| Overall Rating | Gold |
|---|---|
| Overall Score | 66.84 |
| Liaison | Stephanie Del Rosario |
| Submission Date | May 26, 2022 |
California State University, Fullerton
AC-10: Support for Sustainability Research
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Stephanie
Del Rosario Sustainability Analyst Physical Plant |
"---"
indicates that no data was submitted for this field
Student sustainability research incentives
Yes
A brief description of the student sustainability research program:
Students are encouraged and supported in their research activities in general by the Associated Students, Inc. and the Faculty Development Center (Faculty-Undergraduate Student Research/Creative Activity grants). The Center for Sustainability brings together students and faculty interested in pursuing sustainability research. Our University Mission and Goals Initiatives specifically targeted proposals that were interdisciplinary in terms of both academic discipline, as well as combining faculty, students, and staff.
Some examples of programs that encourage student research include:
Southern California Ecosystems Research Program (SCERP)
The Southern California Ecosystems Research Program (SCERP) was an NSF-funded program (2002-2016) and is currently funded by philanthropic donations directly to the program. It prepares undergraduate students for careers in environmental industry, government agencies, and graduate programs in Biology or Environmental Science.
Graduate Student Research Funds
EPOCHS stands for “Enhancing Postbaccalaureate Opportunities at CSUF for Hispanic Students” and provides services to underserved students plus activities to improve campus climate at CSU Fullerton to improve retention and graduation. EPOCHS began in October 2010 with a 5-year grant from the U.S. Dept. of Education’s Title V, pt. B, PPOHA with an overarching goal to increase the number of Latino/a students who achieve a master’s degree at CSU Fullerton.
Bridges to Stem Cell Research (BSCR)
The Bridges to Stem Cell Research is a one-year program that provides students with research experience in Molecular and Cell Biology in the areas of stem cell and regenerative medicine. Students are immersed in various cell biology techniques while at CSUF, and then the following year, they will undertake an internship in one of four participating research institutions (USC, UCI, CHOC, UCR).
California Pre-Doctoral Program
The California Pre-Doctoral Program is designed to increase the pool of potential faculty by supporting the doctoral aspirations of CSU students who have experienced economic and educational disadvantages. Winners will be designated as Sally Casanova Scholars, as a tribute to Dr. Sally Casanova, for whom the award is named. With the aid of a faculty sponsor, these scholars are exposed to unique opportunities to explore and help prepare them to succeed in doctoral programs. The program provides travel funds to visit doctorate-granting institutions, options for summer research internships, and funds for other related activities.
Louis Stokes Alliance for Minority Participation (LSAMP)
The LSAMP program encourages and prepares college students from STEM disciplines for graduate programs. LSAMP has three tiers of students: research, community college transfer students, and participants. LSAMP serves 30-40 students per year bridging the gap between research faculty and students. Summer and academic year workshops, academic year conferences, research and summer research prepares students for post baccalaureate work.
McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement Program was established by the U.S. Department of Education in 1986. The Program, named for astronaut and Challenger space shuttle crew member, Dr. Ronald E. McNair, encourages students to pursue graduate studies. The program provides opportunities to define goals, engage in research, and develop the skills and student/faculty mentor relationships critical to success at the doctoral level.
Maximizing Access to Research Careers (MARC)
The Maximizing Access to Research Careers (MARC) Program is sponsored by a grant from the National Institutes of Health (NIH). Its goal is to prepare students underrepresented in the biomedical sciences for success in a PhD program and research career.
Minority Health and Health Disparities Research Training Program (MHRT)
The Minority Health and Health Disparities Research Training (MHIRT) Program is an NIMHD-sponsored program that provides undergraduate, post-baccalaureate, graduate, postdoctoral, and/or health professions students from minority backgrounds the opportunity to carry out research during the summer under the direction of world-renowned biochemists and molecular biologists at the Universities of Cambridge, Oxford, York, and London in Great Britain, the Chiang Mai University in Thailand, and Institutes of Basic and Clinical Research in Argentina.
Some examples of programs that encourage student research include:
Southern California Ecosystems Research Program (SCERP)
The Southern California Ecosystems Research Program (SCERP) was an NSF-funded program (2002-2016) and is currently funded by philanthropic donations directly to the program. It prepares undergraduate students for careers in environmental industry, government agencies, and graduate programs in Biology or Environmental Science.
Graduate Student Research Funds
EPOCHS stands for “Enhancing Postbaccalaureate Opportunities at CSUF for Hispanic Students” and provides services to underserved students plus activities to improve campus climate at CSU Fullerton to improve retention and graduation. EPOCHS began in October 2010 with a 5-year grant from the U.S. Dept. of Education’s Title V, pt. B, PPOHA with an overarching goal to increase the number of Latino/a students who achieve a master’s degree at CSU Fullerton.
Bridges to Stem Cell Research (BSCR)
The Bridges to Stem Cell Research is a one-year program that provides students with research experience in Molecular and Cell Biology in the areas of stem cell and regenerative medicine. Students are immersed in various cell biology techniques while at CSUF, and then the following year, they will undertake an internship in one of four participating research institutions (USC, UCI, CHOC, UCR).
California Pre-Doctoral Program
The California Pre-Doctoral Program is designed to increase the pool of potential faculty by supporting the doctoral aspirations of CSU students who have experienced economic and educational disadvantages. Winners will be designated as Sally Casanova Scholars, as a tribute to Dr. Sally Casanova, for whom the award is named. With the aid of a faculty sponsor, these scholars are exposed to unique opportunities to explore and help prepare them to succeed in doctoral programs. The program provides travel funds to visit doctorate-granting institutions, options for summer research internships, and funds for other related activities.
Louis Stokes Alliance for Minority Participation (LSAMP)
The LSAMP program encourages and prepares college students from STEM disciplines for graduate programs. LSAMP has three tiers of students: research, community college transfer students, and participants. LSAMP serves 30-40 students per year bridging the gap between research faculty and students. Summer and academic year workshops, academic year conferences, research and summer research prepares students for post baccalaureate work.
McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement Program was established by the U.S. Department of Education in 1986. The Program, named for astronaut and Challenger space shuttle crew member, Dr. Ronald E. McNair, encourages students to pursue graduate studies. The program provides opportunities to define goals, engage in research, and develop the skills and student/faculty mentor relationships critical to success at the doctoral level.
Maximizing Access to Research Careers (MARC)
The Maximizing Access to Research Careers (MARC) Program is sponsored by a grant from the National Institutes of Health (NIH). Its goal is to prepare students underrepresented in the biomedical sciences for success in a PhD program and research career.
Minority Health and Health Disparities Research Training Program (MHRT)
The Minority Health and Health Disparities Research Training (MHIRT) Program is an NIMHD-sponsored program that provides undergraduate, post-baccalaureate, graduate, postdoctoral, and/or health professions students from minority backgrounds the opportunity to carry out research during the summer under the direction of world-renowned biochemists and molecular biologists at the Universities of Cambridge, Oxford, York, and London in Great Britain, the Chiang Mai University in Thailand, and Institutes of Basic and Clinical Research in Argentina.
Faculty sustainability research incentives
Yes
A brief description of the faculty sustainability research program:
Faculty are encouraged and supported in their research activities in general by the Faculty Development Center, Office of Grants and Contracts, Office of Research Development, Auxiliary Services Corporation (ASC) Office of Sponsored Programs, and CSUF Philanthropic Foundation. Faculty are specifically encouraged towards interdisciplinary sustainability research via the Center for Sustainability which encourages and facilitates interdisciplinary sustainability research and external grant funding.
Faculty Development Center (FDC)
The Faculty Development Center promotes career-long faculty development in teaching and learning, scholarly and creative activities, professional and service activities, and the use of technology in these activities.
Office of Grants and Contracts (OGC)
OGC assists with proposal preparation, review, and submission to external funding agencies; assures compliance with agency requirements; serves as the lead in review of grant awards and in the issuance, review, and negotiation of contracts, subcontracts, and related agreements.
Office of Research Development (ORD)
ORD assists faculty in identifying funding sources for their research/creative activity; promotes institutional and collaborative grant development; provides guidance, training, and assistance in preparing high quality, competitive proposals.
Auxiliary Services Corporation (ASC) Office of Sponsored Programs
The ASC Office of Sponsored Programs provides significant benefits to the University by helping to further its educational, research and community service mission by facilitating research (extramural and intramural) and other projects that enrich the scholarly endeavors of faculty and students.
CSUF Philanthropic Foundation
The Cal State Fullerton Philanthropic Foundation is responsible for the investment, and management of philanthropic gifts designated for the University.
Faculty Development Center (FDC)
The Faculty Development Center promotes career-long faculty development in teaching and learning, scholarly and creative activities, professional and service activities, and the use of technology in these activities.
Office of Grants and Contracts (OGC)
OGC assists with proposal preparation, review, and submission to external funding agencies; assures compliance with agency requirements; serves as the lead in review of grant awards and in the issuance, review, and negotiation of contracts, subcontracts, and related agreements.
Office of Research Development (ORD)
ORD assists faculty in identifying funding sources for their research/creative activity; promotes institutional and collaborative grant development; provides guidance, training, and assistance in preparing high quality, competitive proposals.
Auxiliary Services Corporation (ASC) Office of Sponsored Programs
The ASC Office of Sponsored Programs provides significant benefits to the University by helping to further its educational, research and community service mission by facilitating research (extramural and intramural) and other projects that enrich the scholarly endeavors of faculty and students.
CSUF Philanthropic Foundation
The Cal State Fullerton Philanthropic Foundation is responsible for the investment, and management of philanthropic gifts designated for the University.
Recognition of interdisciplinary, transdisciplnary and multi-disciplinary research
Yes
A copy of the promotion or tenure guidelines or policies:
The promotion or tenure guidelines or policies:
Per the CSUF 2018-2023 Strategic Plan, the campus will provide a transformative educational experience and environment for all students. Titan students are immeasurably enriched by immersive experiences and a robust array of services that support their well-being, provide a sense of belonging, and promote academic success. The many benefits from this institutional commitment — enhanced learning, retention, confidence, and affinity for the university — ensure
Titan graduates are well prepared to excel in the workforce or in further education.
Strategies:
1. Identify, develop, and highlight university signature programs that provide a transformative experience
for students.
2. Develop and expand inter/multidisciplinary curricular programs.
3. Scale and institutionalize culturally responsive curricular/cocurricular High Impact Practices (HIPs).
4. Enhance global competencies through increased access to and participation in immersive learning
experiences, including those focused on internationalization and home and study abroad.
5. Create, enhance, and communicate programs and policies to narrow gaps in basic student health and
well-being.
6. Enhance strategic enrollment management to increase outreach to underrepresented student populations.
7. Increase existing outreach with community partners and alumni to connect faculty, students, and staff.
8. Increase on-campus student employment, internships, and professional development opportunities.
9. Expand faculty-student mentoring opportunities, particularly during the last year of the undergraduate
experience.
http://planning.fullerton.edu/2018-2023-plan/Strategic-Plan.pdf
In addition, University Policy Statement UPS 210.002 on Tenure and Promotion Personnel Standards state the following:
Faculty Personnel Standards
***************************
1. General Principles: Advancement of learning is central to the mission of California State University, Fullerton. We therefore seek to develop and maintain a faculty actively engaged in furthering learning.
A productive instructional faculty member engages in the following three complementary aspects of professional life:
-teaching, both in and out of the classroom, that advances student learning;
-scholarly and creative activities that foster peer/discipline learning; and
-service/professional work that supports the advancement of the learning community.
Scholarly and Creative Accomplishments
**************************************
1. General Criteria: Each faculty member shall establish a record of scholarly/creative endeavor that generates, integrates and/or disseminates knowledge. When appropriate, these endeavors shall be integrated with teaching, actively involve students, and attract external support. A successful faculty member has a well-defined and focused scholarly/creative agenda and is committed to continued growth and accomplishments in these areas. Each department shall state in its standards those scholarly and creative activities, consistent with this document that are appropriate indicators of professional growth for its faculty.
Titan graduates are well prepared to excel in the workforce or in further education.
Strategies:
1. Identify, develop, and highlight university signature programs that provide a transformative experience
for students.
2. Develop and expand inter/multidisciplinary curricular programs.
3. Scale and institutionalize culturally responsive curricular/cocurricular High Impact Practices (HIPs).
4. Enhance global competencies through increased access to and participation in immersive learning
experiences, including those focused on internationalization and home and study abroad.
5. Create, enhance, and communicate programs and policies to narrow gaps in basic student health and
well-being.
6. Enhance strategic enrollment management to increase outreach to underrepresented student populations.
7. Increase existing outreach with community partners and alumni to connect faculty, students, and staff.
8. Increase on-campus student employment, internships, and professional development opportunities.
9. Expand faculty-student mentoring opportunities, particularly during the last year of the undergraduate
experience.
http://planning.fullerton.edu/2018-2023-plan/Strategic-Plan.pdf
In addition, University Policy Statement UPS 210.002 on Tenure and Promotion Personnel Standards state the following:
Faculty Personnel Standards
***************************
1. General Principles: Advancement of learning is central to the mission of California State University, Fullerton. We therefore seek to develop and maintain a faculty actively engaged in furthering learning.
A productive instructional faculty member engages in the following three complementary aspects of professional life:
-teaching, both in and out of the classroom, that advances student learning;
-scholarly and creative activities that foster peer/discipline learning; and
-service/professional work that supports the advancement of the learning community.
Scholarly and Creative Accomplishments
**************************************
1. General Criteria: Each faculty member shall establish a record of scholarly/creative endeavor that generates, integrates and/or disseminates knowledge. When appropriate, these endeavors shall be integrated with teaching, actively involve students, and attract external support. A successful faculty member has a well-defined and focused scholarly/creative agenda and is committed to continued growth and accomplishments in these areas. Each department shall state in its standards those scholarly and creative activities, consistent with this document that are appropriate indicators of professional growth for its faculty.
Library support
Yes
A brief description of the institution’s library support for sustainability research:
Pollak Library is a co-curricular unit that supports teaching and provides information literacy/research instruction for all disciplines. In-person and online educational resources related to research are available. Librarians at the Pollak Library teach more than 600 course integrated library instruction sessions per year. They are available to instruct students on how to find and evaluate resources for class assignments and research papers. The Pollak Library contains a number of online resources providing library instruction, including videos and tutorials across a number of disciplines. Course reserves are supplementary materials (books in print, DVDs, and other physical items) provided by faculty or the Library in support of course curricula. Pollak Library offers eBooks, streaming video, and a wide range of scholarly databases. These materials can be embedded into courses. Spark tutorials will teach students about Pollak Library's services & collections and give them a brief introduction to library research.
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
Titan Research Gateway
http://www.fullerton.edu/doresearch/
CSUF Research Opportunities
http://www.fullerton.edu/doresearch/student_resources/csuf_research_opp.php
Pollak Library
https://www.library.fullerton.edu/
http://www.fullerton.edu/doresearch/
CSUF Research Opportunities
http://www.fullerton.edu/doresearch/student_resources/csuf_research_opp.php
Pollak Library
https://www.library.fullerton.edu/
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.