Section III - Lottery Program Descriptions
Access & Academic Development
The CSU Access & Academic Development Program advances outreach and access, the transfer of California Community College students, basic skills development and retention and graduation of students from educationally or economically disadvantaged backgrounds. Indicators of educational and economic disadvantages include little or no education in family beyond elementary or secondary school, first in family to attend college and lack of parental encouragement to attend college, low socioeconomic level of school population, low ranking of school on statewide tests, applicant not counseled toward higher education, migrant family pattern and rural isolation, residence in a poverty area, high percentage of community receiving public assistance, large family, or difficult home situation.
To enhance outreach and access efforts and increase the number of California Community College (CCC) transfer students, CSU faculty and trained student interns advise high school and CCC students on CSU admission requirements, financial aid, and career opportunities. At some campus programs, CSU trained student interns assist high school students improve English and mathematics skills. Special efforts are given to those high schools and community colleges that enroll large numbers of students who have not been able to realize their potential because of economic or educationally disadvantaged backgrounds.
Lottery funds are used by campuses to provide mentoring programs to foster interaction between faculty and CSU students. Mentoring programs may also utilize trained upper division and graduate student mentors to serve CSU students at the lower division level. Mentoring programs support campuses in the development and implementation of activities that improve student retention, academic performance, and graduation rates of educationally and economically disadvantaged students.
CSU Scholarship Program for Future Scholars
The CSU Scholarship Program for Future Scholars represents an effort to increase the college participation rates of students who are disadvantaged educationally or economically.
One thousand dollar scholarships are provided to each qualified recipient who enrolls at a California State University campus. Awareness of this scholarship program provides an incentive to high school students to pursue more rigorous and challenging college preparatory curricula. The CSU Future Scholars awards are made to first-time freshmen and transfer students on the basis of their potential to benefit from university-level studies. The scholarship may be renewed each year based upon the student's satisfactory academic performance.
To be eligible for the Future Scholars program, students must graduate from a California high school, enter as a first-time CSU freshman or transfer student, meet regular CSU admission requirements, be classified as a California resident, and enroll at a CSU campus on a full-time basis.
Forgivable Loan Program
The Forgivable Loan Program awards loans of a maximum of $10,000 per year to qualified persons enrolled in a program of study leading to the award of a doctorate. Loans are provided to students to complete doctoral study in selected disciplines of particular interest and relevance to the CSU. The Forgivable Loan Program provides educational assistance for persons with disabilities and students pursuing doctoral degrees in fields in which they have been historically under-enrolled. For example, men in nursing and women in engineering. The purpose of the program is to increase the diversity of people qualified to apply for faculty positions with the CSU. Sponsorship by CSU faculty is designed to establish early relationships between CSU departments and program participants, to encourage the students during their doctoral studies, and to provide experiences that will stimulate interest in a teaching career within the CSU. A major incentive for the loan recipients to seek teaching positions within the CSU is that the loan is forgiven for teaching either in a tenure track position or prorated for part-time or temporary teaching.
Efforts are made to maximize the number of qualified doctoral students who can be supported through available funds. The slots for students who complete their doctorates, or for other reasons leave the program are filled by students from a list of alternates to maintain a total of up to 325 participants.
The CSU Teacher Diversity Projects seek to make the teaching workforce serving in California's schools more inclusive. The goal of these projects is to attract teacher aides from K-12 schools who are interested in pursuing a teaching career, as well as secondary students and community college students from environments in which teaching has not been a common career goal, and help them succeed in qualifying for entrance to the teaching profession. This program provides funding to the campuses. Teacher Diversity projects designed by each campus correspond to unique regional characteristics, target multiple audiences, and include strategies which have proven successful in recruiting students to teaching. Strategies employed range from the provision of academic support and academic advisement to career counseling and exposure to teaching. These projects are intersegmental and involve local districts and community colleges.
California Pre-Doctoral Program
The California Pre-Doctoral Program, initiated in the 1989/90 academic year, was developed cooperatively by the California State University and the University of California. It is designed to increase the diversity of the pool of potential faculty by supporting the aspirations of California State University students who are from groups underrepresented in their discipline to continue their studies at the doctoral level, especially in the University of California. Inculcation of students in the profession is stressed through mentoring by faculty, involvement in formal and informal scholarship opportunities, interaction with doctoral-granting institutions, membership in professional associations, and attendance at professional conferences. Students are supported to attend existing programs designed to interest diverse students in graduate study and scholarly careers.
CSU Summer Arts Program
The California State University Summer Arts program is a multidisciplinary systemwide program in the arts created in 1985 to support campus programs by offering educational programs and public performances and exhibitions. Instructional program offerings provide two to four-week residency workshops in arts education, creative writing, dance, music, film/video, theater, performance, visual arts, and new technology. Skill development in individual arts, exhibition opportunities, and the potential for interdisciplinary explorations are emphasized. The program provides support for the improvement of curriculum planning and instructional methodologies in the arts through systemwide and multicampus activities. The program involves distinguished faculty from California State University campuses working with outstanding guest artists and exchanging successful teaching strategies, new methodologies, innovative curriculum, and individual research. The program attracts talented college students from the California State University, the University of California, California Community Colleges, and public and private colleges across the country--having already developed a reputation for providing an impressive array of creative talent and energy in the arts.
Funds used for Campus-Based Programs represent a significant source of funds that permit campuses and the CSU in general to fund instructional activities which lead to the enhancement of the quality of campus life. By using these funds, campus authority and managerial discretion is increased. With the unprecedented budget cuts sustained by the CSU in past years, funds allocated for campus-specific purposes have helped mitigate the impact on instructional programs. In recognizing the fiscal constraints affecting the state's economy during the 1995/96 fiscal year, these funds allowed campuses maximum flexibility in meeting unique campus needs. Traditionally, campuses have funded various projects with these funds. Purchases have included the new instructional equipment, instructional equipment replacement, curriculum development, scholarships, and the acquisition of new library materials including periodicals, serials, monographs, and other items directly related to the instructional program.