Goal Two

"Maximizing Student Access in the Region"

                                                                 February 14, 2003

                                                           Goal - 2.pdf | Help with.pdf

I. Goal: Maximizing Student Access in the Region and its relationship(s) to the academic (university) mission.

CSU Stanislaus is dedicated to providing access to baccalaureate and graduate degrees to traditionally aged and re-entry students throughout the six-county area of Central California, with a special focus on academic programs at the Turlock campus, CSUS-Stockton, and the Merced Tri-College Center. The University is also responsible for providing early outreach programs to encourage and support access to higher education.

In fulfilling the Mission of the University, students must have access to academic programs and support services in order to become members of the campus community for the purpose of expanding their intellectual, creative and social horizons. We strive to build collaborative relationships and partnerships within the region that support opportunities and services that will increase student access.

II. Activities and Programs Committed to Access (How does

the Goal Impact and Engage Members of the Campus

Community?)

  • Programs and curriculum have been developed or expanded in response to student demand and community need, most recently including 1) liberal studies, 2) nursing and 3) agricultural studies. The Education and Business disciplines have increased their programs and opportunities.
  • The University offers baccalaureate and master's degree courses and programs from 8 am 10 pm, to serve traditional and non-traditional students.
  • Year Round Operations (YRO) affords a Summer Term for expanded service for students.
  • The University serves a large number of students who are planning to enter the teacher education field with courses and field experiences in Turlock, Stockton and Merced.
  • Partnerships with other CSU institutions to offer a B.S. in Communicative Skills Disorders, with coursework from Fresno delivered to Turlock and Stockton campuses by videoconferencing.
  • Outreach services, including collaborative projects with local high schools, community colleges and County Office of Education, prepare students for college entry and success and inform potential students about campus programs via in-person contacts, web based programs, and campus visitation days.
  • Over forty courses per semester are televised from the Turlock campus to CSU Stanislaus-Stockton, the Merced Tri-College Center, and the Tuolumne County Office of Education.
                                                                                                                                                                               White Paper
                                                                                                                                      "Maximizing Student Access in the Region"
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  • Two-way videoconferencing connects the Turlock and Stockton campuses. Faculty can teach from either campus to students at both campuses simultaneously.
  • Summer Bridge program prepares ?at risk? students for college success.
  • Comprehensive remediation program is available to all students during their first semester.
  • Financial Aid and scholarship programs are available to students in order to provide access.
  • The University is committed to serving students who begin their education at the local community colleges and transfer as upper division students.
  • Partnerships among colleges and high schools in the region, such as HECCC and Central Valley Higher Education Consortium.
  • Early Outreach programming (SEGI and Collegiate Academy) to area high schools and middle schools

III. What are the Objectives or Outcomes Necessary to Achieve

this Goal?

  • Maximize class offerings and programs at a variety of locations utilizing all available delivery systems including electronic, to meet the needs of traditional, non-traditional, and place bound students.
  • Extend outreach to middle schools to improve early college preparation and articulation and increase collaborative efforts with area high schools to improve English and Math preparation and early entrance testing.
  • Continue additional financial support from private corporations and donors for funding of University programs and services at locations throughout the region.
  • Consistent with Executive Order 811, explore the role University Extended Education could play in meeting the needs of non-traditional students in the six county service area without exceeding the FTE possible with funding provided. These would include courses delivered on site or by distance learning.
  • Set goals to deliver courses to specific sites, such as the Stockton campus, in sufficient number and sequence to allow students to complete degree programs in a timely manner.
  • Explore the possibility of establishing ITFS receive sites at locations that are currently within the existing signal coverage area.

                                                                                                                                                                                         White Paper

                                                                                                                                                    "Maximizing Student Access in the Region"

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IV. In Light of the Current Budget Restraints, which Objectives

are Critical to the Success of the Goal?

  • All of the factors as previously outlined are integral to student access. Each item or area would need to be thoroughly assessed prior to determining possible elimination.
  • The University should set baselines and goals contingent upon regional and statewide demographics.

 

V. How will the Goal be Evaluated? When will the Goal be

Achieved?

  • The goal of providing access to students in the region is a continual process. It will require the commitment of funding and resources to fulfill the needs of an ever-increasing demand for higher education.

RLP/work grp:mla 2/18/03

    • Provide clear information about multiple career paths
    • Expand career development training and educate both employees and supervisors about these opportunities;
    • Encourage supervisors to encourage career development and advancement for employees;
    • Continue to provide professional development activities and opportunities for faculty, staff, and administration.
    • Make mentoring opportunities more available.
Recommendation 6. Promote a user-friendly campus in which all campus citizens, students, employees, and community members feel welcomed and appreciated.
    • Promote a wide variety of activities that promote communication, student, faculty, and staff involvement, and cultural appreciation;
    • Continue the President's breakfasts with faculty, staff, and students;
    • Actively encourage greater student participation on campus committees;
    • Develop a signage program that helps identify campus buildings and offices;
    • Promote and support the development of academic and social support groups for students from diverse backgrounds;
    • Create and maintain a safe and healthy learning environment.
Recommendation 7. Promote and enhance community involvement of faculty, staff, and students.
    • Continue to bring conferences and programs to the campus;
    • Continue the development of community-based partnerships
    • Continue and increase the opportunities for students to internship and provide service to the community.

To more fully achieve the goal of creating a campus climate conducive to excellence in teaching and learning we need to continually assess the level of satisfaction of faculty, students, and staff with the quality and effectiveness of the campus climate. Once completed, strengths and weaknesses should be identified and targets for improvement developed. Effective practices designed to improve areas of weakness should be adopted and implemented. Seven recommendations have been suggested to assist the university in this process. If the university cannot do all of the things suggested in light of the budget restraints, critical first steps would be to do an accurate assessment of the current campus climate to identify strengths and weaknesses and then implement Recommendation 2, Development and Implement a Campus Climate Plan to address the weaknesses.