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Self-Support:

Stage 1: Strategic Planning is the first step in a Self-Support project. The resources here will help provide insight on how each campus defines its strategy, direction and allocation of resources to pursue their academic process. The next step in completing a Self-Support project is Stage 2: Master Plan & CEQA.

A. Consult the Campus’s Strategic Plan

The Strategic Planning phase of a Self-Support project starts with getting familiar with the strategic plan of the campus. This plan is based on the vision of the president, combining both academic goals for students and faculty and the physical landscape of the campus itself.

Choose a campus below to see its strategic plan:


 


B. Consult the Campus's Academic Master Plan

In addition to a strategic plan, CSU campuses have an Academic Master Plan. This outlines the campus president’s vision as it relates specifically to self-support programs.

Here’s a list of individual campus academic plans (Word documents):


You can also consult the CSU Academic Master Plan (PDF), a comprehensive list of campus academic plans that guide program, faculty and facility development.

Lastly, each campus's website may have additional information on its Academic Master Plan. 



C. Consult the Academic Planning Database

The CSU Academic Planning Database (APDB) collects actual enrollment data systemwide. The resources in APDB can help align a proposed project with the campus's needs. APDB generates three reports that are useful in strategic planning:


Course Section Report (fall semester)
This enrollment report contains actual full-time equivalent students (FTES) and full-time equivalent faculty totals for all individual academic discipline (HEGIS) categories arranged by instructional level and segment. Actual enrollment data is one of the measurement devices used on CPDC programming forms to calculate entitlement for space. More information on this is available in Stage 3: Programming


Utilization Report (fall semester)
This is a report of the utilization of classrooms and teaching laboratories spaces for the fall term. Instructional space needs are calculated in conformity with legislative space and utilization standards. This is an annual report on the utilization of classrooms and teaching laboratories. For each campus, it includes:

  • total number of rooms
  • total number of stations
  • weekly student contact hours
  • weekly station hours
  • average weekly hours of station use
  • actual utilization as a percentage of the utilization standard

Main Campus FTES by Discipline Report-APD87 (academic year)
This report contains annualized FTES by main campus or off-campus center, HEGIS, learning mode, instruction level, and APDB space type. This report breaks out FTES taught on-site but not in a physical space or off-site of the main campus. 

Actual enrollment data is one of the measurement devices used on CPDC forms to show entitlement for space.


References:

SUAM Section VII: 9100-9121 - APD87

SUAM Section V: 9045-9050 - APD87

Course Section Report: SUAM Section VII: 9100-9121

​Course Section Report: SUAM Section V: 9045-9050

Utilization Report: ​ Education Code: 67503



D. Consult the Space and Facilities Database

The CSU Space and Facilities Database (SFDB)​ is a systemwide inventory of campuses’ physical capacity. The SFDB serves as the official record for current physical inventory data for the CSU ​and provides two basic types of data: facilities and space.

The SFDB is used in the analysis of:

  • space needs
  • space utilization
  • other space- and facilities-related issues and reports
  • custodial fund​ing basis
  • private use reporting​

Available reports:

The SFDB is also used by Sacramento agencies, campus administrators and outside vendors to provide information regarding facilities planning and construction processes.


E. Capital Planning Tools

The following capital tools should be used to compare the present and projected FTES enrollment for lecture, labs and faculty offices with the existing capacity as affected by any proposed Self-Support​ Projects. 

Review the following two reports to see how they relate to your Self-Support Project: 

Summary of Campus Capacity (CPDC 1-2)

The Summary of Campus Capacity report is prepared in conjunction with the development of the CSU’s annual Capital Outlay Program and Five-Year Capital Improvement Program. This document reflects annual FTES capacity changes resulting from proposed major capital outlay projects, minor capital outlay projects and other adjustments to the campus space inventories.

Capacity space in the CSU is categorized as either lecture or teaching laboratory.

This report covers classrooms, upper- and lower-division class laboratories and faculty offices. The summary shall correlate assignable square foot capacities to full-time equivalent student enrollments and faculty positions for both existing space and projected space needs.

View the Summary of Campus Capacity reports


Laboratory Enrollment FTES vs. Laboratory Capacity FTES (Lab/Lab)

This report provides a comparison between enrollment FTES and capacity FTES of teaching laboratories by academic discipline (HEGIS category). The data used for this comparison are derived from the APDB and the SFDB (see above). The total FTES for teaching laboratories at target are from the Summary of Campus Capacity (CPDC 1-2), explained above​.

View the Laboratory Enrollment FTES vs. Laboratory Capacity FTES reports


References:

Education Code: 67502 – Summary of Campus Capacity

Introduction to Summary of Campus Capacity (PDF)​

Lab/Lab Introduction (PDF)

Restructuring Campus Capacity (ASF/FTE Model) (PDF)

SFDB -​ SUAM Section V: 9045-9050

Target Year Comparison of Physical Capacity vs. Annual Full-time Equivalent Students (PDF)