Students at Our Core

45: Provide all faculty and advisors with information on student success and equity gaps in their classrooms and their respective colleges. In addition, provide research-informed recommendations and professional development for ways to support student success in their teaching. Status: COMPLETE. Allocated funding and successfully hired the Director for Student Success Analytics; Developed and delivered data resources accessible to faculty, staff and administrators to identify and track student success metrics including the Data Resources Map; Analyzed disaggregated data for each college and delivered customized College Insights Reports identifying progress toward GI 2025 targets and areas of opportunity for action as well as plans.

46: Invest in campuswide technological and professional development support as the foundation for a coordinated campus approach to advising, teaching, and co-curricular support services. Status: COMPLETE. Implemented Campuswide Coordinated Plan, including total overhaul of advising model and institutionalization of Gen S 100 courses for all first years; Campuswide implementation of EAB Navigate, scaling up from a few dozen users in EOP and Athletics to 500+ active users.

47: Ensure that all academic programs are actively and continuously engaged in equity-driven, evidence-based improvement efforts that reflect best practices of assessment. Status: COMPLETE. Established Office of Curriculum, Assessment and Accreditation, adopted Nuventive platform, hired Assessment and Accreditation Analyst and (faculty) Director of Continuous Improvement

48: Achieve a 75% placement rate for undergraduate students in internships, research opportunities, and fellowships to enhance employability and access to graduate studies. Status: COMPLETE. In May/June 2023: 83% of survey respondents who graduated with an undergraduate degree, indicated that they had participated in one or more work or experiential learning opportunities that enhanced their employability or access to graduate studies (N = 1,517 students graduating with an undergraduate degree)

49: Ensure that all graduate programs will develop a professional development plan for graduate students. Status: In progress.

• Campuswide implementation of EAB /SDSU Navigate, persisting through my.SDSU-related interruptions, including campus-wide adoption of college-specific success markers
  
  
• Re-enrollment Initiative
  
  
• Departments required to integrate anti-racism and social justice into curriculum
  
  
• Hosted the first ever Retention Forum with representatives across divisions to discuss retention strategies especially for underrepresented student groups.
  
  
• YMOC Retention Study Group

50: Develop a university infrastructure that fosters and sustains regional partnerships with K-12 schools, community colleges, educational organizations, an industry that promotes college readiness and a college-going culture. Status: In progress

51: Increase the number of SDSU Global Campus adult learners by 25%. Status: In progress

• SDSU has established a number of partnerships with local school districts and CBOs with the goals of increasing the number of students who enroll and graduate from SDSU by guaranteeing admission, deepening student engagement and promoting higher graduation rates. Current partners include the Sweetwater-Union School District (Compact for Success), Hoover High School (College Avenue Compact), Reality Changers and Barrio Logan College Institute. Components of these compact agreements focus on college-readiness preparation, reducing equity gaps, adding career-counseling programming, and providing students with multiple pathways to an SDSU education. The University also has a number of guaranteed admission pathways for prospective transfer students at local community colleges, which include STEM Pathways (for select students from San Diego City College or Southwestern College), a transfer admissions guarantee program (TAG) for students enrolled at local community colleges, and Transfer Success Pathways –a new program open to potential transfer students across the state of California.
  
  
• Stronger, more targeted partnerships with CC retention programs (Umoja, EOPS, HUBU, Cal Works, Puente), SACD, and SDSU Admissions to ensure a greater continuity of services for local/regional transfer students
  
  
• University collaboration with Promises to Kids Council of Colleges Coalition Task Force in support of local and regional foster youth. By harnessing the collective wisdom and experience of our region's educational leaders, this group aims to create meaningful and lasting change for foster youth, enabling them to thrive academically and personally.
  
  
• Through the support of the Division of Student Affairs and Campus Diversity and the alignment of student fees, SDSU Imperial Valley has added the following programs: Counseling & Psychological Services, Career & Veteran Services, Case Management, Basic Needs and Financial Aid, Cross-Cultural Center, Food Pantry, Academic Learning Center and now Intramural and Recreational Sports.
  
  
• The SDSU Imperial Valley Criminal Justice Executive Track Program was launched in 2023 to support transfer criminal justice students by providing a flexible map allowing students to both work full time and pursue an undergraduate degree. Students complete the bachelors of Science in Criminal Justice degree over the course of three years including summers, taking only two online courses each semester.

52: Implement a wellness toolkit for faculty and staff to further promote and educate the campus community about the resources available for students through Counseling & Psychological Services and the Economic Crisis Response Team (ECRT) to support student mental health and basic needs. Status: COMPLETE.

53: Develop a service delivery model that expands placement of therapists in university programs, departments and centers in order to increase capacity to meet the unique needs of all students, including students from diverse backgrounds, graduate students and students enrolled in SDSU Global Campus programs. Status: COMPLETE (report submitted)

54: Open a new multidisciplinary space to house and support campus basic needs initiatives. The space will serve as a wellness hub for presentations and workshops and where students can meet with ECRT case managers and community partners to receive one-on-one personalized support. Status: COMPLETE.

• The Cal Coast Student Financial Center was established in Dec. 2020 to create an efficient way for the SDSU community to reach FAO, SO and Bursar's Office
  
  
• Launched WISHES survey
  
  
• Implemented a new scholarship management platform called Aztec Scholarships, a Blackbaud Award Management system, and created the University Scholarship Committee. Fund utilization has increased from 61% in 2016-17 to 99.6% in 2022-23
  
  
• C&PS has increased counselor staffing to provide additional mental health services to students and the campus. In 2017 the counselor-to-student ratio was 1:2732 and in 2023 it was 1:1418, putting C&PS in the range of what is recommended (1:100-1500) to adequately serve a campus population.
  
  
• Talk-it-Out is held at strategic locations across campus, with the goal of reaching students where they are. Locations have included: The International Student Center, Black Resource Center, Latinx Resource Center, Pride Center, Center for Intercultural Relations, Graduate Life and Diversity, Athletics, Lamden Hall, Engineering, and others.
  
  
• Culturally responsive mental health programming has been established, such as at the Undocumented Resource Center, en Confianza at the Latinx Resource Center, talking circles at the Native Resource Center, and others.
  
  
• Counselors are stationed at the Guardian Scholars Program to provide wellness check-ins for Guardian Scholars and EOP students. 
  
  
• C&PS developed mental health modules for incorporation into the University Seminar curriculum.
  
  
• Established the CARES (Campus Assistance, Response, Evaluation and Support). The CARES (Campus Assistance, Response, Evaluation and Support) Team reviews, assesses and responds to student issues that may present barriers to their personal and academic success. The CARES Team also responds to referrals involving individuals that may be exhibiting concerning behaviors that may be disruptive, erratic or threatening. The purpose of the CARES Team is to provide a centralized structure for the campus community to refer concerns. We meet our goal of early intervention for individuals through collaboration and effective communication with campus departments, students, faculty and staff. Support is provided to SDSU undergraduate and graduate students.