreneurship Initiative.

5. Digitizing Alumni Association Cards and Broadening Alumni Engagement. A digital alumni card and online request form was introduced driving virtual engagement and increasing Alumni Association members. In addition, a re-branded alumni and community newsletter, Warrior Wire, was launched in the spring of 2022.

184 STANISLAUS STATE • CSUSTAN.EDU

Selected Strategic Planning Objectives, Strategies, and Actions and Outcomes by Division: Tracking Year-5 (2021-22)

The following provides a summary of actions taken by administrative division in support of the stated strategy (left side), and applicable consequential outcomes (right side).

GOAL 1 • Be a student-ready University.

OBJECTIVE A

Plan, implement, refine and institutionalize five or more specialized high-quality programs and services that collectively offer wide accessibility and provide support to all of our students, though some may focus on a specific set of needs (e.g., freshman, transfer, graduate students, first-generation, underserved and underrepresented minorities, Pell-eligible).

STRATEGY 1A1: Establish and implement a first-generation student success program.

ACTIONS

ACADEMIC AFFAIRS

Development of a pilot Freshman First-year experience in collaboration with the Academic Success Center and Department of English.

STUDENT AFFAIRS

Academic Success Center (ASC)

Continue to contribute to and take a leadership role in first-generation efforts by expanding the First-Gen Fridays (FGF) workshop series. FGF increased its workshop offerings from 8 to 18, collaborating with seven programs and departments on campus to bring speakers and provide giveaways to students.

UNIVERSITY ADVANCEMENT

Development & University Events

Hold an annual program for donors to the President's First-Generation Scholarship Program to meet the scholars with the President.

OUTCOMES

Pending completion of pilot and data analysis.

FGF had a record attendance of 485 (duplicated student headcount), representing a 57% increase over the prior year. FGF received its first external funding donation of $3,500 through the generosity of a donor who learned about the program.

STRATEGIC PLANNING • SECTION 10 BOOK OF TRENDS • 2021-2022 185 GOAL 1 BE STUDENT READY

ACTIONS

ACADEMIC AFFAIRS

College of Science (COS); Mathematics

Mathematics worked with the Learning Commons to place embedded tutors in a few lower division math courses to provide students with more tutoring/supplemental instruction support.

OUTCOMES

Data being gathered related to lower DFW rates in these courses.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Institutional Effectiveness & Analytics (IEA)

Participated in the National Student Clearinghouse's Postsecondary Data Partnership (PDP) and completed data submission of five cohort years. The PDP supports the American Association of State Colleges and Universities (AASCU) Transformation Accelerator Cohort (TAC) Model, and the First Scholars initiative. The First Scholars initiative has an emphasis on first-generation student success and the TAC aims to close equity gaps, particularly for Black, Latinx, Indigenous, and low-income students.

STUDENT AFFAIRS

Learning Commons (LC)

Engaging and High Impact Learning Experiences: During the pandemic, the Learning Commons significantly improved the quality of online and in-person learning support. Expanded access to the Learning Commons by offering online and in-person services during the daytime, evening, and weekend hours. Created online tools and workshops available to students at any time. Learning Commons developed asynchronous training videos and utilized new software tools to create engaging and high-impact learning experiences for tutoring and Supplemental Instruction (SI) students.

The data IEA provides for the PDP dashboard is intended to help campus stakeholders identify equity gaps in an effort to improve student success strategies.

The Writing Center has added specialized writing support services and faculty connections to various disciplines. Learning Commons piloted new service models for math courses, including asynchronous tutoring, embedded tutoring, embedded SI, and services in locations where students frequent. Data collected from a campus-wide Learning Commons survey and session evaluations indicate that 95% of students participating in Learning Commons services found them helpful in achieving their academic goals. Furthermore, 96% shared they were more confident in their abilities to learn in their courses after attending tutoring/SI sessions. This data indicates that students find high-quality services to support their holistic success in the Learning Commons.

186 STANISLAUS STATE • CSUSTAN.EDU GOAL 1 BE STUDENT READY

STRATEGY 1A2: Close achievement gaps through strong developmental education programming (e.g., Early Start, Summer Bridge, winter session mathematics, stretch English).

STRATEGY 1A3: Create specialized programs to improve the success of underrepresented male students.

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

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

Provided ongoing support for our early college partnership with Turlock Unified School District (TUSD), including coordination of the transition to stateside scheduling.

STUDENT AFFAIRS

Warrior Cross Cultural Center (WCCC)

WCCC provided spaces for Men of Color to build community, such as launching Brother to Brother and Circulo de Hombres-a virtual and in-person support group for male students. The topics covered focused on emotional wellness. Hosted a "Healing Masculinities" event, providing opportunities for students across other CSU campuses to attend.

STRATEGY 1A4: Enhance Financial Aid services and implement access to, and delivery of, Financial Literacy Education opportunities for students.

ACTIONS OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Financial Aid & Scholarship Office (FASO)

FASO served 2,036 students and parents during the 202122 Federal Student Aid (FAFSA) and California Dream Act application (CADAA) workshops, New Student Orientation, and Pre-New Student Orientation workshops. The workshops were conducted virtually for local high schools and the campus community. These workshops were conducted in both English and Spanish. In collaboration with Admissions and Outreach and Enrollment Services, the Financial Aid and Scholarship Office provided a series of Pre-New Student Orientation workshops to help prospective students navigate their financial aid before attending orientation. The introduction of a "Live Chat" feature on the Financial Aid and Scholarship website allows students to communicate with a live agent and meet with a financial aid advisor if needed. In 2021-22, 95% of the student forms were converted from paper to online. This change has helped increase the completion and submission of the required forms to the FASO office and has decreased the processing and response time for students.

The FAFSA and CADAA information workshops provided in English and Spanish helped students and parents navigate and understand the Financial Aid process and next steps. The live feature has allowed students to receive necessary information in real-time. The conversion of paper forms to online forms has made them more accessible to the student population, thus increasing the number of files completed on a timely basis.

STRATEGIC PLANNING • SECTION 10 BOOK OF TRENDS • 2021-2022 187 GOAL 1 BE STUDENT READY

Increased a sense of belonging for male students on campus in a virtual/hybrid setting.

STRATEGY 1A5:

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

College of Education, Kinesiology & Social Work (COEKSW); Liberal Studies

During the pandemic, Liberal Studies offered the New Student Orientation virtually. This led Liberal Studies to experiment with various formats. The normal, in-person orientation allows students to ask individual questions, with faculty, student leaders, and staff members all available. This was much harder to achieve in the virtual format. So students were divided into small groups and put into break-out rooms with faculty advisors. The return to in-person orientation was welcome.

College of Science (COS); Physics, Physical Sciences and Geology

The Physics, Physical Sciences, and Geology department has been a partner in the Cal-Bridge program since 2017, and to date, 14 students have become Cal-Bridge scholars.

BUSINESS AND FINANCE

Office of Information Technology (OIT)

Cal-Bridge creates opportunities for historically underrepresented groups, including women, underrepresented minorities (URMs), members of the LGBTQ+ community, those with disabilities, and first-generation students, to participate and advance in STEM fields including physics, astronomy, computer science, and computer engineering, to increase their numbers in Ph.D. programs targeting the University of California and other partner institutions.

Successfully launched the new Stan State Mobile application. Students now have direct access to all their Student Information, including the ability to add classes, view grades, holds, and To Do items, all from within the application.

All 565 WiFi Access Points (APs) across campus have been upgraded.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Admissions and Outreach Services (AOS)

The Warriors on the Way program (WOW) continues to support prospective transfer students from the University's local feeder campuses, Modesto Junior College, Merced Community College, and San Joaquin Delta College. Effective spring 2022, WOW counselors expanded services to all prospective transfers, not just those enrolled in the WOW program. In addition, AOS facilitated two Transfer Achievement Celebrations for incoming WOW scholars, one at the Stockton Campus and one at the Turlock campus.

Enrollment Services

In collaboration with New Student Orientation (NSO), the Academic Success Center, Financial Aid, and Admissions and Outreach Services, implemented Pre-NSO workshops for incoming first-time freshman and transfer students. Workshops are designed to keep students engaged by providing staff and department resources, and answering questions in preparation for NSO.

Expanding pre-admission advising services to all prospective transfer students has increased the visibility of the WOW program at the local community colleges and increased access to pre-admission support to transfer students.

Enrollment Services provided nine pre-NSO workshops with successful student attendance and positive feedback.

188 STANISLAUS STATE • CSUSTAN.EDU GOAL 1 BE STUDENT READY

Reassess and reimagine orientation services and specialized programs for all new students (e.g., expand freshman year experience, transfer support program, graduate student success programs).

ACTIONS OUTCOMES

STUDENT AFFAIRS

Academic Success Center (ASC)

ASC collaborated with Academic Affairs and the Male Success Initiative to support the student assignments, training, and programmatic needs of the Civic Action Fellows program. Fellows were peer mentors assigned to first-time freshmen, not in a special program, e.g., Extended Opportunity Programs and Services (EOPS), Promise Scholars (PS), Freshman Success Program (FSP), TRIO Student Support Services (SSS), Housing and Residential Life (HRL).

ASC collaborated with New Student Orientation (NSO) and Enrollment Services to host six pre-NSO workshops for transfer students.

Campus Recreation

For new students, starting at Stanislaus State can be daunting with the plethora of locations, departments, services, etc. One way that Campus Recreation is proud to reimagine orientation services has been to take a hands-on approach during New Student Orientation (NSO) by making it a known effort to introduce Campus Recreation to new students and the family members who join them on campus.

Housing and Residential Life (HRL)

Implemented MDIS course for Elevate Living Learning Community (LLC) participants; course included expanded FYE curriculum tailored to community participants and was connected to Elevate English sections.

TRIO Student Support Services (SSS)

Expanded collaborations with New Student Orientation to increase incoming student awareness of available support programming. Offered to break out sessions for incoming freshmen.

Through our collaboration with the Civic Action Fellows (CAF) program, all first-year students were assigned a peer mentor who offered one-on-one appointments, and outreach during key times of the year to help with their transition.

Over 600 incoming fall 2022 transfer students attended a workshop. The transfer specific workshops align with literature that advocates for how universities can build a transfer receptive culture.

Students and family members are able to get acquainted via presentations, showcases, and Q&As. Campus Recreation answers all questions from our newest members, whether recreationally related or academic that students and staff can answer with helpful information.

Expanded LLC program access and supported need for flexibility with course schedule and section options for participants

Created opportunities for incoming students to have deep conversations about TRIO SSS and how programming can benefit their educational goals at Stan State. In past years, students could pick up information but had limited opportunities to ask questions.

ACTIONS

ACADEMIC AFFAIRS

College

of Science (COS); Biological Sciences

Updated website after the rebranding and have plans to provide regular fresh content in the future.

Biological Sciences implemented tuition waivers for Master of Science (MS) students teaching lab sections. The department believes this encourages graduate student integration in the department and will make the program more competitive than it has been at California State University.

OUTCOMES

Easier for students to connect with the department and better dissemination of information/resources.

Students will be more engaged with the campus and faculty research and teaching.

STRATEGIC PLANNING • SECTION 10 BOOK OF TRENDS • 2021-2022 189

STRATEGY 1A6: Develop an array of experiences, programs and services that increase opportunities for students to develop a sense of engagement and connectedness that enhance student life on campus.

GOAL 1 BE STUDENT READY continued from previous page

ACTIONS OUTCOMES

Office of Service Learning (OSL)

Enhanced ways for students to connect by hosting multiple outreach opportunities via New Student Orientation, STEM Ambassador information tables in the quad and science buildings, and promoting the Science in Our Community program to the campus community.

BUSINESS AND FINANCE

University Police Department (UPD)

The University Police Department presented two sessions of the Student Police Academy in the 2021-22 fiscal year, one in the fall, and one in the spring. Approximately 30 students attended this fiscal year. UPD has completed 12 Student Police Academies to date, with approximately 180 students.

The University Police Department, in partnership with Turlock Police Department, provides students, faculty, and staff with free self-defense classes. The objective of Rape Aggression Defense (R.A.D.) is “to develop and enhance the options of self-defense, so they may become viable considerations to the women who are attacked.”

The University Police Department is exploring a partnership with the Criminal Justice program to provide the California P.O.S.T. Entry-Level Law Enforcement Test Battery (PELLETB) to students each semester. Results from the testing can be shared with local law enforcement agencies to encourage local recruitment of Stan State students.

Approximately 100 students visited the OSL booth at New Student Orientation (NSO) to receive information about various academic community-based programs and volunteer opportunities. Through the support for Science in Our Community, 180 students had the opportunity to volunteer with K-12 students. Please note numbers are reduced due to COVID-19.

It builds trust and legitimacy within the campus community, allows students to feel engaged with UPD, and improves recruiting students who may become future UPD employees.

The University Police Department presented two sessions of Rape Aggression Defense in the 2021-22 school year, both in the spring 2022 semester. UPD continues to partner with the City of Turlock to bolster relationships between the campus and our community.

Offering the PELLETB on campus allows students to participate in familiar surroundings without the added stress of applying for employment, provides an opportunity for students to feel engaged with UPD, and improves recruitment of students who may become future UPD employees.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Admissions and Outreach Services (AOS)

The Warriors on the Way program (WOW) continues to support prospective transfer students from the University's local feeder campuses, Modesto Junior College, Merced Community College, and San Joaquin Delta College. AOS facilitated two Transfer Achievement Celebrations for incoming WOW scholars, one at the Stockton Campus and one at the Turlock campus.

STUDENT AFFAIRS

Counseling and Psychological Services (CAPS)

CAPS “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, CAPS Collaboration with ASI for “Speak Your Mind,” and “Let’s Taco “Bout It” (mental health events), Question, Persuade, Refer (QPR) Suicide Prevention Workshops, Mindfulness Counseling Groups for managing Anxiety, Depression and for Building Self-Esteem. CAPS uses a holistic/intrusive approach to advising and programming that builds resilience. CAPS Wellness Zone was redesigned into an interactive informational area focused on holistic health and wellness topics. The purpose of the redesign was to highlight important topics appealingly and engagingly. Themes have included healthy eating, stress and time management, financial literacy, study tips, and healthy environments.

The Transfer Achievement Celebration helped incoming transfer students develop their sense of engagement and connectedness to Stanislaus State. Students received a certificate of achievement for completing their transfer journey through the WOW program.

Data collected indicated that 862 unique students were served. In addition, CAPS number of programs sponsored were 26, and 2,383 students were served throughout the year. This data indicated that students continue to access supportive counseling services as a form of engagement and connectedness to support student life, recognizing the importance of well-being.

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continued from previous page

ACTIONS

Health Education & Promotion (HEP)

The Peer Health Educator (PHE) program is modeled after an evidence-informed peer-to-peer model. The President’s Trophy is awarded to the student organization with the most impressive philanthropic service record for the year, demonstrating dedicated leadership and service to the university or community. The membership has made service an integral part of their college experience. Altogether, Peer Health Educators facilitated 38 activities and volunteered a collective 395.5 hours during the 2021-22 academic year.

Social Norming is an evidence-informed practice that focuses on positive messages about healthy behaviors and attitudes common to most people in a group. Often college students overestimate unhealthy behaviors and underestimate healthy behaviors, influencing their perception of normative expectations (social norms). The social norms approach uses accurate information that can help change perceptions of social norms and, in turn, lead to students engaging in healthier behaviors.

Housing and Residential Life (HRL)

HEP implemented the Warriors on the Walkway program, a recurring residential activity utilizing shared outdoor space and collaboration across housing staff and campus partners to support resident interactions. Residents were able to connect with campus partners to learn about campus resources and participate in small activities.

Student Conduct

Develop, disseminate, interpret and enforce institutional policies and procedures regarding student as well as group/ organizational behavioral expectations.

OUTCOMES

PHE was awarded the President’s Trophy at the Student Leadership & Development Awards Ceremony.

Provide learning experiences for students whose conduct may not be consistent with institutional expectations and those who participate in the operations of the student conduct system.

Warrior Cross Cultural Center (WCCC)

WCCC provided ongoing support for undocumented students by providing opportunities for students to engage through hands-on experiences such as painting sessions, film and discussions, and an undocu-book club. Book club hosted re-occurring bi-weekly discussions.

HEP successfully Implemented a Social Norming Campaign with campus partners.

The activity was facilitated 23 times with a total of 539 parti cipants during the 2021-22 academic year.

Provided many meetings and consultations with students to provide learning opportunities and experiences for students whose conduct was not and was borderline a violation of the Student Code of Conduct. Provided consultation and advisement with co-developed plans for assisting students in need, in crisis, or during disruption.

Provided resources, advisement, and complex problem solving to students in conduct, care cases, issues, and other complex student needs.

Increased a sense of belonging and connectedness amongst students, staff and faculty. Increased overall partnerships with on campus partners who support undocumented students and want to learn more about their lived experiences.

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OBJECTIVE B

Enhance or establish five or more institutional structures and/or activities that support building intrapersonal connections and resources by fostering important aspects of the educational experience outside of formal teaching settings, such as development of authentic relationships, a culture of care, sense of belongingness for students, faculty, staff and the community.

STRATEGY 1B1: Increase student and faculty participation in one of several mentoring opportunities available (i.e., Honors, Student Engagement in Research, Scholarship and Creative Activity, and Faculty Mentor Program).

ACTIONS

ACADEMIC AFFAIRS

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

CAHSS supported the successful virtual delivery of the spring 2022 Honors/McNair Scholars Capstone Research Conference featuring 33 senior capstone presentations and 62 student contributions. CAHSS continued to meet objectives critical to the success of our federally-funded TRiO McNair Scholars Program, applying for and securing a new 5-year cycle of Department of Education (DOE) grant funding to support five additional cohorts of under-represented students dedicated to securing admission to doctoral-level graduate studies.

OUTCOMES

STRATEGY 1B3: Increase the number of, and participation in, academic and other university events for students, faculty, staff, and the community.

ACTIONS

ACADEMIC AFFAIRS

College of Business Administration (CBA)

CBA holds multiple events of “Meet the Firms Night,” “Women's Leadership Forum,” and “Champions of the American Dream.”

Office of Service Learning (OSL)

OSL continues to raise awareness of service learning opportunities and successes by supporting innovative programs and outreach efforts across the campus and in the community. This includes the VISTA member outreach efforts for community-based programs. Outstanding community-based programs supported by OSL include: various STEM programs (Science Day, Junior Scientist, etc.) and the United Samaritans Foundation's Legacy of Hope Fundraiser. Due to COVID-19, these events were reduced or conducted virtually.

OUTCOMES

Approximately 28,847 hours of service were completed by faculty, staff, and students involved in general community service or course-related service.

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ACTIONS OUTCOMES

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

Coordinate campus-wide participation in two sustainability Conferences - Association for the Advancement of Sustainability in Higher Education (AASHE) and Chico State's "This Way to Sustainability."

Participated in New Student Orientation, New Employee Orientation, co-sponsored the Condor & The Eagle screening during Indigenous Peoples Days, campus wide presentation on Stan State Power & Good to the Last Drop, co-sponsored screening of "Fire & Flood: Queer Resilience in the Era of Climate Change," sponsored screening of "Just Eat it: A Food Waste Story," co-facilitated "All We Can Save" book discussion with Dr. Betsy Eudey, co-sponsored Earth day Panel "Do Look Up."

Increase participation by Stan State students, staff and faculty participation in both conferences, enriching campus knowledge on sustainability.

Increase participation by Stan State, bringing together students, staff, and faculty in the viewing of the films and in-depth conversations on the various sustainability topics.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Admissions and Outreach Services (AOS)

On April 23, 2022, AOS hosted Warrior Welcome in-person for the first time since 2019. Warrior Welcome is a yield event for admitted students. Students enjoyed a vibrant experience with fun activities and helpful resources while President Junn greeted students and families.

STUDENT AFFAIRS

Health Education & Promotion (HEP)

During the 2021-22 academic year, HEP hosted 167 educational trainings, workshops, and outreach activities with 2,430 contacts with students. Additionally, HEP created health and wellness content for 16 editions of campus newsletters, totaling 10,882 views from students. Through the StanState_HEP Instagram account, HEP had 391 activities, including posts and stories, reaching 46,487 students on this platform. HEP also had 8,519 website views.

Prospective students enjoyed a vibrant event tailored to their individual needs. They had opportunities to register for orientation, accept their admission, and connect with campus resources. This event was the first in-person yield event in two years.

Offered best-practice and evidence-informed Health Education & Promotion Programming activities that align with University Strategic Goals, the Graduation Initiative 2025, and the Divers ity & Inclusion Action Plan.

STRATEGY 1B4: Utilize/adopt research findings and scholarship on belongingness and growth mindset.

ACTIONS

ACADEMIC AFFAIRS

College of Education, Kinesiology & Social Work (COEKSW); Counseling

COEKSW faculty attend numerous Faculty Development Center (FDC) offerings, discuss relevant research, including state and national standards in our curriculum, and continually implement new strategies and innovations to meet goals. Mostly, listen to students and how best to meet their needs.

OUTCOMES

COEKSW continually keep in touch with students, address their needs, and share how best to accommodate individual situations as they arise. Counselor wellness is an ethical mandate of the American Counselor Association (ACA) and the American School Counselor Association (ASCA).

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STRATEGY 1B5: Foster the use of the Faculty Development Center for academic and social events, and grow the number of and participation in faculty development opportunities.

ACTIONS

ACADEMIC AFFAIRS

Extended and International Education (EIE)

Supported FLCs focused on Collaborative Online International Learning (COIL) in partnership with FCETL (Faculty Center for Excellence in Teaching and Learning), an initiative that helps support and enhance the achievement of global/transnational engagement goals through online, collaborative course projects with international partners, was extended in academic year (AY) 2021-22. Drafted calls for FLCs focused on global competencies, internationalization of the curriculum and COIL in partnership with CETL for AY 2022-23 implementation.

OUTCOMES

STRATEGY 1B6: Develop a wellness model that builds resilience through health education, mental health education, recreation and wellness coaches; and promotes club sports and intramural sports.

ACTIONS OUTCOMES

BUSINESS AND FINANCE

Safety & Risk Management

Hosting on-campus COVID-19 and flu vaccination clinics for staff, faculty, and students in fall 2021.

STUDENT AFFAIRS

Housing and Residential Life (HRL)

Warriors on the Walkway included two larger events with a specific focus on Health and Wellness, including campus partners from Basic Needs, Health Education and Promotion, Counseling and Psychological Services, and Student Recreation Center.

TRIO Student Support Services (SSS)

The Associate Vice President (AVP) for Student Success conducted data analysis related to the retention of the fall 2019 cohort.

To have the campus fully operational during the COVID-19 pandemic with low COVID-19 positive cases or on campus transmission rates, and low cases of influenza.

Data analysis shows a positive, statistically significant correlation between TRIO SSS participation and student retention.

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STRATEGY 1B7: Create and support study abroad opportunities for more students.

ACTIONS

ACADEMIC AFFAIRS

Extended and International Education (EIE)

Supported virtual and physical mobility (COIL; faculty-led programs in Ghana, Ecuador, and Brazil; study abroad, Study At, Language and Culture programs, international admissions); Provided support for new, first-time, faculty-led programs in Ghana.

OUTCOMES

STRATEGY 1B8: Continue to seek ways to address students’ food and housing insecurity.

ACTIONS

STUDENT AFFAIRS

Basic Needs

The Basic Needs team partnered with on and off campus groups to maintain and expand the Basic Needs programs aimed at addressing students’ food and housing insecurity at the Turlock and Stockton Campuses. These Basic Needs initiatives support students’ persistence, degree completion, and time to degree, decreasing the equity gap. Such programs include the Warrior Food Pantry; Stockton Campus Pop-Up Warrior Food Pantry; Food Distribution; CalFresh application assistance; the Campus Cares student emergency fund; emergency housing placements; emergency meal cards; and non-clinical case management.

Basic Needs secured funds to add three full-time professionals to support students’ basic needs: (1) Stockton Care Lead, (2) Turlock Care Lead, and (3) Basic Needs Coordinator.

Campus Recreation

During finals, Campus Recreation collaborated with Basic Needs, Health Education & Promotion (HEP), and the Student Health Center to provide students with key necessities to aid them during their most stressful weeks of finals. Keeping Maslow’s Hierarchy in mind, Basic Needs provided students with care packages for their physical needs to focus on their academic preparation, such as studying for finals and taking their final exams in their best mental state.

OUTCOMES

During the FY 2021-22, 17% of students utilized one of the Basi c Needs programs (Warrior Food Pantry, Food Distribution, CalFresh, or Campus Cares). The Warrior Food Pantry was accessed 7,334 times and served 1,432 unique students. The Stockton Campus Pop-Up Warrior Food Pantry was accessed 126 times by 46 unique students. The Food Distribution program distributed 1,355 boxes of food to 648 unique students. For the CalFresh program, students submitted 693 applications. Basic Needs reviewed 1,501 Campus Cares applications for emergency support, $786,374 worth of grants, and $2,125 in emergency meal cards were distributed to students in crisis. In addition, five students were provided with emergency housing on campus.

Expanded staffing for the Basic Needs initiatives to support students’ persistence, time to degree, and degree completion and decrease the equity gap.

In the fall, Basic Needs provided 200 students with a cranial massager, a coloring notebook, a stress ball, ear plugs, a $15 gift card, pens, highlighters, post-it notes, and educational handouts to accompany the final care package. In the spring, Basic Needs provided 200 students with scantrons, Blue books, trail mix, Belvita crackers, and educational handouts to accompany the fina l care package.

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STRATEGY

ACTIONS

STUDENT AFFAIRS

Disability Resource Services (DRS)

DRS successfully completed the second annual Transition from College to Work symposium.

Housing and Residential Life (HRL)

Revised feedback and evaluation approaches with student staff and student leaders to be purposeful with development and career coaching. Student Assistant training, feedback, and evaluation processes are explicitly tied to NACE competencies.

OUTCOMES

In 2021, the unemployment rate for persons with a disability doubled for those without. With this symposium, DRS hoped to prevent this from happening to students by educating them about the community resources and programs available to help them find employment after they graduate.

In the annual Resident Satisfaction Survey for Housing, 86% of respondents described the level of customer service at the Housing Front Desk as either Excellent or Good; 12% described it as average. Further assessment and review with student staff and leaders are necessary to determine comprehensive outcomes.

ACTIONS

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

OSL assisted with preparing students for their future through Service Learning and Academic Internship courses for the student to have hands-on experiences. Additionally, OSL supports the Turlock Community Collaborative (TCC), where faculty and students can interact with the community and develop strong community relations. Additionally, the Criminal Justice (CJ) Mentor Program returned in a reduced, hybrid mode to allow Stan State students to mentor students in the Turlock United School District. Lastly, as part of the OSL programs, Science in Our Community (SIOC) has STEM ambassadors who are encouraged to lead activities at Science Saturday, Junior Scientist and/or other SIOC events. Programs paused of COVID-19 hosted by OSL that promote leadership includes the Volunteer Income Tax Assistance (VITA) program.

OUTCOMES

During the 2021-22 academic year, there was a total of 66 service learning and internship courses which gave 1,236 students the opportunity for hands-on experiences. Additionally, 15 STEM Ambassadors led various virtual activities.

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STRATEGY 1B12: Prepare students for future success through opportunities advancing responsible leadership (e.g., ASI, USU, student organizations, residential life, Athletics).

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).

OBJECTIVE C

By 2025, we will meet and exceed our CSU graduation rate goals.

STRATEGY 1C1: Assess and build on the encouraging outcomes from the first year of GREAT funded student success initiatives. Implement strategies from the long term plan (https://www.csustan.edu/great). Because the strategic plan covers an eight-year period and work on the graduation initiative is ever evolving, these strategies represent a starting point but will also evolve over time.

ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Institutional Effectiveness & Analytics (IEA)

Updated the Retention and Graduation Rates Dashboard The updated version of the Retention and Graduation Rates Dashboard is easier for users to track student progress toward degree completion, and provides campus users timely access of progress toward the Graduation Initiative 2025 goals.

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GRADUATION INITIATIVE GOALS STAN STATE GOALS 2025 Most Recent (2021-22)* Freshman 4 yr Grad Rate 37% 25% Freshman 6 yr Grad Rate 65% 55% Transfer 2 yr Grad Rate 45% 44% Transfer 4 yr Grad Rate 78% 80% GAP URM 0 4% points GAP Pell 0 5% points

STRATEGY 1C2: Incorporate identification of on-the-cusp cohorts 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.

ACTIONS

ACADEMIC AFFAIRS

College of Science (COS); Mathematics

Mathematics expanded the use of the ALEKS assessment to allow Category III and IV students (needing supported math) to try the test and see if they can place in an unsupported General Education (GE) B4 course.

Mathematics continues to work with Enrollment Services for preregistration of incoming freshmen into GE B4 courses, and to preregister students taking first-semester stretch math classes into the corresponding second-semester course.

OUTCOMES

Faster times to graduation.

STRATEGY 1C3: Increase responsiveness of class schedules around student needs, including courses offered, times courses are offered, locations courses are offered, and modality courses are offered.

ACTIONS

ACADEMIC AFFAIRS

College of Science (COS); Child Development; Psychology

Psychology is finishing up a comprehensive program change to reduce bottleneck courses and increase student engagement and awareness of navigating the university environment.

OUTCOMES

One more course needs to be developed, and the program revisions will be put through the university curriculum process.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Institutional Effectiveness & Analytics (IEA)

Surveyed students for their perception of remote learning and campus repopulation in spring 2022.

Survey results helped inform and support decision-making related to remote learning and campus repopulation.

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STRATEGY 1C6: Develop a micro-grant program to assist students with short-term financial barriers.

ACTIONS

UNIVERSITY ADVANCEMENT

Established a Student Emergency Fund using seed funding from the Stanislaus Chapter of the California Faculty Association (CFA). Since establishing the fund, nearly $200,000 in private support from over 500 donors has been raised.

STRATEGY 1C8: Expand the use of affordable course materials.

ACTIONS

ACADEMIC AFFAIRS

College of Business Administration (CBA)

Course coordinators in the Management Information Systems (MIS) department adopted affordable class materials for related courses and put efforts into negotiating prices with publishers.

Mathematics and Psychology report sourcing inexpensive/ open-source textbooks in various courses.

BUSINESS AND FINANCE

Financial & Support Services

Student Fee database developed, validation and updated next steps for discussion with Student Fee Advisory Committee (SFAC) and relevant stakeholders.

OUTCOMES

Reduced cost to students.

Faster times to graduation, decreased drop outs for financial reasons.

Simplified fee structure with lesser variability in fees paid over the course of four years.

STRATEGY 1C9: Support and encourage more student and faculty collaborative research and scholarship.

ACTIONS

ACADEMIC AFFAIRS

Office of Research & Sponsored Programs (ORSP)

Supported faculty-led student engagement in RSCA through the Instructionally Related Activities (IRA) funded Student Engagement in Research, Scholarship, and Creative Activity (SERSCA) program offering mini-grants, travel grants, research assistantships, and host the Student Research Competition.

OUTCOMES

ORSP supported 79 students and 43 faculty through the SERSCA program. Eleven students participated in the 36th Annual Statewide Student Research Competition, with three students receiving 2nd place awards for their presentations.

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OBJECTIVE D

Increase graduate student enrollments to represent approximately 20% of total student body headcount (stateside).

STRATEGY 1D1: Through consultation with departments and market research, determine which programs have the greatest potential to grow graduate enrollments.

ACTIONS

ACADEMIC AFFAIRS

Graduate Studies

Hired a new Master of Arts (MA)/Master of Science (MS) interdisciplinary director

OUTCOMES

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STRATEGY 1D2: Consider creation of new cutting-edge, distinctive graduate programs.

ACTIONS

ACADEMIC AFFAIRS

College of Science (COS); Mathematics; Psychology

Mathematics received approval from the California State University (CSU) Board of Trustees (BOT) for a projected graduate degree proposal in March 2022.

OUTCOMES

Graduate students, possibly Graduate Teaching Associates, increased exposure of undergraduate students to graduate students and increased research collaborations between faculty and students.

STRATEGY 1D3: Improve the pipeline of students moving from Stan State’s baccalaureate programs to our master’s and doctoral programs, with an emphasis on graduate programs with acute student under-representation based on gender and ethnicity.

ACTIONS OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Institutional Effectiveness & Analytics (IEA)

IEA tracks graduate student enrollment trends and the pipeline of students from undergraduate to graduate programs; summary counts are available in the Graduate Studies & Research section of the University's Book of Trends.

STUDENT AFFAIRS

Athletics

Student-Athletes with remaining eligibility due to COVID-19 and graduating with a degree were encouraged to apply to graduate-level programs if they wished to use their eligibility at Stanislaus State.

Routine tracking of the University's undergraduate to graduate pipeline helps inform campus leadership of post-graduate outcomes

Recruited and retained a total of 10 graduate-level student-athletes. Graduated three student-athletes in their respective graduate-level programs in 2021-22.

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OBJECTIVE E

Implement and institutionalize five or more cutting-edge advising and professional services and programs for students.

STRATEGY 1E1: Consistently and prominently promote the 30 units (Think 30) per year to achieve the goals of the Finish in Four campaign.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

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

Continued to emphasize and fine-tune our academic advising and instructional practices to improve our culture of advising and facilitate student progress toward graduation and achievement of program learning objectives.

STRATEGY 1E2: Implement recommendations of the Advising Task Force, including one-to-one faculty advising with students.

ACTIONS

STUDENT AFFAIRS

Academic Success Center (ASC)

In collaboration with Enrollment Services, streamlined the Graduation Approval Form (GAF) process for eight undergraduate departments.

OUTCOMES

Streamlining increases efficiencies where the GAF is no longer required to come to the ASC for advisor sign-off. This is a step toward redesigning the approval process identified as a priority by the Advising Task Force.

STRATEGY 1E3: Develop a programming and communications plan for informing students about campus resources.

ACTIONS

HUMAN RESOURCES, EQUITY PROGRAMS & COMPLIANCE (HREOC)

Increased Victim Advocate services and education through Healthy Alternatives to Violent Environments (HAVEN), the university's non-profit campus partner. Created a webpage for Haven's services. Market the program in the quad on Warrior Wednesdays. Build a strong relationship between HAVEN and Student Affairs, Athletics, Student Leadership & Development, and Housing and Residential Life.

OUTCOMES

Provide professional development content and material from National Association of Clery Compliance Officers and Professionals (NACCOP), Association of Title IX Administrators (ATIXA), Vector Solutions, and National Association for Behavioral Intervention and Threat Assessment (NABITA) to support the program goals that can be accessed and utilized in real time as needed.

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ACTIONS

Created the Title IX Compliance Team (T9CT) with Student Affairs, Housing and Residential Life, Athletics, Stockton Campus, Disability Resource Services Center, International Education, Healthy Alternatives to Violent Environments (HAVEN, Academic Affairs, Student Leadership Department, Human Resources, Financial Aid Department, and Provost's office. This team is a resource package for the students, creating a safe and healthy community committed to preventing discrimination based on sex in education programs and activities.

Created the Clery Compliance Team (CCT) with Student Conduct Administrator, Chief of Police, Chief of Human Resources (HR), Director of Housing and Residential Life, Greek Life Director, Athletic Director, Dean of Students or Vice President of Student Affairs, Public Information Officer, Director of International Programs, and Campus Counsel. This team fosters a physical safety and ensures institutional compliance with the Clery Act.

The Lactation Program was refined by revamping the University's four Parenting Rooms (including a room at the Stockton Campus) for the Family Friendly Project. Childproofed the furniture, added soft lighting, full-length mirror, children's table, and chairs. Added new signage to the rooms, directing students to the Equity Programs & Compliance unit for any inquiries.

Stan News Announcement and email communication to students for mandated Title IX Training through Vector Solutions to help minimize inquiries to the registrar's office for Title IX Training Registration holds.

OUTCOMES

Provide professional development content and material from the National Association of Clery Compliance Officers and Professionals (NACCOP) and D. Stafford & Associates to support the program goals that can be accessed and utilized in real-time.

Fully furnished rooms are pending furniture delivery and signage installation, and other relevant accessories.

The communication with students is greatly improved.

STRATEGY 1E4: Resurrect and institutionalize a Career Development Center.

ACTIONS

STUDENT AFFAIRS

Career & Professional Development Center (CPDC)

CPDC served 8,088 employers in recruitment and education related opportunities via HIREStanState job and internship listings, virtual information sessions, virtual career fairs, online panel discussions, and employer consultations in the 2021-22 academic year. CPDC provided 5,551 students with various job and internship connection related opportunities via HIREStanState, virtual career fairs, virtual information sessions, online panel discussions, and other recruitment events in the 2021-22 academic year. CPDC served 1,354 students through career education opportunities, including virtual walk-ins, remote appointments, virtual workshops, and online classroom presentations in the 2021-22 academic year.

OUTCOMES

Team of five professional staff, three that provide career coaching/counseling. Under the CPDC, the CareerReadyU initiative is growing and thriving. 98% of students/alumni utilizing our services Strongly Agreed/Agreed that they gained knowledge.

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continued from previous page GOAL 1 BE STUDENT READY

STRATEGY 1E6: Utilize the Alumni Association in collaboration with the Career Development Center to prepare students for the workplace through informational interviews and job shadowing.

ACTIONS

STUDENT AFFAIRS

Career & Professional Development Center (CPDC)

CPDC provided 3,382 alumni with various employment-related opportunities via HIREStanState, virtual career fairs, virtual information sessions, online panel discussions, and other recruitment events in the 2021-22 academic year.

UNIVERSITY ADVANCEMENT

Alumni Engagement

Partnered with CareerReadyU to switch Warrior Mentoring to PeopleGrove Platform and launched Alumni participation on Warrior Wisdom panels with students.

STRATEGY 1E7:

ACADEMIC AFFAIRS

ACTIONS

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

CAHSS continued to promote ongoing development and implementation of “pathway” advising practices to facilitate student success across all CAHSS majors while mentoring new college-based student success advisors on promoting this priority.

OUTCOMES

Stan State alumni can continue to utilize various free career services after graduation providing them with a continued connection to the university. CPDC frequently utilizes alumni to speak on career panels, support career related programs, and mentor current students as a way they can give back (nonmonetary) to the university.

OUTCOMES

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Provide academic and career advisors for each college, contingent on demonstrated need and adequate funding.

GOAL 2 • Provide transformational learning experiences driven by faculty success.

OBJECTIVE A

Provide three or more support programs to enable faculty to integrate the science of learning throughout the curriculum.

STRATEGY 2A1: Explore best practices in transformational learning – deep, constructive, and meaningful learning that goes beyond simple knowledge acquisition and supports the critical ways in which learners consciously make meaning of their lives.

ACTIONS

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

OSL provides support for best practices by providing virtual inclass Risk Management (RM) sessions, meeting over Zoom with faculty one-on-one to finalize RM documentation, meeting over Zoom with community partners to develop virtual service learning opportunities and internship opportunities, held faculty information sessions such as the internship meetings and conduct site reviews of community agencies. Another way OSL supports transformational learning is by offering faculty mini-grants.

OUTCOMES

OSL assisted students and faculty with service learning documents for 17 Service Learning course sections and 51 academic internship course sections.

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GOAL 2 TRANSFORMATIONAL LEARNING

STRATEGY 2A3: Remove institutional infrastructure barriers to allow for funding, incentives and rewards (e.g., align budget decisions with these priorities, include discussion of these priorities in program reviews).

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

Extended and International Education (EIE)

EIE reviewed and provided recommendations for 125% and professional development stipend parameters.

STUDENT AFFAIRS

Counseling and Psychological Services (CAPS)

CAPS has procedures and guidelines consistent with institutional policy to communicate with the media; distribute information through print, broadcast, and online sources; contract with external organizations to deliver programs and services; cultivate, solicit, and manage gifts; and apply to an d manage funds from grants.

CAPS was able to secure a $125K grant to support Mental Health Initiatives which included expansion of specialty services/ certifications for well being; in addition to providing specialists to speak with faculty and staff of the topics of eating disorders, early psychosis and prevention/intervention strategies related to suicide awareness

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STRATEGY 2A4:

ACADEMIC AFFAIRS

ACTIONS

Office of Service Learning (OSL)

OSL develops student leadership opportunities by meeting faculty, community agencies, and students to develop community-based learning activities. OSL also supports students by leading activities and workshops for the community through the Science in Our Community STEM programs and the Criminal Justice Mentor Program. Another program OSL has that develops leadership opportunities that were paused due to COVID-19 was the Volunteer Income Tax Assistance program (VITA).

STUDENT AFFAIRS

Basic Needs

Basic Needs partnered with academic departments to provide co-curricular experiences for students with the Basic Needs programs (e.g., internships) and provided innovative and sustainable support to the Basic Needs programs. These opportunities allowed students to connect course learning outcomes to hands-on experiences.

OUTCOMES

OSL met virtually with faculty to develop virtual opportunities for a few service learning courses. Despite the COVID-19 restriction, OSL had a total of 66 course sections participate in Service Learning and academic internships.

During the fiscal year 2021-22, four Master of Social Work graduate interns led the CalFresh application assistance program and outreach, contributing over 2,000 unpaid hours to support the Basic Needs programs.

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Develop leadership opportunities for students both through curriculum and courses and activities.

OBJECTIVE B

Ensure every student participates in at least three High Impact Practices (HIPs) before graduation (three for undergraduates and one for graduate students).

Increase graduate student enrollments to represent approximately 20% of total student body

STRATEGY 2B1: Increase student participation in study abroad and study away opportunities.

ACTIONS

ACADEMIC AFFAIRS

College of Education, Kinesiology & Social Work (COEKSW); Counseling COEKSW continually conducts research with students throughout the year and presents the findings at local, state, national, and international conferences. For example, this summer, seven students attended and presented the findings at an international conference for counselors in Italy from May 28-June 14, 2022. Four students presented the research at an international conference in Ireland from July 12-23, 2022.

OUTCOMES

Students gain great experience in how to conduct research, work collaboratively with students and faculty, learn how to put together a professional presentation, and how to present to an international audience. It has been a tremendous learning experience for all, and they return and present their experiences to their colleagues.

STRATEGY 2B2: Create and implement a system for measuring participation and assessing impact of Experiential Learning and High Impact Practices on retention/graduation.

ACTIONS

ACADEMIC AFFAIRS

Created a tool within PeopleSoft to track HIPs.

STUDENT AFFAIRS

Learning Commons (LC)

As a High Impact Practice program, Supplemental Instruction generates semester reports for faculty and administration. LC continues to measure participation rates and compare participation groups to non-participation groups in the Supplemental Instruction courses. LC has also been able to compare mean GPA and DFW rates among these same groups sharing the impact that Supplemental Instruction can have on student success in the classroom.

OUTCOMES

Expanded report and data access functions in StanTutor, our learning management platform. Initiated development of Learning Commons dashboard in partnership with Institutional Effectiveness and Analytics. The dashboard will give additional insight into how our High Impact Programs impact retention and graduation rates, comparing those participants with the nonparticipants.

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STRATEGY 2B3: Develop comprehensive bookend community engagement/internship opportunities for more programs that provide field and work experiences to students throughout their educational experience.

ACTIONS

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

OSL supports faculty in courses and programs that seek to further develop curriculum and/or community partnerships supporting HIPs. Some examples are virtual STEM activities and the service learning GIS project.

BUSINESS AND FINANCE

Financial & Support Services

No further action taken in 2021-22. Will assess program and requirements in 2022-23.

OUTCOMES

Sixty-six service learning and academic internships course sections were conducted despite the impact of COVID-19, with approximately 1,236 student opportunities for service or academic internships.

Target = 1-2 students annually participating in a two semester internship rotating through a variety of duties in the accounting area to give relevant experience to move into workforce after graduation.

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.

ACTIONS

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

To assist with the Chancellor's efforts to use consistent definitions for service-learning by implementing Attribute Initiative and the Faculty CEL Tool, a survey for faculty to properly identify their service learning courses. Additionally, OSL continues the use of StanServes S4, which assists with keeping all service learning courses updated on required forms and active service learning sites which have been very helpful with COVID-19.

OUTCOMES

With the attribute initiative, faculty engagement in the Service Learning process has increased and also helps guide them through the aspects of service learning.

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GOAL 2 TRANSFORMATIONAL LEARNING

OBJECTIVE C

Implement at least three programs that leverage technology to help faculty improve student learning and access.

Increase graduate student enrollments to represent approximately 20% of total student body

STRATEGY 2C1: Create regular opportunities for professional development for faculty to use technology to support/enhance exploration of growth and change in teaching practices, that effectively leverage new tools available for teaching and learning.

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

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

Strengthened our partnerships with the Office of Information Technology (OIT) and Office of Academic Technology (OAT) to help improve technological support for instruction. Supported widespread technological upgrades and professional development opportunities to promote more effective online and virtual modes of instruction to address instructional challenges posed by the pandemic-driven pivot away from in-person instruction and likely ongoing student demand for online/virtual learning modalities.

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

The Sustainability Coordinator collaborated in creating the inaugural CSU System-wide Human Resources Office Faculty Learning Community "Teaching Climate Change & Resilience FLC."

BUSINESS AND FINANCE

Office of Information Technology (OIT)

A demonstration room in Demergasso-Bava Hall (DBH) provides hands-on technology for faculty to explore the new classroom technology.

Ten Stan State faculty met with 65 faculty from six campuses to learn about and develop or modify course curriculum with a focus on climate change, climate justice, and resilience while gaining collegial support for teaching sustainability across the disciplines. And to work collaboratively to identify and design pedagogical approaches to teach students about sustainability problems paired with investigating possible solutions.

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OBJECTIVE D

Promote, support and celebrate faculty excellence.

STRATEGY 2D1: Increase tenure density and percentage of tenure/tenure track faculty to parttime faculty from 60.7% to 70%.

ACTIONS

ACADEMIC AFFAIRS

College of Education, Kinesiology & Social Work (COEKSW); Liberal Studies

COEKSW hired two new tenure-track faculty in the past two years, though the department also lost one faculty member. Liberal Studies has five tenure-track faculty members, one fulltime lecturer, and a pool of 10 part-time faculty, six of whom have teaching assignments for fall 2022.

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

Completed college-level assessment of six 7-year academic program reviews utilizing rigorous review criteria, leading to constructive finalized implementation plans. College-level review of tenure-track position requests and subsequent recommendations drew upon prior and current college-level assessments of Academic Program Review (APR) implementation plans. Helping to address tenure density issues, CAHSS programs conducted national searches for 20 new tenure-track faculty, addressing critical needs in Sociology (Critical Criminology, Research Methods, and Sociology of Youth), Criminal Justice (serving the Legal Studies, Law Enforcement, and Juvenile Justice concentrations––the latter Stockton-based), Social Sciences (one Stockton-based with focus on supporting Community Equity Research Center (CERC), and one Turlock-based with focus on subject-matter preparation pathway), Black/Africana Studies, Native American/Indigenous Studies, British Literature, US History with a Public/Community History focus, Eastern/Comparative Non-Western Philosophy, Macro Economics, Musical Theatre, Art History, Horticulture, Agriculture Education, and Political Theory, as well as a Gallery Assistant, a college-based student success advisor, and administrative staff support for our newly approved Ethnic Studies department.

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Institutional Effectiveness & Analytics (IEA)

Tenure density trends are displayed in the Faculty and Staff section of the University's Book of Trends, along with tenure density at peer CSU campuses.

Data to inform and support decision-making; data transparency

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STRATEGY 2D2: Support cross-disciplinary and inter-disciplinary teaching and research projects.

ACADEMIC AFFAIRS

College of Business Administration (CBA)

Management Information Systems department offers CIS 2000 - Introduction to Business Computer Systems and CIS 3700 - Information Technology for Management to Health Science program students.

College of Science (COS); Physics, Physical Sciences, and Geology

Successfully awarded the NASA (National Aeronautics and Space Administration)-Minority Serving Institution (MSI) 5-year grant entitled, "Engaging undergraduate research and participation in atmospheric sciences with hands-on instrumentation experience at minority serving institution." The grant proposal involved cross-disciplinary collaboration between Professor Dr. Wing To (Physics) and Professor Dr. Horacio Ferriz (Geology).

Successfully awarded the Howard Hughes Medical Institute (HHMI) grant with co-principal investigators Professor Dr. Janey Youngblom (Biological Sciences) and Dr. Brian Morsony (Physics).

ACADEMIC AFFAIRS

ACTIONS

The Health Science program curriculum received increased exposure to information technology content.

NASA-MSI grant will support the hiring of student researchers to work up to 20 hours per week and Staff Technician Support for the instruments for up to 2 hours per week. Support with departmental resources such as tools, machine shop, electronics equipment, and computer interfaces. Support with hosting of Outreach and Public events to promote the instruments. HHMI grant is being used to develop a year-long faculty learning community (FLC) on Teaching for Equity, Social Justice, and Anti-Racism in STEM. This FLC will become part of a Phase 2 proposal with a group of 15 universities.

STRATEGY 2D4: Maintain low student to faculty ratios and class size necessary for transformational learning.

OUTCOMES

OUTCOMES ACTIONS

College of Education, Kinesiology & Social Work (COEKSW); Liberal Studies

During the pandemic, COEKSW split two large (60+ students) classes into multiple sections for remote instruction. After department discussion, it was decided to make that change permanent. LIBS 1000 - Introduction to Classroom Experiences and LIBS 2000 - Analysis of Classroom Environments now have a course capacity of 30.

This allows more transformational pedagogy.

STRATEGY 2D5: Support professional development opportunities for tenured/tenure track faculty members annually.

ACTIONS

ACADEMIC AFFAIRS

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

CAHSS provided significant funding ($95K) for faculty research and professional development, supporting approximately 50 faculty with significant research allowances, college-funded RSCA grants, and teaching initiative support, as well as numerous faculty presenting scholarships at virtual professional conferences (under COVID-19 restrictions). Gave careful consideration to the RPT files of 19 tenure-line faculty under review for retention, promotion, and tenure, providing thorough assessments of their qualifications and achievements. CAHSS oversaw the careful review of 98 lecturer faculty and 14 well-deserved range-elevation requests.

OUTCOMES

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STRATEGY 2D6: Create a commission to examine faculty workload and provide recommendations for how to create equitable, reasonable workloads.

ACTIONS

ACADEMIC AFFAIRS

College of Business Administration (CBA)

The Management, Operations and Marketing (MOM) department established an ad hoc committee to develop departmental policy on assigning faculty to Extended Education course sections.

OUTCOMES

Faculty assignment to Extended Education course sections is conducted appropriately, equitably, and transparently.

STRATEGY 2D7: Expand basic administrative and technological support for faculty (e.g., updated computers, software, adequate office space).

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

College of Business Administration (CBA)

The Accounting & Finance department secured $25,000 from the American Institute of Certified Public Accountants (AICPA) to upgrade computer hardware for the accounting faculty in 2022.

All Computer Information System (CIS) courses have lab sessions. Department supports the purchase of necessary software and devices using proper account strings.

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

OSL continues to use the StanServes S4 database to track and maintain service learning and academic internship placements. The S4 database also allows faculty to see current community partners and their students' SL documents. OSL offered Risk Management one-on-one appointments to assist faculty with utilizing the StanServes S4 website for student placements. Additionally, OSL worked with the Chancellor's Office on their Common Attribute Initiative, which will help faculty identify their course as service learning.

Incorporated Data Analytics into their courses

An increased experiential learning experience leading to improved student satisfaction.

The faculty stated the Attribution Initiative is helpful guidance in understanding and meeting the components of a service learning course. Through the one-on-one appointments, OSL could continue service learning and academic internships in a virtual setting. Additionally, faculty enjoy the ease of tracking their student placement documents.

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GOAL 2 TRANSFORMATIONAL LEARNING

OBJECTIVE E

Champion diversity and inclusion in all that we do as a campus community.

Increase graduate student enrollments to represent approximately 20% of total student body

STRATEGY 2E1: Create and sustain a diverse campus community through recruitment, hiring and retention of underrepresented faculty and staff, and enrollment, retention and graduation of underrepresented students (e.g., competitive salaries).

ACTIONS

ACADEMIC AFFAIRS

College of Science (COS); Biological Sciences

Biological Sciences applied a Diversity, Equity, and Inclusion (DEI) lens to the hiring process.

ACADEMIC AFFAIRS

College of Science (COS); Child Development; Nursing; Psychology

Psychology and Child Development has a new standing committee on Diversity, Equity, Inclusion and Social Justice (DEISJ) and has incorporated a Diversity Consultant on faculty search committees.

Nursing has created a Diversity, Equity, and Inclusion (DEI) Taskforce and has set up a speaker series.

ACADEMIC AFFAIRS

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

These CAHSS faculty positions listed above will improve our diversity profile (50% of the hires meet diversity criteria, and another 40% are women in underrepresented fields) and help alleviate faculty advising overloads in some of our larger academic programs. Supported numerous diversity/inclusion/ social justice themed events (conducted in virtual mode due to COVID-19), including Indigenous Peoples Day Celebrations, Black History Month, Black Power Matters and Black Musicians Matter presentations, a GIS Day symposium, and several Social Justice programs. Social Justice themed scholarly presentations and arts events have become an integral part of our College culture. The college also provided continuing support for the Sarguis Modern Assyrian Heritage Project, culminating in the presentation of a California Humanities-funded communityoriented gallery exhibition and public presentations addressed to the Assyrian Genocide. Continued ongoing implementation of a robust Ethnic Studies curriculum serving the AB 1460 (Area F GE) requirement now in place for students in the CSU. To meet anticipated student demand, CAHSS moved quickly to expand the Ethnic Studies faculty through successful national searches for two additional tenure-track assistant professors.

OUTCOMES

Believe that the result is new Assistant Professors committed to diverse students and regions.

While it is newly implemented, there seemed to be a more diverse pool for the last tenure track hire.

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GOAL 2 TRANSFORMATIONAL LEARNING

ACTIONS OUTCOMES

BUSINESS AND FINANCE

University Police Department (UPD)

The University Police Department has added a number of underrepresented employees in both sworn and non-sworn positions.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Recommend advertising on diversity-type websites and added recruitment advertising subscriptions (Inside Higher Ed, Chronicle). Paperless recruiting has attracted diverse applicants.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Institutional Effectiveness & Analytics (IEA)

IEA routinely updates public dashboards that display student demographics data, including the Retention and Graduation Rates Dashboard and employee demographics data in the Faculty and Staff Trends Dashboard.

Demographic data for students and employees are displayed in the Faculty and Staff section of the University's Book of Trends.

UNIVERSITY ADVANCEMENT

All position descriptions incorporate the University Advancement commitment to uphold and honor a diverse and inclusive environment. University Advancement also looks to each Management Personnel Plan (MPP), including at least one Diversity, Equity, Inclusion and Social Justice (DEISJ) goal each year and to be active participants in President's Commission on Diversity & Inclusion (PCDI).

These dashboards and data provide transparency for campus constituents and timely access to enrollment, graduation and retention rates, as well as inform and support decision-making.

STRATEGY 2E2: Develop and broaden curriculum that reflects diversity, equity, inclusion, and social justice in all academic disciplines and through the General Education Program (GE Goal 3; Baccalaureate Learning Goals 4 and 5).

ACTIONS

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

OSL works to develop opportunities and partnerships with diverse populations on and off campus such as the Stanislaus National Association for the Advancement of Colored People (NAACP), Project Sentinel, and more. OSL does this by working with different service learning and internship courses to provide student placements across various fields of study.

STUDENT AFFAIRS

Warrior Cross Cultural Center (WCCC)

Provided educational and cultural programs, workshops, and activities related to Diversity & Inclusion which provided critical consciousness, self-reflection, and transformational experiences. Launched the Diversity Speaker Series, Diversity Crash Course trainings aimed at exploring best practices to build upon cultural competence and humility.

OUTCOMES

During the 2021-22 Academic Year the OSL had 299 community partnerships over 830 diverse sites.

Served a total of 2,916 students, staff, and faculty, not including the virtual live views of 4,644 on social media platforms.

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STRATEGY

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

As a part of the OSL mission, all students and community participants are welcome, as the events will be free. In addition, recruiting students across campus and holding various service learning and internship courses on campus enable a more supportive environment.

During the 2021-22 Academic Year, the OSL and the Science in Our Community team held 26 community events with around 1,610 participants.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Financial Aid & Scholarship Office (FASO)

In 2021-22, the Financial Aid and Scholarship Office awarded over 19 million dollars in Higher Education Emergency Relief Fund (HEERF) funds, bringing this to a total of over 32 million dollars in emergency funding for the students. In addition, the Financial Aid and Scholarship Office, in collaboration with Basic Needs, awarded and disbursed $838,000 in California (CA) Emergency funds with funding from the State and Chancellor's Office. These funds were awarded to students facing an emergency during the academic year.

STUDENT AFFAIRS

Campus Recreation

Upon reopening the University, many events were virtual due to safety restrictions. Once key restrictions were lifted, Campus Recreation held Warriors Up at Night during the fall semester with other departments such as Student Leadership & Development (SLD), Housing and Residential Life, and Health Education & Promotion (HEP) to increase students’ connection to the campus and its peers and give students an out of the class experience. During this event, students were invited to enjoy a movie, play games, and socialize/meet with peers across campus in a safe, non-alcoholic, and drug-free way.

TRIO Student Support Services (SSS)

TRIO SSS is intentionally designed to promote equity in education. Program eligibility for services requires students to meet criteria related to income, first-generational status, disability status and demonstrated academic need for services based on criteria such as academic readiness for college, language proficiency, predictive indicators, and educational and career goals. While not a specific eligibility criterion, programming largely impacts historically marginalized and racially minoritized groups, as they are most likely to experience inequity in education.

Warrior Cross Cultural Center (WCCC)

Re-established space in newly remodeled office to provide a welcoming environment for students of diverse backgrounds and the campus community. Set up space to include a study space, lounge, and Community room.

HEERF and CA Emergency Grant funds helped students pay for expenses such as medical, housing, transportation, food and other essential items.

This event kept students on campus and provided them with free food, drinks, and a good time. Campus Recreation had 128 students attend, which was amazing for one of the first events following the department's reopening.

Since data for Academic Year (AY) 2021-22 includes summer, the most recent data is for AY 2021. For AY 2020-21, of those students served by the TRIO SSS program, 97% had good academic standing, 95% persisted, and 81% of the 2015-16 cohort graduated.

Created a safe, inclusive space for students, staff and faculty. Increased self awareness and connectedness with other members of the campus community. Increased the number of resources available to students both on/off campus.

216 STANISLAUS STATE • CSUSTAN.EDU GOAL 2

LEARNING

TRANSFORMATIONAL

2E3: Create a campus culture that welcomes, supports, includes and values all campus community members.

ACTIONS

ACADEMIC AFFAIRS

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

CAHSS provided ongoing support for the Community Equity Research Center (CERC), based on the Stockton Campus, to cultivate community-based participatory action research projects serving social justice priorities of special relevance to communities in our region. CAHSS has committed seed funding to support projects undertaken by the new center, and several of our new tenure-track hires bring expertise compatible with the center’s research mission. CAHSS continued its ongoing support for GIS projects, grants, and contract work undertaken by the college’s Center for Applied Spatial Analysis.

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Admissions and Outreach Services (AOS)

AOS partnered with the Warrior Cross Cultural Center to co-host the Project 1300 Summer Academy, which was a collaborative initiative between Stanislaus State and UC Merced. Forty-one young men of color enjoyed a day of intentional activities and workshops. The Project 1300 Summer Academy is part of the 1300 Campaign that aims to send an additional 1,300 young men of color to the CSU and UC in the next five years.

AOS provided an engaging campus tour experience to members of Victory in Praise (VIP) church, a faith-based organization in Stockton, California. Students attended a campus tour as a culminating activity for a multi-week summer camp hosted by VIP.

Institutional Effectiveness & Analytics (IEA)

The Enrollment Management section of the University's Book of Trends provides information on the University's regional pipeline to better understand the need for higher education in the service region and is available at https://www.csustan.edu/spemi/book-trends.

Forty-one students enjoyed a day of intentional activities and workshops that included, STEM hands-on activities, college information workshops, and peer-led discussions about post-secondary aspirations.

Students enjoyed intentional STEM-related activities and an engaging campus tour experience. AOS provided attendees with branded materials, including a t-shirt and drawstring bag, helping to create an affinity with the university.

Data to inform and support decision-making; data transparency

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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.

STRATEGY 2E5:

ACTIONS OUTCOMES

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

HREOC provided Common Human Resources System (CHRS) training. HREOC met with Management Personal Plan (MPP) search committees to review the process. Reviewed and recommended search committee makeup to ensure diverse representation.

STRATEGY 2E7: Build on our status as a Hispanic-Serving Institution

ACTIONS

STUDENT AFFAIRS

Career & Professional Development Center (CPDC)

Launched the Grow with Google HSI Career Readiness program to the CareerReadyU participants resulting in 373 courses completed and 20 students earning a $50 Amazon gift card by completing a full pathway. Founding university partner in the HSI Career Collaborative, increasing employer connections to diverse student populations.

OUTCOMES

CPDC secured a $25,000 microgrant to support the Grow with Google HSI Career Readiness implementation as a campus provided access to HSI Career Collaborative virtual fair, Student Summit, and Employer Summit.

218 STANISLAUS STATE • CSUSTAN.EDU GOAL 2 TRANSFORMATIONAL LEARNING

Provide education and oversight for search committees that ensures appropriate recruitment and hiring procedures are followed and that diverse candidates make it through the search process.

OBJECTIVE F

Create three or more new University processes and practices that support increased Research, Scholarship and Creative Activities (RSCA).

STRATEGY 2F1: Expand support of the ORSP to promote excellence in Research, Scholarship, and Creative Activity (RSCA) among students and faculty, as well as to assist faculty with grant writing.

ACTIONS

ACADEMIC AFFAIRS

Office of Research & Sponsored Programs (ORSP)

Designed and implemented a year-long Faculty Grant Writing Cohort.

OUTCOMES

Sixteen faculty members are participating in the year-long grant writing cohort. The writing cohort began in February 2022, and as of June 30th, there have been four new grant submissions, with five currently in progress to be submitted by September 2022.

STRATEGY 2F2: Create ways for faculty to regularly interact with each other and learn about the types of research being conducted across campus.

ACTIONS

ACADEMIC AFFAIRS

College of Science (COS); Nursing

Nursing has set up a Canvas forum for faculty to share their research with faculty and students.

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

CAHSS provided ongoing support for Stan State’s Interdisciplinary Health Collaborative, consisting of 25 faculty from 11 departments across the Colleges who share research interests in community health and health equity as well as health communication and education. Help identify health-related careers for students and meet with community health constituencies in the region.

Graduate Studies

The Office of Graduate Studies hosted the Annual Research, Scholarship and Creative Activities (RSCA) Celebration event.

OUTCOMES

More research collaborations and general knowledge of research activities.

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STRATEGY 2F3: Encourage and support increased interdisciplinary RSCA, and connect that work to efforts to expand HIPs and curriculum development.

ACTIONS

ACADEMIC AFFAIRS

Office of Research & Sponsored Programs (ORSP)

Support of faculty-led student engagement through the IRA funded Student Engagement in Research, Scholarship, and Creative Activity (SERSCA) program offering mini-grants, travel grants, research assistantships and host the Student Research Competition

OUTCOMES

Supported 79 students and 43 faculty through the SERSCA program. Eleven students participated in the 36th Annual Statewide Student Research Competition with three students receiving 2nd place awards for their presentations

STRATEGY 2F4: Collaborate with University Advancement to develop and strengthen philanthropic resources to support RSCA, teaching and public service.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

College of Science (COS); Nursing

Nursing has initiated the process of contacting alumni with the University Advancement office.

A contact list has been developed, and the department will contact alumni this year.

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STRATEGY

ACTIONS

ACADEMIC AFFAIRS

Graduate Studies

The Office of Graduate Studies is established and embarked on a series of projects and activities to support students and faculty mentors/directors.

OUTCOMES

The office recruited and mentored pre-doc applicants; one student received an award (the first since 2017).

Worked with the Chancellor's Doctoral Incentive Program (CDIP) committee to assist CDIP applicants, and one student received an award.

Hosted the first Grad-Slam event.

Worked with Library, hosted RSCA annual celebration event, and one publication (Stan State RSCA Digest, 2017-2022) is on the way.

Worked with ORSP, hosted a faculty proposal writing cohort, and awarded two proposals (NSF and NASA).

Worked with the Graduate Admission Office to streamline the application process in Cal State Apply (more than half of the programs transitioned to a one-stop application at CSU apply).

Supported a pilot of Teacher Assistant (TA) tuition waiver practice in the Biological Sciences Department.

Completed MOU with UC Merced on Broadening Graduate Pathways Consortium

Reconstructed new student welcome event.

STRATEGY

ACTIONS

ACADEMIC AFFAIRS

Graduate Studies

The graduate dean updated the roles of the director of the Center for Excellence in Graduate Education (CEGE) to better serve graduate students' needs.

OUTCOMES

Organized the first Grad-Slam event and sent the top two winners to California State University (CSU) system-wide competition. The two students were selected for the second round of competition among eight students from 22 campuses. The director was also involved in many projects/activities of the Graduate Office and took essential roles in recruiting and planning efforts.

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2F5: Renew university focus on graduate education.

GOAL 2 TRANSFORMATIONAL LEARNING

2F6: Increase support for the Center for Excellence in Graduate Education (CEGE) and expand role of the Director; explore the creation of a Dean of Graduate Studies.

GOAL 3 • Boldly pursue innovation and creativity.

OBJECTIVE A

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.

Increase graduate student enrollments to represent approximately 20% of total student body

STRATEGY 3A1: Use data in campus information systems to improve enrollment and student success initiatives at both the undergraduate and graduate level.

ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Institutional Effectiveness & Analytics (IEA)

The Student Success Initiatives section in the Book of Trends highlights various programs that promote student success.

The Enrollment Management section in the Book of Trends includes trends on the University's regional pipeline and degree attainment rates to better understand the need for higher education in the service region.

The Book of Trends includes enrollment and student success related data comparisons with a group of CSU peer institutions.

Updated the Retention and Graduation Rates Dashboard

Compiled various enrollment data for the Stockton Campus and provided data for the WASC Stockton Interim Report

Data to inform and support decision-making; data transparency

Provides campus users with timely access to graduation and retention rates.

Provides timely information for campus users to understand Stockton enrollment and student characteristics.

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GOAL 3 INNOVATION & CREATIVITY

STRATEGY 3A4: Increase investments in information technology.

ACTIONS

BUSINESS AND FINANCE

Office of Information Technology (OIT)

Utilizing new technology such as Citizens Broadband Radio Service (CBRS), OIT will bring WiFi to every campus area, including outdoor venues.

STUDENT AFFAIRS

Athletics

Purchased HomeTown Ticketing ticketless system.

OUTCOMES

The initiative consists of several components: a faculty fellowship, a business competition, an entrepreneurs-in-residence program, and a scholarship fund. The effort also incorporates the university's annual Champions of the American Dream award and event.

The HomeTown Ticketing ticketless system is a more efficient process for guests and game day staff for ticket purchasing and accounting reconciliation.

STRATEGY 3A3: Develop a speaker series to support public and private entrepreneurial activity on campus that promotes best practices and innovation from peer institutions.

ACTIONS

UNIVERSITY ADVANCEMENT

Development

Received $250,000 from the Porges Family Foundation in 2021 to establish the Warrior Entrepreneurship Initiative to establish a multifaceted program designed to inspire, mentor, and financially support emerging entrepreneurs as they seek to build new business ventures.

OUTCOMES

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GOAL 3 INNOVATION & CREATIVITY

OBJECTIVE B

Develop four new academic pathways and programs (e.g., undergraduate as well as graduate, interdisciplinary) that are responsive to community needs and that prepare students for a dynamic workplace with emergent new professions.

Increase graduate student enrollments to represent approximately 20% of total student body

STRATEGY 3B1: Expand the number and variety of certificates offered to our students and community.

ACTIONS

ACADEMIC AFFAIRS

Extended and International Education (EIE)

Launched special session certificate program (Non-profit Management) (academic credit certificate program pathway to MPA and other graduate programs).`

BUSINESS AND FINANCE

Safety & Risk Management

Safety & Risk Management is collaborating with Extended Educational Operations and Academic Affairs to assist in developing a 2-week food safety certification course planned for January 2023.

OUTCOMES

Development of a Hazard Analysis Critical Control Points (HACCP)/food safety certification course that can be utilized immediately by students upon completion to assist in obtaining a job (e.g., retail food, food manufacturing, agriculture)

STRATEGY 3B2: Explore the possibility of developing a fully online baccalaureate completion program.

ACTIONS

ACADEMIC AFFAIRS

Extended and International Education (EIE)

EIE prepared for the launch of an online bachelor’s degree completion program in Leadership Studies.

OUTCOMES

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STRATEGY 3B3: Encourage the development of collaborative, multi-disciplinary degrees based on the demand for evolving and emergent skill sets and expertise.

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

College of Business Administration (CBA)

CBA has been in discussions with Computer Science and Mathematics to create a Master of Science in Information Systems. The discussion was disrupted by COVID-19.

STRATEGY 3B4: Develop new academic programs that prepare students for careers related to sustainability/environment which also address important issues unique to the Central Valley and Foothills of our service region (e.g., water resources/policy).

ACTIONS

ACADEMIC AFFAIRS

Launched initiative to develop sustainability course designations so students can identify courses with a sustainability focus.

College of Science (COS); Chemistry

Continuation of planning and implementation of cross-disciplinary Food Safety degree.

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

Participated in CSU System-wide Human Resources Office Faculty Learning Community "Teaching Climate Change & Resilience FLC." Tim Overgauw, Senior Director of Operations and Construction, presented the campus water reclamation system. Wendy Olmstead, the Sustainability Coordinator, described the campus’ urban forest and other opportunities to use the campus as a living lab.

OUTCOMES

Unique program targeting specific community needs.

Presented campus water reclamation and use with 65 faculty from six campuses to assist in developing or modifying course curriculum with a focus on water use and provide the campus infrastructure as an example for students.

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GOAL 3 INNOVATION & CREATIVITY

OBJECTIVE C

Increase graduate student enrollments to represent approximately 20% of total student body

Improve investment in infrastructure, emphasizing the creation of physical and virtual spaces that optimize available contemporary tools and technology.

STRATEGY 3C1: Upgrade faculty and staff personal computers on a 3- to 4-year cycle.

ACTIONS OUTCOMES

STUDENT AFFAIRS

TRIO Student Support Services (SSS)

SSS submitted a proposal to the Department of Education Program officer to update all staff workstations, expand student lab/lounge capacity with laptop workstations, and add iPads for social media maintenance by staff.

Purchase laptops to update staff equipment and allow in-person/ remote delivery flexibility, seven laptops for the study lounge area, and three iPads for share staff use.

STRATEGY 3C2: Upgrade technology in classrooms and laboratories, converting 20 or more classrooms to smart classrooms per year until completed.

ACTIONS

ACADEMIC AFFAIRS

College of Science (COS); Biological Sciences

Fundraising began for the remodel of lab space (molecular lab) for student research experiences and received a quote for the proposed remodel.

College of Science (COS); Physics, Physical Sciences, and Geology

New computers will be installed in physics labs in August 2022 with software management by the Office of Information Technology (OIT).

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

CAHSS provided ongoing support for Stan State’s Interdisciplinary Health Collaborative, consisting of 25 faculty from 11 departments across the Colleges who share research interests in community health, health equity, as well as health communication, and education. CAHSS helped identify health-related careers for students and meet with community health constituencies in the region.

OUTCOMES

Once the lab space is completed, students have a more hands-on learning experience.

The new computers in the physics labs will improve learning outcomes for students with new up-to-date equipment and software tools for data analysis.

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STRATEGY 3C3: Improve organizational responsiveness through technology and elimination of procedural roadblocks.

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

The OSL created a shorter and clearer memorandum of understanding (MOU) template that is 3 pages instead of 7 pages and has been approved by Contracts Office and General Council. Additionally, OSL with the approval the Chancellor's Office and our Contracts office eliminated the need for MOUs for paid internship. OSL continues the use of digital forms to ease the management of courses via S4.

The use of digital forms and concise MOU has reduced the time it takes for processing MOU and for opening opportunities for students.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

HREOC purchased SkillSurvey software to expedite references.

Appointment letters are electronic.

HREOC purchased PayScale database.

Approval workflows for position descriptions, job requirements, offers, and onboarding

New webpages and updated pages are made accessible, created fillable documents for special consultants, pay vouchers, Staff & Management Employment Transaction Request (SMER), student employment forms, and various other forms.

Purchased and use Accurate Background online vendor.

Utilize JobElephant for job advertisements.

In Range Progression (IRP)/Reclass forms are easily accessible. The employment page is more interactive and organized.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Financial Aid & Scholarship Office (FASO)

The Financial Aid and Scholarship Office has made significant changes to ensure the ability to continue to serve students even with the challenges presented due to COVID-19. The ability for students to complete over 95% of the required forms online has streamlined the application and cut back on processing time. The FASO has improved its communication with students by being available on various platforms, including email, phone, student portal, live chat, chatbot, and social media. In addition to the online platforms, the FASO is also available to students in the office for general inquiries and advising. FASO continues to simplify the student system by automating processes so students can access their award information promptly.

STUDENT AFFAIRS

Disability Resource Services (DRS)

DRS acquired a new tactile image printer.

Service to current and prospective students continues at a high level, even with the challenges presented by COVID-19. Students can continue to conduct business, have their questions answered, and submit documents online. This ensures staff can process files, award students, and disburse funds promptly.

Acquiring this printer will allow DRS to produce tactile images and graphics for our visually impaired students. Tactile images and graphics will give them better access to maps, graphs, and other visual instructional materials.

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ACTIONS OUTCOMES

Housing and Residential Life (HRL)

HRL worked with the Office of Information Technology (OIT) to complete wired connections to all Village I units to support online learning and parity of wired connections across all units.

HRL established Office of Information Technology (OIT) remote services in the HRL office to support resident-specific internet and technology needs.

Student Health Center (SHC)

SHC Director met with Associated Students, Inc. (ASI) to discuss students' health care needs.

STRATEGIC

PLANNING,

Enrollment Services

All units in housing have access to wired and wireless internet.

In the annual Resident Satisfaction Survey for Housing, 92% of respondents were satisfied with this service.

Implemented an After Hours Nurse Advice line for students to access medical advice and care outside of SHC hours.

ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Implement chatbot for 24 hour service, as well as implementation of "live chat" and texting services.

High volume usage of both chatbot and "live chat" and increased response from students due to texting communication.

STRATEGY 3C4: Increase classroom space to reduce scheduling barriers and support timely graduation.

ACTIONS

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

CPFM successfully completed the request for qualifications and proposal process for the Stockton Campus master planning project.

Coordinate program prioritization and developed bidding documents for selection of Design Builder for Acacia Replacement Phase I Building.

Refreshed classrooms in Demergasso Bava Hall, Fieldhouse, and Fieldhouse Annex, replacing carpet and painting all classrooms. Coordinated replacement of classroom furniture in classrooms.

Assisted Office of Information Technology with electrical and maintenance work required for classroom upgrades.

OUTCOMES

Contracted firm and commenced master planning process.

Successfully bid project and selection of Design Building and Executive Committee to collaborate on building design.

Provided refreshed classroom environments for students.

Successfully prepped 30 classrooms for OIT to complete Phase I of the classroom upgrades, bringing them to the new Zoom Room Standard.

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OBJECTIVE D

Improve information technology annually.

STRATEGY 3D1: Provide professional development for faculty who want to use technology to support/enhance their teaching, research, scholarship, creative activities, and service.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

College of Education, Kinesiology & Social Work (COEKSW); Liberal Studies

The faculty participated in many FDC workshops and trainings related to online teaching and teaching during the pandemic. Participation within the department was not specifically tracked, but things learned in those workshops were often part of our discussions in department meetings.

ACADEMIC AFFAIRS

College of Education, Kinesiology & Social Work (COEKSW); Counseling

COEKSW constantly encourages faculty to attend Faculty Development Center (FDC) presentations of interest. Collectively, the program has been extensively involved in them. One of the faculty members, Dr. Dianne Vargas, is also an ambassador for Canvas for the faculty and has produced numerous trainings for all.

COEKSW incorporated many innovative processes for faculty and students and developed specific competency exams that students can now take on their home computers at no cost. They used to have to pay for the exam and drive great distances to take other exams. Overall, the department has become very adept at teaching virtually and has taken advantage of all trainings they can attend to enhance their effectiveness.

STRATEGY 3D2: Explore strategies to increase use and integration of campus technology with student devices.

ACTIONS

STUDENT AFFAIRS

Campus Recreation

Incorporated the use of barcode scan technology, allowing easier facility access in Stockton and Turlock fitness centers and the aquatics facility. The barcode scan technology utilized both the Warrior ID card and the Fusion Go mobile app.

Counseling and Psychological Services (CAPS)

CAPS worked with Student Affairs communications for a social media platform to be accessed on mobile devices. Expansion of Instagram, CAPS website, and further research for utilization of podcasts.

OUTCOMES

More efficient check in system, which allowed quicker access to Campus Recreation facilities.

Increase the number of followers on CAPS Instagram (529), a major source of information for students with easy access. CAPS is working with the campus communications department on the development and implementation of podcasts.

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ACTIONS OUTCOMES

Learning Commons (LC)

StanTutor is fully integrated into Learning Commons Services. In 2022, LC upgraded the system to include new accessibility (including mobile devices) and reporting features. LC continues to develop processes and staffing to manage the platform and update modules for each term. Leveraged peer-led social media campaigns to expand awareness of services.

Implemented StanTutor learning management platform upgrades to:

Increase access to services through mobile devices, make or schedule sessions, attend online or in-person appointments and provide timely reports to campus partners.

To replace outdated and insecure programs and procedures exhausting significant staff time.

Enhanced report functions to report on service indicators and align with other campus data collection and analysis efforts.

STRATEGY 3D3: Harness the power of social, mobile, and video technologies to enhance University functions.

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

OSL utilizes social media to share information about the programs offered, such as Turlock Community Collaborative (TCC), Facebook, and Science in Our Community (SIOC) which has Facebook, Instagram, Twitter, and a YouTube channel as well as maintain the OSL website to accurately display information to the campus and all who visit our webpage.

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

The use of social media was extremely vital during the 2021-22 Academic Year. It allowed the department to continue its annual Science Week event through Zoom and social media technology. Currently, the Turlock Community Collaborative Facebook page has over 80 followers, Service Learning Facebook has 40 followers, and the Science in Our Community has over 1,400 followers across all SIOC social media outlets.

Implemented iPad program for all CPFM staff. Successfully trained all CPFM staff and transitioned manual paper process to online work order process.

STUDENT AFFAIRS

Housing and Residential Life (HRL)

Extensively utilized Warrior Connect platform to support academic support outreach of Housing residents.

Through the use of campaigns and other outreach, the Academic Success Advisor in Housing had 2,157 interactions with residents discussing grades, time management, registration, academic policies, and holistic support needs.

HRL transitioned to Warrior Life to track and communicate programs and events in the residential community.

Coordinated 187 programs through Warrior Life.

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ACTIONS OUTCOMES

UNIVERSITY ADVANCEMENT

Communications & Public Affairs (CPA)

In collaboration with Office of Information Technology (OIT), re-envisioned, upgraded visuals and functionality of the Stan State Mobile App. Students now can interact with PeopleSoft and Canvas in a mobile-friendly format.

In collaboration with OIT and the CPA videographer, provided feedback for the coordination of a major update to the DBH Distance Learning Studio and for field equipment.

Worked with student interns to establish University TikTok –adding a new platform to our social mix targeting current and prospective students.

Re-envisioned Mobile App launched in spring with student persona.

Vastly enhance capabilities for collaborative media teams in a variety of areas, including video interviews and footage at locations across campus.

University TikTok account targeting students added as a student communication channel - managed and coordinated for students by students.

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OBJECTIVE E

Increase graduate student enrollments to represent approximately 20% of total student body

Foster increased creativity, innovation and entrepreneurship.

STRATEGY 3E5: Promote University Extended Education as a viable way to grow graduate education and increase the number of programs highly responsive to the workforce needs of the Central Valley.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

Extended and International Education (EIE)

Fiscal year 2021-22 was a record year for Extended Education (EE) gross revenue and enrollments overall.

Revenue share to college partners totaled over $1.7M in fiscal year 2021-22, also a record distribution.

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CREATIVITY

GOAL 3 INNOVATION & CREATIVITY

OBJECTIVE F

Recognize and celebrate achievements - and HAVE FUN!

STRATEGY 3F1: Enhance and build upon current events on campus (e.g., Author Recognition, Faculty Awards, Commencement).

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

College of Science (COS); Child Development; Psychology

The Psychology Graduate Committee had its first hooding ceremony, distinct from the university commencement for graduate students.

Parents and students felt more engaged with the university in this more intimate ceremony.

Office of Graduate Studies; Office of Research and Sponsored Programs (ORSP); Library

The Office of Graduate Studies and Research and the University Library co-produced a live and Zoom event titled the Stan State Research, Scholarship, and Creative Activities (RSCA) celebration event, held in the University Library on April 14, 2022.

Office of Service Learning (OSL)

OSL continued the Stars of Service to highlight the outstanding community-engaged service provided by faculty extending their work into the community or teaching service-learning courses. OSL looks forward to highlighting the service done by the campus.

Showcase faculty, staff, and students' accomplishments in Research, Scholarship, and Creative Activities. Acknowledge their contribution to Stan State and the community at large; Celebrate their success; Conduct data collection on campus's RSCA-related outcomes to produce a print and digital publication.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Admissions and Outreach Services (AOS)

The Warriors on the Way program (WOW) continues to support prospective transfer students from the University's local feeder campuses, Modesto Junior College, Merced Community College, and San Joaquin Delta College. AOS facilitated two Transfer Achievement Celebrations for incoming WOW scholars, one at the Stockton Campus and one at the Turlock Campus.

The Transfer Achievement Celebration helped incoming transfer students developed their sense of engagement and connectedness to Stanislaus State. Students received a certificate of achievement for completing their transfer journey through the WOW program.

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ACTIONS OUTCOMES

UNIVERSITY ADVANCEMENT

Alumni Engagement

Tagging and calling out alumni achievements on social media. Hosted annual alumni employee luncheon in partnership with ASI during Homecoming Week.

Alumni Council participation in Alumni Brick Campaign reveal. Engaged four recent alumni to participate in Admissions & Outreach Warrior Welcome Virtual Series.

Acknowledge/celebrates alumni's success while showing their alma mater is paying attention. It also provides an opportunity to update their contact info and outreach to reconnect. Showcase some successful alumni stories and allow new students to ask questions. Opportunity to connect alumni with students.

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•

OBJECTIVE A

Improve at least 10 or more administrative practices and processes.

STRATEGY 4A1: Optimize academic scheduling with attention to degree completion, effective use of space, student and faculty needs, and financial efficiency.

ACTIONS

ACADEMIC AFFAIRS

College of Science (COS)

Many departments modified course descriptions to include online versions and a number applied for and received a substantive program change to allow for online programs that do not conflict with Western Association of Schools and Colleges (WASC) regulations.

OUTCOMES

More flexible student and faculty scheduling, less unplaced classes due to lack of teaching spaces.

STRATEGY 4A2: Pursue paperless business processes, automate manual processes, and implement web-based systems that improve work-flow.

ACTIONS

ACADEMIC AFFAIRS

College of Business Administration (CBA)

Management Information Systems (MIS) office started using the paperless process for change of grade requests in both pdf form and PeopleSoft online process in addition to other requests (e.g., withdraw, change of degree, etc.).

College of Science (COS)

Many departments have streamlined the once paper-driven processes to include fully paperless processes. This includes university wide initiatives and department specific modifications. In addition, online university monitored storage has improved information safety and ease of sharing documents.

College of Science (COS); Biological Sciences; Child Development

Broadened practice of archiving student-related documents such as advising sheets and Graduation Approval Forms through the Warrior Connect site.

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

The college continued to support the institutional transition of all forms and approval processes from paper based submissions to electronic formats, facilitating more timely processing, tracking and documentation of requests and submissions.

OUTCOMES

More efficient and streamlined academic processes. Less waste of time and paper.

Often faster processing times, less paper usages, better tracking capabilities.

Improved advising scheduling and tracking of students across faculty and advisors.

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GOAL 4

Hone administrative efficacy through thoughtful stewardship of resources.

GOAL 4 ADMINISTRATIVE EFFICACY

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ACTIONS OUTCOMES

Extended and International Education (EIE)

Extended Education is continuously building out online forms, eliminating any paper registration forms across the units. Any new forms or applications are created in an online format.

Extended Education (EE) went completely paperless for contract extension registration. EE no longer requires paper forms or first-time freshmen payments.

All stand-alone special session programs migrated to Salesforce (SF), no longer requiring paper forms via hard copy or email.

Acceptance packets are now sent via email rather than printed for distribution.

Office of Service Learning (OSL)

OSL continues to utilize StanServes S4 database to maintain and collect student forms for service learning courses and academic internships. OSL also utilizes S4 for the Community Partnership Request form to assess risk factors with community agencies.

BUSINESS AND FINANCE

Financial & Support Services (FSS)

Implementation of automated P-Card Workflow and Approval Process, completed May 2022. Travel Purchasing Card (P-Card) implementation will begin in fall 2022. Team will also assess Concur software for use in Accounts Payable workflow automation in fall 2022.

Safety & Risk Management

Revise of Temporary Event Food Safety Policy and workflow in 25Live.

Using these paperless processes assists OSL in tracking student placements and has increased community agencies' responses. Both of these features on S4 have reduced the time staff use for data entry, allowing more time to pursue new partnerships and increase community-based learning.

Support departments by reducing the number of application reviews for food events, aiding compliance with county food permitting requirements for public events, and preventing foodborne illness.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

HR Systems

Integrated Accurate Background and I9 Tracker with PageUp and Common Human Resources Systems (CHRS) Recruiting.

Leaves

Implement Family Medical Leave of Absence (FMLA) Tracking software to improve the administration of the Leaves Program.

Developed formal Americans with Disabilities Act (ADA) process and created fillable forms for ADA requests.

Project Management

HR continues to build PeopleSoft 9.2 to assist with implementing Common Human Resources Systems (CHRS) through testing, product development, and collaborating with CSU partners. As part of the implementation phase, business processes have been reviewed and standardized per CSU systemwide requirements as outlined in CHRS position papers.

This resulted in the initiation of both within one, which has increased efficiency and improved workflows for HR staff, applicants, and new hires.

Higher level of compliance and tracking of Leaves programs for the administration of FMLA, California Family Rights Act (CFRA), and related Leaves programs.

Faster response times, clearer communication and improved documentation for the administration of ADA benefits.

The implementation of PeopleSoft 9.2 for Stanislaus, CHRS for the CSU, and overall business process standardization, improves business processes and aligns them with other campuses.

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ACTIONS OUTCOMES

Talent Management (TM)

Created paperless In Range Progression (IRP) and reclass processes through online forms and Adobe Sign.

Talent Management (TM)

Implemented I-9 Tracker for managing I-9 compliance and improving the onboarding workflow.

Increased efficient operations of completing IRPs and reclasses.

Provides a higher level of compliance and tracking of I-9 verifications with a more efficient workflow.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Admissions and Outreach Services (AOS)

AOS assessed the re-enrollment process for returning students. AOS utilized technology to simplify the returning process by making it web-based and paperless. Students who wish to re-enroll and complete their degree have access to a dedicated website for returning students where they can access a "Request to re-enroll" form. Previously, returning students had to re-apply for admission during the regular application filing period.

Enrollment Services

Enrollment Services creates an electronic repository for students to submit residency documents and build a workflow into the process for maximum efficiency. Workflow includes student communication, residency determination, and improved timeliness of response.

In response to the pandemic and the limitation of in-person services, the Graduate School migrated to a paperless system eliminating the need to create a paper file for each student. In addition, many graduate programs moved two paper applications to a single online process through Cal State Apply.

STUDENT AFFAIRS

Housing and Residential Life (HRL)

Utilized data subscription technology as part of our resident management system to automate room-mate notification emails as part of the resident placement process.

TRIO Student Support Services (SSS)

Expanded use on Warrior Connect. Walk-in tracking of the student study lounge and computer lab areas were added. All student scheduling with staff for services is also completed through the system.

UNIVERSITY ADVANCEMENT

Operations

All gift agreements and donor related materials are maintained electronically. The digitization was completed in 2019-20, prior to the pandemic.

AOS created a website for returning students explaining the new returning process. The new process was implemented in spring 2021. Eighty-five returning students were reinstated and able to enroll in courses in the fall 2022 term.

Residency determination is made promptly, so the student does not incur unwarranted non-resident fees.

Reduced paper waste, time to process a student application, and simplified the application process.

Reduced the need to send approximately 500-600 individualized emails.

Paper processes for the student use of the lounge and lab were eliminated and replaced with contactless sign in and sign out. Student appointment scheduling was previously facilitated primarily via phone and was streamlined.

When the campus was closed due to the pandemic, the division was able to access all donor records.

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GOAL 4 ADMINISTRATIVE EFFICACY

STRATEGY 4A3: Deploy technology to automate business processes that reduce redundancies and save time.

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

Extended and International Education (EIE)

Extended Education uses Salesforce to continuously build out online forms and eliminate any paper registration forms; any new forms or applications are being built in an online format.

University Police Department (UPD)

Implement License Plate Reader (LPR) technology for permitless parking.

The system is currently under development and is on track to be completed by the end of the 2022-23 fiscal year. The system will reduce costs associated with printing, packaging, and mailing physical permits.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Benefits

Implemented paperless process to enroll or change benefit enrollment.

HR Systems

Configuration and creation of a POST recruitment process within PageUp and Common Human Resources Systems (CHRS) Recruiting for the hiring of POST staff within the University Police Department

Payroll

Implemented the Controller's Office online portal for Payroll Resources (Cal Employee Connect)

Utilized Microsoft Teams to share and store documents

Implemented the acceptance of an electronic signature on all of the Controller's Office forms.

Implemented the acceptance of electronic forms to Controller's Office through a secure upload application (MoveIT)

Upgraded secure upload application (from MoveIT to Connect HR)

Implemented Teams chat and meetings; Zoom chat and meetings; Connected office phones to computer or cellular device through UC One Connect; Implemented Calendly scheduling application.

Talent Management (TM)

Contracted out Verification of Employment at no cost to the university.

Increase employees' efficiency and self-service options by providing an online and paperless process to manage benefits enrollment.

Improve the workflow for the hiring of POST staff and "lean" the process to reduce handoffs.

Increase efficiency and self-service options to employees by providing online access to pay warrants and W2s.

Increase efficiency, security, and organization of documents. Create paperless processes and workflows

Increase efficiency of receiving documents and employee options for submission.

Increase efficiency for HR staff to send forms for processing and increased security for Controller's Office to receive forms.

Increase Controller's Office organization and receipt of forms. In turn, increase the efficiency of communication and processing of forms.

Provide new ways and options for employees to communicate and connect with staff when needed, whether virtual or in-person.

Provides a more efficient, accurate, and timely process for Verification of Employment and redeploys staff resources for higher level duties.

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ACTIONS OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Financial Aid & Scholarship Office (FASO)

The Financial Aid & Scholarship Office has made significant changes to ensure the ability to continue to serve students while transitioning back to an in-person setting and still grappling with the challenges presented by COVID-19. A chatbot system has been implemented to allow students to ask general inquiries about financial aid 24/7. The Chatbot is also available to answer questions in Spanish. The Chatbot, in addition to providing written information, has the ability to provide video answers both in English and Spanish. A live chat component has also been implemented, allowing students to communicate with a financial aid professional in real time to have their questions answered. Students may also speak with a financial aid advisor via this chat feature without the need to make an appointment. The FASO has collaborated with Admissions and Outreach Services (AOS) and Enrollment Services to have the ability to communicate with students via text. This feature is used to provide important and/ or time sensitive information to students.

Service to current and prospective students continues at a high level. Students are able to continue to conduct business and have their questions answered in real time. The response time for student inquiries have decreased and made FASO more accessible to current and prospective students.

STRATEGY 4A4: Consolidate or redesign business services on campus for greater efficiency (e.g., merging positions or combining common functions in multiple offices).

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

Extended and International Education (EIE)

Extended and International Education combined Director of Business and Finance and Budget Analyst Positions into one Senior Budget Analyst position to effectively eliminate multiple steps, approvals, and contacts for finance/budget assistance.

Extended Education (EE) uses Salesforce to support business processes; all paper forms are/were converted to online forms; EE can track student journeys from inquiry through application to program enrollment. Program Directors can track information session attendance as a contact record for each prospect within Salesforce (SF). EE can track and run reports, send out an email communication to prospects during the application phase, email students who register for summer, winter, OU, VESi, Teacher Performance Assessment (TPA's), Electrocardiograms (EKG), etc., and communicate internally with anyone who holds a Salesforce license within our team and coordinate RFI email campaigns, for example.

BUSINESS AND FINANCE

Safety & Risk Management (SRM)

Campus COVID-19 monitoring, planning, preparation, communication, and implementation will continue to ensure community safety on campus and meet California requirements, Occupational Safety and Health Administration (OSHA), and Educational Testing Service (ETS) requirements. Created automated campus masking decision process.

The campus became fully operational during the COVID-19 pandemic with low COVID-19 positive cases or on-campus transmission rates.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

University Police Department (UPD)

Continue to pursue reaccreditation through the International Association of Campus Law Enforcement Administrators (IACLEA).

Started conversation wireless stipend, review of policies and workflow with Business and Finance; combine positions and use salary savings to fill gaps and address equity needs; Maxient

In June 2020, UPD completed the initial accreditation process. UPD is the third CSU in the system to become accredited through IACLEA, and reaccreditation is required every four years. Reaccreditation requires a significant investment in maintaining proof that compliance with standards has been maintained.

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ACTIONS

ACADEMIC AFFAIRS

Extended and International Education (EIE)

Extended Education Marcom uses Slack as its teams' communication tool and for communication with outside vendors.

Extended Education Marcom implemented a project management software tool to stream its workload and projects. It also created online forms for clients to fill out when requesting things such as promotional items, web updates, collateral, etc.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Switched collaboration software from Teamwork to Teams; Purchased PayScale database and dashboard.

STUDENT AFFAIRS

Disability Resource Services (DRS)

Acquisition of a new tactile image printer.

Instituted California Collegiate Athletic Association (CCAA) Network free for fall semester and a nominal fee for spring semester.

Learning Commons (LC)

StanTutor is fully integrated into Learning Commons Services, replacing outdated, inefficient and insecure systems. In 2022, the system upgraded to include new accessibility and reporting features. Continuation of developing processes, staffing to manage the platform, and updating modules for each term are on-going.

UNIVERSITY ADVANCEMENT

Communications & Public Affairs (CPA)

Implemented Hootsuite Enterprise for 10 departments across campus, including providing orientation, access to ongoing training and setting goals for campuswide use.

Coordinated the implementation of NetPublish for Extensis Portfolio to replace other third party photo gallery sharing platforms.

OUTCOMES

This allows access of tactile images and graphics for visually impaired students. It provides better access to maps, graphs, and other visual instructional materials.

Provides professional development opportunities for marketing and game day staff, as well as streaming services for spectators who couldn't be in attendance due to COVID-19 restrictions or location.

StanTutor allows the department flexibility in response to the changing learning support needs of students, while also providing a secure and accessible platform for student users.

Increased social media platform security and access, to allow for continuity when people change. Also allows for interdepartmental campaigns and tracking brand message outcomes with internal tags.

Provided an integrated media sharing platform for external clients.

240 STANISLAUS STATE • CSUSTAN.EDU GOAL 4 ADMINISTRATIVE EFFICACY

STRATEGY 4A5: Select software and hardware to optimize cost and related training, and reduce unnecessary proliferation of individually selected technologies.

continued from previous page

STRATEGY 4A6: Develop collaborative written resources for various roles and duties across campus.

ACTIONS

ACADEMIC AFFAIRS

Academic Affairs

Created the Academic Affairs: "What You Need to Know" weekly publication to keep faculty and Academic Affairs staff up to date on COVID-19 protocols and other need-to-know information utilizing a single, uniform messaging system. Engaged faculty and staff weekly in its creation.

BUSINESS AND FINANCE

Financial & Support Services (FSS)

In conjunction with Purchasing-Card (P-Card) automation, campus wide training was conducted for all P-Card holders and P-Card approvers. Materials updated and were posted on the website as a resource.

Safety & Risk Management

Further develop a campus department-supported Business Continuity Plan.

STUDENT AFFAIRS

Housing and Residential Life (HRL)

OUTCOMES

Publication has an average open rate of 46%. Satisfaction survey demonstrated strong approval of the publication.

The outcome includes improvement of efficiency, consistency, accuracy in training, and support of succession planning. It also provides a better understanding of campus Financial & Support Services policies and procedures.

To have a fully functioning, executable Campus Business Continuity Plan.

Implemented Standard Operation Procedures working group. Attempt to improve and document procedures for several processes in Housing, including room changes, emergency housing placements, and damage assessments.

Student Health Center (SHC)

Staff accreditation committee met regularly, attended necessary trainings, and ensured all criteria was met prior to the survey.

Successful Accreditation Association for Ambulatory Health Care (AAAHC) Reaccreditation for 3-year term.

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GOAL 4 ADMINISTRATIVE EFFICACY

OBJECTIVE B

Increase graduate student enrollments to represent approximately 20% of total student body

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.

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

In the process of obtaining a budget line for central job advertising. No outcomes reported.

BUSINESS AND FINANCE

Financial & Support Services (FSS)

Implementation of automated budget software began in fall 2021. Data loads and validation were completed. Pilot roll-out is to begin in July 2022.

Move budgeting process from EXCEL based processes to budgeting software platform - Questica.

242 STANISLAUS STATE • CSUSTAN.EDU

GOAL 4 ADMINISTRATIVE EFFICACY

STRATEGY 4B3: Reinvigorate the Academic Program Review (APR) and Support Unit Review (SUR) processes and use findings to inform budgeting across the institution.

ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Institutional Effectiveness & Analytics (IEA)

Enhanced and renamed the former Academic Unit Profile (AUP) dashboard to the Academic Program Review (APR) dashboard to provide data support to programs undergoing the APR process.

Data is used to inform and support decision-making, allowing for data transparency.

STRATEGY 4B4: Develop transparent resource allocation and decision making processes.

ACTIONS

ACADEMIC AFFAIRS

College of Education, Kinesiology & Social Work (COEKSW);Counseling

Faculty and staff are continually apprised of all decisions via frequent communication, faculty meetings, advisory committee meetings, and Zoom sessions. Transparency and input are essential for a productive and meaningful experience for all.

BUSINESS AND FINANCE

Financial & Support Services (FSS)

Final approved budget presented and posted to website in detail. Budget Oversight Policy approved and implemented in 2021-22. Assessment of Questica Openbook will take place for implementation in 2022-23 and 2023-24.

OUTCOMES

The department secures input, communication, discussion, and collaboration in all decision-making that involves program functioning.

Greater transparency of budget allocations and review of projected spending against allocations.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Labor and Employee Relations

Labor Relations (LR) and Employee Relations (ER) lead multiple trainings for staff and created paperless forms and workflow to implement Telecommute policy.

Talent Management (TM)

Talent Management created and distributed quarterly temporary employment spreadsheets to Vice Presidents to track and manage temporary employees.

Increased compliance with Stanislaus' Telecommuting policy, increased job satisfaction and employee engagement by utilizing telecommute program as a non-monetary benefit provided by the university.

Increased compliance with the CBAs, less out of compliance employment, reduced liability for labor law violations, provided division with more time to plan for future staffing needs.

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GOAL 4 ADMINISTRATIVE EFFICACY

OBJECTIVE C

Increase graduate student enrollments to represent approximately 20% of total student body

Create new and expand existing external revenue sources for the University by diversifying fiscal resources.

STRATEGY 4C2: Compete and win a larger portion of CSU and state educational resources that become available (e.g., Graduation Initiative 2025 and Innovation Funds).

ACTIONS

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

During the 2021-22 Academic Year, OSL with the assistance of Dean Myhre through the Math and Science Teacher Initiative (MISTI) grant. The MISTI grant helps fund Science in Our Community Program. Additionally, OSL works with the Chancellor's Office to hire an AmeriCorps VISTA.

UNIVERSITY ADVANCEMENT

Communications & Public Affairs (CPA)

Authored Black Faculty and Staff Association (BFSA) proposal for partnership with faith-based organizations to extend Super Sunday events. Extends outreach to African American students in our service regions.

OUTCOMES

OSL received a VISTA volunteer. The MISTI grant helps with hiring students assistants.

Awarded $20K Grant from Chancellor's Office for proposed program.

STRATEGY 4C4: Increase individual and corporate gifts.

ACTIONS

UNIVERSITY ADVANCEMENT

Development

Completed President Junn's goal of raising $15 million in five years, raising over $16.1 million - the highest amount of philanthropic support raised during a five-year increment.

OUTCOMES

Positions the campus for a comprehensive campaign.

244 STANISLAUS STATE • CSUSTAN.EDU

GOAL 4 ADMINISTRATIVE EFFICACY

STRATEGY 4C5: Launch a capital campaign.

ACTIONS

UNIVERSITY ADVANCEMENT

Development

OUTCOMES

Secured a fundraising consultant to assess our fundraising effectiveness and efficiency. Positions the campus for a comprehensive campaign.

STRATEGY 4C6: Involve the faculty, staff and community directly in fundraising.

ACTIONS

UNIVERSITY ADVANCEMENT

Development

Institutionalized the Campus Cares initiative with the Stanislaus chapter of the California Faculty Association (CFA), bringing in support from the Academic Senate and University Student Center.

OUTCOMES

Since establishing the Campus Cares Fund in 2017, more than $650,000 has been raised from over 1,000 donors.

STRATEGIC PLANNING • SECTION 10 BOOK OF TRENDS • 2021-2022 245

GOAL 4 ADMINISTRATIVE EFFICACY

OBJECTIVE D

Increase graduate student enrollments to represent approximately 20% of total student body

Enhance the aesthetics, accessibility, and functionality of our campus facilities.

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 lab buildings.

ACTIONS OUTCOMES

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

Successfully completed request for qualifications and request for proposal process for Stockton Campus master planning project.

Contracted firm and commenced master planning process.

246 STANISLAUS STATE • CSUSTAN.EDU

GOAL 4 ADMINISTRATIVE EFFICACY

ACADEMIC AFFAIRS

Library

ACTIONS OUTCOMES

After a two-year renovation of the library building, virtual library services were offered in the temporary Library Annex due to the COVID-19 pandemic. The University Library was repopulated in time for the beginning of fall 2021 and the following academic partners began offering services in the building; Disability Resource Services (DRS), Office of Information Technology (OIT) help desk, Warrior Cross Cultural Center, Academic Success Center, Learning Commons, and the Fab Lab (maker-space).

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

The J. Burton Vashe Library offers approximately 1,000 seats, a new 100 seat event hall, a vending café seating area, 21 group study rooms, dedicated quiet and silent studying spaces, two large computer common areas on different floors, electronic book compact storage, two rooms for library instruction, a new Special Collections & University Archives (SCUA). The renovation was a complete success as students, faculty, and staff now have a first-rate library that meets library needs and other critical services under one roof.

Completed renovation of Vasché Library Building. Building included enhanced spaces for two computer classrooms, two Library instructional rooms, two Learning Commons, classrooms and nearly a thousand student study stations throughout the building.

Completed bidding process on Child Development Center. Implemented contract for construction of Child Development Center.

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STRATEGY 4D2: 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.

GOAL 4 ADMINISTRATIVE EFFICACY

STRATEGY 4D3: Renovate and modernize classroom, laboratory and applied studio space.

ACTIONS

UNIVERSITY ADVANCEMENT

Development

Completed a six-month micro-campaign for the newly renovated J. Burton Vasché Library.

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

Coordinated replacement of classroom furniture in 15 classrooms (3 Stockton, 12 Turlock) classrooms with Director of Academic Technology.

Office of Information Technology (OIT)

Successfully completed Phase I of our classroom upgrades, bringing 30 classrooms to the new Zoom Room Standard.

Phase II is in progress with 27 additional rooms currently staging for upgrades by the end of the year.

OUTCOMES

Raised $1.1 million from over 200 donors to support technology, furnishings, and innovation.

Provided refreshed classroom environments for students.

No consequential outcomes reported.

Phase III upgrades are in early implementation and scheduled for 2023. No consequential outcomes reported.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Purchased Communication Access Realtime Translation (CART), held open forums for Americans with Disabilities Act (ADA) transition plan, enforced Accessible Technology Initiative (ATI), provided access to lactation rooms at Stan State and the Stockton Campus.

No consequential outcomes reported.

STRATEGY 4D4: Rigorously maintain existing buildings and promptly address campus service requests.

ACTIONS

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

Refreshed classrooms in Demergasso Bava Hall (DBH), Fieldhouse, and Fieldhouse Annex, replacing carpet and painting all classrooms.

STUDENT AFFAIRS

Campus Recreation

Collaborated with Athletics to develop and submit a proposal for the Instructionally Related Activities award.

Student Health Center (SHC)

Student Health Center identified the need to repair the failing, out of date heating, ventilation, and air conditioning (HVAC) system that required frequent and costly maintenance.

OUTCOMES

Provided refreshed classroom environments for students.

Our proposal was approved and received $180,848.72 to replace and redesign our scoreboard with digital upgrades to strengthen the shared future experience of our Warrior community.

The Student Health Center completed a successful renovation of its HVAC system.

248 STANISLAUS STATE • CSUSTAN.EDU GOAL 4 ADMINISTRATIVE EFFICACY

STRATEGY 4D5: Expand efforts to create a pleasant safe campus for all students, staff, and faculty.

ACTIONS OUTCOMES

BUSINESS AND FINANCE

University Police Department (UPD)

Add a secured bike enclosure to encourage the use of bicycles as a mode of alternative transportation.

A location has been identified north of the Library, west of Dorothy & Bill Bizzini Hall. Capital Planning & Facilities Management (CPFM) is currently reviewing structures and technology.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Created new Equity Programs and Compliance Specialist position. Enhance program services of the Haven Advocate and Educator, increased compliance with mandatory Title IX training for students, provide more resources for faculty, staff and students to develop awareness of equity programs.

Benefits

Implemented virtual benefits fair for open enrollment.

Equity Programs & Compliance (EPC)

Initiated an extensive review of Title IX compliance for Athletics with an outside consultant.

Increased Full-Time Equivalent (FTE) resources devoted to Title IX and DHR compliance by hiring a Deputy Title IX Coordinator through the CSU Additional Employment process.

Participate in Campus Advisory Board on University Policing and Community Safety.

Labor and Employee Relations (LR/ER)

Through COVID-19 and repopulation, LR/ER created more avenues for employment communication and engagement with Fridays for Fall, a Unit 5-specific Labor Management Committee, and a Labor Council.

Increased participation in the Benefits Fair to inform employees of their employer-provided benefits so employees can be provided with the information to make decisions about their healthcare in addition to financial and voluntary benefits.

Increased awareness of progress necessary to continue to provide gender equity in Athletics and provide documents demonstrating commitment to equity.

Enhance the timely intake and processing of Title IX and DHR compliances in a cost-effective manner.

Increase visibility of equity programs and collaborations with the University Police Department (UPD) and other units.

Union stewards stated that Stanislaus employees were more informed of campus plans than other campuses, greater engagement and satisfaction with the management of repopulation plans, less grievances and unfair labor practice charges than our sister campuses.

Designed and administered multiple campus climate surveys. Utilized to observe employee understanding of COVID-19 safety requirements, employee satisfaction with their working environment, and job satisfaction.

Leaves

Implemented multiple COVID-19 leave programs through paperless processes and employee trainings, attended and presented during union quarterly meetings to provide information and educate employees on leave rights and benefits.

Professional Development

Assisted with implementing and developing goals and outcomes for the Wellness and Resiliency Taskforce.

STUDENT AFFAIRS

Housing and Residential Life (HRL)

Launched renovation efforts of two student gathering areas in the Housing Community Center.

Provided efficient processes for employees to request COVID-19 related leaves and provided employees with resources to understand their rights and options.

Assist with providing employees resources to ensure a healthy and engaged workforce.

Project is expected to be completed by the start of fall 2022 with enhanced social and gaming space as well as expanded individual and group study areas for residents.

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GOAL 4 ADMINISTRATIVE EFFICACY

STRATEGY

ACTIONS

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

Completed conversion of Demergasso-Bava Hall (DBH) pond to DBH plaza.

OUTCOMES

Campus has reduced municipal water use by over 5 million gallons and placed over 238 outdoor seats with shade structure. Campus also added solar power charging stations and standard charging stations for all types of electronic devices.

Landscaped areas at the Library, Demergasso-Bava Hall (DBH), Calaveras Circle and around the Marvelyne Hughes Reflecting Pond were converted from grass to drought tolerant and pollinator-friendly plants. With the completion of the university library renovation, and the removal of the library annex trailers, sixteen Jacaranda mimosifolia (Jacaranda), seven Ulmus parvifolia (Chinese Elm) and four Pistacia chinensis (Chinese Pistache) were installed by campus landscape crew members.

Completed design and bid process for Student Center Solar and Parking Lot 4 Phase II solar.

LED lighting conversion.

Established Tree Campus Advisory Workgroup.

Plant changes are expected to result in reduced water usage by 50% and maintenance requirements by 75%.

E-Waste Recycling Program - Collaborated on the design of campus e-waste recycling receptacles following best practices for recycling that include accessibility and visibility, standardization of receptacles, and ease of use.

STUDENT AFFAIRS

Housing and Residential Life (HRL)

Completed lighting upgrades to save energy, provide better lighting, and reduce work time needed for ongoing maintenance.

Both systems are in construction with scheduled completion to be in the 2022-23 academic year.

Completed parking lot lighting conversion in nearly all parking lots and street lights except Lot 11 which is to be completed fall 2022. Installations have resulted in a total annual saving of 2,630,377 kWH and carbon footprint reduction of 567 tons.

Coordinated Arbor Day and submitted an application for Stan State to be designated as a Tree Campus. In the future, the group will provide guidance for planning, approval of the campus’ urban forest management plan, and collaborate with the Council for Sustainable Futures to identify opportunities for education of the campus community. They also identify the benefits of the urban forest and participate in outreach to the community.

Purchased and installed E-Waste containers to enhance e-waste collections on campus.

Updated lighting requires less maintenance with a 5-year warranty and 50,00 hours of lifetime use. Wattage use has been decreased in Village I exterior lighting by 50%. The Village II stairwells has created 82% energy savings and Village III Great Lawn has created 77% energy savings.

250 STANISLAUS STATE • CSUSTAN.EDU GOAL 4 ADMINISTRATIVE EFFICACY

4D7: Increase the university's commitment to building a “green” campus through enhanced sustainability efforts. Take steps annually to reduce waste and energy consumption.

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.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

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

Strengthened our partnership with Institutional Effectiveness & Analytics (IEA) to improve access to relevant student enrollment and course data to better inform the development of our class schedule, and with the Enrollment Management team to improve delivery of a course schedule that will meet student demand with respect to course options and learning modalities.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Enrollment Services

Created an Enrollment Initiatives committee to increase enrollment of new and continuing students by addressing administrative roadblocks, providing additional financial aid information, offering one-on-one advising, reviewing course offerings and modalities, in addition to creating a plan for future terms to support recruitment and increase communication.

Institutional Effectiveness & Analytics (IEA)

Updated various enrollment and student success dashboards:

• Admissions Dashboard

• Enrollment Dashboard

• Degree Dashboard

• Course Enrollment Dashboard

• Academic Program Review Dashboard

• Retention and Graduation Rates Dashboard

Provided timely data support for monthly Enrollment Management Committee and Community College Coalition meetings to support the discussion and decision-making on enrollment management and student access.

The Enrollment Initiates committee successfully recruited a larger class than the prior year, despite the statewide decrease in enrollment due to the pandemic. The committee continues to meet to address roadblocks and increase future term enrollment.

Provides campus users with timely access to admission, enrollment, retention and graduation rate trends, and the ability to disaggregate for certain groups of students.

Data to inform and support decision-making; data transparency.

STRATEGIC PLANNING • SECTION 10 BOOK OF TRENDS • 2021-2022 251 GOAL 4 ADMINISTRATIVE EFFICACY

OBJECTIVE F

Fortify and grow at least two programs for staff development.

Increase graduate student enrollments to represent approximately 20% of total student body

STRATEGY 4F1: Develop exceptional staff development programs with career ladders and opportunities for advancement.

ACTIONS

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Increased unit participation in Faculty New Employee Orientation to include Title IX, Americans with Disabilities Act (ADA) and Benefits.

Professional Development

Implemented the Guided Discovery for Personal Leadership and Workplace Effectiveness program for faculty and staff.

Participated in California State University (CSU) Cross Collaboration Program to provide robust professional development programs to staff.

In partnership with the Chancellor's Office, created and offered multiple cohorts of Principles of Supervision certificated administrators and managers.

OUTCOMES

Increased collaboration of Human Resources, Equal Opportunity, and Compliance (HREOC) units with new faculty to create relationships with critical units for faculty reporting compliance and employee programs.

Created cost-effective, customized personal leadership program for faculty and staff to participate in to develop leadership and personal accountability skills for greater job satisfaction and success.

Provide high-quality professional development programs to staff with minimal cost, high employee satisfaction of those participating in courses.

For new, emerging or mid-level managers, a certificate program specific to managing in the California State University (CSU) system offering cross-collaboration and networking opportunities with sister campuses. Managers report a high degree of success in implementing practices learned through the training.

After assessing the results of the first round of 360 feedback reviews, Human Resources (HR) invested in partnering with a vendor specializing in research-based 360 feedback review administration and executive coaching.

Development of professional development website and resources, including the creation of campus curated toolkits on specific development topics.

Program participants reported greater satisfaction with the 360 review process and concrete professional development skills to enhance their personal and professional career goals.

Provide professional development content and material to support staff goals that can be accessed and utilized in real time as needed.

252 STANISLAUS STATE • CSUSTAN.EDU

GOAL 4 ADMINISTRATIVE EFFICACY

STRATEGY 4F2: Recruit and attract talented staff to Stanislaus State with competitive compensation packages.

ACTIONS

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Talent Management (TM)

Purchased and implemented LinkedIn Recruiter Seat with extensive training for optimizing usage.

STUDENT AFFAIRS

Counseling and Psychological Services (CAPS)

CAPS establishes procedures and expectations for personnel recruitment and selection, training, supervision, performance, and evaluation. CAPS also provides personnel access to education, professional development opportunities to improve their competence, skills, leadership capacity, and takes into consideration work or life options made available to personnel to promote recruitment and retention.

STUDENT AFFAIRS

Increased faculty (assistant coach) FTEs to be more competitive within the conference and CSU system.

OUTCOMES

Increased active recruitment efforts to attract high-quality candidates to open positions.

CAPS posted counselor opportunities in professional associations related to social work, clinical counseling, and psychological associations to attract a diverse and talented pool of counselor applicants. CAPS was able to offer two new counselor positions for the upcoming academic year - one of those positions for the Stockton Campus and the other a conjoint Clinical Case Manager and Community Liaison position with the Student Health Center (SHC)

STRATEGY 4F3: Develop performance management systems that reward staff who perform at their highest level.

ACTIONS

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Labor and Employee Relations

Labor Relations/Employee Relations (LR/ER) offered multiple small-session courses to assist managers with the performance evaluation process including compliance with the Collective Bargaining Agreements (CBAs) how to avoid common mistakes with annual performance evaluation reviews, and interactive exercise.

OUTCOMES

Managers develop competency in successfully managing performance in compliance with the contracts to improve outcomes for managers and their direct reports.

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GOAL 4 ADMINISTRATIVE EFFICACY

OBJECTIVE A

Fulfill our commitment to meet the higher education needs of the Stockton community through increased investment in the Stockton Campus.

Increase graduate student enrollments to represent approximately 20% of total student body

STRATEGY 5A1: Develop a robust strategic action plan for the Stockton Campus that is reflective of the community and the University.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

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

Made significant progress toward implementing a Stockton-based Social Sciences program emphasizing interdisciplinary studies and integration of research applications relevant to the focus of our new Community Equity Research Center (CERC). The goal is to promote delivery of a Social Sciences degree that supports a careful build-out of several academic programs not currently offered in Stockton including Sociology, Ethnic Studies, Political Science, Economics, Anthropology and Geographic Information System (GIS) without undercutting the self-support degree-completion program currently offered via Extended and International Education (EIE). The college also made significant progress toward implementing a Stockton-based Juvenile Justice concentration. Both developments reflect the general University emphasis on promoting career readiness in our graduates and provide strategic support for expanding curricular offerings at the Stockton Campus.

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Clery Director is committed to ensuring institutional compliance with the Clery Act by identifying Stockton Campus's Clery Geography and Campus Security Authorities at the Stockton Center.

Equity Programs & Compliance (EPC)

Provided additional educational opportunities related to TIX, Clery Act, ADA Compliance, and DHR.

UNIVERSITY ADVANCEMENT

Communications & Public Affairs (CPA)

Coordinated and led the Stockton Campuswide hybrid Forum in Stockton, with local and regionals government representatives, city officials and educators invited.

Consistent regulatory framework for Securitas. Identifying Securitas as Campus Security Authorities (CSA) and providing CSA training. Assisting Securitas understand the important role of a CSA and it's contribution to a safe and secure environment.

A more fully informed campus community engaged in partnering with EPC in making sure the university meets its compliance requirements.

Provided platform to inform all internal and external constituents on current Stockton plans and vision. Created opportunity to restart conversation on Stockton after pandemic.

254 STANISLAUS STATE • CSUSTAN.EDU

GOAL 5 • Forge and strengthen bonds with our communities rooted in a shared future.

GOAL 5 COMMUNITY RELATIONS

STRATEGY 5A2: Galvanize and strengthen educational and business partnerships with the greater Stockton community.

ACTIONS

ACADEMIC AFFAIRS

Extended and International Education (EIE)

Announced launch of Extended Education (EE) Innovation and Workforce Development Hub at the Stockton Campus. Engaged in initial outreach and related community engagement.

UNIVERSITY ADVANCEMENT

Development

Hosted two community listening tours at the Stockton Campus to gain information on community, business needs, and perceptions about the campus.

OUTCOMES

Re-engaged with past stakeholders of the Stockton Campus while communicating key messages for the strategic vision.

STRATEGY 5A3: Identify opportunities that encourage innovation within the Stockton community, and promote curricular and co-curricular community engagement.

ACTIONS

ACADEMIC AFFAIRS

Extended and International Education (EIE)

Announced launch of Extended Education (EE) Innovation and Workforce Development Hub at the Stockton Campus; engaged in initial outreach and related community engagement.

BUSINESS AND FINANCE

Capital Planning & Facilities Management (CPFM)

Successfully completed request for qualifications and request for proposal process for Stockton Campus master planning project.

Coordinated various lease improvements at Acacia Hall (Stockton Campus) with Grupe Huber.

OUTCOMES

Contracted firm and commenced master planning process.

Following projects completed: Heating, ventilation, and air conditioning (HVAC) controls, electrical upgrades for library, Student Fitness Center improvements, signage upgrades, and HVAC installations for Nursing lab.

Coordinated classroom upgrades with Director of Academic Technology. Three classrooms were updated with flexible student seating.

STRATEGY 5A4: Identify the most appropriate multi-layered approach of High-Impact Practices (HIPs) for traditional, nontraditional, and adult learner students.

ACTIONS

ACADEMIC AFFAIRS

College of Education, Kinesiology & Social Work (COEKSW); Counseling

The faculty strongly believes in providing high-impact practices that improve the learning, retention, application, and collaboration for students. Exploration of innovative ways is continuous to meet the needs of adult learners, and application of these principles are used in everything the department does.

OUTCOMES

Graduation rates in the Counselor Education program demonstrate the commitment, dedication, encouragement, and beliefs that students have to excel in their studies. Students then become productive, and progressive members of their professional communities in the region.

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GOAL 5 COMMUNITY RELATIONS

STRATEGY 5A5: Integrate more student support services at the Stockton Campus.

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

Library

In addition to the full-time librarian hired last year, a new full time staff support position was added in March 2022. This addition to the Stockton Campus Library allows for more complete staffing throughout the day and into the early evening.

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Enrollment Services

In addition to a regularly scheduled evaluator at the Stockton Campus, the Enrollment Services (ES) office provided in-person registration assistance at the Stockton New Student Orientation. The ES office also provides data upon demand to the Stockton Campus administration.

Financial Aid & Scholarship Office (FASO)

The Stockton Campus and Turlock campus offers students the same level of access to various forms of communication (email, virtual advising, phone, chatbot and live chat, workshops). FASO supported the virtual Stockton New Student Orientation by providing workshops and advising. Workshops on the Free Application for Federal Student Aid (FAFSA) and California Dream Act Application (CADAA) were conducted virtually and were available to Stockton Campus students.

STUDENT AFFAIRS

Basic Needs

Expanded infrastructure and outreach at the Stockton Campus by committing to provide equitable support and resources to the Stockton Campus student population.

Direct contact with knowledgeable staff to ensure maximum registration, evaluation, and graduation outcomes.

Service to current and prospective students that are attending or will attend the Stockton Campus. Students are able to continue to communicate with FASO virtually and/or in-person.

Campus Recreation

Connecting with Stockton Campus students is a learning curve for the department as the department is still relatively new to the campus. The department also has a low-staff presence and is still exploring how to maneuver beyond the blueprint. In attempts to connect with the Stockton Campus, students were provided virtual opportunities.

Career & Professional Development Center (CPDC)

Hybrid service delivery increased the opportunity for Stockton students and alumni to utilize CPDC and CareerReadyU (CRU) services with over 60 appointments/walk-ins, 4 classroom presentations reaching 60 students, 597 activated Handshake Accounts and 1,477 students enrolled in CareerReadyU.

Basic Needs has been able to expand their infrastructure and reach at the Stockton Campus through the following actions: (1) COVID-19 Care Lead, Student Services Professional (SSP) IV, was added to the Stockton Campus in fall 2021 to coordinate student access to a range of support services including; COVID-19 care, the food pantry, food distribution, emergency housing, community resources, campus referrals and more; (2) allocation of additional onsite space that includes a consultation office in fall 2022, and renovation of the pantry space with anticipated completion in fall 2022; and (3) additional funding to support a full-time staff person (SSP IV) dedicated to the Stockton Campus with starting date in summer 2022.

Campus Recreation provided virtual workshops that taught students outdoor adventure life skills and tips and tricks for traveling outdoors. In addition, they held personal training sessions to teach students exercises, forms, and learning about their own body strengths, limitations, and Body Mass Index (BMI). Campus Recreation also offered virtual intramural sports tournaments through gaming consoles.

Helping the college to career transition regardless of which campus (Turlock or Stockton) a student utilizes.

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ACTIONS

OUTCOMES

Emphasis on hiring a counselor for Stockton Campus specifically. Hiring process completed with an offer made and accepted. The new counselor is scheduled to begin in the academic year 2022-23. Learning Commons (LC)

CAPS is part of the Stockton workgroup, as it facilitates services to the campus population under a Health and Wellness approach.

Expanded access to the Learning Commons by offering online services during daytime and evening hours. Writing Center piloted weekend hours in 2021-22. Created online tools and workshops available to students via the website.

Assessed Stockton Campus learning support needs through a survey and meetings with the Stockton Campus Dean. Proposed funding for a staffing presence at the Stockton Campus and to promote services to Stockton students.

STRATEGY 5A6: Expand the number of residential faculty and staff at the Stockton Campus to support enrollment growth.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

College of Business Administration (CBA)

Hired several faculty and staff members at the Stockton Campus. Increased faculty and staff to support growing enrollment.

College of Science (COS); Child Development; Psychology

Hired a new Tenure-track faculty member and full-time lecturer based full-time in Stockton.

More classes and diverse offerings in Stockton.

STRATEGIC PLANNING • SECTION 10 BOOK OF TRENDS • 2021-2022 257 GOAL 5 COMMUNITY RELATIONS

OBJECTIVE B

Advance the University through our increased connections to the region.

Increase graduate student enrollments to represent approximately 20% of total student body

STRATEGY 5B2: Increase exposure of the University and its faculty, programs, and services via regional and national news outlets.

ACTIONS

OUTCOMES

ACADEMIC AFFAIRS

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

Guided the institutional formation of the Stan State Native American Consultation and Repatriation Committee (SSNACRC) for addressing and overseeing institutional responsibilities to ensure compliance with all state and federal Native American Graves Protection and Repatriation Act (NAGPRA) laws, monitoring the NAGPRA submission process, communicating with tribal officials and external partners to ensure repatriation to tribes in a timely manner, and overseeing and facilitating compliance with NAGPRA and Cal NAGPRA laws pertaining to the treatment of Native American cultural items, associated and unassociated funerary objects, and human remains.

Extended and International Education (EIE)

Extended and International Education (EIE) became an Amazon Career Choice partner.

Extended and International Education (EIE) marketing efforts received recognition from the following organizations: Higher Education Advertising Awards, Higher Education Digital Marketing Awards, MarCom, Hermes Creative Awards.

Reported in campus, local, and regional news.

Increased recognition of university.

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GOAL 5 COMMUNITY RELATIONS

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ACTIONS

Office of Service Learning (OSL)

OSL continues to increase connections throughout the region by coordinating and expanding the Turlock Community Collaborative (TCC), the Science in Our Community program (SIOC), and academic service and internship opportunities.

OSL increase exposure of the university with other departments and the Science in Our Community (SIOC) program by hosting free community events that showcase different aspects of the university in local newspapers.

UNIVERSITY ADVANCEMENT

Communications & Public Affairs (CPA)

Introduced Ask-A-Faculty expert series video. Topics highlighted:

• Russia – Ukraine crisis

• Critical Race Theory (CRT) – What is it?

• Gas prices and inflation

• Economic forecast

Led effective media relations related to University initiatives, news and other topics.

OUTCOMES

Stan State Faculty have been able to make various connections for the service learning projects, academic internships, and their research.

During the 2021-22 academic year OSL and collaborating programs hosted 26 community events with a total of more than 1,610 participants from the community throughout the academic year.

Positioned our faculty as experts on current societal issues with local and regional media as well as with internal audiences. Content from three videos picked up by local and regional media outlets. Coordinated interviews and media placements with President Junn with regional and national publications such as Chronicle of Higher Ed related to the delay of fall 2021 in-person classes.

Secured placement of Stan State student outreach and retention efforts in CalMatters as well as other niche publications.

In collaboration with UC Merced communications, coordinated media announcement of 1300 Campaign CollegeCorps press conference and videos.

STRATEGY 5B3: Establish and develop more avenues for delivering insightful and consistent messages on University initiatives and successes.

ACTIONS

UNIVERSITY ADVANCEMENT

Communications & Public Affairs (CPA)

Launched Warrior Wire – a monthly alumni and community electronic newsletter with subscription option.

Next Up virtual watch party

• “exiled” documentary.

OUTCOMES

Extension of Stan State's communications externally. Showcasing community connection and impact while also engaging community into life of the University.

Newsletter has seen open rates above 30% — an increase from 20% produced by the newsletter in its previous format.

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

UNIVERSITY ADVANCEMENT

Communications & Public Affairs (CPA)

Launch of Phase 2 – Creative Expression of Brand – “You Belong at Stan State!”

Four brand videos produced.

• Brand videos used in Admissions & Outreach materials, at Fall and Spring Welcome, on social media.

• Points of Pride video produced for Trustee video in Spring.

• New branded banners placed across campus, both in Turlock and Stockton.

OUTCOMES

Created emotional response, pride, and affinity to brand internally. Brand videos and messaging used to support recruitment efforts.

Communications Team of the Year by Regan Communications & PR Daily for cross collaborative COVID-19 communications.

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STRATEGY 5B7: Fortify partnerships with deans, department chairs and faculty that will extend the reach and maximize opportunities for private support.

ACTIONS OUTCOMES

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

OSL and Science In Our Community (SIOC) continue to fortify partnerships with campus faculty, Deans, and Chairs by continuing the Service Learning Steering Committee and the SIOC Steering Committee to expand the opportunities within Service Learning or the SIOC programs.

STUDENT AFFAIRS

Basic Needs

Collaborated with the California Faculty Association (CFA), the Faculty Center for Excellence in Teaching and Learning, the Sociology Department Chair, the Economics Department Chair and other faculty to increase awareness of the Basic Needs programs and support for the programs. Such collaborations include the Food Distribution program that is made possible by the generous support from the CFA and United Samaritans Foundation, the Basic Needs Ally Workshop, and the Basic Needs Participatory Action Research that is being implemented on campus through the Community Equity Research Center.

Increased participation in the Math and Science Teacher Initiative (MISTI) grants and increased awareness of the work service learning does to promote High Impact Practices.

Expanded monetary contributions to the Basic Needs programs, enhanced Basic Needs research on campus, and promoted awareness of the food and housing security resources that are available for students.

STRATEGY 5B8: Increase the exposure of our alumni who contribute to the vitality of the region through marketing and personalized engagement.

ACTIONS

UNIVERSITY ADVANCEMENT

Alumni Engagement

OUTCOMES

Featured alumni on webpage and in monthly community newsletter. Increased awareness of Stan State alumni and impact within communities and accomplishments.

260 STANISLAUS STATE • CSUSTAN.EDU GOAL 5 COMMUNITY RELATIONS

OBJECTIVE C

Build on our current partnerships and increase responsiveness to the Central Valley, Sierra Nevada foothills and surrounding regions.

STRATEGY 5C1: Become a cultural center for the Central Valley.

ACTIONS

HUMAN RESOURCES, EQUAL OPPORTUNITY, AND COMPLIANCE (HREOC)

Equity Programs & Compliance (EPC)

EPC serves as the designated campus liaison for Native American Graves Protection and Repatriation Act (NAGPRA/CalNAGPRA) compliance and the campus committee coordinator to lead the University's efforts to connect with tribal officials and external partners to ensure repatriation to tribes, educate the community about the need for repatriation and cultivate and facilitate partnerships and access to collections with appropriate sensitivity to tribal histories, rituals and traditions.

OUTCOMES

Compliance with applicable federal and state laws, cultivate greater connection to local tribal communities, increase the Diversity Equity and Inclusion (DEI) outcomes for faculty, staff, students, and the community.

STRATEGY 5C2: Create opportunities to place students in internships with local agencies and businesses.

ACTIONS

ACADEMIC AFFAIRS

College of Science (COS); Nursing

Community Survey.

Office of Service Learning (OSL)

OSL continues to develop and renew partnership with community agencies for service learning and academic internships. OSL has maintained community partnerships for over 20 years.

OSL continues to network and meet with agencies and organizations to develop partnerships for internships.

OUTCOMES

More knowledge on community needs driving program and curricular development.

Students and faculty are able to find service projects and internships with appropriate community partners. Out of the active 299 partnerships, 39 were newly developed in 2021-22 academic year.

Despite the restrictions of COVID-19, 1,236 students were able to participate in academic internships and service learning opportunities.

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GOAL 5 COMMUNITY RELATIONS

STRATEGY 5C3: Increase and maintain our presence in local civic groups, and identify opportunities to contribute to regional projects and programs.

ACTIONS

STUDENT AFFAIRS

Created annual community service partnerships and involved all 14 teams as well as staff and coaches with Love Our Cities (e.g., Love Modesto and Love Turlock).

Athletics

Plan for the future of athletics program by being an integral part of our community and engaging in community outreach.

The department restarted team led community summer camps.

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

OSL coordinates the Turlock Community Collaborative (TCC) with local agencies, businesses, organizations, and community members.

STUDENT AFFAIRS

Disability Resource Services (DRS)

Established a relationship with Ohlone College to serve as an internship site for its American Sign Language (ASL) Interpreter training program.

OUTCOMES

New partnerships for continual community service opportunities.

The Turlock Community Collaborative (TCC) has an email list of over 240 individuals and organizations. During the 2021-22 academic year some of our new partnerships came directly from the TCC and many of our long standing partners attend as well.

This enables development of a pipeline for well qualified ASL Interpreters to the campus. It also allows the campus to “give back” to the community by helping train high-quality ASL Interpreters.

STRATEGY 5C4: Identify opportunities to partner with regional efforts to improve educational outcomes for the region's youth (K-12).

ACTIONS

ACADEMIC AFFAIRS

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

Received continuing grant funding to continue development of our recently approved Regional Site for the California Global Education Project (CGEP) at Stanislaus State University, drawing upon CAHSS faculty expertise to provide global education support and related professional development opportunities to K-12 educators in our region.

Office of Service Learning (OSL)

To assist with regional efforts to improve educational outcome for K-12 students, OSL and Science In Our Community (SIOC) works with the Stanislaus County Office of Education. Additionally, SIOC continues to promote science related learning through hosting free science, technology, engineering and math (STEM) events including Science Saturday, Junior Scientist, Science Week, Solar Suitcase, and more when possible.

OUTCOMES

OSL and SIOC held 26 community events that gave access to over 1,600 community members, including K-12 students in the region to science activities.

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ACTIONS

OUTCOMES

STRATEGIC PLANNING, ENROLLMENT MANAGEMENT AND INNOVATION (SPEMI)

Admissions and Outreach Services (AOS)

AOS continues to build partnerships with local groups like the Parent Institute for Quality Education (PIQE) and offers multi-lingual outreach services to meet the needs of the university's linguistically diverse community. Admissions counselors offered application assistance sessions throughout the application filing period, where prospective students were able to receive individual assistance with their applications. They also offered application presentations, outreach presentations, What's Next presentations, How to Set Up Your Student Center presentations, and workshops on various topics.

AOS partnered with Fresno State, CSU Bakersfield, and Sacramento State to launch the "Central Valley Recruitment Caravan," a recruitment initiative to cultivate applications from high school seniors from the Central Valley. Directors of Admission from all campuses met with students and provided critical admission-related information in a personalized setting.

AOS continues to cement the university's commitment to improving educational outcomes for the region's youth. Local organizations and high school partners engage with the department and seize opportunities to support the region's youth.

ACTIONS

AOS increased responsiveness to the Central Valley and surrounding regions by visiting schools from Bakersfield to Sacramento. This regional effort increased visibility for Stanislaus State in the Central Valley and cultivated interest in the university.

ACADEMIC AFFAIRS

Office of Service Learning (OSL)

OSL continued the Service Learning Mini-Grant Program. OSL had ten (10) mini-grants up to $1,000.00 available for all full-time faculty including full-time lecturers. The mini-grants are to support efforts to enhance instruction and to promote innovative teaching and learning strategies around service learning and community-based coursework.

OUTCOMES

OSL received two faculty received mini-grants for the 2021-22 academic year.

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STRATEGY 5C6: Incentivize faculty work, applied research, and collaboration in public and private sectors.

Innovate, Design, Excel & Assess (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 a 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 2022 IDEAS – Year 5

IDEAS PROPOSAL TITLE PROBLEM ADDRESSED DIVISION(S) PARTICIPANT(S)

Language Circle

This project is a conversational Spanish language group where both Spanish and English speakers and learners practice speaking, learn vocabulary, discover new phrases, review verb conjugations, and so on. The project has the potential to meet the aspirations of both bilingual and monolingual students, staff, faculty, and administrators.`

ADDITIONAL PROGRAM INFORMATION

For more information on the IDEAS program, including proposals awarded in prior years, visit the IDEAS website at https://www.csustan.edu/spemi/ideas.

HOW TO SUBMIT YOUR IDEAS

The annual call for proposals typically 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, email ideas@csustan.edu.

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Academic Affairs Faculty

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STRATEGIC PLANNING • SECTION 10 BOOK OF TRENDS • 2021-2022 265

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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. The Office of Institutional Effectiveness and Analytics within the SPEMI division is committed to providing the University community and its constituents with timely access to data. The data presented in the Book of Trends is the most recent available at the time of publication. Official fall enrollment data are generally available for analysis at the end of the fall semester, while official fall enrollment data for other institutions (for comparisons purposes) is generally available during the following spring semester.

266 STANISLAUS STATE • CSUSTAN.EDU

ACRONYMS & ABBREVIATIONS

College Acronyms

CAHSS: College of the Arts, Humanities and Social Sciences

CBA: College of Business Administration

Administrative Divisions Acronyms

AA: Academic Affairs

B&F: Business and Finance

HREOC: Human Resources, Equal Opportunity and Compliance

SA: Student Affairs

SPEMI: Strategic Planning, Enrollment Management and Innovation

UA: University Advancement

Other Commonly Used Acronyms and Abbreviations

ADT: Associate Degree for Transfer

AY: Academic Year or Aid Year (see Glossary for details)

CCCT: California Community College Transfer(s)

CO: CSU Office of the Chancellor or Chancellor’s Office

CY: College Year (see Glossary for details)

ERSX: CSU Enrollment Reporting System (see Data Sources for 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

HIP: High Impact Practice

COEKSW: College of Education, Kinesiology and Social Work

COS: College of Science

HSI: Hispanic-Serving Institution (see Glossary for details)

IEA: (Office of) Institutional Effectiveness & Analytics

IPEDS: Integrated Postsecondary Education Data System (see Data Sources for details)

MUL: Mean Unit Load

OEIE: Office of Extended and International Education

SCH: Student Credit Hour(s)

SCU: Student Credit Unit(s)

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)

BOOK OF TRENDS • 2021-2022 267

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 EMPLOYEE PROFILE: https://www2.calstate.edu/csusystem/faculty-staff/employee-profile

CSU ENROLLMENT DASHBOARD: http://asd.calstate. edu/dashboard/enrollment-live.html

CSU ENROLLMENT REPORTING SYSTEM (ERS): ENROLLMENT REPORTING SYSTEM, APPLICANTS (ERSA): This CSU database provides information on each applicant during the college year, whether or not the applicant enrolled. The principal purpose of ERSA is to provide the basis for comprehensive analysis of applications and admissions and their relation to CSU enrollment. Information from this database can be used to provide performance reports to feeder schools and colleges and is a source of data relating to proposed changes in admission criteria.

ENROLLMENT REPORTING SYSTEM, DEGREE (ERSD): This CSU database provides information on each degree awarded during the college year and on degree recipients. The ERSD provides the capability to create and maintain a single database containing information pertinent to all student granted degrees by any of the CSU campuses during a single college year. Information can be obtained on degree recipients on the basis of sex, ethnicity and age.

ENROLLMENT REPORTING SYSTEM, 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.

CSU INSTITUTIONAL RESEARCH AND ANALYSES, STATISTICAL REPORTS: http://calstate. edu/as/stats.shtml

CSU STUDENT SUCCESS DASHBOARD: https:// csusuccess.dashboards.calstate.edu/public/app/dashboard/ dashboard-index.php

INTEGRATED POSTSECONDARY EDUCATION

DATA SYSTEM (IPEDS): A system of surveys established as the core postsecondary education data collection program for the National Center of Education Statistics (NCES). IPEDS Data Center: https://nces.ed.gov/ipeds/datacenter/login.aspx

PEOPLESOFT: Stanislaus State’s student data system implemented fall 2008.

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GLOSSARY OF TERMS

AACADEMIC YEAR (AY): An annual period beginning with the fall semester and ending with the spring semester. Summer sessions are not included in the Academic Year. (See also College year)

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.

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 full-time first-time freshmen cohorts include students enrolled in at least 12 units as of the entering fall term census date, and include students who attended college for the first time in the prior summer term and students who entered with advanced standing. The freshmen rates follow the NCES IPEDS methodology for defining entering freshmen cohorts.

FIRST-TIME 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.

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.

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.

CCADAA (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 (DACA) program.

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.

GLOSSARY OF TERMS

BOOK OF TRENDS • 2021-2022 269

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.

DDEGREE 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.

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.

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.

DOCTORATE: An earned degree carrying the title Doctor.

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 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 Race/Ethnicity

EXCLUSIVE APPLICANTS: Applicants who apply to only one CSU campus.

FFACULTY: All regular instructional faculty, including department chairs and lecturers. Excludes librarians, coaches and counselors. Also excludes extension or summer session faculty. See Rank for additional information about instructional faculty.

FAFSA: Free Application for Federal Student Aid

FIRST-GENERATION COLLEGE STUDENT: 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: See Student Level

FISCAL YEAR: A period of time for financial reporting, starting July 1 and ending June 30.

FULL-LOAD: An undergraduate student enrolled in at least 15 units in a term.

FULL-TIME EMPLOYEES: Individuals employed “100% time”; includes full-time employees on leave with pay.

FULL-TIME EQUIVALENT STUDENT (FTES): A unit of measurement equal to 15 semester units per term for undergraduate or postbaccalaureate students and 12 semester units for graduate students. FTES is reached by dividing total semester hours (or units attempted) by 15, and 12 for graduate students (e.g., master’s, doctoral).

FULL-TIME 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.

EENROLLMENT (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.

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.

270 STANISLAUS STATE • CSUSTAN.EDU

GGENDER: 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 non-residents 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 non-resident noncitizens, the origin is the country of citizenship.

GRADUATE STUDENT: A student who holds a baccalaureate or equivalent degree who has been officially admitted to a Master’s or Doctorate degree program as of census date. Students concurrently enrolled in a credential program are only included in the Graduate category.

GRADUATION RATE: Graduation rate generally refers to the proportion of entering students who earned a degree in a specified number of years. All graduation rate computations reflect degrees earned through the summer, e.g., the six-year graduation rate for the fall 2011 cohort reflects the percent of the cohort earning their degree in summer 2017 or earlier. Reported rates are for degrees earned at the Stanislaus campus. See Cohort Types for additional information.

MMATRICULATION TYPE: Identifies whether a student is matriculated in a state-supported program or a self-supported EIE degree program.

MEAN UNIT LOAD (MUL): Total term units attempted divided by the total headcount enrollment.

MINORITY: American Indian or Alaska Native, Asian American, Black or African American, Pacific Islander, and Hispanic/Latino race/ethnicity categories.

NNEW 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).

NON-RESIDENT: See Race/Ethnicity

NON-UNDERREPRESENTED MINORITY (NON-URM): Asian, Pacific Islander, White, Two or More Races, Non-resident, and Unknown race/ethnicity categories.

HHEADCOUNT ENROLLMENT: See Enrollment

HISPANIC-SERVING INSTITUTION (HSI): An institution of higher education that (1) is an eligible institution, and (2) has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application.

OOFFICIAL OFF-CAMPUS CENTER: The Stanislaus State-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.

OFFICE OF EXTENDED AND INTERNATIONAL AND EDUCATION (OEIE) TERMS (FROM EXECUTIVE ORDER 1099):

IINSTITUTION OF ORIGIN: Identifies the student’s institution of origin, or the institution attended by the student immediately prior to enrolling in the CSU, whether it be a high school, community college, university, or other. Also referred to as Origin Institution.

INTERDISCIPLINARY DEGREE PROGRAMS: Special Major (BA/ BS) and Interdisciplinary Studies (MA/MS) are interdisciplinary degree programs; enrollments are reported in the Undeclared/ Other category unless otherwise noted.

CERTIFICATE PROGRAMS: A certificate program provides a set of learning experiences concentrated in a specific set of educational goals. At the discretion of the campus, academic credit earned in certificate programs may be awarded at the graduate and undergraduate levels. Certificate programs may grant Continuing Education Units (CEUs) or academic credit; or they may include non-credit offerings. (EO 806)

LLECTURER/LECTURE RANK: Includes all instructional Faculty with temporary appointments only (non-tenure track).

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

GLOSSARY OF TERMS

BOOK OF TRENDS • 2021-2022 271

individual’s participation in non-credit courses, programs, and activities, which may include various forms of independent and informal study.

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.

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)

SELF-SUPPORT MODE: Instruction offered through self-support mode does not receive state general fund appropriations and instead collects non-state student fees that are adequate to meet the cost of maintaining operation in the long run. Such fees shall be required pursuant to rules and regulations prescribed by the trustees, including but not limited to fee policies such as Executive Order 1054 and Education Code section 89708.

SPECIAL SESSIONS: As defined in Education Code section 89708, Special Sessions are self-supporting instructional programs conducted by the California State University. For the sake of consistency in this executive order, “extended education” shall be the term used, primarily, for instruction that does not receive state appropriations.

PPART-TIME EMPLOYEES: Includes employees whose 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).

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.

PELL GRANT: The federal Pell Grant program. Generally used as a proxy for low-income status.

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.

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.

PROFESSOR: See Rank

RRACE/ETHNICITY:

AMERICAN INDIAN OR ALASKA NATIVE: A person having origins in any of the original peoples of North and South America, including Central America who maintains cultural identification through tribal affiliation or community attachment.

ASIAN: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

BLACK OR AFRICAN AMERICAN: A person having origins in any of the black racial groups of Africa.

HISPANIC/LATINO: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

WHITE: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

TWO OR MORE RACES: A person who identifies with more than one of the above races.

NON-RESIDENT: A student who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does not have the right to remain indefinitely. Note: Non-resident are reported separately in the race/ethnicity categories described above.

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.

272 STANISLAUS STATE • CSUSTAN.EDU

ASSISTANT PROFESSOR: Probationary faculty member. A faculty member’s first rung on the tenure-track ladder. Includes faculty appointed as Lecturer B.

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 degreeseeking 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.

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.

RETURNING TRANSFER: A former student returning at the same level, e.g., undergraduate, graduate, after an absence of one or more terms of the regular sessions who had units attempted at another postsecondary institution during the absence from the campus. Returning students are combined with returning transfers in the “Returning” category in this publication.

SSEX: See Gender.

(SIX-COUNTY) SERVICE REGION: The University’s surrounding sixcounty region, including the Valley region of Stanislaus, San Joaquin, and Merced counties, and the foothill region of Mariposa, Calaveras, and Tuolumne counties.

STAFF EMPLOYEES: Refers to all employees who are not ‘faculty’ as previously defined.

STATE-SUPPORT(ED) STUDENT: A student matriculated into a statesupported program and attempting units in state-supported courses.

STUDENT CREDIT HOURS (SCH): The amount of credit a student is given for completing a class during a semester in a typical lecture class, with the number of units equal to the number of class hours per week. For example, a three-unit class will be 45 hours during a 15-week semester. Classes may be scheduled to meet once, twice or three times per week, depending on the number of credit units.

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.

SOPHOMORE: A student with 30 to fewer than 60 accumulated semester credit units.

JUNIOR: A student with 60 to fewer than 90 accumulated semester credit units.

SENIOR: A student with 90 or more accumulated semester credit units

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.

TTENURE 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.

TENURED/TENURE-TRACK FACULTY: See Rank

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.

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.

TRANSITORY/VISITING STUDENT: A student who is admitted under special procedures but who has continuing status at another institution.

UUNDERGRADUATE 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.

GLOSSARY OF TERMS

BOOK OF TRENDS • 2021-2022 273

A

SUMMARY, DECEMBER 2022 PREPARED BY LIGHTCAST

The Economic Value of California State University, Stanislaus

CALIFORNIA STATE UNIVERSITY, STANISLAUS (Stan State) creates value in many ways. The university plays a key role in helping students increase their employability and achieve their individual potential. The university facilitates new research developments and draws students to the region, generating new dollars and opportunities for the Stan State Six-County Service Region.1 Stan State provides students with the education, training, and skills they need to have fulfilling and prosperous careers. Its employee volunteers support the regional economy through the output and employment generated by regional businesses and organizations. Furthermore, Stan State is a place for students to meet new people, increase their self-confidence, and promote their overall health and well-being.

Stan State influences both the lives of its students and the regional economy. The university supports a variety of industries in the Stan State Six-County Service Region, serves regional businesses, and benefits society as a whole in California from an expanded economy and improved quality of life. Additionally, the benefits created by State extend to the state and local government through increased tax revenues and public sector savings.

Stan State influences both the lives of its students and the regional economy. The university supports a variety of industries in the Stan State Six-County Service Region, serves regional businesses, and benefits society as a whole in California from an expanded economy and improved quality of life. Additionally, the benefits created by Stan State extend to the state and local government through increased tax revenues and public sector savings.

This study measures the economic impacts created by Stan State on the business community and the benefits the university generates in return for the investments made by its key stakeholder groups—students, taxpayers, and society. The following two analyses are presented:

Economic impact analysis Investment analysis

Economic impact analysis

Investment analysis

All results reflect employee, student, and financial data, provided by the university, for fiscal year (FY) 2021-22. Impacts on the Stan State Six-County Service Region economy are reported under the economic impact analysis and are measured in terms of added income. The returns on investment to students, taxpayers, and society in California are reported under the investment analysis.

The Economic Value of California State University, Stanislaus

1 For the purposes of this analysis, the Stan State Six-County Service Region is comprised of Stanislaus, Calaveras, Mariposa, Merced, San Joaquin, and Tuolumne Counties.

274 STANISLAUS STATE • CSUSTAN.EDU 2 Introduction

1 For the purposes of this analysis, the Stan State Six-County Service Region is comprised of Stanislaus, Calaveras, Mariposa, Merced, San Joaquin, and Tuolumne Counties.

THE STAN STATE SIX-COUNTY SERVICE REGION, CA Stan

DECEMBER 2O22 Executive Summary

State

influences both the lives of its students and the regional economy.

2 Introduction

THE STAN STATE SIX-COUNTY SERVICE

REGION, CA

Stan State influences both the lives of its students and the regional economy.

APPENDIX

EXECUTIVE

Economic impact analysis

Stan State promotes economic growth in the Stan State Six-County Service Region through its direct expenditures and the resulting expenditures of students and regional businesses. The university serves as an employer and buyer of goods and services for its day-to-day and research operations. The university’s reputation and activities attract students from outside the Stan State Six-County Service Region, whose expenditures benefit regional vendors. Stan State encourages its employees to volunteer in the community, helping businesses and organizations grow. In addition, Stan State is a primary source of higher education to the Stan State Six-County Service Region residents and a supplier of trained workers to regional industries, enhancing overall productivity in the regional workforce.

Operations spending impact

Stan State adds economic value to the Stan State Six-County Service Region as an employer of regional residents and a large-scale buyer of goods and services. In FY 2021-22, the university employed 1,308 full-time and part-time faculty and staff (excluding research employees), 86% of whom lived in the Stan State SixCounty Service Region. Total payroll at Stan State was $173.1 million (excluding payroll from research employees), much of which was spent in the region for groceries, mortgage and rent payments, dining out, and other household expenses. In addition, the university spent $103.4 million on day-to-day expenses related to facilities, supplies, and professional services (excluding research expenditures).

Stan State’s day-to-day operations spending added $221 million in income to the region during the analysis year. This figure represents the university’s payroll, the multiplier effects generated by the in-region spending of the university and its employees, and a downward adjustment to account for funding that the university received from regional sources. The $221 million in added income is equivalent to supporting 1,769 jobs in the region.

Research spending impact

Research activities impact the economy by employing people and requiring the purchase of equipment and other supplies and services. In FY 2021-22, Stan State spent $1 million on payroll to support research activities. This, along with $967.2 thousand in other research spending, created a net total of $1.7 million in added income for the regional economy. This added income is equivalent to supporting 18 jobs.

Operations spending impact $221.0 million

Research spending impact $1.7 million

Student spending impact $18.3 million

Volunteerism impact $0.1 million Alumni impact $529.4 million

Total economic impact $770.5 million

Jobs supported 9,068

BOOK OF TRENDS • 2021-2022 275 3 Economic impact analysis

Impacts created by Stan State in FY 2021-22

Student spending impact

Around 12% of degree-seeking students attending Stan State originated from outside the region in FY 2021-22, and some of these students relocated to the Stan State Six-County Service Region to attend Stan State. These students may not have come to the region if the university did not exist. In addition, some in-region students, referred to as retained students, would have left the Stan State Six-County Service Region if not for the existence of Stan State. While attending the university, these relocated and retained students spent money on groceries, accommodation, transportation, and other household expenses. This spending generated $18.3 million in added income for the regional economy in FY 2021-22, which supported 299 jobs in the Stan State Six-County Service Region.

Volunteerism impact

Stan State encourages its employees to volunteer in the Stan State Six-County Service Region, where they can work with businesses and organizations to help meet their goals. The work of these employee volunteers allows businesses and organizations to grow, increasing their output and impacting the economy at large. Using the value per volunteer hour for California as provided by the Independent Sector, 2 the work of Stan State employee volunteers is equivalent to $60.8 thousand in earnings. In terms of actual impact to the Stan State Six-County Service Region economy, Stan State employee volunteers generated an impact of $102.8 thousand in added income for the region in FY 2021-22, equivalent to supporting three jobs.

Alumni impact

The education and training Stan State provides for regional residents has the greatest impact. Since the establishment of the university, students have studied at Stan State and entered the regional workforce with greater knowledge and new skills. Today, thousands of former Stan State students are employed in the Stan State Six-County Service Region.

According to Lightcast’s Alumni Outcomes data, many of the Stan State alumni are employed in the state workforce in industry sectors such as Government, Education; Manufacturing; Health Care & Social Assistance; Retail Trade; Administrative & Waste Services; Professional & Technical Services; and Finance & Insurance, with their top occupations being tutors and teachers and instructors; postsecondary teachers; personal service managers and entertainment and recreation managers; chief executives; accountants and auditors; and general and operations managers.

As a result of their education from Stan State, the students receive higher earnings and increase the productivity of the businesses that employ them. In FY 2021-22, Stan State alumni generated $529.4 million in added income for the regional economy, which is equivalent to supporting 6,979 jobs.

276 STANISLAUS STATE • CSUSTAN.EDU 4 Economic impact analysis

2 By state value per volunteer hour was provided by Independent Sector (see https://independentsector.org/resource/ vovt_details/).

Total impact

Stan State added $770.5 million in income to the Stan State Six-County Service Region economy during the analysis year, equal to the sum of the operations and research spending impacts, the student spending impact, the volunteerism impact, and the alumni impact. For context, the $770.5 million impact was equal to approximately 1.0% of the total gross regional product (GRP) of the Stan State Six-County Service Region. This contribution that the university provided on its own is nearly as large as the entire Information industry in the region.

Stan State’s total impact can also be expressed in terms of jobs supported. The $770.5 million impact supported 9,068 regional jobs, using the jobs-to-sales ratios specific to each industry in the region. This means that one out of every 82 jobs in the Stan State Six-County Service Region is supported by the activities of Stan State and its students. In addition, the $770.5 million, or 9,068 supported jobs, stemmed from different industry sectors. For instance, Stan State’s activities and alumni in the Government, Education industry sector supported 1,641 jobs in FY 2021-22. If the university did not exist, these impacts would not have been generated in the Stan State Six-County Service Region.

BOOK OF TRENDS • 2021-2022 277 5 Economic impact analysis Administrative & Waste Services Government, Education Retail Trade Health Care & Social Assistance Educational Services Professional & Technical Services Manufacturing Accommodation & Food Services

Stan State impacts by industry (jobs supported) 1,641 1,213 872 735 699 682 518 481 100+74+53+45+43+42+32+29

One out of every 82 jobs in the Stan State Six-County Service Region is supported by the activities of Stan State and its students.

Investment analysis

An investment analysis evaluates the costs associated with a proposed venture against its expected benefits. If the benefits outweigh the costs, then the investment is financially worthwhile. The analysis presented here considers Stan State as an investment from the perspectives of students, taxpayers, and society in California.

Student perspective

In FY 2021-22, Stan State served 11,930 credit and 946 non-credit students. In order to attend the university, the students paid for tuition, fees, books, and supplies. They also took out loans and will incur interest on those loans. Additionally, students gave up money they would have otherwise earned had they been working instead of attending college. The total investment made by Stan State’s students in FY 2021-22 amounted to a present value of $80.2 million, equal to $49.7 million in outof-pocket expenses (including future principal and interest on student loans) and $30.5 million in forgone time and money.

In return for their investment, Stan State’s students will receive a stream of higher future earnings that will continue to grow throughout their working lives. For example, the average Stan State bachelor’s degree graduate from FY 2021-22 will see annual earnings that are $27,500 higher than a person with a high school diploma or equivalent working in California. Over a working lifetime, the benefits of the bachelor’s degree over a high school diploma will amount to an undiscounted value of $1.2 million in higher earnings per graduate. The present value of the cumulative higher future earnings that Stan State’s FY 2021-22 students will receive over their working careers is $973.6 million.

The students’ benefit-cost ratio is 12.1. In other words, for every dollar students invest in Stan State in the form of out-of-pocket expenses and forgone time and money, they will receive a cumulative value of $12.10 in higher future earnings. Annually, the

Students see a high rate of return for their investment in Stan State

278 STANISLAUS STATE • CSUSTAN.EDU 6 Investment analysis

Source: Data provided by Stan State and Lightcast Alumni Outcomes.

30+45+ 59 +82+100 High school Associate Bachelor's Master's Doctorate $27,400 $41,500 $54,900 $76,200 $92,500

The average bachelor’s degree graduate from Stan State will see an increase in earnings of $27,500 each year compared to a person with a high school diploma or equivalent working in California.

Source: Forbes’ S&P 500, 1992-2021. FDIC.gov, 2-2022. Stock

Interest earned on savings account (National Rate Cap) 61 +21+2 0.8%

Average annual return for Stan State students 30.3% 10.5% market 30-year average annual return

students’ investment in Stan State has an average annual internal rate of return of 30.3%, which is impressive compared to the U.S. stock market’s 30-year average rate of return of 10.5%.

Taxpayer perspective

Stan State generates more in tax revenue than it takes. These benefits to taxpayers consist primarily of taxes that the state and local government will collect from the added revenue created in the state. As Stan State students will earn more, they will make higher tax payments throughout their working lives. Students’ employers will also make higher tax payments as they increase their output and purchases of goods and services. By the end of the FY 2021-22 students’ working lives, the state and local government will have collected a present value of $352.7 million in added taxes.

Benefits to taxpayers will also consist of savings generated by the improved lifestyles of Stan State students and the corresponding reduced government services. Education is statistically correlated with a variety of lifestyle changes. The educations that Stan State students receive will generate savings in three main categories: 1) healthcare, 2) justice system, and 3) income assistance. Improved health will lower students’ demand for national health care services. In addition, costs related to the justice system will decrease. Stan State students will be more employable, so their reduced demand for income assistance such as welfare and unemployment benefits will benefit taxpayers. For a list of study references, contact the university for a copy of the main report. Altogether, the present value of the benefits associated with an education from Stan State will generate $91.8 million in savings to state and local taxpayers.

Total taxpayer benefits amount to $444.4 million, the present value sum of the added taxes and public sector savings. Taxpayer costs are $189.6 million, equal to the amount of state and local government funding Stan State received in FY 2021-22. These benefits and costs yield a benefit-cost ratio of 2.3. This means that for every dollar of public money invested in Stan State in FY 2021-22, taxpayers will receive a cumulative present value of $2.30 over the course of the students’ working lives. The average annual internal rate of return for taxpayers is 4.0%, which compares favorably to other long-term investments in the public and private sectors.

Social perspective

Society as a whole in California benefits from the presence of Stan State in two major ways. Primarily, society benefits from an increased economic base in the state. This is attributed to the added income from students’ increased lifetime earnings (added student income) and increased business output (added business income), which raise economic prosperity in California.

BOOK OF TRENDS • 2021-2022 279 7 Investment analysis

For every dollar of public money invested in Stan State, taxpayers will receive a cumulative value of $2.30 over the course of the students’ working lives.

Benefits to society also consist of the savings generated by the improved lifestyles of Stan State students. As discussed in the previous section, education is statistically correlated with a variety of lifestyle changes that generate social savings. Note that these costs are avoided by the consumers but are distinct from the costs avoided by the taxpayers outlined above. Healthcare savings include avoided medical costs associated with smoking, alcohol dependence, obesity, drug abuse, and depression. Justice system savings include avoided costs to the government and society due to less judicial activity. Income assistance savings include reduced welfare and unemployment claims. For a list of study references, contact the university for a copy of the main report.

Altogether, the social benefits of Stan State equal a present value of $4.7 billion. These benefits include $3.1 billion in added student income, $1.3 billion in added business income, $167.7 million in added income from university activities, as well as $160.8 million in social savings related to health, crime, and income assistance in California. People in California invested a present value total of $323.5 million in Stan State in FY 2021-22. The cost includes all the university and student costs.

The benefit-cost ratio for society is 14.5, equal to the $4.7 billion in benefits divided by the $323.5 million in costs. In other words, for every dollar invested in Stan State, people in California will receive a cumulative value of $14.50 in benefits. The benefits of this investment will occur for as long as Stan State’s FY 2021-22 students remain employed in the state workforce.

Summary of investment analysis results

The results of the analysis demonstrate that Stan State is a strong investment for all three major stakeholder groups—students, taxpayers, and society. As shown, students receive a great return for their investments in an education from Stan State. At the same time, taxpayers’ investment in Stan State returns more to government budgets than it costs and creates a wide range of social benefits throughout California.

Social benefits in California from Stan State

Source: Lightcast impact model.

280 STANISLAUS STATE • CSUSTAN.EDU 8 Investment analysis Social

savings $160.8 million

* The rate of return is not reported for the social perspective because the beneficiaries are not necessarily the same as the original investors. Benefit-cost ratio Rate of return 12.1 30.3% Benefit-cost ratio Rate of return 2.3 4.0% Benefit-cost ratio Rate of return 14.5 n/a* Student perspective Taxpayer perspective Social perspective Present value benefits Present value benefits Present value benefits Present value costs Present value costs Present value costs Net present value Net present value Net present value $973.6 million $444.4 million $4.7 billion $80.2 million $189.6 million $0.3 billion $893.4 million $254.8 million $4.4 billion

4 327

U Added student income $3.1 billion $4.7 billion Total benefits to society Added business income $1.3 billion Added income from university activities $167.7 million

Conclusion

The results of this study demonstrate that Stan State creates value from multiple perspectives. The university benefits regional businesses by increasing consumer spending in the region and supplying a steady flow of qualified, trained workers to the workforce. Stan State enriches the lives of students by raising their lifetime earnings and helping them achieve their individual potential. The university benefits state and local taxpayers through increased tax receipts and a reduced demand for government-supported social services. Finally, Stan State benefits society as a whole in California by creating a more prosperous economy and generating a variety of savings through the improved lifestyles of students.

About the study

Data and assumptions used in the study are based on several sources, including the FY 2021-22 academic and financial reports from Stan State, the university’s alumni records matched to Lightcast’s Alumni Outcomes database, industry and employment data from the U.S. Bureau of Labor Statistics and U.S. Census Bureau, outputs of Lightcast’s Multi-Regional Social Accounting Matrix model, and a variety of studies and surveys relating education to social behavior. The study applies a conservative methodology and follows standard practice using only the most recognized indicators of economic impact and investment effectiveness. For a full description of the data and approach used in the study, please contact the university for a copy of the main report.

Lightcast provides colleges and universities with labor market data that help create better outcomes for students, businesses, and communities. Our data, which cover more than 99% of the U.S. workforce, are compiled from a wide variety of government sources, job postings, and online profiles and résumés. Hundreds of institutions use Lightcast to align programs with regional needs, drive enrollment, connect students with in-demand careers, track their alumni’s employment outcomes, and demonstrate their institution’s economic impact on their region. Visit lightcast.io/solutions/education to learn more or connect with us.

BOOK OF TRENDS • 2021-2022 281 9 Conclusion

The results of this study demonstrate that Stan State creates value from multiple perspectives.

The Economic Value of California State University, Stanislaus

Economic impact analysis

The Economic Value of California State University, Stanislaus

Stan State Six-County Service

California Sources: Lightcast Economic Impact Study; https://apnews.com/article/super-bowl-nfl-sports-business-los-angeles-827ec0047d78d4585b88dec9a9cb882f; https://www.caranddriver.com/news/a38748092/new-car-average-sale-prices-47100/; https://fns-prod.azureedge.us/sites/default/files/media/file/CostofFoodAug2022LowModLib.pdf DECEMBER 2O22 Reflects FY 2021-22

The average bachelor’s degree graduate from Stan State will see an increase in earnings of $27,500 each year compared to someone with a high school diploma working in California. For every $1… Investment analysis 69+ 29 2U Stan State total annual impact $770.5 million Added income 9,068 Jobs supported OR $221 million Added income Operations spending impact Impact of annual payroll and other spending Enough to buy 4,695 new cars 1,769 Jobs supported OR Student spending impact Impact of the daily spending of Stan State students attracted to or retained in the region $18.3 million Added income Enough to buy 1,480 families* a year’s worth of groceries 299 Jobs supported OR = 100 jobs * = family of four 30+45+ 59 +82+100 High school Associate Bachelor's Master’s Doctorate $27,400 $41,500 $54,900 $76,200 $92,500 $529.4 million Added income Alumni impact Impact of the increased earnings of Stan State alumni and the businesses they work for OR About Stan State 11,930 Credit students 1,316 Employees 946 Non-credit students jobs in the Stan State Six-County Service Region is supported by the activities of Stan State and its students. out of every 82 1 An economic boost similar to hosting the Super Bowl 1.5x 6,979 Jobs supported Research spending impact $1.7 million Added income 18 Jobs supported OR Volunteerism impact $0.1 million Added income 3 Jobs supported OR Taxpayers gain $2.30 in added tax revenue and public sector savings Students gain $12.10 in lifetime earnings Society gains $14.50 in added income and social savings

The Stan State Six-County Service Region California DECEMBER 2O22 Reflects FY 2021-22

The

Region

The Stan State Six-County Service Region California DECEMBER 2O22 Reflects FY 2021-22

69+ 29 2U Stan State total annual impact $770.5 million Added income 9,068 Jobs supported OR $221 million Added income Operations spending impact Impact of annual payroll and other spending Enough to buy 4,695 new cars 1,769 Jobs supported OR Student spending impact Impact of the daily spending of Stan State students attracted to or retained in the region $18.3 million Added income Enough to buy 1,480 families* a year’s worth of groceries 299 Jobs supported OR 100 jobs * = family of four 30+45+ 59 +82+100 High school Associate Bachelor's Master’s Doctorate $27,400 $41,500 $54,900 $76,200 $92,500 $529.4 million Added income Alumni impact Impact of the increased earnings of Stan State alumni and the businesses they work for OR About Stan State 11,930 Credit students 1,316 Employees 946 Non-credit students jobs in the Stan State Six-County Service Region is supported by the activities of Stan State and its students. out of every 82 1 An economic boost similar to hosting the Super Bowl 1.5x 6,979 Jobs supported Research spending impact $1.7 million Added income 18 Jobs supported OR Volunteerism impact $0.1 million Added income 3 Jobs supported OR Taxpayers gain $2.30 in added tax revenue and public sector savings Students gain $12.10 in lifetime earnings Society gains $14.50 in added income and social savings 282 STANISLAUS STATE • CSUSTAN.EDU

analysis

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BOOK OF TRENDS • 2021-2022 283

Division of Strategic Planning, Enrollment Management & Innovation

One University Circle

Turlock, Ca 95382

ww.csustan.edu/spemi