System Information for Campus Accreditation

Guidelines in the 2001 WASC Handbook of Accreditation suggest that campuses in a system (like the CSU), prepare an institutional presentation that "briefly describes system objectives, policies, and operations, and provides an analysis of educational effectiveness." WASC allows this to be accomplished through a portfolio, such as the one provided through this reference site.

Brief Overview of CSU Policy and Operations

CSU System, History, Mission, and Effectiveness

The California State University

The individual California State Colleges were brought together as a system by the Donahoe Higher Education Act of 1960. In 1972 the system became The California State University and Colleges and in 1982 the system became The California State University. Today the campuses of the CSU include comprehensive and polytechnic universities and, since July 1995, the California Maritime Academy, a specialized campus.

The oldest campus—San Jose State University—was founded in 1857 and became the first institution of public higher education in California. The 23rd and most recently opened campus, CSU Channel Islands, is now formally established in Ventura County.

Responsibility for the California State University is vested in the Board of Trustees, whose members are appointed by the Governor. The Trustees appoint the Chancellor, who is the chief executive officer of the system, and the Presidents, who are the chief executive officers on the respective campuses.

The Trustees, the Chancellor and the Presidents develop systemwide policy, with actual implementation at the campus level taking place through broadly based consultative procedures. The Academic Senate of the California State University, made up of elected representatives of the faculty from each campus, recommends academic policy to the Board of Trustees through the Chancellor.

Academic excellence has been achieved by the California State University through a distinguished faculty, whose primary responsibility is superior teaching. While each campus in the system has its own unique geographic and curricular character, all campuses—as multipurpose institutions—offer undergraduate and graduate instruction for professional and occupational goals as well as broad liberal education. All of the campuses require for graduation a basic program of "General Education-Breadth Requirements" regardless of the type of bachelor's degree or major field selected by the student.

The CSU offers more than 1,600 bachelor's and master's degree programs in some 240 subject areas. Many of these programs are offered so that students can complete all upper-division and graduate requirements through part-time, late afternoon, and evening study. In addition, a variety of teaching and school service credential programs are available. A limited number of doctoral degrees are offered jointly with the University of California and with private institutions in California.

For more information about the history of the CSU, see http://www.calstate.edu/explore/history.shtml.

The Mission of the California State University
(as adopted by the Board of Trustees November 1985)

I. The mission of the California State University is:

• To advance and extend knowledge, learning, and culture, especially throughout California.
  
  
• To provide opportunities for individuals to develop intellectually, personally, and professionally.
  
  
• To prepare significant numbers of educated, responsible people to contribute to California's schools, economy, culture, and future.
  
  
• To encourage and provide access to an excellent education to all who are prepared for and wish to participate in collegiate study.
  
  
• To offer undergraduate and graduate instruction leading to bachelor's and higher degrees in the liberal arts and sciences, the applied fields, and the professions, including the doctoral degree when authorized.
  
  
• To prepare students for an international, multi-cultural society.
  
  
• To provide public services that enrich the university and its communities.
  
  

II. To accomplish its mission over time and under changing conditions, the California State University: Emphasizes quality in instruction.

• Provides an environment in which scholarship, research, creative, artistic, and professional activity are valued and supported.
  
  
• Stresses the importance of the liberal arts and sciences as the indispensable foundation of the baccalaureate degree.
  
  
• Requires of its bachelor's degree graduates breadth of understanding, depth of knowledge, and the acquisition of such skills as will allow them to be responsible citizens in a democracy.
  
  
• Requires of its advanced degree and credential recipients a depth of knowledge, completeness of understanding, and appreciation of excellence that enables them to contribute continuously to the advancement of their fields and professions.
  
  
• Seeks out individuals with collegiate promise who face cultural, geographical, physical, educational, financial, or personal barriers to assist them in advancing to the highest educational levels they can reach.
  
  
• Works in partnership with other California educational institutions to maximize educational opportunities for students.
  
  
• Serves communities as educational, public service, cultural, and artistic centers in ways appropriate to individual campus locations and emphases.
  
  
• Encourages campuses to embrace the culture and heritage of their surrounding regions as sources of individuality and strength.
  
  
• Recognizes and values the distinctive history, culture, and mission of each campus.
  
  
• Promotes an understanding and appreciation of the peoples, natural environment, cultures, economies, and diversity of the world.
  
  
• Encourages free scholarly inquiry and protects the University as a forum for the discussion and critical examination of ideas, findings, and conclusions.
  
  
• Offers degree programs in academic and applied areas that are responsive to the needs of the citizens of this state and provides for regular review of the nature and extent of these programs.
  
  
• Offers or proposes to offer instruction at the doctoral level jointly with the University of California and with private institutions of postsecondary education, or independently in the field of education where the need is clearly demonstrated.
  
  

Cornerstones

This systemwide planning framework, articulating the CSU's values, priorities, and expectations for the future, was developed and endorsed by the Board of Trustees in 1998. An implementation plan was adopted in 1999. The ten Cornerstones principles are:

Principle 1: The California State University will award the baccalaureate on the basis of demonstrated learning as determined by our faculty. The CSU will state explicitly what a graduate of the California State University is expected to know, and will assure that our graduates possess a certain breadth and depth of knowledge together with a certain level of skills and are exposed to experiences that encourage the development of sound personal values.

Principle 2: Students are the focus of the academic enterprise. Each campus will shape the provision of its academic programs and support services to meet better the diverse needs of its students and society.

Principle 3: Students will be expected to be active partners with faculty in the learning process, and the university will provide opportunities for active learning throughout the curriculum.

Principle 4: The California State University will reinvest in its faculty to maintain its primary mission as a teaching-centered comprehensive university. Faculty scholarship, research, and creative activity are essential components of that mission.

Principle 5: The California State University will meet the need for undergraduate education in California through increasing outreach efforts and transfer, retention, and graduation rates, and providing students a variety of pathways that may reduce the time needed to complete degrees.

Principle 6: Graduate education and continuing education are essential components of the mission of the California State University

Principle 7: The State of California must develop a new policy framework for higher education finance to assure that the goals of the Master Plan are met. This framework should be the basis for the subsequent development of periodic "compacts" between the State and the institutions of higher education.

Principle 8: The responsibility for enhancing educational excellence, access, diversity, and financial stability shall be shared by the State, the California State University system, the campuses, our faculty and staff, alumni/ae and students.

Principle 9: The California State University will account for its performance in facilitating the development of its students, in serving the communities in which we reside, and in the continued contribution to the California economy and society through regular assessment of student achievement and through periodic reports to the public regarding our broader performance.

Principle 10: The California State University campuses shall have significant autonomy in developing their own missions, identity, and programs, with institutional flexibility in meeting clearly defined system policy goals.

More detail about the Cornerstones process, deliberations, and participants are available at the following reference: http://www.calstate.edu/Cornerstones/

CSU Accountability

In order to implement a central element of Cornerstones, an accountability process was called for in Principle 9. The CSU accountability process was developed and implemented in 1999 and has since evolved through input provided by the individual campuses, the Alumni Council, the California State Student Association, and the Academic Senate CSU.

The systemwide process analyzes the CSU's educational effectiveness and honors the diverse ways in which our campuses help meet the state's educational objectives. Both systemwide and campus outcomes are reported on a regular, cyclical basis, with systemwide performance reported annually and campus performance reported every other year. The nine performance areas reported in this process are:

   Reported Every Two Years

1. Quality of baccalaureate degree program
   
   
2. Access to the CSU
   
   
3. Progression to the degree
   
   
4. Graduation Rates
   
   
5. Areas of special state need
   
   
6. Relations with K-1
   
   
7. Remediation
   
   
8. Facilities utilization (Reported as course annual FTES occurring via the main campus—integers rounded to one decimal place)
   
   
9. University advancement
   
   

   Reported Every Two Years (Starting Date - To Be Determined)

Performance Area 10: Quality of graduate and post-baccalaureate programs

   Optional Performance Area

Campuses may report "Campus-defined performance areas and indicators" (performance area 14). This option may be pursued if a campus believes that the system-defined performance areas and/or indicators do not fully address the campus's unique goals, environment, and priorities. Campus-defined performance areas and priorities may change with special state needs.

This optional performance area report may also include faculty scholarship and creative achievement (formerly performance area 11), contributions to community and society (formerly performance area 12), and institutional effectiveness (formerly performance area 13).

System Governance and Administration

The Board of Trustees

In adopting the Donahoe Higher Education Act of 1960, the State Legislature established the Board of Trustees of The California State Colleges (designated "The California State University" on Jan. 1, 1982) to "succeed to the powers, duties and functions with respect to the management, administration and control of the state colleges." Prior to this, the State Board of Education had jurisdiction over the separate colleges.

The Donahoe Act also restructured the individual campuses into the nation's largest system of senior higher education. The Board of Trustees governs this diverse and complex 23-campus system by:

1. developing broad administrative policy for the campuses;
   
   
2. providing broad direction and coordination to campus curricular development;
   
   
3. overseeing the efficient management of funds, property, facilities and investments by the system and the campuses;
   
   
4. appointing the Chancellor and Vice Chancellors for the system, and the Presidents for the campuses as chief executives with certain delegated responsibilities; and
   
   
5. communicating to the people of California an understanding and appreciation of the current effectiveness and the future needs of the California State University.
   
   

Under present law there are 25 Trustees (24 voting, one non-voting). Five Trustees are ex officio members: the Governor, Lieutenant Governor, Speaker of the Assembly, State Superintendent of Public Instruction, and the Chancellor. The CSU Statewide Alumni Council appoints an Alumni Trustee. The Governor appoints a Faculty Trustee from nominees proposed by the Statewide Academic Senate. The Alumni and Faculty Trustees serve for two years. The Governor appoints two Student Trustees from nominees proposed by the California State Student Association. These Student Trustees serve staggered two-year terms. One Student Trustee has full voting powers; the second, non-voting Student Trustee succeeds to the voting position upon the expiration of the term of the first. The sixteen remaining Trustees are appointed by the Governor, confirmed by the State Senate, and serve for eight years. Trustees remain on the Board until a replacement is named or 60 days after their term expires.

The Governor is designated as the President of the Board, the General Counsel serves as Secretary, and the Chief Financial Officer as Treasurer. Other officers, including the Board's Chair and Vice Chair, are elected by Board members for one-year terms. One Trustee serves as representative to the California Postsecondary Education Commission.

Currently there are nine standing committees of the Board: Audit; Campus Planning, Buildings and Grounds; Collective Bargaining; Educational Policy; Finance; Governmental Relations; Institutional Advancement; Organization and Rules; and University and Faculty Personnel.

Board meetings are held six times a year, normally in the headquarters building in Long Beach (once a year, the meeting is held on a campus). Board meetings are arranged to allow for public comment and also to promote communication between the Trustees and campus Presidents, Executive Committee members of the Statewide Academic Senate, representatives of the California State Student Association, and officers of the Statewide Alumni Council.

The Donahoe Act - which grew out of the recommendations of A Master Plan for Higher Education in California, 1960-1975 - became Division 16.5 of the California Education Code. Along with Division 18, it defines the composition, appointments, terms, powers, and functions of the Board of Trustees.

Section 89030 of the Code provides that "the Trustees shall adopt rules and regulations not inconsistent with the laws of this State for: a) the government of the Trustees, b) the government of their appointees and employees, c) the government of the California State University." Section 66607 stipulates that "The California State University shall be entirely independent of all political and sectarian influence and kept free therefrom in the appointment of its Trustees and in the administration of its affairs."

Delegation of certain responsibilities to the Chancellor is outlined in the Standing Orders of the Board of Trustees.

References:

California Education Code, Section 66000 et seq.

Agendas, Board of Trustees, The California State University

Standing Orders of the Board of Trustees (copies available from CSU Presidents)

Systemwide Groups

Executive Council

The CSU Executive Council is the senior policy group advisory to the Chancellor. Chaired by the Chancellor, its membership includes the Presidents and Vice Chancellors. It meets about nine times per year. Major policy initiatives, budgetary matters, legislative strategies, and other matters of potential system concern are discussed.

Academic Senate CSU

The statewide Academic Senate is composed of elected representatives from all the CSU campuses. The number of representatives depends on the size of the campus. The Academic Senate elects a Chair, Vice Chair, Secretary, and two Executive Committee members-at-large. These officers, with the immediate past Chair of the Senate, form the Executive Committee, which represents the faculty of the CSU system when the entire Senate cannot practically do so. The Senate normally meets every other month during the academic year. Standing committees are appointed annually by the Executive Committee; task forces are appointed as needed. Chancellor's Office staff serve as liaison to the standing committees of the Senate and to the Senate as a whole.

The Academic Senate makes recommendations to the Chancellor, the Board of Trustees, the Academic Senate/Councils of the CSU campuses and other groups or individuals as appropriate. The Senate recommends on matters of system policy, budgetary matters, academic and faculty issues, pending legislation, and other matters of concern to faculty of all the campuses. In addition, the Senate Chair and members of the Executive Committee may testify at legislative hearings, convey positions on items on the agenda of the Board of Trustees, and represent CSU faculty interests in meetings. After passage of the California Higher Education Employer-Employee Relations Act in 1978, the Academic Senate CSU developed a statement on the role and responsibilities of Academic Senates within a collective bargaining context, which was endorsed by the Chancellor.

California State Student Association

The California State Student Association is a federation of campus Associated Students organizations within the California State University. Originally founded as the California State Colleges Student Presidents Association in 1958, the organization seeks to provide a forum for the exchange of ideas and information among campus student associations, as well as to represent student concerns before the system's Board of Trustees and the legislature. Representatives of the campuses meet monthly, usually at one of the State University campuses. The CSSA maintains a liaison office in the central headquarters of the California State University in Long Beach.

Alumni Council

The alumni associations of the campuses make up the Alumni Council. The Council has a Board of Directors, which includes representatives from each alumni association, a representative from the student association, the Chancellor or designee, and the Chair of the Board of Trustees or designee. The Board of Directors meets at least once a year. Representatives of the Alumni Council normally attend meetings of the Board of Trustees and occasionally speak regarding items on the Board agenda. The Council may support legislation that has an impact on the California State University. The Alumni Council nominates one member of the Board of Trustees, who serves for a two-year term. A Chancellor's Office staff member serves as liaison to the Alumni Council.

California Faculty Association

Most employees, except for management, are represented by unions for purposes of collective bargaining. The California Higher Education Employer-Employee Relations Act (HEERA) stipulates a unique relationship for the recognized faculty bargaining unit in addition to the Academic Senate. All issues affecting wages, hours, and other terms and conditions of employment of faculty are reserved to the California Faculty Association (CFA). HEERA also affords the CFA the right to consult with respect to faculty matters beyond the narrow scope of wages, hours, and other terms and conditions of employment. Thus the consultative process often includes explicitly CFA representation in addition to the statewide Academic Senate. Such consultation is in addition to, and separate from, the collective bargaining process.

References: http://www.calstate.edu/LaborRel/index.shtml
http://www.calfac.org/

Agencies External to the System

The Governor is permanently designated as President of the Board of Trustees and is responsible for appointment of Trustees. The Executive Branch is responsible, along with the legislature, for review and approval of the system's budget. The Department of Finance, which reports to the Governor, conducts studies year-round on a variety of concerns related to educational expenditures. The Chancellor's staff maintains liaison with the Department of Finance; considerable staff time is devoted to providing information and data as requested.

The legislature, together with the executive branch of state government, carries overall responsibility for the structure and function of public higher education. The Trustees of the California State University, unlike the University of California Regents, do not have independent Constitutional status. The legislature exerts considerable influence over the budget of the system. The Office of the Legislative Analyst, which annually reviews all aspects of the Governor's budget, maintains a staff specifically charged with the review of the higher education portion of that budget. Involvement of the state legislature in curricular programs and policies-aside from the effects of budgeting decisions-is primarily in areas where various state agencies are charged with licensing or credentialing functions. Most notable in this respect is the area of teacher preparation and licensing-one of the few areas where curriculum is, in effect, established by law. The Teacher Preparation and Licensing Law of 1970 (Ryan Act) transferred the credentialing function from the California Department of Education to a new Commission on Teacher Preparation and Licensing, now called the Commission on Teacher Credentialing, which was also charged with formulating guidelines for individual credentials and approving the programs of each campus.

The legislature has, in the past, assumed responsibility for conducting such studies as the 1960 Master Plan for Higher Education. The Master Plan is restudied at intervals, notably in the early 1970s and the mid-1980s. The development of a unified Master Plan for public education in California has been under way for some time.

Proposed legislation that may affect the California State University is monitored by the system's Office of Governmental Affairs, located in Sacramento. Recommended positions on such legislation, along with cost estimates where appropriate, are provided by the Chancellor's staff. The Board of Trustees, in consultation with appropriate groups, takes official positions on legislation having major impact on the system.

Communication With and Delegation of Authority to CSU Campuses

Formal communications between the system office and all institutions are achieved through regular system meetings, Executive Orders, and coded and other memoranda. In addition, correspondence and telephone communication on matters particular to individual campuses are routine. In general, attempts are made to keep senior administrative officers at the campuses aware of communications occurring between Chancellor's Office and campus personnel.

System meetings are scheduled regularly with the Presidents (Executive Council), the chief academic officers, the chief business officers, and such other groups as the deans of education and deans of graduate study.

Special meetings and conferences are scheduled as needed. These may involve a targeted group of administrators, or they may involve a topic (such as conferences sponsored by the Institute for Teaching and Learning).

Executive orders are issued to campus presidents when authority is being delegated to them from the Chancellor. Coded memoranda are issued, to presidents or other senior administrators (with copies to presidents) by divisions of the Chancellor's Office. They transmit general information; promulgate Trustee policies; or request information needed for budget development, record keeping and reporting, or policy implementation.

Reference: http://www.calstate.edu/infocenter/

System Policies and Operations

Enrollment Planning

With their fall enrollments, Presidents annually submit an enrollment proposal for the next support budget year to the system. The campus requests are reviewed in relation to campus and systemwide application, admission, enrollment, and graduation trends. Next-budget-year enrollment targets are provided to the campuses as soon as possible in the fall to provide enough time for campuses to manage their application and admission processes and to recruit faculty and instructors in accord with academic plans.

After the next-budget-year enrollment targets are presented, multiyear enrollments are updated to take into account any changes in demand and changes in campus strategic planning, capacity, use of instructional technology, and facilities utilization.

References: http://www.asd.calstate.edu/ir/index.shtml http://www.calstate.edu/AS/

Development and Approval of Academic Policy and Practice

The primary locus of academic policy development is each campus. Policy at the system level is generally limited to such concerns as the systemwide distribution of academic programs; broad academic planning issues; accreditation policy; and policy in the areas addressed by Title 5 of the California Code of Regulations.

These areas are minimum admission requirements, minimum degree requirements, general education, transfer provisions, extended education, probation and disqualification, and grading policy.

Recommendations for change may come initially from the statewide Academic Senate; campus faculty, students, or administrators; Trustees; or ad hoc or standing committees. Prior to submission for adoption by the Board of Trustees, academic policy proposals are subject to review and comment by the Executive Council (campus presidents), by the campuses, and by the Academic Senate CSU. Other groups (e.g., academic vice presidents, directors of admission, deans of graduate studies) are consulted if they are involved in the policy area. If the recommendation for change involves modification of Title 5, the Board of Trustees must post a notice of public hearing prior to action.

Some CSU academic policy and practices can have a major impact on other institutions, and intersegmental consultation may be an important part of the policy development process. The Intersegmental General Education Transfer Curriculum, which became an alternative way of meeting CSU general education requirements, was originally developed by the Intersegmental Committee of the Academic Senates and incorporated in CSU policy in 1991. Revisions in CSU General Education-Breadth procedures, implemented in 1993, involved extensive consultation with faculty and administrators of the California Community Colleges.

The Trustees have delegated to the Chancellor authority to approve degree programs that have been endorsed by the Board on a five-year (or in some cases, ten-year) campus academic plan. The academic plans are revised and updated annually for submission to the Board; projected degree programs may be added for anticipated implementation in any year encompassed by the plan. Plans are reviewed by the Chancellor's staff to ensure conformity with Trustee policy on geographic distribution of programs, resource availability, quality, student demand, employer and societal need, and, generally, potential benefits to students.

Once a projection is approved by the Trustees, a detailed campus proposal for program implementation is developed and reviewed carefully at the campus and system levels. Campus and system staff often discuss the proposal, and it may be revised in consequence. CPEC staff has the authority to review and comment on the proposal. Nearly all CSU proposals for implementation of projected degree programs are eventually approved by the Chancellor, though often in altered form.

In July 1997, the Board adopted revised procedures for the review and approval of new degree programs. In additional to the long-established process described above, campuses have two new alternative processes for establishing programs: the "fast track" and the pilot program. The fast track combines the program projection and program implementation phases of the traditional process for proposed programs that meet certain criteria. The pilot program process allows campuses, under certain conditions, to implement a limited number of programs without prior review and approval by the Chancellor or the California Postsecondary Education Commission. A pilot program may admit students for no more than five years, unless converted to regular-program status; conversion requires a thorough program evaluation, review and comment by the Chancellor's Office and the California Postsecondary Education Commission, and approval by the Board and the Chancellor.

The review of existing academic programs is considered by many in higher education to be equal in importance to program planning and implementation. Since 1971, the Trustees have required that regular, qualitative review of existing programs be conducted by the campuses, and a committee established in the mid 1980s found that program review had become fully institutionalized at most campuses and that most reviews addressed substantive quality concerns. General education programs as well as degree programs are subject to review. Summaries of results of these reviews have been provided to the Trustees along with the academic plans. The CSU's commitment to student outcomes assessment is increasingly at the center of campus program review processes.

Selected References:

A Master Curricular Plan for the California State Colleges, 1963 (original Trustee policies)

Title 5, Sections 40100 through 41103

Executive Orders, including but not limited to:

• 602 (Delegation of Authority to Approve Options, Concentration, Special Emphases, and Minors in Designated Academic Subject Categories)
  
  
• 563 (Impacted Programs)
  
  
• 167 (Transfer of Credit)
  
  
• 365 (Credit by Evaluation
  
  
• 665 (Determination of Competence in English and Mathematics)
  
  
• 595 (General Education-Breadth Requirements)
  
  
• 405 (Graduation Requirements in U.S. History, Constitution and American Ideals
  
  
• 758 (Teacher Education Basic Credential Programs)
  
  
• 792 (Grading Symbols, Assignment of Grades, and Grade Appeals)
  
  
• 802 (Special Sessions)
  
  
• 806 (Certificates and Certificate Programs)
  
  

Coded memoranda, including but not limited to:

• AAP 91-14 (Policies on Academic Program Discontinuation)
  
  
• AP 71-32 (Performance Review of Existing Degree Major Programs)
  
  

The Support and Capital Budget Process

Funds for the California State University system are derived from state and non-state sources. State funds, including the State University Fee, provide for faculty and staff positions connected with the instructional mission of the system, for administrative operations, and maintenance of classroom and laboratory facilities. Non-state funds support residence halls, parking facilities, and student unions. State funds are provided in two categories: support and capital outlay.

The support budget recommended to the Board of Trustees is a product of extensive consultation involving all campuses and the various systemwide groups. The process for developing this annual budget was revised in 1994. After adoption by the Board, the budget is submitted to the Department of Finance, which reviews it and with appropriate consideration of state revenues, program alternatives, and the mission of the CSU, recommends a budget to the Governor for submission to the Legislature. Legislative committees review this budget and, after action by both houses, Senate and Assembly versions of the budget are passed. A joint conference committee resolves any differences between the two versions and submits a single version to the Governor for signature. After exercising line item vetoes, the Governor signs the Budget Act.

After the final budget for the system is approved, changes to budget provisions can be made. Certain provisions are allocated to the entities (e.g., campuses) that will use the funds. Additional funding may become available (e.g., student fees in excess of what was expected, additional state funding for emergency requirements). Funds may be transferred among campuses, among programs, among subprograms within a program, or between object categories (e.g., personal services and operating expenses and equipment). Some budget actions are subject to certain guidelines, but the CSU has greater flexibility in the use of its funds than in years past.

By resolution, the Board of Trustees has required each of the campuses to develop a Campus Physical Master Plan based on its academic programs, existing and projected. The Campus Physical Master Plan is to serve as a guide for the physical development of the campus, to accommodate enrollment at a target date in accordance with the approved academic plan and adopted educational policies and objectives. All state agencies, including the California State University, must submit projected capital outlay needs, by project, for five years beyond the current year. The Capital Outlay Budget includes both facility projects and equipment.

Campuses initiate capital outlay requests deemed necessary to accommodate their approved programs and submit them annually, according to the schedule of submissions published each year by the Chancellor's Office. Requests have been based on enrollment, capacity, and utilization data and on the requirements of each academic program. Requests are reviewed by several divisions in the Chancellor's Office, as well as by state agencies. The Chancellor's Office submits a recommendation on each request to the Board of Trustees. Approved projects are then forwarded to the Department of Finance and the state legislature for review and approval.

Salary and benefit increases are determined through the collective bargaining process as provided by the Higher Education Employer-Employee Relations Act.

Since 1985-86, the CSU has had an additional source of funds generated by the operation of the California Lottery. State law explicitly restricts the use of lottery revenue to support of instruction; the use of these funds for research, capital outlay, or non-instructional activities is explicitly prohibited. In principle, lottery revenues are to supplement, not supplant, state funding. The lottery revenue budget is approved annually by the Board of Trustees. It includes a few systemwide programs (e.g., the California Pre-Doctoral Program), but most of the funds are allocated to campuses to spend as needed to enhance instruction.

Reference: http://www.calstate.edu/BF/
http://www.calstate.edu/budget/
http://www.calstate.edu/CPDC/

For more detail on general policies and procedures of the CSU, please see http://www.calstate.edu/infocenter/

CSU Systemwide Policy and Data Portfolio Reference Center
http://www.calstate.edu/AcadAff/Portfolio/data_portfolio.shtml

Last updated 07/18/03