Report on Institutional Accountability: Cal Poly's Response to the CSU Accountability Process

Contents

Introduction

The CSU Board of Trustees adopted the CSU Accountability Process, for which all campuses are responsible, in November 1999. The accountability process focuses on thirteen common institutional performance areas and a campus-specific performance area. Each campus must submit an annual report on the first nine of these, and the others will be addressed periodically across a four year period. (The deadline for submission of formats for performance areas 10 and 14 is May 15, 2000. The first, annual campus accountability report is due to the Chancellor's Office on August 1, 2000.) The format of the complete report is to be defined by each campus.

The Task Force on Institutional Accountability and Learning Assessment was appointed and charged by the Provost "to propose a systematic and coordinated approach to addressing academic (and larger institutional) accountability and assessment issues" consistent with our institutional mission and values. We have used as guiding principles the need to build upon, integrate and implement the perspective and approaches contained in existing (Cal Poly and CSU) documents, and the desire to keep these approaches clear, concise and simple. Establishing consistency, while maintaining flexibility, in internal accountability, external accountability and reporting is crucial. The Task Force has applied this approach in handling the drafting of the reporting format for the CSU Accountability Process and used the following documents as the basis for the reporting:

Cal Poly Mission Statement
Cal Poly Strategic Plan
Commitment to Visionary Pragmatism
Cal Poly Plan
Cal Poly's General Education Program
Cal Poly as a Center of Learning (2000 WASC Self-Study)
Review of the Baccalaureate in the California State University
The Cornerstones Report
Cornerstones Implementation Plan
The CSU Accountability Process

1. Quality of Baccalaureate Degree Programs

Since its founding in 1901, Cal Poly has evolved into a modern, comprehensive, polytechnic university offering both baccalaureate and masters degrees. Cal Poly is authorized through the State Educational Code in Title 5, Section 40051, to emphasize technical and professional fields. Today, approximately seventy-five percent (75%) of all Cal Poly students graduate in technical/professional programs. All of Cal Poly's degree programs encourage students to reinforce classroom instruction with active learning, learn-by-doing gained through participation in research, fieldwork, co-curricular activities, cooperative education, service learning, and other applied educational experiences enhanced by information technology. In addition, a senior capstone project is required of all undergraduates. Cal Poly graduates enjoy a strong reputation for the quality of their preparation for employment and post-graduate education. A reaffirmation of the principles for baccalaureate programs and the characteristics of a Cal Poly graduate are presented in Commitment to Visionary Pragmatism.

Quality of BA Degree Programs

#	Indicators	Types of Evidence
1.1a	Principles and processes for student learning outcomes and assessment methods in academic degree programs	Development plan (including 3-year timeline) for student learning outcomes and assessment methods Annual progress reports (including list of programs with a complete development plan)
1.1b	Principles and processes for student learning outcomes and assessment methods in general education. - The mission of Cal Poly's General Education program is to provide students with fundamental knowledge set in a framework that will enhance their understanding of various basic disciplines as well as the significance of these disciplines in the larger world.	Assessment methodologies used for core competencies or foundational skills Development plan (including 3-year timeline) for student learning outcomes and assessment methods
1.2	Academic program review	Annual summaries (including assessment results, improvement in teaching, learning, and programs)
1.3	Success of graduates	(Longitudinal) placement of graduates Graduates' satisfaction with their degrees Percentage of graduates completing professional licensing and certification in fields that require them
1.4	Benefit to the state of California	Percentage of graduates employed in CA Percentage of graduates employed in areas of need in CA Percentage of graduates employed in the public sector

2. Access to the CSU

Admission to Cal Poly is selective. Students must identify their major at the time they apply for admission. Applicants are evaluated for admission, either as first-time freshman or as upper-division community college transfer applicants, based on their qualifications using an objective, point-based admission process known as the Multi-Criteria Allocation (MCA) plan. This process considers all factors, academic and non-academic, deemed to be of compelling interest to the university and consistent with the Cal Poly Mission Statement and Cal Poly Strategic Plan.

CSU Access

#	Indicators	Types of Evidence
2.1	Admission	Number of first-time freshman applicants admitted Number of upper-division community college transfer applicants admitted Number of priority teacher preparation applicants admitted
2.2a	Selectivity of impacted programs/campus - Applicants who applied to Cal Poly as their first choice during the open filing period and were not admitted	Number of eligible first-time freshman applicants not admitted Number of eligible upper-division community college transfer applicants not admitted Number of eligible priority teacher preparation applicants not admitted
2.2b	Re-direction of impacted programs/campus - Applicants who applied to Cal Poly as their first choice during the open filing period and were not admitted, but were admitted to another CSU campus	Number of eligible first-time freshman applicants redirected Number of eligible upper-division community college transfer applicants redirected Number of eligible priority teacher preparation applicants redirected
2.3	Enrollment	Percentage yield (number of enrolled students / number of admitted students) Average SATscores and GPA for first-time freshman Average GPA scores for upper-division community college transfers Number of students requiring financial aid Academic profile of enrolled students University student diversity

3. Progression to the Degree

Student throughput is an issue which affects many aspects of the university, including resources, class scheduling, student satisfaction, and our image to the citizens of California. As a result of its selective admissions procedures, Cal Poly is fortunate to have highly competitive students in almost every major. However, a review of current national data on time to degree indicates that students everywhere are generally taking longer to obtain their bachelors' degrees than they did in the past. Many students participating in the survey reported dropping their unit levels below full-time status during the course of their education or dropping out all together for one or more periods. This report cautions against assuming that a four-year standard is the norm.

Degree Progression

#	Indicators	Types of Evidence
3.1	Student progress from their first to their second year of attendance	Percentage first-time freshmen students progress; year-to-year Percentage upper-division California Community College transfer students progress; year-to-year
3.2	Unit completion of graduating students	Number of units completed by upper-division California Community College transfer students Number of units completed by upper division students who entered as first-time freshmen

4. Persistence and Graduation

Graduation rates are calculated on degrees awarded during the college year, with separate categories for 4 and 5-year degree programs. The six-year observation interval is the rate most often used by federal and other reporting agencies, but it only considers graduation rates for first-time freshman (FTF). Since transfer students are not typically included in these reports, we set our own standards. The Cal Poly Graduation Rate Study looks at upper division transfer student cohort after 4 years. Four-year programs use degree awarded in 6 years for FTF and degree awarded in 4 years for upper division transfers (UDT). Five-year programs use degree awarded in 7 years for FTF and degree awarded in 5 years for UDT. This criteria considers the fact that it takes 4 years (1.5 times), before UDT students achieve a graduation rate comparable to the 6 year rates for FTF.

Persistence and Graduation

#	Indicators	Types of Evidence
4.1	Achievement of degree objectives	Student graduation rates by sub-populations (first-time freshman, upper division transfers) Student graduation rates by student characteristics (full-time, part-time, etc) Percentage of students participating in internships, co-ops, service learning, and international programs Senior Projects (Capstone) Exit surveys
4.2	Advising	Coordinated (campus-wide) advising effort Delivery standards for college based advising centers Identification of, and early support for, high risk students Regular throughput surveys Placement of graduates (also 1.3, 1.4)

5. Areas of Special State Need

The need for excellent teachers in California's elementary and secondary classrooms is urgent. Statewide school reforms, including class size reduction, have given top priority to improving the quality of our educational system. Thousands of new teachers who are capable of making a real difference in the lives of children and the betterment of society will be needed in coming years. Stressing the "learn by doing" philosophy, Cal Poly's University Center for Teacher Education provides opportunities for extensive student on-site observation and fieldwork. Credential programs include preliminary and professional clear teaching credentials in single and multiple subjects. Service and specialist credentials in Administrative Services, Pupil Personnel Services, Reading/Language Arts Specials and Special Education Specialist (Learning Handicapped and Severely Handicapped) are also offered.

Over the last decade, growth in the California economy has been led by a few key industries: high technology (especially in the areas of manufacturing, biotechnology, aerospace and communications), foreign trade, tourism and entertainment, professional services (e.g., computer services and engineering and management services). The State's emerging new, high-technology-based economy is dependent upon an adequate supply of workers with science and technology competencies. Yet, there is growing evidence of a significant gap between industry's demand for skilled scientific and technical workers and the ability of the State's educational system to meet that demand. Consistent with our statewide mission, Cal Poly is poised to make significant contributions in narrowing California's workforce gap in science and technology.

Special State Need

#	Indicators	Types of Evidence
5.1	Credentialed teachers consistent with K-12 education requirements	Number of credentials issued by California Commission on Teacher Credentialing Preparation of K-12 teachers in scientific and technical disciplines, emphasizing active, "learn-by-doing" strategies Budget support for "learn-by-doing" labs, as integral parts of teacher training programs
5.2	Science and technology workforce preparation - joining of strategically critical scientific and engineering workforce issues with teacher education initiatives to increase enrollment, recruitment and outreach efforts, particularly from underrepresented groups	Enrollment in scientific and technical programs Degree completion rates in scientific and technical programs Budget support for scientific and technical programs New undergraduate scientific and technical programs

6. Relations with K-12

Cal Poly's work with schools is best illustrated in the "learn by doing" philosophy. Working in partnership with local school professionals, the Cal Poly community is enhancing the quality of K-12 education in a number of ways. Virtually every unit at Cal Poly works in some way with public schools. Children are exposed to positive role models, unique learning opportunities, and the challenge and possibility that they, too, can someday attend an institution of higher education. In turn, participating in the activities of local schools has enriched the professional and the personal lives of Cal Poly's students, faculty, and staff. A sample of specific efforts include a long list of programs coordinated through the University Center for Teacher Education, retention and outreach partnerships through Student Academic Services, Admissions and various college departments.

K-12 Relations

#	Indicators	Types of Evidence
6.1	Outreach efforts and partnerships - particularly in the effort to increase awareness of scientific and technical career opportunities	Number of faculty, students, high schools, and high school students involved Number of K-12 students preparing for entry into scientific and technical fields of study Liberal Studies program - math & science component Single subject (K-6) SMART MESA Upward Bound Summer Institute Endeavor Academy
6.2	Preparation in Mathematics and English composition	Percentage of eligible students Math & English proficient

7. Remediation

Many universities in California find that a large percentage of incoming freshmen require remedial courses in Mathematics and English. Remedial courses place significant cost burdens on the university and may delay the progress of students whose majors depend on Mathematics or English prerequisites. Cal Poly is fortunate to have the lowest number of entering freshman students requiring remediation in the CSU.

Remediation

#	Indicators	Types of Evidence
7.1	Student preparation for college level Mathematics and English composition	Percentage of students requiring remediation in English (as measured by the English Placement Test, EPT) Percentage of students requiring remediation in Mathematics (as measured by the Elementary Level Mathematics Exam, ELM) Percentage of students requiring remediation who complete remediation within one year

8. Facilities Utilization

Cal Poly recognizes that student learning occurs throughout the campus. Facilities should provide space for interactions among faculty, students and staff, enable the use of different pedagogical styles, and be supported by state-of-the-art technology. With Cal Poly's polytechnic programs and applied, "learn-by-doing" approach to education, a significant amount of teaching and learning occurs outside traditional classrooms and laboratories. These living laboratories are as central to Cal Poly's mission as are "traditional" physical facilities.

Facilities Utilization

#	Indicators	Types of Evidence
8.1	Use of "capacity" main campus physical facilities	Percentage of course enrollments occurring on Fridays, weekends, and summers Percentage of course enrollments occurring on Fridays, weekends, and summers not requiring "capacity" physical facilities
8.2	Off-peak hours (campus-defined; evening, weekend, summer, other)	Number of courses during off-peak hours
8.3	Facility maintenance and upkeep	Occupant satisfaction with facilities Downtime for facility maintenance and upkeep
8.4	Deferred maintenance	Percentage of funds spent on deferred maintenance
8.5	Courses not requiring campus facilities	Number of courses not generating or requiring campus space

9. University Advancement

Becoming a state-assisted, rather than a state-supported university means looking farther for solutions than we have in the past. The Cal Poly Plan is a bold attempt to go beyond the CSU model of state-funded education for the System. It has been viewed as a model for how the State of California can meet future demand from its citizens for public higher education in a time of dramatic enrollment growth, rising public expectations for quality and efficiency, and limited public resources. A second approach to diminishing reliance on state support is Cal Poly's Centennial Campaign, Securing the Advantage, which will culminate in 2004.

University Advancement

#	Indicators	Types of Evidence
9.1	Voluntary support report	Funds raised via alumni/ae, parents, foundations, corporations, others Number of alumni/ae records Number of alumni/ae solicited Number of alumni/ae donors
9.2	Special revenues report	Funds raised via scholarships, bequests & revocable trusts, pledges, contracts, grants, property transfers, and endowment income
9.3	Alumni/ae participation	Membership in alumni/ae association Alumni/ae program activity
9.3	Private fund goal	> 10% of net general fund allocation

10. Quality of Graduate and Post-Baccalaureate Programs

Between Spring 1997 and Fall 1999 a Task Force on Graduate Education, appointed by the Provost, undertook a study of graduate education. Their report, Graduate Education at Cal Poly: Challenges and Opportunities, is a comprehensive, integrative picture of graduate education at Cal Poly and presents a blueprint for graduate education in the next decade and beyond. It is expected that the achievement of the strategic goals set forth in the document will enable Cal Poly to assume a position in graduate education that is appropriate to its academic reputation, the talents of its faculty and its mission as the preeminent polytechnic campus in the CSU. The Task Force reviewed and integrated their recommendations for this Accountability Report.

Quality of Programs

#	Indicators	Types of Evidence
10.1	Quality of infrastructure (space, equipment, physical environment, administrative support)	Physical facilities (appropriate classrooms, meeting and office space, state of the art laboratories and equipment, centralized instrumentation facilities, computing technology) Adequate support for teaching activities (similar to that provided to lecturers and regular faculty) Library resources (appropriate for and responsive to the needs of graduate programs) Attentive and effective strategies from support offices and auxiliary organizations (Admissions, Records, Financial Aid, ASI, Residential Life, etc.)
10.2	Faculty participation in graduate programs	Number of faculty with terminal degrees Percentage of faculty who participate in graduate program activities Level of faculty scholarship
10.3	Availability of financial support	Graduate students receive at least 50% of national standard support (for specific programs)
10.4	Enrollment quality and capacity	~ 10% of total student enrollment be post-baccalaureate by 2010 Recruitment programs to ensure well-qualified applicants Demographic profile of enrolled students that reflects the demographics of college graduates in the state
10.5	Success of graduates	Percentage of graduates who complete more advanced degrees Graduates' satisfaction with their degrees Percentage of graduates completing professional licensing and certification in fields that require them Percentage of graduates employed in K-12, community colleges, CSU and UC

11. Support for Faculty Scholarship and Creative Achievement

Cal Poly has long recognized that its vitality as a university is dependent on an intellectually active and professionally vigorous faculty. The Cal Poly Strategic Plan endorses the broad definition of the four types of scholarship set forth in the Carnegie Foundation report entitled Scholarship Reconsidered: Priorities of the Professorate (scholarship of teaching; discovery; integration; and application). Equally significant is our recognition of the role such scholarship plays in creating and enhancing an environment that fosters student learning. Pressures to incorporate state-of-the-art technology into the curriculum have compelled the faculty to devote more time to refine the curricula to make full and appropriate use of technology's capabilities. In addition to being a content specialists in their respective disciplines, faculty need time, support, and access to resources to develop new skills, materials, and strategies that are needed to refresh and improve the curriculum and learning environment. Cal Poly is faced with the major challenge of providing comprehensive support and reward programs that encourage the appropriate use of technology, while it continues to face the challenge of bringing the teaching load of faculty into line with the expectations for professional development and scholarly activity.

Faculty Scholarship and Creative Achievement Support

#	Indicators	Types of Evidence
11.1	Campus supported	Sabbaticals, leave-with-pay program (number of faculty, dollars, WTU's, and space) Professional development (number of faculty, dollars, WTU's, and space)
11.2	Outcomes of campus support	Instructional innovations Publications Professional presentations Creative performance Awards & honors Grants & contracts Patents & copyrights Advancement/impact on profession

12. Service Contributions to Community and Society

Community service contributes to the quality of life for individuals and groups in need of assistance at the local, state, national, or international level. The mission of service learning at Cal Poly is to ensure that all students have the opportunity to take at least one service learning course as part of their studies, and thereby instill in students an appreciation of the academic and social value of service to the community. Students engaged in service learning participate in a structured course that combines service to the community with explicit learning objectives, preparation, and reflection. For example, the Center for Practical Politics functions as a vehicle for students and faculty to cooperatively engage in political, governmental, and public policy research while working with organizations committed to improving citizenship and promoting effective public policy.

Service Contributions

#	Indicators	Types of Evidence
12.1	Students performing pro bono community service	Percentage of students performing pro bono community service
12.2	Students earning credit for service-related internship courses, service learning courses, fieldwork courses, and tutorial programs	Percentage of students earning credit for service-related internship courses, service learning courses, fieldwork courses, and tutorial programs
12.3	Faculty, staff, administrators engaged in academically-related community service	Economic impact studies
12.4	Education programs & research projects responding to community needs	Economic impact studies
12.5	Graduates qualifying for professional licenses & certificates	Economic impact studies
12.6	Graduates engaged in teaching, government, or public-service careers	Economic impact studies
12.7	Economic impact of campus upon community & region	Economic impact studies
12.8	Collaborative activities with public schools	Economic impact studies

13. Educational (Institutional) Effectiveness

Institutional integrity derives from the clarity of the University's mission and the unity of its pursuit. At Cal Poly the heart of the matter is learning. Students are the principal focus of this institutional purpose, but a devotion to learning and a responsibility to foster it encompass all members of the University community. The Cal Poly Strategic Plan embodies the University's mission statement and contains policies that guide our future. The policies address academic programs, faculty scholarship, staff professional growth and achievement, student satisfaction, diversity, governance and collegiality, institutional size, university relations and image, and crosscutting themes focused on technology, fiscal flexibility, and global awareness. Within such an institutional culture there is a particular obligation to offer curricula that are contemporary and relevant; that are effectively balanced between studies that are concrete and applied and those that are abstract and theoretical; and that emphasize the critical connection between academic habits and life that develop in the academy but extend well beyond it.

Educational Effectiveness

#	Indicators	Types of Evidence
13.1	Student participation in active learning experiences (on campus and off campus)	Percentage of students participating in laboratories, studios, activities, and supervision Percentage of students participating in research/scholarship under faculty supervision Percentage of students participating in internships, co-ops, service learning, and international programs
13.2	A learning environment that promotes intellectual, aesthetic, and social growth	Student opinion survey Campus climate survey
13.3	Campus climate that affirms and celebrates the richness of diversity in 21st century California	Diversity of faculty, staff, students Diversity reflected in academic programs and co-curricular activities Preparation of graduates for careers in a diverse world
13.4	Satisfaction and perceived value of Cal Poly education	Student opinion/satisfaction survey Alumni/ae opinion/satisfaction survey Employer opinion/satisfaction survey
13.5	Growth and development opportunities, in disciplines and teaching, for faculty and staff	Faculty/staff perception of time, availability and quality of facilities and equipment Regular needs and effectiveness surveys
13.6	Graduates in employment and graduate/professional study	Longitudinal study of placement data

14. Distinctive Polytechnic Identity

"Learn by doing" is the essence of Cal Poly's teaching and learning philosophy, it defines our learning community and charts our future. Yet, it is combined with other defining institutional characteristics-polytechnic, undergraduate, teaching excellence, residential, selective admissions, statewide service area-that in toto help set Cal Poly apart from other public higher education institutions in California and provide strategic guidance for the University. Cal Poly students identify with their major discipline from the beginning of their career. Many of Cal Poly's degree programs encourage students to reinforce classroom instruction with active learning, learn-by-doing gained through participation in research, fieldwork, co-curricular activities, cooperative education, service learning, and other applied educational experiences enhanced by information technology. In addition, a senior project involving independent scholarship of discovery, application, creation and/or integration is required of all undergraduates. As a result of this judicious mix of thought and action, of theory and application, Cal Poly graduates enjoy a strong reputation for the quality of their preparation for employment and post-graduate education.

Distinctive Identity

#	Indicators	Types of Evidence
14.1	Polytechnic characteristic	Percentage of students in polytechnic programs
14.2	Quality of residential experience - student participation in co-curricular activities: sports, clubs, living and learning programs, government, arts productions, university media, etc.	Number of hours on campus per week Percentage of students involved in each major category Average age of students
14.3	Contribution to state's work force in (polytechnic) professional fields	Diversity Strategic programs initiative
14.4	Employer satisfaction with polytechnic program graduates	Career Fair Recruiter surveys Co-op study
14.5	Integrated learning in arts, science, and technology	Interdisciplinary programs/courses Curriculum plans Transcript analysis Senior Projects General Education technology component

Task Force on Institutional Accountability and Learning Assessment

Anny Morrobel-Sosa, Chair (Special Assistant to the Provost, Materials Engineering)
Denise Campbell (Special Assistant to the Provost)
W. David Conn (Vice Provost for Academic Programs and Undergraduate Education)
Susan Currier (Associate Dean, College of Liberal Arts)
James Daly (Statistics)
Juan Gonzalez (Vice President for Student Affairs)
Myron Hood (Mathematics, Academic Senate Chair)
Steven Kane (Disability Resource Center)
Roxy Peck (Associate Dean, College of Science and Mathematics)
Thomas Ruehr (Soil Science)