California State University, Stanislaus Enrollment Plan · 2014. 1. 17. · Situational Analysis...

INDEX

California State University, Stanislaus Enrollment Plan

Section /Subject Page(s) I. Executive Summary 1

A. The President’s Charge

II. Definition of Strategic Enrollment Management (SEM) 2

III. Institutional Mission and Goals 2‐3

IV. University Service Area 3‐4

V. Situational Analysis (SWOT) 4‐5

VI. Demographic Trends 5‐8

VII. Academic Enrollments 8‐9

VIII. Environmental Factors Impacting Enrollments 9‐10

IX. Competition 10

X. Student Wants, Needs, and Attitudes 11

XI. Retention and Graduation Rates 11

APPENDICES

I. CSU Stanislaus, Enrollment Plan – Overview II. 2005‐06 New Student Recruitment and Enrollment Plan

California State University, Stanislaus Enrollment Plan IC 1 Question 2 EL 160 IC2 Question 3 EL 160 IC3 Question 2 EL 160

Revised April 5, 2004

California State University, Stanislaus

ENROLLMENT OVERVIEW Fall 2004

I. Introduction: Executive Summary The proposed enrollment plan provides a framework and recommends actions to support overall goals of CSU, Stanislaus: to offer high‐quality, accessible, affordable education to all eligible students. The purpose of enrollment planning is to assist the University by exerting more control over its enrollment future and by developing the capability to achieve enrollment goals through improved long‐term marketing, recruitment, and retention efforts. Planning does not ensure results, but it provides disciplined appraisal, goal setting and strategic actions that can improve success in reaching those goals. A well‐conceived enrollment plan is simply an organized thought process and communication tool that describes what the institution wants to achieve and how to accomplish it. An enrollment plan is designed to meet the established goals of the University’s mission by developing admission and recruitment processes and programming through collaborative efforts and by utilizing comparative data and maximizing resources. Refer to Appendix I for Enrollment Management Plan policies, Trustees Policies and Presidential Advisory Group California State University, Stanislaus’s history over the last 42 years is one of continued growth. In fall 2003, more than 8,000 students were enrolled at the undergraduate and graduate levels. A. The President’s Charge

In the fall of 2001, President Marvalene Hughes initiated enrollment management strategic planning to meet the University’s enrollment needs for the future. The President set forth four essential enrollment goals: increase the quality of the student body; protect the diversity of the student body; increase the international student population, and meet the target of 10,000 students within a specific timeframe.

The proposed enrollment plan offers recommendations for achieving optimal enrollment growth while emphasizing improving the overall quality of our student body by focusing on the following groups of students:

undergraduate first‐year students; community college transfers; other undergraduate transfers; graduate students, and diverse students.

The following guiding principles for enrollment planning at CSU Stanislaus are: faculty are central to our ability to attract and retain students; targets for undergraduate, graduate and post‐baccalaureate students will be established at the

Turlock campus and other CSU Stanislaus sites; Stockton and Merced are key areas for enrollment growth in the region; retention is a crucial aspect of the plan as we strive to increase our graduation rates; flexible financial aid packaging is a significant component of enrollment management, and the institution must respond to regional needs.


CSU, Stanislaus ENROLLMENT PLAN – DRAFT #6

FALL 2004 PAGE 2

Three major questions face the campus: 1. What specific steps must we take to ensure successful strategic enrollment management? 2. How must we proceed to guarantee that a strong retention component is designed, implemented

and evaluated? 3. Are structural changes needed to ensure growth in quantity and quality of our student

population?

II. Definition of Strategic Enrollment Management (SEM) SEM is a comprehensive process designed to help an institution achieve and maintain optimum recruitment, retention and graduation rates of students, where “optimum” is defined within the academic context of the institution. It has a basic concept that implies an assertive approach by an institution to ensure the steady supply of well‐qualified students necessary to maintain institutional vitality.

Three major priorities (not in order): need to serve students better; need for better students, and need for additional students.

The long‐term goals for SEM are the following (not in order): stabilize enrollments; link academic programs; stabilize finances; optimize resources; improve quality; improve service; improve access of information; reduce vulnerability to environmental forces, and evaluate strategies and tactics.

III. Institutional Mission and Goals The Mission of the University The faculty, staff, administration, and students of California State University, Stanislaus are committed to creating a learning environment which encourages all members of the campus community to expand their intellectual, creative, and social horizons. We challenge one another to realize our potential, to appreciate and contribute to the enrichment of our diverse community, and to develop a passion for life‐long learning. To facilitate this mission, we promote academic excellence in the teaching and scholarly activities of our faculty, encourage personalized student learning, foster interactions and partnerships with our surrounding communities, and provide opportunities for the intellectual, cultural and artistic enrichment of the region.

University Goals as described in “Pathways to the Future”: create a campus climate conducive to excellence in teaching and learning; maximize student access throughout the region; address the needs of a highly diverse population; globalize the curriculum; promote research activities of faculty and students; provide the appropriate academic support services;



FALL 2004 PAGE 3

University Goals as described in document “Pathways to the Future” (con’t) promote and reward continuous professional development of faculty and staff; create dynamic co‐curricular programs and services in support of the academic mission; expand and create new partnerships throughout the region, and create the institutional processes necessary to accurately assess our progress.

CSU Stanislaus ‐ Strategic Goals and Priorities 2003/04 (1) ESTABLISH, ENHANCE, AND SUPPORT A CULTURE OF CONTINUOUS ACADEMIC EXCELLENCE

IN A LEARNING‐CENTERED UNIVERSITY BY: promoting student academic success by improving student advising, career development, course

availability with effective scheduling, financial aid and scholarships, and experiences for new students;

hiring and retaining high‐quality, diverse faculty and staff by supporting professional development, offering competitive salaries, and assuring that workloads are appropriate;

maintaining a healthy, safe physical environment conducive to learning, and emphasizing library and academic technology in support of effective learning.

(2) BUILD A BROAD, COLLABORATIVE, AND INCLUSIVE PROCESS FOR STRATEGIC DIRECTIONS IN A LEARNING‐CENTERED UNIVERSITY BY:

emphasizing the particular strengths that differentiate CSU Stanislaus from other universities; linking strategic planning, assessment, data, and budgeting to inform decision‐making; developing and refining unit‐driven (academic and non‐academic) assessment, and establishing priorities for 2004/05 and beyond.

(3) PROMOTE AND STRENGTHEN COLLABORATION IN A LEARNING‐CENTERED UNIVERSITY BY: enhancing regular and effective internal and external communication; supporting partnerships to promote academic excellence.

Source: University Goals and Priorities IV. University Service Area Historically, the University has served the Northern San Joaquin region and the six counties of Calaveras, Mariposa, Merced, San Joaquin, Stanislaus, and Tuolumne. The culturally and ethnically diverse institution enrolled more than 8,000 students from 23 states and 20 countries in 2003. CSU Stanislaus has 49 buildings, 48 classrooms, 33 teaching labs and more than 330 faculty offices to service an estimated 350 full and part‐time faculty members. Facilities include a residential facility, tennis courts, swimming pools, an all‐weather training facility, gym, and fitness center. The University’s on‐campus residential facility currently accommodates 356 students in apartment‐style housing. Plans are underway for construction of an additional housing unit for 300 more students by fall 2004.

The University has initiated innovative outreach efforts that include developing the CSU Stanislaus‐Stockton Center to serve the higher educational needs of the San Joaquin County. It was estimated that in 2002‐03 more than $26.5 million was distributed in financial aid to 4,995 students with an average award of $5,295. Noted for its outstanding programs in business, education, and liberal arts, CSU Stanislaus has demonstrated its commitment to meet the needs of the work force of the Central Valley. Two of its most recent degree offerings, Agricultural Studies and Nursing (Pre‐licensure), were added to the curriculum to meet local demands.



FALL 2004 PAGE 4

Where does the institution wish to be in 3‐5 years? As stated in the President’s Strategic Goals for 2001‐02, the University is expected to grow to 10,000 students by 2008 provided that funding from the state supports that rate of growth.

Additional academic programs such as Digital Design and the First‐Year Experience will be added to the curriculum to meet the needs of the Central Valley community and California. Refer to Programmatic Initiatives, Appendix II

V. Situational Analysis In the fall of 2001, the Strategic Enrollment Committee compiled a SWOT (strength, weakness, opportunities and threats) analysis.

STRENGTHS WEAKNESSES

Growing population Population not focused on college Excellent faculty Location, not a college townStrong academic programs Not enough scholarships for high achievers Beautiful, safe campus, university size Limited coordinated recruitment process and

recruitment materialsFinancial aid Student life and housingGood reputation, friendly Out‐dated majors On the go Poor preparation in area high schools Location and affordable Low African‐American enrollments Partnerships Course availabilityStrong Hispanic population Low international student enrollment

OPPORTUNITIES THREATS New programs, honors, Nursing and Ag studies UC Merced will make it harder to recruit the bestStockton Not ready to compete with Chapman and others in

the distance learning marketsUC Merced, new people and academic programs GrowthDemographics, location, diversity Water AvailabilitySummer Session, Distance Learning 2+2 Tracy TechnologyCommunity collaboration Parking In reviewing the SWOT, concerns need to be addressed and evaluated based on what they represent to the University currently and in the near future. In an ever‐changing time of economic and state budget impacts, the University must meet – but not exceed enrollment targets. The situation will, however, be temporary, as the demand for access in California is ever increasing. Budget restrictions should lessen in the future. The opening of the University of California at Merced in the fall of 2005 will provide increased competition in recruiting the highest quality students in the valley.

VI. Demographic Trends in Traditional College Cohorts California is one of the fastest growing states in the Union and its high school graduate cohort is expected to increase over 18% between 2000‐01 and 2009‐10 from 319,870 students to 388,721 students. This enrollment growth will require the California State University system to meet the additional need for access and to service an even larger number of students than ever before.



FALL 2004 PAGE 5

Not only will there be growth, but the diversity of students will change at an even faster rate. The Latino population over this same period will grow by 59.5%, American Indian/Alaskan Native growth will increase by 34.4% (small cohort of students 3,819 in 2010), and the Asian/Pacific Islander will grow at a rate of 17.6%. African American growth will be slower at 15%, and the state’s white population will decline by 19% (or 23,405 students). Private school growth (non‐public) will also increase by an estimated 22% over the same period.

State of California High School Graduation Growth (Headcount) by Ethnic Classification (2000‐2010) Year African‐

American American Indian/Alaska Native

Asian/ Pacific‐Islander

Latino White Non‐Latino

Total Students

2000‐01 20,875 2,802 46,390 95,081 123,713 319,8702002‐03 22,016 3,050 46,772 102,344 121,391 328,8212005‐06 23,988 3,556 49,490 116,387 112,829 341,4892007‐08 25,388 3,623 52,851 140,818 112,570 395,7612009‐10 24,020 3,768 54,566 150,960 100,308 388,721

Source: Western Interstate Commission for Higher Education, 1998

The University attracts students from across the state, but the majority of students enroll from the six‐county service area. Approximately 45 high schools service these students. According to 2000 data from the Department of Finances/Demographics Research Unit, 15,024 students were to graduate in the service area. In 2008, it is estimated that 18,204 will graduate, a 21.2% increase.

Six‐County High School Graduation Trends (Headcount) (2000‐2008) County 2000 2003 2005 2008Calaveras 525 3.5% 497 3.1% 465 2.9% 555 3%Mariposa 174 1.2% 156 1% 158 1% 181 1%Merced 2,912 19.4% 3,090 19.3% 3,042 18.6% 3,353 18.4%

San Joaquin 5,703 38% 6,090 38% 6,376 39% 7,043 38%Stanislaus 5,219 35% 5,631 35.1% 5,767 35.4% 6,547 36%Tuolumne 491 3.3% 545 3.4% 468 2.9% 525 2.9%Totals 15,024 16,009 16,276 18,204

Source: High School Trends By County 1997‐2008.doc., Enrollment Management Presentation .doc 1/18/00

Stanislaus County will have the largest growth of 25.5% during this period, 2000‐2008. San Joaquin County will grow 23.5% and Merced County 15%. A lower growth rate is expected from the less populated counties ‐Mariposa’s increase during this period will be seven students.

Not all high school students who graduate are qualified to enter CSU Stanislaus or other CSU universities; they must meet the high school core requirements and must be in the top one‐third of their graduating class.

Additional core requirements were added in 2002‐03 for graduates. In fall 2003‐04, only core courses will be analyzed to meet GPA requirements at the time of graduation. It is anticipated that this may make it more difficult for students to gain admission to the University. A smaller number of service area students qualify for admission compared to those from the rest of the state which restricts the pool of eligible candidates. The following table depicts the number of available qualified high school graduates in our area and their enrollment at CSU, Stanislaus in 1999‐2000.



FALL 2004 PAGE 6

County Graduates, Qualified Admissions and Enrolled (Headcount) Students (2001‐2002)

County Number Graduating CSU/UC Qualified

Required Credits

No. %

Enrolled CSU Stanislaus

No. %

Calaveras 496 144 29 5 .035

Mariposa 203 35 17.2 0 0

Merced 3,316 816 24.6 113 13.8

San Joaquin 6,022 1,795 29.8 61 3.4

Stanislaus 5,569 1,243 22.3 262 21.0

Tuolumne 522 147 28.2 4 2.7

Total 16,128 4,180 29.1 445 10.6 Source: California Department of Education Data Quest and California State University Analytic Studies First‐Time Freshmen First‐time freshmen growth has been on a steady incline over the last six years except for a decline of 38 students in the fall of 2001. New first‐time freshmen make up about 8% of the University’s fall enrollment.

CSU Stanislaus First‐Time Freshmen Enrollment (Headcount) Trends (1997‐2003) 1997 1998 1999 2000 2001 2002 2003*

Freshmen

Enrollment

452 503 537 625 587 617 670

Percentage of Fall Enrollment

7.2% 7.9% 8.3% 8.9% 7.8% 7.9% 8.3%

Total Fall Enrollment

6,213 6,351 6,489 7,062 7,534 7,850 8,072

Source: University Fact Book 2003

Transfer (Undergraduate) Transfer enrollments make up approximately 13% of our fall enrollments. It is a critical population that needs to be continually addressed to meet our enrollment numbers. We also have a large number of transfers entering the University in both fall and spring terms (winter 2003, 150 transfers enrolled and in spring of the same year, 445 transfers). We have four major feeder community colleges in the region that provide us with the largest number of our transfer students.



FALL 2004 PAGE 7

CSU Stanislaus Fall Transfer Enrollment Trends (1997‐2003) Year 1997 1998 1999 2000 2001 2002 2003

Transfer Enrollment 877 781 879 935 975 973 897

Percentage of Fall Enrollment 14.1% 12.3% 13.6% 13.2% 12.9% 12.4% 11.1%

Fall Enrollment 6,213 6,351 6,489 7,062 7,534 7,850 8,072

Community Colleges

Columbia College 29 20 29 39 30 19 19

Merced College 139 137 134 148 151 135 148

Modesto Junior College 261 203 292 297 320 366 284

San Joaquin College 196 165 167 170 178 153 187

Transfers – All Others 252 256 257 281 296 301 259

CSU Stanislaus Total 877 781 879 935 975 974 897

Source: CSUS Fact Book 2003

Graduate Enrollments

Graduate enrollment comprises approximately 25% of our student headcount enrollments and an estimated 18% of the FTES. In 1998 and 2001, the Strategic Enrollment Management Committee met to discuss and establish enrollment targets for the University, at which time it was agreed that the University mix of undergraduates and graduates would be a 75% to 25% ratio. Effective enrollment management must align its objectives with previous University commitments. There are two prevailing, major reasons to reaffirm the commitment to graduate education. First, CSU, Stanislaus graduate programs are generally applied in nature. The programs produce professionals who become leaders in the various fields of social services, law enforcement, public policy development, public administration, and mental health and educational systems. Secondly, the University has developed the ability to anticipate the needs of the community and respond proactively by establishing suitable graduate programs.

CSU Stanislaus Fall Graduate Enrollment Trends (1998‐2003)

Headcount 1998 1999 2000 2001 2002 2003

Master’s 317 350 427 489 561 565

Master’s & Credentials 52 45 44 75 124 116

Credentials 579 580 649 783 679 669

Unclassified Post‐bacc. 410 466 589 563 624 638

Graduate Total 1,358 21.4% 1,441 22.2% 1,709 24.2% 1,910 25.4% 1,988 25.3% 1,988 24.6%

Undergrad. Headcount 4,993 78.6% 5,048 77.8% 5,353 75.8% 5,624 74.6% 5,862 74.7% 6,081 75.4%

Headcount Total 6,351 6,489 7,062 7,534 7,850 8,069

FTES 1998 1999 2000 2001 2002 2003

Grad FTES 713 15.2% 804 16.6% 916 17.7% 1,034 19% 1,072 18.9% 1,088 18.5%

Undergraduate FTES 3,975 84.8% 4,051 83.4% 4,268 82.3% 4,408 81% 4,606 81.1% 4,780/ 81.5%

Total FTES 4,688 4,855 5,184 5,442 5,678 5,868

Comparison of Graduate School Headcount/FTES Date to University Totals 1998 to 2003



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University Growth For the last several years, the University has shown strong headcount and FTE growth. As the University has increased enrollment, resources have been provided from the Chancellor’s Office and state funding to meet the growth. This past fall semester, Stanislaus enjoyed its largest enrollment ever and its twelfth year of continued increased enrollments. The University’s funding support is based on yearly enrollment targets. The University has the opportunity to request what the growth target should be, although it may not be funded at the level requested.

The University received a 6,677 CY FTE target for 2003‐04. The following graphic illustrates a history and projected growth that is based on a 5.% increase over the next five years. Growth on the main campus in Turlock is planned at 5% each year, and the Stockton campus at 3%‐ if resources are made available. College Year 2003‐04 targeted growth is currently projected at 1.8% over the 2002‐03 target. An additional reduction was required in December 2003, resulting in a revised target of 6,610. Note: Due to the current budget crisis, the University is not anticipating any enrollment growth in 2004‐05.

CSU STANISLAUS ENROLLMENTS 1995-2009

02000400060008000

1000012000

YEAR

STU

DEN

TS

Fall HC 5972 6100 6213 6351 6489 7062 7534 7850 8072 8000 8430 8852 9295 9760

Fall FTE 4340 4370 4503 4687 4855 5184 5442 5678 5870 5850 6153 6462 6785 7125

C.Y. FTE 4635 4761 4889 5092 5290 5645 6179 6537 6527 6343 6660 6993 7343 7710

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

As the University grows, greater attention is being given to the Stockton campus site, which currently serves over 1,200 students each fall and spring term. There has been steady growth in Stockton necessitating an increase in available classes/programs. Students who transfer to the University at the junior level (no lower division classes are offered at the site), and wish to attend in Stockton, may complete courses in the following majors: liberal studies, psychology, criminal justice, history, communications studies, nursing, child development; two masters degrees programs, social work and public affairs and educational credential programs. Additionally, students can enroll in general education and other major course work.

Stockton Center Enrollments (1998-2003) 1998 1999 2000 2001 2002 2003

Fall HC 1,036 1046 1,099 1,231 1,235 1,262 Fall FTES 452 539 530 543 CY FTE 451 490 532 598 612 625*

*Estimate



FALL 2004 PAGE 9

VII. Academic Enrollments The University academic administration is organized into three individual colleges with each having its own academic dean to manage the unit. University FTE are used to help organize faculty workload and management of the course scheduling process. The history of the departments within the colleges for the past three years demonstrates that the College of Arts, Letters and Sciences has 72% of the college year FTES, College of Education has 18%, and the College of Business Administration has 10%. The table below is based on College Year FTES per college.

With the present budget reductions and the uncertainty of the 2004/05 state budget, it is anticipated that the University will need to reduce the college year enrollment target by 67 CY FTE in the coming year. This will result in a reduction of enrollments in each of the three colleges.

CSU Stanislaus College Full‐Time Equivalents Projections and History (2001‐2004) College College Year 2001‐02 College Year 2002‐03 College Year 2003‐04* College Year 2004‐05**

College of Arts, Letters and Sciences

4,369/4,463 72.2% 4,597/4,718 72.2% 4,740/4,766 73% 4,595 72.6%

College of Business Administration

578/606 9.8% 639/625/ 9.6% 662/658 10.1% 638 9.9%

College of Education

981/1,105 17.9% 1,149/1,192 18.2% 1,275/1,104 16.9% 1,110 17.5%

University Total 5,928/6,180 6,385/6,536 6,610/6,528 6,343

Source: AVPEM Fall 2003, data displayed are target/final; target for 2003‐04* 6,610 is a reduction from the 6,677/ 6,840 proposed targets in 2003. ** Proposed college targets for 2004‐05, with summer term transitioning to self‐support

Additional work is underway to complete the data on each individual department’s growth rate. In the future, we will utilize this information in the budgeting process. (Refer to Appendix III – Colleges and Departments FTES Enrollment Targets and Achievements by Term)

Student Faculty Ratio (SFR)

SFR is a major concern among faculty on campus and requires review as we discuss University growth. The planning process should include discussion of how needs of faculty, classrooms and technical support are to be distributed.

Reported Student‐Faculty Ratios by College Year Campus 1998‐99 1999‐00 2000‐01 2001‐02

CSU Stanislaus 19.19 18.82 19.49 19.88Statewide 19.32 19.12 19.11 19.26

Source: CSU Statistical Abstract to July 2002, page 260, Table 161

VIII. Environmental Factors Impacting Enrollments In reference to our “threats” and “weaknesses”, a number of issues arise as we plan to meet our future enrollment growth goals, such as state budgets, UC Merced opening, competition with the private sector (Chapman, National University, and University of Phoenix), technology and the additional need for classroom space and parking. These issues along with a very strong campus commuter culture, combined with the lack of a strong student life component, results in difficulty in attracting large numbers of residential students and those from outside the main service area.



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Although diversity is a strength of the University, we have not been able to resolve the problem we face in attracting and retaining African‐American students. We also need to implement a plan to recruit and retain international students. In reviewing environmental factors, a number of other issues surfaced including the lack of a strong academic scholarship program (that is funded) to help recruit additional high‐achieving high school graduates and transfers to the campus. Our academic profile needs to be improved and additional efforts need to be coordinated to that effect. With the increase of student housing in the fall of 2004, this should attract more students to stay on campus and improve the student climate and activities on campus. Further effort needs to be given to working with the community of Turlock to demonstrate the importance the campus plays in the city’s growth and how the University and community can work together to improve the student experience. Lastly, there is concern for the quality of the students that the University currently serves and how with additional communication and outreach activities we can improve the caliber of students entering the University. A large number of students are in need of remediation. Due to the area’s significant increase in population, the University could encounter additional competition as more colleges target the valley for recruitment. CSU Stanislaus Freshmen Remediation Trends (Headcount) (Fall 1998 – 2003)

Fall/

Year

Total

Enrollment

Needing

Math

Remediation

Math By

Percent

Needing

English

Remediation

English

by

Percent

Total in

Remediation

Total in

Remediation

By Percent

Total

Completing

Remediation

In One Year

Remediation

In One Year

By Percent

1998 401 232 57.8 174 43.3 278 69.0 117 42.0

1999 455 247 54.0 230 51.0 307 67.4 177 58.0

2000 515 290 56.3 277 53.7 367 71.2 214 58.0

2001 498 265 53.2 251 50.4 347 70.0 214 69.0

2002 525 203 38.7 262 49.9 315 60.8 277 88.0

2003 551 227 41.2 296 53.7 319 57.9 N/A N/A

Source: California State University Freshman Proficiency Report, January 28, 2003

Category Comparison Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Proficiency Rate CSU Stanislaus 69% 76% 77% 84% 97%

Entered Previous Fall*

Statewide 94% 97% 97% 96% 97%

*The percentage includes students proficient at entry and students remediated in one year Source: Remediation Summary to Provost Dauwalder January 30, 2003

As the sister committee of the SEM committee, the Student Success Center (SSC) Committee addresses many important issues. The SSC works to identify existing programs and encourages new programs that promote student success as measured by retention, graduation, and student satisfaction and learning outcomes. Remediation, advising, retention of particular student cohorts, and the quality of student of life, are all examples of continuing projects administered by SSC or with significant SSC involvement.



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IX. Competition In reviewing Enrollment Program Service (EPS) data that provides information on the number of students who take the SAT and submit their scores to the University, Stanislaus’s overlapping schools are:

SAT Overlapping Schools and Application and Enrollments, 2002

Universities Number of SAT Scores Overlap SAT’s Applications Admitted Enrolled

CSU Stanislaus 2,107 2,243 1,504 615 CSU Sacramento 10,136 612 10,400 5,332 2,503

CSU Fresno 9,668 677 9,013 5,941 2,308UC Davis 41,616 461 28,794 18,116 4,672 CSU Chico 9,252 377 8,502 6,670 2,037

San Diego State University 34,234 358 29,217 15,774 4,107San Jose State University 12,221 305 13,453 9,669 2,720 Sonoma State University 5,410 253 5,821 4,382 1,236

CSU Monterey Bay 3,826 230 3,023 2,508 565CSU Humboldt 4,656 182 3,833 2,829 722 CSU Bakersfield 2,100 84 1,935 1,223 701

Source: EPS data 2002 (first six are in overlap order) and californiacolleges.edu web site

An “overlap” is a student who sends SAT scores to more then one school, such as Fresno and Stanislaus. Average SAT test scores for California are verbal 496 and math 517 for a total score of 1013. For those submitting scores to Stanislaus, the verbal is 460 and math is 475, for a total test score of 935, the average for our enrolled students in 2001 was 942. Of the number of SAT scores received statewide, Stanislaus ranks 55 of the 150 schools receiving scores of California students. By comparison, Humboldt ranks 34 with 3,869 scores and CSU Monterey ranks 38 with 3,512 test scores.

Many students who qualify for admission to CSU, Stanislaus, choose to attend local community colleges due to the cost, convenience or location. The four community colleges in the area are also major competitors for our first‐time freshmen population. There appear to be few compelling factors supporting the importance of having a four‐year college experience. A strong articulation program and ease of transferring, along with a lack of a strong student life component, may be additional reasons why students select a two‐year program over the four‐year Stanislaus experience.

X. Student Wants, Needs and Attitudes As the University addresses its planning process, it is very important to understand the student population in relation to the goal to provide improved service. Relevant information is provided in three attached documents (Noel‐Levitz Student Satisfaction Survey completed by 1,130 students; National Survey of Student Engagement was completed by 1,500 students, CSU Stanislaus “Pathways to Success” that included task forces composed of students, faculty and staff). Refer to the following Appendices: Appendix IV: Noel‐Levitz Student Satisfaction Survey Appendix V: National Survey of Student Engagement (NSSE) Appendix VI: CSUS Pathways to Success



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XI. Retention and Graduation Data

In 2003, two major task forces, composed of faculty, students and staff, were established to assess the issues of Retention and Graduation and Academic Advising. The Retention and Graduation Task Force has completed its report and forwarded it to the Chancellor’s Office. The Advising Task Force continues its work and will present a document in spring of 2004. Refer to Appendix VII for Retention Data and Appendix VIII for graduation data in the Graduation Initiative Planning Document

RLP:mla Draft #6 4/5/04


APPENDIX I

California State University, Stanislaus CSU Enrollment Plan ‐ Overview

Overview: Introduction to Enrollment Management: In accordance with the Trustees Policy, the CSUS Enrollment Management Principles (“Campus Enrollment Management Plan” David Spence, Sept. 2002): • Each CSU campus shall develop and adopt a strategic, long‐range enrollment management plan that

addresses student outreach, recruitment, admission, retention, graduation, and qualitative measures of student success.

• A campus’s enrollment management plan shall address equal educational opportunities for all admitted and enrolled students, accommodation of eligible first‐time freshman and upper‐division transfer students, diversity, and local, regional and statewide service, consistent with California’s Master Plan and a campus’s mission and location.

• Enrollment management plans should incorporate projections of student demand and be coordinated with academic planning regarding the size of existing and proposed majors and programs. They should be coordinated with instructional resources and physical facilities requirements, including creative ways to meet demand, including flexible scheduling and year‐round operations, distance learning and use of technology and off‐campus center as appropriate to the campus missions and location.

• CSU outreach, admission, and retention policies shall continue to provide encouragement, support, academic and counseling services, and access to students traditionally underrepresented in California’s higher education toward the goal of enrolling a student population reflective of campus’s local regions and California’s growing diversity. To ensure that each campus works toward this goal within its local region, the Office of the Chancellor will coordinate all statewide efforts related to these services.

Presidential Enrollment Management Advisory Group: • Campus presidents must appoint and consult with a presidential advisory group that will

assist the campus with policies that address the needs of students; • The advisory group will include faculty, students, administrators, representatives of local

educational institutions, and local community leaders; • Sensitivity to the cultural diversity of the campus and the culture competence of the

participants are key factors used in selecting members.

Trustee Policies: Enrollment Management Principles. What are CSU Campuses Required to Do? • Campuses must comply with state statutes that outline CSU enrollment priorities.

1. Continuing undergraduate students in good standing. 2. California Community College transfers students who have successfully concluded a

course of study in an approved transfer agreement program. 3. Other California Community College students who have met all of the requirements for

transfer. 4. Other qualified transfer students, i.e., California residents transferring from a UC,

independent colleges, and other CSU campuses who meet admissions standards. 5. California residents entering at the freshman or sophomore levels.


APPENDIX I California State University, Stanislaus, Enrollment Plan – Overview

Page 2

Further, the Education Code specifically states that within each of the five aforementioned categories, that each of the following groups receive consideration during the admission process to provide them greater opportunity:

• Veterans who are residents of California; • Transfers from California public community colleges; • Applicants who have been previously enrolled at the campus to which they are

applying, provided they left the campus in good standing; • Applicants who have a degree or credential objective that is not offered generally at

other public postsecondary institutions; • Applicants for whom the distance involved in attending another institution would

create a hardship. Campus Enrollment Management Policies that requires campuses to exercise discretion in using these policies: • Policies must accommodate eligible California transfer applicants as well as freshman,

striving for a least a 60 to 40 percent ration of upper division to lower division students. • Transfer students who meet CSU requirements must be accommodated within filing

deadlines at the campus of choice unless the majors or campus have been declared impacted; • If majors are impacted, applicants shall be given the opportunity to have access when spaces

become available. Freshmen shall be admitted to the major in a controlled manner to ensure that all transfer students have an equitable chance of being accommodated;

• The enrollment policies must provide for equitable treatment of all eligible freshmen, continuing students in good standing, and eligible community college transfer students with regard to accommodation in majors.

Other Considerations: • The Educational Code focuses primarily on California residents. Residents of other states

and foreign countries are accorded the lowest priority in the enrollment hierarchy. RLP:mla 2/17/04


California State University, Stanislaus 2005/06 NEW STUDENT RECRUITMENT AND ENROLLMENT PLAN

1. Goals for Student Enrollment: Five goals have been identified for new student enrollment. The fall

2005 enrollment goals for first‐time freshmen and new transfers are as follows: Freshmen: 825 (+10.5%) and Transfers: 970 (+4.3%) when compared to fall 2004 enrollment.

California State University, Stanislaus First‐Year Enrollment Funnel: Fall 2001 through Fall 2005

Funnel Stage Proposed 2005

Final 2004 Final 2003 Final 2002 Final 2001

Prospects 20,000 20,000 27,500 N/A N/A

Inquiries 15,000 11,895 16,464 9,652* 11,115

Applications 4,000 3,540 2,772 2,288 1,896

Acceptances 2,400 2,046 1,748 1,530 1,296

Enrolled 825 746 672 617 590

Conversion Rate (Inquiry‐Application)

26.6% 29.7% 17.2% 23.7% 17%

Acceptance Rate 60% 57.8% 63% 66.9% 68.4%

Yield Rate (Acceptance‐Enrolled)

34% 36.5% 38.4% 40.3% 45.5%

*Inquiries in 2002 were divided between first‐time freshmen and transfers. Applications are included in Inquiries beginning in 2003.

California State University, Stanislaus Transfer Enrollment Funnel: Fall 2001 through Fall 2005

Funnel Stage Proposed 2005

Final 2004 Final 2003 Final 2002 Final 2001

Prospects N/A N/A N/A N/A N/A

Inquiries 5,000 3,895 5,481 2,450 N/A

Applications 2,800 2,404 2,069 2,013 1,853

Acceptances 1,750 1,500 1,417 1,461 1,408

Enrolled 970 930 912 973 980


56% 61.7% 37.7% 82.2% N/A

Acceptance Rate 64.2% 62.3% 68.5% 72.6% 75.9%

Yield Rate (Acceptance‐Enrolled) 55.4% 62% 64.4% 66.5% 69.6%


California State University, Stanislaus 2005/06 New Student Recruitment and Enrollment Plan

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California State University, Stanislaus Masters* Enrollment Funnel: Fall 2001 through Fall 2005

Funnel Stage Proposed 2005 Final 2004 Final 2003 Final 2002 Final 2001


Inquiries N/A N/A N/A N/A N/A

Applications N/A 1,048 2,170 2,007 1,838

Acceptances N/A 66 866 1,038 930

Enrolled N/A 166 681 685 564


N/A N/A N/A N/A N/A

Acceptance Rate N/A 6.3% 39.9% 51.7% 50.6%

Yield Rate (Acceptance‐Enrolled) N/A pending 78.6% 66% 60.6% *Masters includes those that are enrolled in both Masters and Credential programs. As of this date, no goal has been established for 2005

California State University, Stanislaus Credentials Enrollment Funnel: Fall 2001 through Fall 2005



Inquiries N/A N/A N/A N/A N/A

Applications N/A 424 689 626 676

Acceptances N/A N/A 668 611 652

Enrolled N/A N/A 669 679 783


N/A N/A N/A N/A N/A

Acceptance Rate N/A N/A 96.7 97.6 96.4

Yield Rate (Acceptance‐Enrolled) N/A N/A N/A N/A N/A

Data is being researched; as of this date no goal has been established for 2004



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California State University, Stanislaus Unclassified Post‐Baccalaureate Enrollment Funnel: Fall 2001 through Fall 2005


Prospects

Inquiries

Applications

Acceptances

Enrolled 144 638 624 563


Acceptance Rate

Yield Rate (Acceptance‐Enrolled) Data is being researched

2. Diversity: Improve diversity of the student population by enrolling 25% Latino students and strive to enroll 6% African American students. At this time the enrollment goal for international students has not been set, it is hoped that if the staffing and financial support can be agreed on, we could increase our international numbers by 150 students over the next five years. Our international enrollment for fall 2001 was 79, and in 2002 the University had 98 international students enrolled.

CSU Stanislaus Enrollment by Ethnicity, 2001-2004

Ethnicity Fall 2001 Percentage

Fall 2002 Percentage

Fall 2003 Percentage Fall 2004 Percentage

African American

222 2.9% 228 2.9% 229 2.8% 270 3.42%

American Indian

85 1.1% 89 1.1% 87 1.1% 88 1.11%

Asian/Pacific Am.

642 8.5% 692 8.8% 738 9.1% 841 10.65%

International 84 1.1% 98 1.2% 117 1.6% N/A N/A

Latino 1,757 23.3% 1,841 23.5% 1,940 24.1% 2,026 25.65%

Other 1,121 14.8% 1,195 15.2% 1,240 15.4% 1,147 14.52%

White 3,623 48% 3,707 47.2% 3,721 46.1% 3,526 44.65%

Total 7,534 7,850 8,072 7,898*

Source: Data for all students Fall 2003 IR Fact Book; *Need update 12/14/04

Research on entering freshmen and transfer students should be developed to establish realistic goals for these populations.



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A. First ‐Time Freshmen History and Goals for 2005 (by numbers and percentages) First‐Time Freshmen Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Goal 2005

African American 18 2.9% 22 3.8% 14 2.3% 25 3.7% 32 4.5%

American Indian 7 1.1% 3 .5% 8 1.3% 7 1% 11 1.5%

Asian/Pacific Am. 57 9.1% 61 10.3% 75 12.1% 82 12.2% 92 13%

Hispanic 203 32.4% 170 28.9% 160 26% 208 31% 234 33%

International 5 .8% 9 1.5% 16 2.6% 10 1.5% 8 1%

Other 91 14.5% 65 11.1% 89 14.5% 70 10.4% 50 7%

White 244 39.9% 257 43.8% 253 41.1% 268 40.0% 282 40%

Total 625 587 615 670 705

Source: 2003 CSUS Fact Book, *Goal for 2004

B. Transfer (Undergraduate) History and Goals for 2005 (by numbers and percentages) Transfer

Undergraduate Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004

Fall 2005

African American 36 3.8% 33 3.4% 24 2.5% 33 3.6% 38 4% N/A

American Indian 11 11.2% 16 1.6% 8 .8% 11 1.2% 10 1% N/A

Asian/Pacific Am. 67 7.2% 95 9.7% 85 8.8% 79 8.8% 95 10% N/A

Hispanic 195 20.8% 203 20.8% 190 19.7% 208 23.2% 237 25% N/A

International 9 .9% 10 1% 14 1.5% 13 1.4% 10 1% N/A

Other 151 16.2% 166 17% 163 16.9% 130 14.5% 124 13% N/A

White 466 49.8% 452 46.4% 477 49.6% 426 47.5% 437 46% N/A

Total 935 975 961 897 950 N/A

Source: 2003 CSUS Fact Book, *Goal for 2004



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C. Graduate History and Goal for 2005 (by numbers and percentages)

Graduate Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004

Fall 2005

African American

32 2.3% 41 2.5% 51 2.8% 51 2.66% 49 2.5% N/A

American Indian 17 1.3% 23 1.4% 23 1.3% 22 1.1% 21 1% N/A

Asian/Pacific Am.

94 6.8% 108 6.6% 123 6.7% 125 6.4% 118 6.2% N/A

Hispanic 246 17.9% 294 17.9% 358 19.5% 410 21% 384 20% N/A

International 5 6 9 11 21 N/A

Other 185 13.4% 231 14% 253 13.8% 279 14.3% 273 14.2% N/A

White 797 57.9% 937 57.1% 1,023 55.6% 1,053 54% 1,052 56.7% N/A

Total 1,376 1,640 1,840 1,951 1,918 54.5% N/A

Source: 2003 CSUS Fact Book, as of this date no goal has been established for 2004

3. Academic Quality: Improve the academic (quality) profile of new freshmen students attending the University from an average SAT/ACT score of 955 to 1,000, an admission index of 3,522 to 3,700 with an average GPA of 3.30. Enroll a freshmen class with no more then 50% needing to meet remediation standards and improve the overall GPA of our transfer students (The average GPA for the fall 2003 transfer was 2.95, the goal is 3.00 GPA).

4 Total Enrollments: A strategy to plan for enrollment growth over the next few years as CSU, Stanislaus grows to an average 9,760 in fall 2008 total enrollments, if the enrollment growth dollars are provided. Stockton growth is based on a 3% increase after 2004/05 college year.

Stockton Growth Plan at a 3% Growth Rate after 2004 1997 1998 1999 2000 2001 2002 2003* 2004 2005 2006 2007 2008

Fall HC 923 1036 1046 1099 1231 1235 1195 1180 1216 1251 1290 1330 Fall FTE 372 422 438 452 538 530 534 507 523 538 555 572 CY FTE 412 451 490 532 598 612 625 590 608 626 645 665 *Data is not complete 5. Enrollment Management Goals by College and Departments/Majors: Facilitate communication and

establish enrollment management goals by college and departments/majors at both the undergraduate and graduate level. Distribute enrollment management growth among academic programs that have a capacity to accommodate additional students. Within this plan enrollment growth for the Stockton campus would be reviewed and goals and funding would be put in place. This plan would direct marketing and recruitment activities for programs with excess student demand and new programs that may contribute to the health of the University and community. A review of Student Faculty Ratio (SFR) will be needed to meet the University’s future needs. These five major goals ‐ new student enrollment, diversity, academic quality, planned enrollment growth and college and departmental goals ‐ require further discussion and approval by the University’s SEM Committee to be followed by a presentation to senior administrative staff and governance for review and approval to provide for future planning for enrollment growth.



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Enrollment Strategies to Meet Enrollment Goals Strategies or enabling objectives define “how” the enrollment goals will be achieved. Key strategies deserve the lion’s share of attention and should serve to focus our efforts on those activities that are most likely to produce the desired results. Twenty‐four (24) key enrollment strategies have been identified and are being reviewed by the SEM Committee. For the future, a list of the action plans should be developed to support each strategy. These require review and approval by the SEM Committee, enrollment management staff and the campus community Additional key strategies will be added as we progress toward completion of the enrollment plan for the future. The strategies identified are summarized below:

Strategies and Action Plans ♦ Generate 15,000 freshmen, 6,000 transfers and 3,000 graduate inquiries of the desired type and

mix to achieve stated enrollment goals. Achieve an 8% return from freshmen search mailings and a 3% from transfer search mailings. Seek the following inquiries from the four main categories: • Travel‐initiated • Referrals • Student‐initiated • Solicited Action Plan: STUDENT SEARCH PLAN, COLLEGE FAIR PLAN, SCHOOL VISIT PLAN, and COMMUNITY COLLEGE VISIT PLAN, GRADUATE RECRUITMENT PLAN, GRADUATE RECRUITER AND GRADUATE PROSPECT FILE

♦ Refine and improve the student telecommunications program that is designed to enhance

conversion and yield rates. Specific objectives include:

• use the University Calling Center (Development Office) for 4‐5 projects annually

• utilize the information that is being supplied from other candidate information, such as candidate reply card, ACT/SAT choice, and professional staff grading, to target calls more systematically.

Action Plan: STUDENT TELECOUNSELING PLAN

♦ Expand the campus visit program at the undergraduate and graduate levels by offering more frequent and attractive options for visiting the CSU Stanislaus campus, including Saturday tours. Improve the training of the student tour guides and staff to meet the needs of students and parents. Long‐term goal would be for each student on tour to meet with a faculty member representing their desired major or program.

Action Plan: INDIVIDUAL CAMPUS VISIT PLAN/AMBASSADOR TRAINING and GOALS SET FOR CAMPUS VISIT PROGRAM

♦ Enhance programming of CSU Stanislaus Express (over‐night visit program), bus tours, Preview Day and spring programs.

Action Plan: GROUP CAMPUS VISIT PLAN



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♦ Further refine our territorial management program for transfer and freshmen populations from

four high schools and transfer territories (primary, secondary and tertiary). Each of these territories will have an admissions funnel to be updated on a monthly basis.

Action Plan: TERRITORY MANAGEMENT PLAN

♦ Assign and implement a coordinated reporting method that allows for sharing comprehensive information within the Admissions and Outreach Offices and other offices across campus. Maintain contact history, system to include:

• maintenance for inquiry and admit qualification codes; • monitoring of SAT/ACT first choice information; • maintenance of academic profile information at the inquiry stage, and • monitoring of territory and state history.

Action Plan: REPORT GENERATION PLAN

♦ Maintain the University’s scholarship program. Additional dollars will be needed to attract higher achieving freshmen and transfer students. A strong scholarship program attracts a more qualified student and expands the range marketing messages that can be presented by staff when discussing the merits of the University. At the graduate level, increase incentives and graduate assistantships, stipends, waivers and fellowships.

Action Plan: FUNDED SCHOLARSHIP PLAN AT THE UNDERGRADUATE AND GRADUATE LEVEL

♦ Implement a lengthened and sequential, written and electronic, communication plan designed to increase the conversion rate from inquiry to application with at least six pre‐application communications. Implement a sequential applied student communication flow consisting of at least two applicant communications, six admitted communications, and two enrolled student communications.

Action Plan: INQUIRY, APPLICATION, ACCEPTED, AND ENROLLED COMMUNICATION FLOW

♦ Implement an enhanced electronic communication strategy that targets accepted students and highly qualified students at the application and inquiry stages. Seek e‐mail addresses on at least 33% of inquiries and 75% of applicants. Design and release at least one e‐mail per month to inquiries and twice monthly to accepted students.

Action Plan: ELECTRONIC CORRESPONDENCE PLAN

♦ Continue developing enrollment communications according to our brand strategy. Integrate our vision, the four P’s, our unique selling points, service differentiation, decision‐making, student mind share, and competitive positioning and market segmentation. Craft messages that carry essential brand attributes: reality, relevance, memorability, uniqueness, credibility, and sustainability. Apply budget and resource allocations analysis. Major communication pieces for 2003‐2004 should include:

• 2003/04 Search piece (new)

• 2003/04 View book (new)

• Financial Aid and Scholarship Handbook (new)



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• Acceptance packet (new)

• College brochures: Twelve have been completed, six – eight are being produced in 2003/04

• Junior mailing piece (new to be used in the spring)

• Student Life brochure (new)

• Housing marketing brochure (new)

• Parents handbook (new) (Spanish version)

• Minority brochure (to be designed)

• Honors Brochure

• Graduate Brochure, Packet

Action Plan: ENROLLMENT COMMUNICATIONS PLAN

♦ Systematically grade and qualify CSU, Stanislaus inquiry and applicant pools in order to concentrate time and resources on those students most likely to apply and enroll.

This focus would apply to college fairs, high school and community college visits and mail and phone follow up. Qualify 80% of the freshmen (13,000) and the transfer (5,000) inquiries and all of the applications through:

• telephone: Call Center projects

• candidate reply cards

• forecast Plus usage (predictive modeling tool – for freshmen only)

• personal contact on campus and in the field (goals should be set before the admissions representatives’ fall travel starts)

• The Web and e‐mail

Action Plan: GENERAL QUALIFYING PLAN

♦ Implement planning that allows the Admissions staff to better utilize faculty to enhance campus tours; CSU, Stanislaus Express; phone‐a‐thons, and other programming. Faculty are very important in students’ decision‐making. Additional communication by department‐level individuals would help students choose CSU, Stanislaus.

Action Plan: FACULTY UTILIZATION PLAN AT THE UNDERGRADUATE AND GRADUATE LEVEL

♦ Make available additional programs and capacity for increased student enrollment. This is crucial to the University growth. A plan must be in place to address the needs of students and define areas for additional growth.

Action Plan: ACADEMIC CAPACITY FOR NEW STUDENTS PLAN, BIG PROJECT, PROGRAMMING FOR NEW MAJORS



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♦ Expand cooperative efforts with the Alumni Office to enhance and improve alumni volunteer

program. Major activities for 2003‐2004 include:

• WEB site with alumni success stories

• Profile success of individual graduate programs and students

• Admitted student letter flow by alumni

Action Plan: ALUMNI USAGE PLAN

♦ Continue current program for better cross training and communications between the Admissions and Records and Student Outreach and Recruitment offices and Financial Aid, Career Services, New Student Orientation, Testing and Residential Life. Improve customer services (telephone, electronic and direct student contact) among the University offices and determine additional student needs and provide services.

Action Plans: MESSAGE MARKETING PLAN

♦ Design and conduct an ongoing program of staff development/training and foster an Admissions and Outreach Office climate that is goal‐oriented, and rewards achievement, is physically attractive and provides an opportunity for professional growth and development for staff. Also review staffing to determine if additional staff is needed to improve production and meet demand.

Action Plan: STAFF DEVELOPMENT PLAN

♦ Expand cooperative efforts with campus activities and organizations to enhance recruitment efforts.

Action Plan: CUSTOMER SERVICE PLAN

♦ The Admissions and Outreach offices, and the University must develop and maintain positive relationships with high school and transfer counselors, advisors, administrators, and faculty/teachers so that they may learn of CSU Stanislaus success stories and pass them on to students.

Action Plan: COUNSELOR CULTIVATION PLAN

♦ Continue to improve brand overall image awareness. Implement strategies developed by the Foundation Marketing Committee that enhance the University’s brand in the minds of students, alumni, and other major constituencies.

Action Plan: UNIVERSITY IMAGE PLAN (Determine how the University, in general, should be marketed to local and out‐of‐area students. Marketing strategies) FOUNDATION MARKETING COMMITTEE

♦ Work with the Student Success Committee to identify factors related to retention and enrollment

for various student cohorts and ensure that Outreach is responsive to issues identified. Develop a comprehensive plan to attract underrepresented minorities and international freshmen and transfer students. Work with EOP on early outreach and assessment.

Action Plan: STUDENT OF COLOR and INTERNATIONAL RECRUITMENT PLANS



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♦ Plan an early outreach program for prospective students. Additional study will be needed to expand on how early outreach will be defined (ages 6‐12 or more traditional ages of grade 9 through 12).

Action Plan: EARLY OUTREACH RECRUITMENT

♦ Establish a committee to review course scheduling and use of classroom space to accommodate

additional enrollments.

Action Plan: Committee administration, Dean’s representatives and faculty to study course scheduling and classroom utilization.

♦ Study and research data to determine how to improve articulation from the bachelors’ level to the

graduate level: need to improve the rate of Hispanic and other minority students seeking advanced degrees.

Action Plan: Masters Recruitment Plan, Minority Recruitment Plan

♦ Within the Graduate School Enrollment Plan continue to pursue the Join Doctoral Programs, unclassified baccalaureate reduction, and Program Development.

Action Plan: Doctoral Studies Plan, Graduate admissions process, and Grant Proposals for additional degrees at the graduate level

RLP:mla #7 2/17/05


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