Title V Developing Hispanic Serving Institutions (HSI) Grant

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Title V Developing Hispanic Serving Institutions
(HSI) Grant

• Planning, Review Budget Council (PRBC)
  Presentation
• Wednesday, March 6, 2013

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Title V Federal Program Statute

• Grant Award 560,000 per year for 5 years
  (FY2012)
• (1) expand educational opportunities for, and
  improve the academic attainment of Hispanic
  students, and
• (2) expand and enhance the academic offerings,
  program quality, and institutional stability of
  colleges and universities that are educating the
  majority of Hispanic college students and helping
  large number of Hispanic students and other
  low-income individuals complete postsecondary
  degrees.
• (3) Grants awarded shall be used to plan,
  develop, undertake, and carry out programs to
  improve and expand institutional capacity to
  serve Hispanic students and other low-income
  students.

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Examples of Authorized Activities

• Scientific or laboratory equipment
• Purchase of library books, periodicals, and other
  educational materials
• Tutoring, counseling, and student service
  programs designed to improve academic success
• Funds and/or administrative management, and
  equipment for use in strengthening funds
  management
• Establishing or improving a development office to
  strengthen or improve contributions from alumni
  and the private sector
• Establishing or enhancing a program or teacher
  education designed to qualify students to teach
  in public elementary and secondary schools and
• Establishing community outreach programs that
  will encourage elementary and secondary school
  students to develop the academic skills and the
  interest to pursue postsecondary education.

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Purpose of Presentation

• Give PRBC Members an overview of the Title V
  Project Design
• Provide PRBC Members with an understanding of
  what will be included in the proposal
• Demonstrate how the proposal supports the
  Strategic Plan Goal
• Solicit feedback on the major components of the
  proposal

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Title V HSI Major Narrative Components

• Comprehensive Development Plan
• Analysis of Strengths Weaknesses in the areas
  of Academic Programs, Institutional Management
  Fiscal Stability
• Include a Sustainability Plan for Title V
  activities
• Activity Objectives ( Measurable Results)
• Implementation Strategy and Timetable
• Project Management Plan
• Key Personnel
• Evaluation Plan
• Project Budget Budget Narrative

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Competitive Preference Priorities

• Priority 1 Increasing Postsecondary Success
  Increase the of high-need students who
  persist in and complete college or other
  postsecondary education and training.
•  Priority 2 Enabling More Data-Based
  Decision-Making Collect, analyze, and use
  high-quality and timely data on improving
  student outcomes related to enrollment,
  persistence, and completion and leading to career
  success.
•  Priority 3 Improving Productivity
  Significantly increase efficiency in the use of
  time, staff, money, or other resources while
  improving student learning or other educational
  outcomes. Projects may include innovative and
  sustainable uses of technology, modification of
  school schedules, use of open educational
  resources, or other strategies.

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Comprehensive Development Plan

• Analysis of Strengths and Weaknesses

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Academic Programs Weaknesses

• Incoming students under-prepared for
  college-level coursework and unfamiliar with the
  college-going environment
• Some groups exhibit particular academic
  behaviors, such as not assessing, not enrolling
  in Basic skills, and attending part-time, have
  consistently demonstrated lower outcomes
• Students have difficulty navigating the college
  environment to achieve their educational goals
• Time to completion (or number completing) is
  severely prolonged (limited)
• Academic and student support service faculty and
  staff lack opportunities for collaboration
• Persistent achievement gaps require new
  professional development opportunities to address
  equity issues

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Institutional Management Weaknesses

• Lack of coordination and integration of
  successful student and academic support services
• Lack of efficient organization, effective
  targeting of student needs and coordinated
  service delivery hinder the colleges ability to
  quickly assess and address student needs
• Improving management weaknesses requires a
  college-wide commitment to schedule time for
  opportunities to collaborate, besides College
  Hour

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Fiscal Stability Weakness Sustainability Plan

• Lack of stable funding due to historic California
  state budget crisis have led to cuts and layoffs
  for the past 4 years
• Cutbacks have provided the college an opportunity
  to rebuild, reorganize and institutionalize what
  is developed
• Increased student retention resulting from the
  successful implementation of our grant proposal
  would generate increased state revenues, allowing
  us to maintain our efforts beyond grant funding
• Decreased time to completion would attract and
  make room for additional new students
• Ability to leverage funding from other funding
  sources (HPN, TRIO, Special Programs) supports
  institutionalization

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Target Population Activity Objectives
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Target Population

• New Laser (FT) and Seeker (PT) students who
  assess into Basic Skills English and Math 65 or
  higher.
• According to IR data, these groups have the
  highest proportion of Latino and African American
  students.

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Recommended Activity/Outcome Objectives for
Target Population

• Increased fall-to-fall persistence
• Increased graduation and transfer
• Decreased time to completion- to be developed for
  each target group
• Annual progress objectives
• Completing math and English basic skills courses
• Completing college level math and English courses
• Reduced repeat rates of courses with students
  receiving academic learning support
• Earning more transferable units

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Major Activities
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Pre-College Program

• Parent/Community Involvement and Education
  Summits (workshops on financing college,
  financial aid, academic and testing requirements,
  planning for college for themselves and their
  children, etc.)
• Information sessions on current Learning
  Communities directed towards target population
• Early pre-post assessment and orientation (Fall
  and Spring administrations) HPN pilot
• Setting up a Student Educational Plan
• Financial Aid priority processing HPN pilot
• Develop review courses in math English that
  help students improved their assessment scores
  HPN Pilot

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Development and Scaling-up First-Year Experiences
(FYE)

• Scale up and/or expand current learning
  communities
• Use the case management model with a learning
  community approach during the first year that is
  integrated with the matriculation process
• Create connections with new 2nd/3rd year Interest
  Areas
• Strengthen and develop PSCN 22 Workshops to
  include special speakers that cover first-year
  topics such as Study Skills, Library and Research
  Skills, stress management, mental health
  management/wellness workshops, navigating the
  college system
• Strengthen connections to ASCC Clubs to build a
  stronger sense of community

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Develop 2nd and 3rd Year Interest Areas

• Proposed Interest Areas are to be informed by
  current Interest Area work group findings
• STEM Majors (Math, Engineering, Chemistry,
  Biology)
• Business
• Allied Health
• Arts, Humanities Teaching
• Social Sciences and Change
• Undecided
• Field/Interest Area-specific mentoring by faculty
• Develop websites and content specific to Student
  Interest Areas

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Develop 2nd and 3rd Year Interest Areas (contd)

• Supports multimedia student projects (i.e.,
  films, blogs, zines, performance art, etc.) to
  foster student-faculty interaction outside a
  traditional classroom setting
• Develop internship, service learning and/or job
  shadowing opportunities through partnerships with
  employers, CBOs and 4-year institutions
• Develop new and strengthen existing
  field/Interest Area-related workshops on
  scholarships, career exploration and job search
  and meetings with University Reps

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Academic Learning Support

• Study Groups organized by Interest Area
• Additional tutoring
• Peer support through ASCC integrated into FYE and
  2nd 3rd Year Interest Areas

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Equity and Student Success Project (Professional
development)

• Establishment of the Cesar E. Chavez Center for
  Equity and Student Success
• Student-led projects that inform curriculum and
  professional development sponsored by the Center
• Contextualized learning training (speakers,
  examination of other programs and conference
  attendance)
• Provides research, speakers, professional
  development opportunities
• Pedagogy and cross-disciplinary engagement
• Opportunities for collaboration and inquiry
  (faculty-faculty student-faculty)  

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Equity and Student Success Project (Professional
Development) contd

• HR and faculty/staff training around diversity
  and inclusiveness in hiring committees
• Equity Conference
• Latino and African-American-themed Speaker Series
  for the college and community
• Collaborates with Leaning Communities on campus
• Works closely with IR, Center for Teaching and
  Learning, and Staff Development Committee

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Strengthening Institutional Infrastructure,
Sustainability and Increasing Productivity

• IR Data warehouse/infrastructure for tracking and
  following up with students
• IR support
• Grant development/fundraising support
• Utilizing/maximizing current FTEF allocations

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Next Steps for the Group

• Timeline for Proposal
• Recruiting additional members for working on the
  proposal

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FEEDBACK?QUESTIONS?