Goal 1: Engage and Educate

Attract unique and exceptional students, faculty, and staff to actively engage in a teaching, learning, and research environment supporting their interests as creators, innovators, change agents, and champions of the social good in a diverse and changing world.

Desired Outcome 1

Expand curricular and co-curricular learning experiences that afford students the opportunity to translate learning in the classroom to the challenges they will face in their first career or their next level of education. Our approach maps the skills students also need to continually adapt to a world in which the career of today may not be the career of tomorrow.

Metrics

• Establish a baseline metric for student participation

  • Establish a baseline metric for student participation in curricular and co-curricular experience participation and track progress.

    NOTE: All students participate in at least 2 High Impact Practices (HIPs) over the course of their undergraduate education. HIPs include: service learning, learning community, research with faculty, internship or field experience, study abroad, culminating senior experience, and mentoring.

    • Increasing number of graduating undergraduate students who will have completed an experiential learning activity.
    Growing undergraduate student engagement in student clubs and organizations.

    • Undergraduate student Awards and distinctions for service and leadership at annual recognition events.

• Establish baseline metrics for tracking student success

  • Establish baseline metrics for tracking student career and advanced educational success demonstrating improvements in the time students land their first meaningful job or join graduate school after graduation, in support of the Strategic Plan for Student Career Development. 

    NOTE: The four goals of the Strategic Plan for Student Career Development are: (1) All students have career information (to chart a degree pathway), (2) career education, (3) career experiences, and (4) degree-level jobs or grad program entry (as tracked in a universal first destination survey).

Desired Outcome 2

Prepare our students to be change agents and leaders in an ever-evolving world by offering experiential learning, leadership development, and career development services, and strong, ever-evolving curricula within and across disciplines.

Metrics

• Enrollment growth and increased graduation rates

  • Graduate and undergraduate enrollment growth and increased graduation rates for students entering SJSU SAGE 4+1 programs (blended undergraduate / graduate programs).

• Implementation of student success plans

  • Development and implementation of comprehensive undergraduate and graduate student success plans that align with SJSU’s GI 2025 goals and beyond with clear and measurable goals and outcomes.

• Campus indicators for GI 2025 goals

  • Campus indicators for GI 2025 goals for undergraduate students (retention rates, persistence, graduation rates, etc.)

• Increase four year and two year graduation rates

  • Admission to Graduation project (EM): Increase four year and two year graduation rates.

• Increase students living in theme communities

  • Graduation rates of students living in theme communities (University Housing Services) as well as students referred to Student Conduct & Ethical Development.

• Persistence through EOPs and Identity-Based Centers

  • Undergraduate Student Success: Persistence through Education Opportunity Programs (EOPs) and Identity-Based Centers.

Desired Outcome 3

Dismantle operational barriers that inhibit student success.

Metrics

• Reduce ongoing and systemic administrative barriers

  • Develop, implement, and document a plan to identify, analyze, and reduce ongoing and systemic administrative barriers that inhibit graduate and undergraduate student success; .e.g enrollment, early registration, advising/student support, progress-to-degree, payment, and information technology in the different phases of the student journey.

• Use of warm and equity-minded language

  • The use of warm and equity-minded language in documents that are front-facing to ensure culturally responsive practices, such as in course descriptions, catalogs, websites, and policies.

Desired Outcome 4

Hone next-century “soft” / “power” skill sets in leadership, communication, empathy and other interdisciplinary competencies that employers seek when recruiting the future workforce and that are needed to ensure community and civic health—e.g., knowledge of AI systems, machine learning, quantitative and qualitative analytic skills, creativity.

Metric

• Develop curricular and co-curricular assessments

  • Develop curricular and co-curricular assessments for undergraduate and graduate students that can be coded and tracked to demonstrate their skill development across these areas. Utilize NSSE and other standardized instruments to evaluate student engagement with these skills. 

Desired Outcome 5

Engage our students to thrive in campus life activities, through participation in student organizations, attendance at campus events including intercollegiate athletics, and participation in university activities that support academic, social, wellbeing, and career goals.

Metric

• Comprehensive plan for increased student engagment

  • Comprehensive plan for increased student attendance at SJSU home intercollegiate athletics events to yield at least 10% more student attendance than prior academic years.

    Number of social media engagements between SJSU students and the intercollegiate athletics department to increase by 10% year over year. 

    Number of undergraduate and graduate students by race/ethnicity involved in student clubs and organizations (RSOs) that indicate high levels of satisfaction or have received special recognition.

    Number of undergraduate and graduate students by race/ethnicity involved in activities (e.g. Associated Students committees) aimed at improving student co-curricular experiences.

    Number of undergraduate and graduate students involved in new or modified identity-based cultural centers, programs, or services.

    Number of undergraduate and graduate students who respond to the NCHA assessment questions on well-being; assess and analyze questions pertaining to well-being and mental health.

Desired Outcome 6

Enhance students’ ability to work in a technologically-enabled world of artificial intelligence, robotics, and human-computer interactions through a deeper engagement with these topics in their overall educational journey at SJSU.

Metric

• Measure student engagement and success

  • Develop a baseline metric to measure student engagement and success in academic programs and research in these emerging areas.

Desired Outcome 7

Build partnerships that support an educational environment that holistically fosters academic achievement, personal well-being, and career readiness.

Metrics

• Evaluate and measure use of tools and opportunities

  • Evaluate and measure faculty and student use of various tools and opportunities provided through corporate and nonprofit partnerships.

• Assess our overall partnership programs and develop new programs

  • Assess our overall partnership programs and develop new programs that foster student growth through internship, engaged learning, and skills development programs, such as learning modules from organizations that help students build 21st century digital and creative literacy skills.

• Develop academic and industry partnerships

  • Develop academic and industry partnerships to grow research opportunities for faculty and students and establish and grow graduate program offerings.

Desired Outcome 8

Develop students’ sense of self-understanding and learned skills to monitor and manage their wellbeing and personal health.

Metric

• Comprehensive plan of assessment for student engagement and co-curricular learning

  • Comprehensive plan of assessment for student engagement and co-curricular learning that considers participation, wellbeing, student leadership development, equity, and learning outcomes.

    • NSSE – 1) Students’ perception of how much the institution emphasizes services and activities that support their learning and development; 2) Students’ perception of the quality of interpersonal interactions (with students, academic advisors, faculty, student services staff, other administrative staff).

    • MOSAIC Leadership Today pre and post survey of participants that measures knowledge of self and others, power, privilege, marginalized identities, multi-positionalities, leadership development for social justice, and knowledge of social change model.