2019-2020 Accomplishments

• Student Athlete Priority Registration: After several years of work by our ASI leaders, ASI received approval on priority registration for student athletes. This allows student athletes to receive priority registration and be supported by the Academic Senate.
  GI 2025: Enrollment Management.
   
• Mental Health Awareness: ASI continued to advocate and spread awareness of student mental health on campus. Programs and services were provided to minimize the negative stigma that mental health has and to better help students better their overall health in order to succeed academically, personally, and professionally. ASI planned the first annual Mental Health Awareness Week and launched a mental health awareness campaign that lasted the entire month of May.
  GI 2025 Pillar: Student Engagement and Well-Being
   
• Provide ASI & SC programs and services to students on Stockton Campus: Over the past year, ASI & SC have been working together to successfully bring services to the Stockton Campus. ASI & SC currently have one full-time staff member and two Program Coordinators that execute programs and services. The planning and renovation process for the Student Lounge area has started and patio furniture for Courtyard #5 has been selected.
  GI 2025 Pillar: Student Engagement and Well-Being

University Student Center

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

Accomplishments for 2019-2020 include:

• Opened/Transitioned into University Student Center:  The University Student Center was opened on January 27th, and marked a new space for students to engage with the campus community and student life. The opening of the building created more than 30 student jobs, 5 new food vendors, and hundreds of spaces for student down time.
• Added art in the University Student Center that is representative of our students, campus community, and commitment to diversity.  With the opening of a new building, there were many open spaces for art within the University Student Center. A local Stan State Alumni was selected as the artist for 3 art murals that will be created. One Campus Pride art mural and one Diversity art mural will be displayed in the Student Center, in addition a second Campus Pride mural will be placed in Courtyard #5 at the Stockton Campus. The Student Center will also house a Campus Pride T-Shirt quilt and a past Titus Mascot costume that will be displayed.  
• Provided SC programs and services to students on Stockton Campus: Over the past year, ASI & SC have been working together to successfully bring services to the Stockton Campus. ASI & SC currently have one full-time staff member and two Program Coordinators that execute programs and services. The planning and renovation process for the Student Lounge area has started and patio furniture for Courtyard #5 has been selected.  

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. We believe these qualities lead to the attainment of skills necessary for success in academics, athletics and most importantly life-long learning.

Athletics strives to provide championship-caliber environment for student-athletes to be successful champions in the classroom, champions in athletic competition, and champions in our community.

Accomplishments for 2019-2020 include:

• Priority Registration was approved by Academic Senate.
  University Strategic Plan: Goal 1
   
• Student-athlete graduation rates from the 2013-2014 cohort year increased by 18% while the academic success rate increased by 4%.
  University Strategic Plan: Goal 1
   
• Competitive success with 10 sports making post season competition.
  University Strategic Plan: Goal 1
   
• Community service involvement hours exceeded expected annual goal including adding new community partnerships.
  University Strategic Plan: Goal 5
   
• Completed 2019-2020 academic year with highest annual and semester GPA earned for the department on record.
  University Strategic Plan: Goal 2
   

Term GPA's Fall 2019*

Term GPA's Spring 2020*

Male Athlete GPA*

Female Athlete GPA*

*Data compiled represents multi-year.

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

Accomplishments for 2019-2020 include:

• The number of students served through the Basic Needs Programs and the number of times students utilized the available Basic Needs Programs increased. Data analysis enabling a multi-year trend analysis was completed and operational changes were enacted to ensure continuity of student service.
  University Strategic Plan: G1:B8
   
• The Warrior Food Pantry successfully completed a Food Establishment Category Change allowing the pantry to distribute protein, dairy and fresh produce starting Spring 2020.
  University Strategic Plan: G1:B8
   
• Service to students at the Stockton Campus increased with a Basic Needs Coordinator onsite the first Thursday of each month to provide CalFresh pre-screenings or process CalFresh applications.  In addition, as part of National Hunger & Homelessness Awareness week a pop-up pantry was held where 33 bags of food distributed to students and 32 pre-screenings for the CalFresh application completed.  Starting January 2020, in collaboration with the Student Success Coordinator additional food provisions were made available, as needed on a weekly basis. In addition, a pop-up pantry was made available for students in June 2020.
  University Strategic Plan: G1:B8, G4:A4, G5:A5
   
• The Care Manager worked with the Dean of Students to post a professional staff position to assist with the Basic Needs programs, which is mainly supported through grant funds
  University Strategic Plan: G1:B8, G5:A5
   
• Received the Chancellor’s Office AB 74 Basic Needs Partnerships grant and secured $640,000 to support and expand the Basic Needs programs.
  University Strategic Plan: G1:B8, G4:B2, G5:C2

Warrior Food Pantry:

Pantry Visits Comparison by Semester Fiscal Year 18-19 to Fiscal Year 19-20

Food Distribution:

Food Boxes Distributed Comparison by Semester, Fiscal Year 18-19 to Fiscal Year 19-20

CalFresh:

CalFresh Application Submitted Comparison by Semester, Fiscal Year 18-19 and Fiscal Year 19-20

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

Accomplishments for 2019-2020 included:

• Re-established the Student Recreation Oversight Committee (SROC) after two years of being inactive enabling students to voice their concerns, and be part of the changes to the face and programs in order to show students that their voices matter and they are being heard.
• Increased the number of full-time staff to help with daily operations.
• Increased services to students at the Stockton campus through the creation of three (3) fitness rooms featuring a selectorized room, cardio room, and free weight room.
• Enhanced and built upon current events on campus.  Continued building relationships with Athletics, Residential Housing, Health Education & Promotion, ASI and others by promoting events that promote healthy choices with alternative evening programming.  Worked with Disability Resource Services to create an adaptive intramural sports program for individuals with disabilities.  
• Adapted programs and services in response to the pandemic.  Explored remote services options for students and members.  Switched in-person offerings to virtual formats by moving Group X classes online using Zoom, Intramural Sports into E Sports using gaming consoles, and the Fitness Instructors’ expertise online by providing Q&A’s using Instagram Live from 7am-10pm.
• Experimented with a few companies that provided student trial runs on their fitness apps.
• Emphasized the importance of the department being heavily involved in social media for student engagement to remind students how much they are valued and to reinforce that the department is present to support them with their health and wellness needs during these difficult times.

Campus Recreation's Dedication to Stockton Campus

• Increase services to students at the Stockton campus.
  University Strategic Plan G5:A5
   
• The Stockton Campus now features three (3) rooms established as the Campus Recreation Fitness Center.
• The Stockton Campus Recreation Fitness Center opened to provide services for students-only.
• The Stockton Campus fitness center houses three rooms: Selectorized room, Cardio room, and Free Weight room.
• Enhance and build upon current events on campus.

The Career and Professional Development Center (CPDC) provides assistance which empowers students to take personal responsibility in the process of identifying, developing, implementing, and evaluating career plans in preparation for employment after graduation. To help accomplish this the department maintains relationships with a diverse group of organizations to obtain occupational information and opportunities for students that will guide their career development process.

• Served 2,176 employers in recruitment and education related opportunities via HIREStanState, On Campus Interviews, job fairs, workshops, panel discussions, tabling and other recruitment events in 2019/2020 academic year.
   
• 16 Info Sessions with 7 unique Employers, 10 OCI, 22 Tables in Quad with 7 Unique Employers, 60 Employers between both Career Fairs, 2,018 Active Approved Employers recruiting with Stan State in HireStanState powered by Handshake. *79 unique in-person employers served on campus.
  University Strategic Plan:  G1:B11
   
• Provided 6,026 students and alumni job and internship connection related opportunities via HIREStanState, on-campus interviews (OCI), job fairs, panel discussions, tabling and other recruitment events in 2019/2020 academic year.
   
• 4,623 undergraduate students, 180 graduate students and 822 alumni activated their accounts in Handshake, 190 Fall 2019 Career Fair and 152 Spring 2020 Career Fair 342 total, 59 OCI , 12, 636 Job and Internship Opportunities posted on HireStanSate from August 1, 2019- Current. 2,400 Applications submitted through HireStanState. 72.52% Jobs 21.19% Internships. *6026 served * Not unique5625 served * Unique activations in HandShake.
  University Strategic Plan:  G1:B11.
   
• Served 1,605 students through career education opportunities including walk-ins, appointments, online chat, workshops and classroom presentations., 1, 091 attended Workshops/Panels/Classroom Presentations, Etiquette Dinner, Open House Drop Ins,  Trainings, Classroom Drop In Assignments  and NSO/TSO (this includes our virtual workshops) 365 Appointments 146 Drop Ins, and 3 Online Chat (new service)
  University Strategic Plan:  G1:E4; GI 2025: Student Engagement & Well-Being.
   
• Warrior Wardrobe – 140 students and alumni benefited from this program in fall 19/spring 20. 38 Students served via Dress for Success Pop Up Event. 59 Appointments/Drop Ins. Spring 20- from Feb. 11 – March 16 we served 43 Students before our services went virtual.
  University Strategic Plan: G1:B8; GI 2025: Student Engagement and Wellbeing
  .
• CPDC professional staff members co-instructed with faculty the fall MDIS1400: Design Your Stan State with 27 students participating and spring MDIS 3400: Designing Your Tomorrow with 18 students taking the class.
   
• Twelve students completed the Careers by Design certificate program offered in partnership with UEE receiving 1 CEU and certificate of completion in fall 19.
  University Strategic Plan:  G1:A6.

Service Indicators

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

Accomplishments for 2019-2020 include:

• Re-established a connection with Department of Rehabilitation. This enabled students with disabilities who are less than full-time status due to a disability to still have financial support with tuition and books.
  University Strategic Plan: G1:A4 
   
• Opened communication with sister offices at Delta College and Modesto Junior College to help facilitate student transfers between institutions minimizing disruption to academic and wellbeing support. There are significant enough differences between services provided at the community college level and what’s provided at the university level, it’s important to provide students with accurate information to help aid their transition to the university environment.
  University Strategic Plan: G5:A6 
   
• Held the first DRS New Student Orientation focusing on services provided by the department, how the department works on behalf of students, and information dissemination about on and off-campus partners.
  University Strategic Plan: G1:E3
   
• Established means and methods to deliver accommodations to students remotely during the pandemic. The university has an obligation to provide accommodations to students with disabilities even during a pandemic.
  University Strategic Plan: G3:E1

Service Indicators

Tests Administered
 

On Campus Transportation Rides Given

Spring 2020:

Fall 2019:

Alt-Media Orders

Fall 2019:

Spring 2020:

American Sign Language (ASL) and Real-Time Captioning (RTC)

Spring 2020:

Fall 2019:

Student Office Traffic
 

The H.E.P. office was successful in our social media campaign. Monthly content schedules were planned to reflect the following health priorities which have been identified for our campus from the American College Health Association’s National College Health Assessment (ACHA-NCHAII), an evidence-based program.

• In addition, content schedules were created and edited to reflect guidelines regarding COVID-19 and initiatives from Student Affairs. See the Social Media Engagement Report which is attached.   University Strategic Plan: G1:B11,B22; GI 2025: Student Engagement and Wellbeing
   
• A second accomplishment was to market the HEP office and services to the campus community. Over the course of the academic year, Health Education and Promotion (HEP) Office staff collaborated with a number of campus departments for various outreach activities, including the following:
  • Master of Social Work (PEER Project Internship)
  • Student Leadership & Development: New Student Orientation/Orientation Leader (OL) Training  Aware, Awake, Alive programming, Student Organization Chartering (Peer Health Educators & Stan Together), Student Leadership Series workshops
  • Housing & Residential Life: Resident Assistant (RA)/ Peer Academic Leader (PAL) Training,   Warriors Up at Night , Misc. educational activities (condom demos, stress management/pet therapy, etc.)
  • Campus Recreation: Warriors Up at Night
  • Athletics Collaborations
  • Step-UP! Bystander Intervention
  • Healthy Relationships
  • Women's Haven Center/Victim Advocate/ Title IX Director
  • Student Health Center/CQI/Student Health Advisory Committee (SHAC)
  • GYT Campaign and STI Bundles & Presentations

HEP Office staff served on a number of committees across campus, including the following:    

• Student Health Center Committees:
  • Governance Committee
  • Health Education & Promotion Committee
  • Continous Quality Improvement
• Campus Committees:
  • President's Commission on Diversity & Inclusion (PCDI)
  • Behavorial Intervention Team (BIT)
  • Internal Communications & Public Affairs
  • Title IX
  • Basic Needs
• Student Affairs Committees:
  • Student Affairs Council (SAC)
• Education, Prevention and Awareness Committee (EPAC; Alcohol Awareness through Aware, Awake Alive Programming and Title IX Programming:
  • Student Recreation Oversight Committee (SROC)
  • Ad Hoc Committees
  • Warriors Up at Night!
     
• The Student Mental Wellness Partnership (SMWP) was continued into the 2019-2020 academic year. Partners include Stanislaus County Office of Education (SCOE), Stanislaus County Behavioral Health & Recovery Services (BHRS), Modesto Junior College (MJC), and Stan State’s Health Education & Promotion Office (HEP) and Master of Social Work (MSW) program.   University Strategic Plan: G1:B11; GI 2025: Student Engagement and Wellbeing
   
• From July 1, 2019 – November 30, 2019, the Warrior Food Pantry was still supervised by the Director of Health Education. During this time, the food pantry experienced tremendous growth. The usage of the food pantry increased by over 136% and the number of student visits increased by 148% from the previous semester. During this time, the Warrior Food Pantry also expanded its services to include refrigerated and frozen foods. Additionally, community partnerships were developed with Food Maxx and the Modesto Love Center Ministries to help support the food pantry. The Warrior Food Pantry exists to provide non-perishable and refrigerated food items and toiletries at no cost to Stan State students in need. Students may collect up to 10 items per week. The pantry aims to decrease the impact that food insecurities have on the academic success of students, as well as helps to alleviate hunger within our campus community. Below are the statistics for the usage of the Warrior Food Pantry prior to the restructure (July – November):
  • July: 114 visits
  • August: 532 visits
  • September: 1481 visits
  • October: 1431 visits
  • November: 1318 visits
     
• In December 2019, the Division of Student Affairs restructured the Basic Needs Initiative, removing it from Health Education & Promotion Office altogether and placing it under the Dean of Students. A Care Manager was hired to oversee the Basic Needs program, including the CalFresh application assistance, Food Distributions and Warrior Food Pantry. The HEP ASA was reassigned to split time supporting the Warrior Food Pantry 85% time, and Health Education & Promotion 15%. In addition, support is provided to the Basic Needs Initiative by providing office space for two CalFresh interns.
   
• National Hunger & Homelessness Awareness Week is an annual program where people come together across the country to draw attention to the problems of hunger and homelessness. Stanislaus State hosted a week of events November 18-22, 2019. The Health Education & Promotion Office participated in a number of different activities throughout the week, but we worked collaboratively with the Care Manager from the Basic Needs Initiative on the food distribution bags. For the first time, we put together a meal utilizing non-perishable foods with a recipe card so that the recipients would not only have food, but also a planned meal that could last a few days. The distribution took place at the Stockton Campus and 50 bags of food were distributed.
  University Strategic Plan: G1:B12; GI 2025: Student Engagement and Wellbeing
   
• During the 2019-2020-year, Health Education and Promotion (HEP) planned to release a 5-poster series to highlight Stanislaus State students’ attitudes and behaviors highlighted in the spring 2018 American College Health Association’s – National College Health Assessment II (ACHA-NCHA II). Due to COVID-19, we were only able to release three (3) of the five (5) planned posters. A total of thirty-eight (38) participants from thirty-three (33) different campus departments voluntarily joined the 2019-2020 campaign. Depending on the edition, anywhere from sixty-one (61) to sixty-six (66) posters were spread throughout fifteen (15) different campus buildings, including the satellite Stockton Campus. Because of the nature of passive programming, the program was ceased due to COVID-19 and California’s Shelter-In-Place orders.
  University Strategic Plan: G1:B11; GI 2025: Student Engagement and Wellbeing

Service Indicators

• Social Media (Instagram): The HEP Instagram account was continued through the 2019-2020 year using the same handle: @stanstatehealthed. The HEP Office continues to use the Social Media Guidebook for Instagram in an effort to be more intentional about our approach to and utilization of social media. Monthly content schedules were edited to better suit the needs of staff and were utilized to assist with the preparation and organization of the posted content. Content schedules were created and edited to reflect guidelines regarding COVID-19 and initiatives from Student Affairs.
• The following information includes the specific metrics that were tracked during the 2019-2020 academic year (July 1 – June 30). Posts: 176. Likes: 5,295. Tags: 2. Story Views: 22,018. Followers: 1,488
• In years past, HEP facilitated outreach activities to support students as they prepare for final exams. This year, the department continued to support them to the extent possible, creating “Virtual Finals Care Package” that students could access remotely. The department worked with other campus departments within the Division of Student Affairs to create the resource and to help send it out. HEP also worked with campus Communications & Public Affairs Office to get it promoted through Warrior Weekly and put on our website. A copy of the Virtual Finals Care Package can be found in Appendix U
  Graduation Iniaitive 2025: Student Engagement and Wellbeing. University Strategic Plan: G1: B2, B11, B22

Website Visits: Appendix U

Title IX:

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

Results from the 2019-2020 academic year follow:

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

3 Functional Areas:

Age of Buildings:

From mid-March to the end of April, 505 residents moved out and over $800,000 in refunds were issued due to COVID-19.   In addition all 150 students remained on-campus.  Academic, programming and operational services continued and were adapted to a virtual, low face-to face contact for the remaining residents who lived on campus. 

• Improved cross collaboration and communication in facilities, operations and residential life teams to improve support to our residents.
  University Strategic Plan: G2:E3, G3:E4
  .
• Housing and Residential Life is comprised of the facilities, operations and residential life functional groups.  Though all groups share a common mission and vision, there is a tendency to work primarily within one’s own functional group, especially, since each functional team works in a different location or locations.
   
• Though we had many challenges this year, with most issues relating to the COVID-19 pandemic, we found opportunities to collaborate and strengthen relationships through the following:
  • Developed an Application Committee, comprised of members of the operations and residential life teams.  This committee helped us migrate our legacy online application for Housing residents to a new platform.  This collaboration helped us produce an application that was better structured and tailored to our applicants.
     
• In response to the Residence Halls Repopulation Fall 2020 group, developed Housing workgroups comprised of members from each functional team to review policies and procedures and research and adapt them to comply with county, state and federal guidelines in a COVID-19 environment.  These workgroups were so successful, we are looking to keep some iteration of them going forward. Communication throughout the entire Housing team improved as a result of these workgroups.  

Stengthened Campus Relationships.
University Strategic Plan: G1:B3, G1:A6.

• Collaborated with Capital Planning & Facilities Management, Institutional Effectiveness & Analytics, Vice President for Student Affairs Office and Admissions and Outreach Services on an Affordable Student Housing Plan.
• Worked with Promise Scholars Program Coordinator to identify opportunities to remove barriers and make on-campus Housing more affordable.
• Collaborated with Ethnic Studies to implement the Social Justice Living Learning Community (LLC).
• Maintained collaborative relationship with the Honors Program; reviewing Honors Program and LLC Data, adapted Honors LLC structure to an expanded Warrior Scholars community to assist in LLC and Honors program recruitment and participation - changes to be fully implemented post COVID-19.
•  Associate Director of Residential Life served as search committee chair for a Disability Resource Services search from November 2019 –March 2020.
• Associate Director of Residential Life served as search committee member for a Psychological Counseling & Services search from November 2018 –December 2019.  
• Co-planned campus’ initial First-Generation Student Success Celebration in November 2019.

Develop assessment plan that includes the following considerations:

• Involvement of entire team in plan
• Review and evaluation of how we measure success in our programs
• Identify what we are choosing to measure and why
• Prior year assessments were compiled to assist with this process and included:  the Resident Satisfaction Survey, CAS (Council for the Advancement of Standards in Higher Education) Assessment, and Support Unit Review.  After compiling these assessments, the department planned to synthesize them into a summary, to be used to help inform discussions with the Housing team members on what areas need to be addressed or improved.  Once these were identified, the next step will be to map out our entire program and work with the Housing team to determine what will be assessed and why.  These steps will all be included in 2020-21 priorities, since work on the assessment plan was set aside to address issues relating to COVID-19 and plan for Fall 2020. 

Improved the resident experience through improved organizational structure and communication throughout Housing Operations, facilities, and residential life.
University Strategic Plan: G1:A4 and GI 2025:  Administrative barriers.  

• Created recurring work orders in StarRez to schedule & track preventative maintenance (air filter replacement, air duct cleaning)
• Reviewed procedures relating to the online Housing application and after research and confirmation of compliance with Title 5, eliminated the requirement for a completed financial guarantor form for anyone from 18-24 years old.  This removed a barrier for students who may not have access to an adult who will agree to accept financial responsibility for the student.  Implemented Portal X for the online Housing application Integrate Office 365 with RAs and PALs:  teams, share point, forms, etc.
• Integrated Office 365 with RAs and PALs:  teams, share point and throughout operations.

Develop a residential curriculum
University Strategic Plan: G1:A6 and GI 2025: Academic Preparation.

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

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

Accomplishments for 2019-2020 include:

• Purchase and implementation of the new scheduling and payroll software, StanTutor.   The implementation of StanTutor will improve tutor scheduling process providing a quicker response to scheduling students with a tutor.  StanTutor has the ability to track student data understanding student use in both Tutoring and Supplemental Instruction, both High Impact Practices. StanTutor implementation has allowed for improving efficiency of payroll, reports, and allows for improved sustainability through reducing paper and waste.
  University Strategic Plan:  G2:B2; G3:C3; G4:A3; G4:A5; G4:D5; GI 2025 Academic Preparation, Student Engagement and Wellbeing
   
• Increased our campus outreach and bring awareness to the Learning Commons.  This was achieved through campus tabling events, building a social media presence, and updating our website regularly to reflect the changes in the programs.
  University Strategic Plan: G3:D3; GI 2025 Student Engagement and Wellbeing, Academic Preparation
   
• Expanded all services to online in Spring semester. Moving all the support services online provided the opportunity for services to be available to Stockton Students.
  University Strategic Plan: G1:A2; G5:A1; GI 2025 Academic Preparation, Student Engagement and Wellbeing, Administrative Barriers
   
• Implementation of professional development and training programs for the Instructional Student Assistants. On campus professional development opportunities were available to develop a sense of connection, increase campus engagement, and build capacity while supporting and enhancing current events/programming on campus.
  University Strategic Plan G1:A6; G1:B12; G3:F1; GI 2025 Student Engagement and Wellbeing, Academic Preparation
   
• Testing Services moved quickly to eliminate roadblocks for Stan State students by implementing remote testing for the ATI TEAS exam.  Working closely with ATI and scheduling exams quickly.  Improving responsiveness to the student’s needs to take the test for Nursing Admissions. University Strategic Plan: G1:A2; G3:C3; GI 2025 Academic Preparation, Administrative Barrier

Service Indicators

Total Served

4 Programs

1. Writing Center - Appointments, ENGL 1006 Workshops, WPST Workshop, Same Day Tutoring, Online Tutoring, MATH 4960 Workshop
2. Tutoring Center  - Appointments, Math Walk-in Tutoring
3. Supplemental Instruction - SI Sessions
4. Testing - Writing Proficiency Screening Test (WPST), and ATI TEAS Exam

Impact of COVID-19:

• 680 Tutoring appointment cancellations, 196 SI Sessions cancelled, 2 exam adminstrations lost.

Total for Academic Year 2019-2020 by Program:
 

1. Writing Center:
 

2. Tutoring Center:
 

3. Supplemental Instruction (SI)

4. Testing Services

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

Accomplishments for 2019-2020 include:

• Continued advocacy for an anti-racist/anti-discriminatory environment for BIPOC and LGBTQ+ students.  We will accomplish this by implementing monthly department trainings to strengthen cultural humility and awareness. Maslow’s Needs: Belonging, Esteem, Self-actualization.
• Established partnerships with the Warrior Cross Cultural Center, President’s Commission on Diversity & Inclusion, Black Student Union, Student Athletes, etc. DIAP: Community Partnerships.  
• Increased student access to mental health services, including expansion of service available to students at the Stockton campus.
  University Strategic Plan: G4
   
• Onboarded two new counselors (Filling vacant positions)
• Offered TeleHealth Services to Stockton Campus
• Increased social media presence on Instagram on the PCS account: @stanstatepcs .
• Promoted TAO, Instagram, PCS Website
   

Service Indicators: August 19, 2019-June 30,2020

8/22/2019 - 1/26/2020

1/27/2019-7/2/2020

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 accomplishment this the SHC provides quality, evidenced based healthcare, preventative services, health education, and advocacy.

Accomplishments for 2019-2020 include:

• Promoted quality, comprehensive, and cost-effective healthcare and worked to integrate quality improvement in all programs, services, and work processes (as the Student Health Center (SHC) merges with Psychological Counseling, Recreation, and Health Education and Promotion to become the Health and Wellness Department within Student Affairs).
• Successfully hired a new Physician, Administrative Support Assistant I and Administrative Analyst Support.
• Implemented a Sexually Transmitted Infection (STI) clinic where testing is offered twice a year at the SHC to eligible students at no cost. Increased STI screening from 375 in 2018 to 418 in 2019. SHC provided STD bundles twice allowing students access to free testing on specified dates.
• Partnered with Basic Needs to develop a referral network of off-campus health resources.
• Achieved accreditation standards for health and wellness services through the dedicated use of staff resources and committee collaboration.
• Promoted staff engagement and provided a rewarding, supportive, and safe workplace that fostered professional and personal growth and well-being.
• Pursued technological improvement and innovation as a means toward greater efficiencies for improved care, risk management, and outcome measurement.
• Successfully implemented a hybrid of Student Health Services to ensure patient and staff safety during the COVID-19 Pandemic.
• Through collaborative efforts with Student Health Center, Office of Information Technology and Student Affairs the Student Health Center was able to implement a hybrid tele-medicine care model for students. Through this model the Student Health Center was able to continue to help students who were no longer on campus. The Student Health Center remains open and has provided a hybrid of inpatient and tele-medicine for our students.
• Planned a technology upgrade to the Electronic Medical Record system to improve internal operations and student service. With the upgrade providers will be able to access Zoom via Point and Click (PNC EMR). Student will have access to surveys and questionnaires via the web portal. This will allow students the flexibility and convenience to access surveys and questionnaires at their convenience prior to their appointments.

8/22/2019 - 1/26/20

1/27/2020 - 7/2/2020

Student Leadership and Development (SLD) is committed to cultivating community and fostering engagement through co-curricular learning.  Our 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.  We know that encouraging student involvement, helping students build lifelong relationships, and developing leadership skills – are the keys to student success! 

Accomplishments for 2019-2020 included:

• Developed and launched an on-line pre-orientation program for all First Year and Transfer students.  Project scope included preparation of a program outline, writing content and video scripts, meeting with campus departments, facilitating video shoots, editing, and hiring audio description specialists to ensure the program was accessible. 92% of all incoming students completed the program. 
  University Strategic Plan: G1: A4, G1: C7, G1:E3 and G2:E1; GI 2025: Academic Preparation and Achievement, Student Engagement and Wellbeing, and Financial Support
    
• Transitioned the student engagement on-line platform from Org Sync “StanSync” to Engage “Warrior Hub”.  This entailed designing a new platform, developing the branches and function of each, working with Campus Labs and OIT to input student data, marketing “Warrior Hub” to the campus community, and training students, faculty, and staff on the new platform.
  University Strategic Plan: G1:A6, G1:B9 and G3:C3; GI 2025: Student Engagement and Wellbeing and Data-Informed Decision Making
    
• Provided a consistent Student Leadership and Development presence at the Stockton Campus.  This included facilitating summer and spring new student orientation programs for 183 students; hosting 84 office hours on Tuesdays; presenting 36 Warrior Leadership Program workshops in partnership with Career and Professional Services and Financial Wellness Program; and providing support and advising to the two Stockton student organizations.
  University Strategic Plan: G5:A5 & G5:A6; GI 2025: Student Engagement and Well Being, Financial Support, and Data-Informed Decision Making 
    
• Due to COVID-19, we transitioned Student Leadership and Development to remote operations mid-March and created a virtual office for New Student Orientation with an on-line Chat/video feature. This entailed working with Student Organizations to cancel in-person events and providing support/guidance to student organizations; creating a monthly Warrior Nation Newsletter (beginning in March) full of virtual programming on relevant topics, many free resources to support on-line organization interactions, and celebration of graduating students and Recognized Student Organizations (RSO) accomplishments; and meeting with CSU, UC, and CCC campus colleagues to discuss best practices, share resources, and partner together to provide services for all of our students.
  University Strategic Plan: G1:A4, G1:E3, G3:C3, G3:F1; GI 2025: Student Engagement and Well Being and Administrative Barriers
   
• Moved all Summer 2020 New Student Orientations to a virtual on-line format for 2800 incoming students (1300 First Year/Freshmen and 1500 Transfer students) over nine orientation sessions.  This involved redesigning new orientation program for First Year/Freshmen and Transfers; expanded the pre-orientation Titus Link on-line program to include key campus resources presentations; researching and testing different orientation platforms (i.e. Educause, Zoom, MODO App, Whova, etc.); implementing four virtual two-day First Year/Freshmen orientations through Zoom, five virtual Transfer orientations thorough Whova Conference platform, and three virtual Campus Showcases through Whova Exhibitor platform.  First year/Freshmen (1046) rated their Overall satisfaction as Excellent (44.46%), Very Good (30.31%), Good (18.74%), Fair (5.45), Poor (0.67%), and Very Poor (0.38%).
  University Strategic Plan: G1:A4, G1:A5, G1:C7, G1:E1, G1:E3, G2:E3, G3:C3 & G5:A5; GI 2025: Academic Preparation, Student Engagement and Well Being, Financial Support, and Data-Informed Decision Making 

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

Accomplishments for 2019-2020 include:

• Submitted grant proposal to continue program funding from 2020-2025 (award status is pending). The 2020 TRIO SSS proposal builds on momentum from prior successes to address gaps in student attainment by low-income, first-generation and disabled students as well as underrepresented minorities. The project contributes to increased social, emotional, and intellectual growth of students, which fosters the self-efficacy, resilience, and persistence critical to attainment of educational and professional goals. The project leverages student-centered, data-driven programming to facilitate engagement during early years on campus along with critically timed academic support throughout the college experience. Student services and resources use a holistic, responsive approach to mitigate the diverse and unique barriers experienced by undergraduates from disadvantaged and underrepresented backgrounds.  
• Program design is rooted in research based best practices for student success, which correlate to increase retention, persistence, and degree completion for underrepresented students. The continued need for the project, identified objectives, and operational plan use a data-driven approach which considers student demographics, equity and achievement gaps, and campus infrastructure. In addition to project objectives, the project includes a logic model and evaluation plan with added qualitative and quantitative metrics to facilitate responsive programming and high-quality services.
  University Strategic Plan: G1:A1, A2, A4, A5, A6, B3, B4, B6, B10, E3; G2:B2; G3:C3; GI 2025 Pillar: Academic Preparation, Data-Informed Decision Making, Financial Support, Student Engagement & Well Being
   
• Co-sponsored #CelebrateFirstGen events with various departments in Student Affairs to host three days of programming for first-gen students at the Turlock and Stockton Campus. Each campus had a quad tabling event with photo booth and the opportunity to share their story. The final day of programming was a first-gen student, staff, and faculty networking brunch. The brunch was hosted in FDC and included 47 student and 21 faculty and staff. Stories sharing and networking the offered an opportunity for students to connect with other students, faculty, and staff from first generation backgrounds to increase sense of belonging and connection to the campus. Research show that sense of belonging influences factors related to academic performance as well as attitudes and satisfaction creating and intrinsic connection to retention, persistence, and graduation.
  University Strategic Plan: G1: B3, B4; GI 2025 Pillar: Student Engagement & Well Being
   
• SSS transition to remote operations in light COVID-19. The inherent design of the awarded grant proposal outlining TRIO SSS programming and services leverages in-person interactions and touch points to engage students, build relationships, and foster connections critical to supporting students’ individual needs. Research support the added benefit to underrepresented students that come for personalized interactions. COVID required us to completely shift the ways in which we interacted with our students and to support or students through the added challenges of accessing their education as well as campus services. All professional staff immediately transitioned to remote environments with zero downtime for students. The department also maintained clear communication with students leading up to and through the remote operations transition; minimizing stress and anxiety. Student personnel also made the remote transition after professional staff. The program was able to maintain all critical services required by the grant and stay on track with delivery of services including advising, writing/tutoring support, peer mentoring, workshops, and program outreach and intake. Peer Mentoring was also extended into summer.
  University Strategic Plan: G1: A1, A2, A5, A6; GI 2025 Pillar: Academic Preparation, Data-Informed Decision Making, Student Engagement & Well Being 

Data compilation for the 2019-2020 Academic Year is currently in progress as it includes student data for Fall 2019, Spring 2020, and Summer 2020. The Annual Performance Report submission to the U.S. Department of Education will be due late Fall 2020 or Winter 2021. Tentative data indicates above target percentages for graduation and good academic standing. 66% six-year graduation rate and 99% of active SSS students are in good academic standing. Tentative persistence data is not yet compiled but is also anticipated above target.

Beyond minimum data required for annual compliance reporting, SSS maintains records of all SSS student interactions with staff and programming. A data snapshot for unduplicated and duplicated counts of contact by staff type, contact by communication type, advising topics discussed, referrals on and off campus, and workshop attendance are provided below.
 

Student Contact by Staff Type:
 

Student Conduct by Communication Type:

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

Student Contact by Advising Topic:

Student Referrals:

Workshop Attendance by Type:

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

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. Through a wide range of services and programs, the WCCC collaborates with different campus partners to provide welcoming spaces, affirmation and validation for individuals and student groups.

The WCCC strives to develop our students intellectually, personally and spiritually, with regard to social justice and inclusion. We have firmly established a place on campus for students to find support, have courageous conversations about the things that matter to them in a supportive environment, and discuss what is happening on an individual, community, and national level. The WCCC empowers our community by educating students, campus stakeholders, and community partners with the goal of creating a socially just living and learning environment on campus that is inclusive, affirming, and just.  

Accomplishments for 2019-2020 included:

• Established the WCCC services in meaningful engagement opportunities for students and campus community (Diversity trainings, workshops and Undocu-services). The Diversity Center provided a total of 5,431 direct services to the campus community.
   
• Established and identified resources for undocumented students at both the Turlock and Stockton campuses. This includes legal services, workshops, trainings, conference opportunities, and social activities to help create a supported environment. Identified resources in the Stockton community to best support our undocumented Stockton students. The Undocumented Student Services provided a total of 2838 direct services to students, staff, faculty, families, and community members and outreached to a total of 14,897 new, continuing and prospective students and their families.
   
• Cultivated a safe, trusting and supportive space for students by offering educational programs, workshops, holistic activities that reflect social justice, equity, critical thinking, self-reflection and empathy.
   
• Established bi-weekly services at the Stockton campus to promote diversity and increase visibility of our center and its’ services. Tabled and re-established relationships with Stockton campus staff and students.
   
• Successfully re-established WCCC services to remote operations. This includes modifications of virtual workshops, Diversi-tea talks, Immigration services, Diversity events both on various social media platforms such as zoom and Instagram Live that optimize virtual student engagement.