State of the University Address

May 25, 2010

TOPICS• Self-Support Summer• WASC• Honors College• Conversion• CSU Graduation Initiative• Education Doctorate• Capital Projects• 2010-11 Budget• Faculty, Student and Campus Highlights• Fueling California’s Economy

Self-Support Summer 2010

• Due to state budget cuts in 2009-10 the campus was instructed to reduce FTES by 9.5% in AY ‘10-’11.

• The Chancellor’s Office has indicated that campuses will be penalized for going over enrollment targets.

• Summer FTES is 12% of annual total.• To achieve the mandated enrollment reduction, most of

summer state supported instruction will be eliminated.• Summer 2010 transitions the campus to a self-support

summer model.

Self-Support Summer 2010

• Petitioners from Cal State East Bay, Los Angeles, San Marcos and Stanislaus sought to require the CSU to reinstate state-supported summer sessions by redirecting funding from the regular academic year.

• On May 18th a ruling was made on the case heard in Superior Court in Alameda County which allows the California State University to move forward with its plans to offer self-support summer sessions.

Self-Support Summer 2010

The following Financial Aid is available for students enrolling in self-support summer in courses that count towards their undergraduate, graduate and approved post baccalaureate programs:

• Federal Pell Grants• State University Grants (SUG)• Direct Loans

Self-Support Summer 2010

• 542 course sections offered• 171 sections have made their enrollment targets

as of May 25th, 2010• Open University enrollment begins on June 7th

• Decisions to cancel under-enrolled courses will be made by the Dean of Extended Education in consultation with the Dean of the appropriate College.

WASCEducational Effectiveness

Review

MARK YOUR CALENDARSSite Visit: October 6-8, 2010

Primary Focus of Educational Effectiveness Review (EER)

Student Learning:

Evidence of educational achievement

“What more can be done to improve the educational experience for students?”

Institutional Learning:

Evidence and actions for improving performance; results of review processes

“Is what we are doing good enough?”

EER Includes Response to Capacity and Preparatory Review (CPR)

Major Recommendations from CPR

1. Assessment of Student Learning Outcomes: CSULA needs to prioritize projects, better coordinate efforts, responsibilities and information dissemination. Need institutional learning outcomes.

2. Institutional Alignment: Current efforts regarding academic assessment, retention and enrollment management need better coordination.

3. Student Support Services: Efforts to revise, evaluate and improve student services that contribute to student success must continue.

4. Advisement: A comprehensive advisement system needs to be developed and implemented.

5. Research, Scholarly and Creative Activities (RSCA): Develop the means to assess the impact of RSCA on student learning and success.

Final Stage of EER-May to October

• Finalize EER Report - draft will be posted June 1• Continue ongoing EER efforts on: 1. Demonstrating systematic inquiry, assessment, evidence based

decision making and quality assurance processes

2. Demonstrating institutional processes, structures and resources in support of student learning achievement

3. Demonstrating Organizational Learning

• Use summer retreats to prepare various campus constituencies for site visit

• Stipends will be provided for faculty participation• Include EER as a topic for Fall Faculty Day• Communication pieces widely shared

HONORS COLLEGE

The Honors College is a scholarly community dedicated to inquiry and discovery, creative and critical thinking, and the acquisition and creation of knowledge that will have an impact on society. Through its interdisciplinary core curriculum, emphasis on community engagement, and access to the vast cultural, technological, business, and scientific resources of Los Angeles, the Honors College enables students in all disciplines to achieve their full potential and become active and informed citizens committed to responding to the challenges of their neighborhoods, cities, nations and the world.

Honors College Mission Statement

Honors College Planning 2009-10

• Advances University priorities: recruiting, retaining, and supporting better-prepared students.

• Builds on institutional strengths.• Reflects institutional collaboration and alignment: The

Honors College Advisory Board is comprised of sixteen members, including eight faculty and representatives from each division of the University.

• Will recruit first classes of freshmen and transfer students for Fall 2011.

• Will implement key features of the current Honors Program in the Honors College including curricular and co-curricular elements, in 2010-11.

Honors College: Program Overview

In a series of seminars and experiences that span four years, students will:

• Examine the evolving history of a modern, multiethnic metropolis using the city as text.• Become active participants in their communities and in civic and political processes.• Consider what it means to be a citizen of the world.• Develop habits of research and information literacy that prepare them to participate in a knowledge economy and to adapt to changing information environments.

QUARTER TO SEMESTER CONVERSION

• A planning taskforce was established in May 2009.

• Taskforce has 7 subcommittees with 60 faculty, staff, students and MPPs• Numerous forums, presentations and college

town halls have occurred over the past year including a campus conversation on May 19th to discuss the current progress

• Recommendation due to President Rosser by September 30, 2010

Semester Conversion Taskforce

Outline for the Conversion Proposal

• A timeline for transition• A model for a semester calendar• Estimation of transition costs with a realistic

budget• Examination of academic policy implications• Identification of needed modifications to campus

business processes and IT systems• Development of a transition communication plan• A model for simultaneous curriculum revision• Identification of issues for students enrolled

during the transition

• Gather input from campus (June)

• Complete proposal (Aug.)

• Proposal reviewed by Academic Senate and Associated Students, Inc. (Sept.) • Recommendation to President Rosser (Sept.)

Next steps for Conversion Task Force

CSU GRADUATION INITIATIVE

• Announced by the Chancellor’s Office as a CSU System-wide Initiative in January, 2010

oGoal 1: Raise the six-year graduation rates to the top quartile of national peer averages by 2015

oGoal 2: Cut in half the gap between graduation rates for under-represented and non-underrepresented students by 2015

• Aligned with: the CSU System-wide strategic plan Access to

Excellence the nationwide Access to Success project

(National Association of System Heads and The Education Trust)

CSU GRADUATION INITIATIVE

First Time Freshmen• Increase 6 year graduation rate for all students from 34%

to 45%• Increase 6 year graduation rate of underrepresented

minority students (URM) from 30% to 42%

Transfer Students:• Increase 4 year graduation rate for all students from 49%

to 57%• Increase 4 year graduation rate for underrepresented

minority students(URM) from 47% to 56%

CSU GRADUATION INITIATIVEGoals for CSULA: CSU Assigned Targets

(Current rates are for the 2003 Entering Classes)

CSU GRADUATION INITIATIVEBroad Plan

Campus leadership submitted an initial plan to the CSU Executive Vice Chancellor for Academic Affairs in late December that included:

I. Six year graduation rate targets and trajectory charts for:•All Students•URM freshman•Transfer students•URM transfer students

II. Action steps to be taken (aligned with campus Enrollment Management Plan)

III. Identification of campus Graduation Initiative Team members

CSU GRADUATION INITIATIVECSULA Graduation Initiative TeamChair, Desdemona Cardoza, Provost and VPAA

Bryant Alexander, Associate Dean, College of Arts and Letters

Bill Chang, Director, ITS-CMS and Enterprise Systems

Robert Desharnais, Professor, Biological Sciences

Eleanor Ferguson-Marshalleck, Associate Dean, College and Health & Human Services

Alfredo Gonzalez, Dean, Undergraduate Studies

James P. Henderson, Dean, College of Natural and Social Sciences

Becky Hopkins, Director of EOP

Vincent Lopez, Director of Admissions and Recruitment

Sal Membreno, Director, Academic Support

Keith H. Moo-Young, Dean, College of Engineering, Computer Science & Technology

Marcia Ann Murota, Director, University Academic Advisement Center

Tamie Nguyen, Director, Financial Aid

Stephen Pollard, Professor, Economics and Statistics

Mark Robinson, Associate Director, Institutional Research

Mae Santos, Interim Assistant Vice President, Administration and Finance

Valerie Talavera-Bustillos, Associate Professor, Chicano Studies

Wayne Tikkanen, Professor, Chemistry and Biochemistry

Dale C. Weaver, Professor, Social Work

Joan Woosley, University Registrar/

Director of Enrollment Services

CSU GRADUATION INITIATIVECSULA Activities

Since December:•Graduation Initiative Team met monthly

oReviewed Draft Plan submitted by Provost to the Chancellor’s OfficeoReviewed Student Graduation DataoCreated subgroups to focus on proposed activities

•Submitted monthly campus reports on last Friday of the month to Chancellor’s office

•Graduation Initiative Team met with other campus teams from CSU Northridge and CSU Fullerton on April 14 to compare plans and share best practices

•A Graduation Initiative website has been developed

CSU GRADUATION INITIATIVECSULA Next Steps

• Continually review the Graduate Initiative Plan for effectiveness

• Assign responsibility for implementation of initiatives to key offices and the individuals who hold them

• Monitor indicators which provide insight into the effectiveness of initiatives

• Provide regular updates to the campus community on the progress of the Plan

• Provide regular reports to the Chancellors Office as required

• Expand faculty and staff involvement

EDUCATION DOCTORATE

Education Doctorate

• WASC approved the program in July 2009 noting the proposal was exemplary

• The first cohort of 21 students range in age from early 30s to mid 50s and is exceptionally diverse

• 19 of the 21 students have a previous degree from CSULA

• Due to fiscal constraints, enrollment of the second cohort has been deferred until 2011-12

Education Doctorate

• The students’ professional jobs include teachers, counselors, coordinators, school psychologist, principals, athletic directors, parent activist, and an interim assistant superintendent.

• Students are working with mentors in 12 different school district or community-based settings, including CSULA’s Gear-Up program, children’s legal advocacy centers, and in LAUSD Local District Offices.

Education Doctorate

• The program is set up on a semester calendar with students taking 12 units per semester.

• Students have completed the first two semesters.

• Faculty teaching in the program come from across CCOE and coordinate course planning to meet the requirements set by SB 724 that the doctorate accommodate working professionals.

Ed Doctorate First Cohort

CAPITAL PROJECTS

CAPITAL PROJECTSOn-going projects:

• Wing B of the Annenberg Integrated Sciences Complex - October 2010 anticipated completion date

• Public Safety Building - August 2010 anticipated completion date

• Corporation Yard - October anticipated completion date

• Hydrogen Fueling Station - December 2010 anticipated completion date

CAPITAL PROJECTSNew Projects:

• University Housing Services acquired a 27 - unit apartment building on the corner of Valley Blvd. and Mariondale. (Dobbs)

• Currently in the relocation process with tenants.

Dobbs Property

CAPITAL PROJECTSNew Projects:

• University Auxiliary Services is currently in escrow for the Latter Day Saints building.

• The facility includes a 9,000 sq ft building and a detached 61 space parking garage.

• The facility will be leased by the University from University Auxiliary Services and will house the Department of Television, Film, and Media Studies.

LDS Building

LDS Parking Structure

2010-11 Budget

CSULA Budget Impacts 2010/11• Enrollment Reduction – FTE target reduced to 15,385 - 9.5% decrease

• No 2010-11 compensation increases

• The revised budget submitted by the Governor in May retains the allocations made in his original January budget.

• It includes restoration of $305 million of one time reductions made in 2009/10 and provides 2.5 percent enrollment growth ($60.5 million), and $12 million in other positive adjustments (Includes lease bonds, dental annuitants, debt service)

• Assumes a 10% fee increase

• All of these measures will restore approximately 60% of the base budget cuts that were made to Cal State L.A. in 2009/10. Cal State L.A.’s budget was cut $21 million in 2009-10, and if fully funded the Governor’s proposed budget will restore approximately $14 million.

2010/11 FISCAL IMPACT TO CSU

Gov. Budget

2009/10 General Fund Appropriation $2,337,952,000

2009/10 Retirement Adjustment 7,446,000

Revised General Fund Base $2,345,398,000

Restoration of 2009/10 One-Time Unallocated Reductions 305,000,000

Access to Student Services and Instruction/2.5% E.G. 60,552,000

Other Base Adjustments * 12,485,000

Proposed 2010/11 General Fund Appropriation $2,723,435,000

* Includes lease bonds, dental annuitants, debt service, fee rev. interests

CSU Budget Response Key Messages

• The State is projecting a shortfall of $19.1 billion in revenues.

• At this time the CSU is not anticipating furloughs.

• For a variety of reasons a delayed budget is anticipated.

CSU Budget Response Key Concerns

• The proposed budget will not allow the CSU to serve all qualified students, reducing access.

• The State is not taking adequate care of faculty and staff.

• Reducing access will impact industries and the State’s economy given our role in preparing the State’s workforce.

• Long-term prospects of increasing college going rates of underserved communities will be negatively impacted just as we are making real progress.

FACULTY, STUDENT and CAMPUSHIGHLIGHTS

Thank you