Dominican University,IL2017 Titlev, Part A

DominicanUniversityP031S170015

4YRPrivateIL

Dominican University,IL2017 TitleV, Part A

ProjectAbstract

“StrengtheningAdvising,Teacher Educationand Our H.S.I.Identity”

Dominican Universityis a comprehensive, Catholic four-year universitylocated ten miles westofdowntown Chicago,Illinois. We area proud Hispanic-Serving Institutionwith 48.1%Hispanics students. Wewill address theproblems outlined in theCDP with oneActivityinthree majorparts. The Activity,Part 2,responds to a) CompetitivePreferencePriority 1byenhancing a criticalteacher educationprogramandtob) the Invitational Priority ofpromoting the teacherprofessionfor Hispanicstudents.

CDP Problems / 5-YearProject Objectives
1.Equitygap in retention/performance ratesamongHispanic/first-gen.students;
2.Too fewstudents/Hispanic students inTeacherEd.programs;3.Hispanicstudentsfeeltheirbackground is viewed as a“deficit” oncampus;4. Too little activelearningin classrooms,noincentive forfacultyto exploremethods; 5. Too fewHispanicstudentsand/orTeacherEd majorsareinvolved in summer bridge program;
6. Fragmentedstudent support structurescompromise equitable access; 7. Too fewacademic advisors aretrained touseouronline advisingplatform;most academicplans arestill in paperinaccessible;
8.Manyfacultyand staff membersareunder-prepared to serveHispanic students;
9.Persistence issues drasticallyreducefiscalstability;10. Advisingofficesunder-resourced forstudent planning;11.Illinois’suspension ofstatestudent scholarshipschallenges ALLpublic/privateuniversities. / 1.Increase Hispanic student outcomes.
a.IncreaserateHispanicfreshmenwhoreturnYear2: 70-80%; b.Increase rate of Hispanicfreshmenw/ 4-year planbyendof firstterm:74%-94%;c.Increaserate Hispanicstudentswho earn 62credithoursbyYear 2: 39%-47%;
d.Increase rate Hispanicstudents who graduatein 4years:43%-53%;e.Increase staffandstudent satisfaction withadvisingstructures.

2.IncreaseTeacher Edstudent outcomes.

a.Increase # ofstudents(87-127) and% (52% -65%)Hispanics in Teacher Ed.;b.Increaserateof Hispanic. students in TeacherEd. w/ 62 credithours (end 2nd Yr.): 35%- 47%;c.Increase rateof HispanicTeacherEd.students who passstate“Content” tests: 83%-91%;d.Increase rateTransicionesstudents earn 62credithoursbyYear2;e.Increase rate of ALLand %ofHispanicTeacherEd. students who graduate in 4years:(All63%-75%, Hispanic.51%-75%);
f. Eliminateequitygapstween Hispanic andwhite students (currently8-14%);g.Increase #facultytrainedand who achievehigh studentratings on ActiveLearningPractices(survey).

3.Increaseculturally-responsiveclassrooms/offices.

a.Increase # facultytrainedand successfullyusingin Culturally-Responsive Curricula(0-30);
b.Increase # staff who receivetraininginculturalcuesandconversational Spanish(0-30);
c.Increasecampus-widestaffandstudentratingson surveyofculturallyresponsive behaviors.
Three-PartActivity
Part 1:Increase Hispanic OutcomesDevelop, pilot, assess“NudgeAdvising”topromote proactiveacademic planning.
Part 2:Increase TeacherEd.OutcomesDevelop a Hispanic TeacherPipeline andincrease uses ofActiveLearningin keyEducationcourses.
Part 3:Strengthen HSI IdentityDevelopculturally-responsiveattitudesandlanguageskills amongfacultyandstaff.
Over98%ofbudget isforpeopleto lead, train,consult, adviseor servestudents directly.
TOTAL REQUEST for FiveYears:$ 2,750,000.

SanLuisObispoCountyCommunity

CollegeDistrictdbC auestaCollege–2017DevelopingHispanic-ServingInstitutions(TitleV-84.031S)

Cuesta P031S170016

2YRPublic

PROJECTABSTRACT

CuestaCollege, theonlycommunitycollegeserving residents ofSanLuisObispo CountyCalifornia,isaninclusiveinstitutionthatinspiresadiversestudentpopulationtoachievetheireducationalgoals.In2015-2016,15,575studentswereservedthroughgeneralandcareertechnicaleducationcoursesincludingdistanceeducation.Morethan40%ofstudentsqualifiedaseconomicallydisadvantagedandoneinfourwerefirstgenerationcollegestudents.Thestudentpopulation is 54%Whiteand 34% Hispanic.

AsanewHispanic-ServingInstitution,CuestaCollegeisadjustingtoadiversestudentpopulationwithaninstitutionalfocusonenrollment,retentionandoutcomes.TheSanLuisObispoCountyCommunityCollegeDistrictModelofIntegratedPlanningconnectsthemissiontotheplanningprocessinanongoingqualityimprovementcycle.TheTitleVgrantincludestwoactivitiesthataddressfivechallengesidentifiedthroughtheintegratedplanningprocess:1)significantachievementgapbetweenHispanicstudentsand Whitestudents,2)decliningratesof completion,

3)unequalaccesstoonlineresources,4)highcostoftechnology infrastructure,maintenanceandupgrades,and5) lackof a defined teachingdisciplineor area of study.

TheTitleVProjectunitesAcademicAffairs,StudentServicesandAdministrativeServicesaroundcriticalgoalsthatcanbeevaluatedfortheircumulativeeffectsontheinstitutionandstudentsuccess, particularlyfor low income andHispanicstudents.

IntegratingAcademics,Support and TechnologytoIncrease Student Success

Activity#1:Createanacademicandsupportstructureforstudents,particularlyHispanicstudents,whowanttopursueateachingcredential.GuidedpathwayswillincludedetailedprogrammapsthataligncoursesandlearningoutcomeswithrequirementsforfurthereducationandfivedifferentK-12teachingcredentials.StudentsandcounselorswillmanagecomprehensiveeducationplansthroughmyCuestaPathway,anonlinedegree-auditingtool.Asstudentsmatriculateintotheteacherpathways,theywilljoinacommunityoffutureeducators(lafamilia)atCuestaCollege.Abilingual/biculturalAcademicSuccessCoachandfacultymentorswillprovideindividualsupportandcoordinategroupactivitiesthatallowstudentstocultivatepeerandprofessionalrelationshipsthatfostertheidentityofaneducator.Studentswillcompleteuptofourrequirementsforateachingcredentialpriortotransfer,includingsupervisedclassroomexperience.A2+2programora3-yeardegreeprogramwithaUniversityPartnerwillfacilitatethelocalattainmentofa Bachelor’sdegreeand teachingcredentials.

Activity #2:ProvideanetworkwithWi-Fiastheprimary systemfordelivery.InconsistentWi-Ficoverageisakeyissueaffectinginstitutionalmanagementduetoitsimpactonfunctionality,productivityandefficiency.UbiquitousWi-Ficoveragewillprovideequalaccesstoonlineresourcesthatimprovestudentsuccess(includingmyCuestaPathway),particularlyforlow-incomestudentswhomayhaveunreliableaccessathome.FundingtosupportubiquitousWi-Ficoverageaddressesadeficitinresourcestosupporttechnologyinfrastructure,upgradesandmaintenance.Thenetworkwillexpandfrom203to615wirelessaccesspointsonboththeNorthCountyandSanLuis Obispo Campuses.

KernCommunityCollegeDistrictP031S170017

2YRPublicCA

PortervilleCollegeAbstract

PortervilleCollege,acollegein the Kern CommunityCollege District, is atwo-yearpublic college located inTulareCounty, California, serving an educationallydisadvantagedpopulation. Porterville is approvedasanEligibleInstitution underTitleIII and Title V programsof theHigherEducationAct. With anopenadmissionpolicy, PC is committed to providingexcellenteducational opportunities and is recognizedas aHispanic-Serving Institution (HSI)program. The College provides academic servicesto 4,134 students, 3,377 of whichare minoritystudents (81.7%),firstgeneration (60.9%), andHispanic/Latino makeup 73.6% of thestudentbody. The needs in thecountyaregreatas the median householdincome is $23,362 less than theaverage in California, thearea iseconomicallydepressedranking148 out of 150 metropolitanserviceareas,andonly11%of Porterville residentshold at least a bachelor’s degree.

Additionallythe need for teachers in the service area is reachingacrisislevel.

Thegoals of this TitleV HSIgrantproposalare(1)Improvestudent enrollment andtransitionfromcredit basic skills into credittransferpathways;(2)Increaseacademic success ofonline distance educationstudents; (3)Develop and implement a new teacher preparation degreethat is designed to increase transfer to universityteacher preparationprogram;and(4)Strengtheninstitutionalcapacityto enhance the skills and abilities offacultyand staff to betterserve andinstruct Hispanic andunderprepared students.

To achievethegoalsPorterville Collegewill scaleup acceleratedbasic skills course thatallows students to receive tutoring,mentoring,and appliedlearningpractices outside oftheclassroomsetting. The collegewill design acomprehensivefaculty/staffprofessionaldevelopmentprogramfocused on increasing(1)onlinestudent success, (2)qualityfacultyinteraction,(3)pathways,(4)alignment ofthe curriculum and student learningoutcomes,(5)levels of academic engagement andtransferexpectations,and(6)assistance of students who areunderpreparedforcollege.

TheTitleV ProjectaddressestheCompetitivePreferencePriority1: Projects thatestablish orenhancea program ofteachereducation.TheCollege will develop a new Associateof ScienceTransfer in Teachingthatis designed to transfer toUniversityteacher preparationmajor.

Theamountrequested is$2,499,822 overfiveyears.

TitleV Abstract – PortervilleCollege

MountainViewCollegeP031S170019

2YRPublicTX

MountainViewCollege-Abstract

Abstract

College:MountainViewCollege

ContactPerson:StephanieScroggins,Ph.D., ExecutiveDean,SocialSciencesMountainViewCollege,DallasCountyCommunityCollegeDistrict4849WestIllinoisAvenue,Dallas,TX75211-6599

Phone:214-860-3675

Email:

Overviewof ProjectActivities:

Located in southwestDallas,MountainViewCollege (MVC)openedin 1970as thesecondofsevencollegesin theDallasCountyCommunityCollegeDistrict(DCCCD)servingresidentsofsouthwestDallasCounty.Ofthe38collegesanduniversitieslocatedin the northTexasareaknownas theDallas-FortWorthMetroplex,MVCwas thefirstHispanic-ServingInstitution(HSI),havingsurpassedthe25%HispanicenrollmentthresholdnearlytwodecadesagowithacurrentHispanicstudentpopulationof57%or5,465students.

TheBilingualEducationCenterprojectdescribedin this applicationproposes toaddress theshortageofbilingualeducators in thepublicelementaryandsecondaryschoolsby:providingstrategiesforHispanicstudentsuccess(retentionandcompletion);buildingcareerpathways;andprovidingprofessionaldevelopmentforstaffandfacultythataddressthechallengesHispaniccommunitycollegestudents encounterin achievingcareergoals(culturaldifferences,family/schooldisconnect,finances,firstgenerationcollegestudent,languagebarriers,lowtransferratestoa4-yearcollege,socialpressureto dropout,timeconflicts,andworkdemands),aswellasidentifystrategiesthatmay besuitablefor replicationortestingin othersettings.

Activity: $2,749,641overfiveyears

MountainViewCollegeproposes asinglecomprehensiveActivity:

TheMountainViewCollegeTitleVprojectaddressesCompetitivePreferencePriority1:Projects thatestablishor enhanceaprogramofteachereducationdesignedtoqualifyteachercandidates toteachinpublicelementaryschools andsecondaryschools

Page1of1

HeritageUniversityP031S170020

4YRPrivateWA

TheorytoPractice:ElementarySTEMTeacherPreparationforHispanics(ESTPH)ABSTRACT

HeritageUniversity,aprivate,four-yearHispanic-ServingInstitutionlocatedinToppenish,Washington,wasfoundedin1982toextendaccesstohighereducationtothislow-income,highminority,andunder-servedareaofWashingtonState.Manyarearesidentshavelowlevelsofincomeandeducation,andthesecharacteristicsaresharedbyHeritageUniversitystudents,morethanthree-quartersofwhom(80%)areHispanic(vs.47%forthecounty)andanother6%NativeAmericans(equals6%forthecounty).AlthoughHispanicstudentshavebecomethelargestminorityandrepresentnearlyaquarterofthestate’sstudentpopulation,Hispanicteachersrepresentlessthan4%ofthefield(61,761classroomteachersandonly2,415Hispanic/Latinoclassroomteachers).andWashingtonStateiswellbelowtheHispanicStudent-TeacherGapnationalaverageof7.8%.

ResourceconstraintshavepreventedourexpandingofrecruitmentmainlyintheTeacherSTEMfields.However,theseprofessionalteachingfieldsoffertremendousopportunity:skilledSTEMtrackgraduatesareneededforopportunitiesatourlocalschooldistrictswithalargepopulationoflow-incomeHispanicandNativeAmericancommunities.Toaddressthesepriorities,HeritageUniversitymustbuildcapacityinpreparationofHispanicandotherlow-incomestudentstoentertheteachingprofessions(especiallyinelementarySTEMeducation)toextendaccess,opportunity,andgreatercommunityservice.Theseeffortssupportsignificantenrollment-basedrevenuegrowthtosustainnewprogramsandservicesinthecomingyears.WeproposetoenhancetheTheorytoPracticeteachingpreparationprogramtoincludeaSTEMtrack.ThisenhancementincludesSTEMsummerinstitutesforthepartnerdistrictmentorteachers(conductedbytheUniversityof Washington),summerSTEMcampforpartnerdistrictstudents,year-longfieldexperiencesandSTEMapprenticeteachingandarestructuredbeginningteacherinductionprogram.EvaluationwillproduceresultsforeachoftheDept.ofEducation’sKeyPerformanceMeasures:enrollment,retention,andgraduationrateswhichwewillcollectandreportasrequestedduringandafterfunding.Specifically,wewillassesstheprojectbymeasuring1)thenumberoffirst-time,full-time,degree-seekingundergraduateswhoenrollintargetedprogramsorcourses,2)thepercentageofenrolledundergraduateswhore-enrollintargetedprogramsthefollowingyear,3)thepercentageofenrolledundergraduateswhocompletetargeted2-yearprogramswithin3yearsofenrollment,4)thepercentageofenrolledundergraduateswhocompletetargeted4-yearprogramswithin6years,and

5)federalcostsforthenewprograms’degreesatHeritageUniversityAtotalof$2,747,217isrequestedinTitleVfunds.

Abstract

SonomaStateUniversityP031S170028

4YRPublicCA

SonomaStateUniversity(SSU),situatedona269-acreresidentialcampus50milesnorthofSanFranciscointheheartofthenation’spremierwineregionofSonomaCounty,California,proposestoconductPreparingUnderrepresentedEducatorstoRealizetheirTeachingAmbitions(PUERTA)asa2017TitleVIndividualDevelopmentGrant-fundedprojectdesignedtoincreasethenumberofHispanicandLatinostudentsqualifiedtoteachinpublicelementaryschoolsandsecondaryschools.SSUwilllaunchacampus-wideapproachtoimplementingPUERTAthat willincluderecruitingteachereducationcandidates;providingsupportiveadvising;offeringhigh-impactprograms,includingSummerBridge,FreshmanYearExperience,andFreshmanLearningCommunities;providingSupplementalInstructionledbypeertutors;providingteachingcareerreadinesspracticalopportunities;andimprovinginstitutionalpracticestoremovebarriersthatpreventstudentsfromearningateachingcredential.SSUwillestablishthe PUERTACentroforDiversityinTeachingasaplacewhereHispanicandLatinostudentsinterestedintheteachingprofessioncanreceiveadvising,counselingandcareerservices,andacademicassistanceinasupportiveenvironmentinadedicated1,200squarefootspaceintheSSUStudentCenter. AsaresultofimplementingPUERTA,SSUwillachievethefollowinggoalsbySeptember30,2022:(1)increasestudentacademicsuccessasmeasuredbypersistenceandgraduationrates;(2)increasethenumberofHispanicandLatinostudentsearningateachingcredential;and(3)increasethenumberofstudentswhotransferfroma2-yearHSItoSSU.Throughoutthefive-yearinitiative,thePUERTAEvaluationTeamwillimplementarigoroussystemofmonitoringandevaluatingprogresstowardtheprojectgoalsandreportingoutcomes.ThePUERTAevaluationteamwillworkcloselywithCaliforniaStateUniversitySystemHSIprogramevaluatorson datacollection,analysis,andsharingofbestpractices.

TheRegentsoftheUniversityofNewMexicoP031S170035

4YRPublicNM

ABSTRACT

TheUniversityof NewMexico- TaosBranch (UNM Taos) is atwo-year communitycollege

servingtheunique tri-cultural communities of northcentral New Mexico.This proposed TitleVDHSIProject,“GuidedPathways to Success"(GPS)will address economic andeducationalbarriers that keep theregion’scommunitiesand residents from havingaccess to qualitypostsecondaryopportunities. The Taos GPSProjectinvolves building systemiccapacitytoincrease our persistence,graduation andtransferrates in response to significant regionalneedsand challenges.

The Project will developsustainable capacityto supportAcademic Pathwaysand StudentSuccessInitiativesand will (a) improvethe college readinessofhighschool students forpostsecondaryeducationthrough theBridge to College Pathway,(b)develop the GuidedPathwaymodel to reducestudent time andcost to baccalaureatedegree,(c)create Meta-Majorsto givestudents theflexibilityto move between majors, (d) improve completerates in transfer-levelmath and coregatewaycourses, (f) integrateacademic support systemwith casemanagementpractices tokeepstudents on track tograduation,(g) develop ateacherpipeline toincrease the number of Hispanic teachers in the region,(h)establish afacultyprofessionaldevelopmentprogram focusingon the learningneeds of Hispanicand low-incomestudents, and

(i)establish a Transfer Centerto coordinatearticulationagreementsandtransfer planningservices to facilitatestudenttransfer tofour-year institutions.

Theproposedproject will havemeasurable outcomes in fourareas:(1)Increasesthenumberof Hispanicandother low-income students enrolled in and succeedinginpostsecondaryeducation, (2)increasesin the number of Hispanicteachers in the region, (3) increasesthecapacityoffacultyto teach effectivelyto Hispanic and low-incomestudents in their classrooms,and(4)increases thegraduationandtransferratesof students at UNM-Taos.

The GPSProject addresses both the InvitationalPriority and CompetitivePreferencePriority #2ofthis Title V competition(see pages1-7).

TheProject’soverallfive-year budget of $2,593,612 represents a cost-efficientapproach.

Only11.9%of thebudget is allocated to projectmanagement ($308,086over fiveyears).Predominantly, TitleV funds will support personnel (60.2%) and fringe benefits (17.8%).Thefive-yearbudget also includes Travelat5.6%,Supplies (largelysoftware,computers, trainingmaterials)at 3.1%and Other(trainingactivities andexternalevaluation)at8.1%of thetotal.

Contact:Diego Trujillo,Academic Success Manager and Title VDirector,UniversityofNewMexico-Taos; 575-737-3694; .

HartnellCommunityCollegeDistrictP031S170042

2YRPublicCA

HartnellCollege

The CultivamosProjectTitleV2017

ABSTRACT

The HartnellCollege CultivamosProject

HartnellCollege is aHispanic Serving,comprehensive,public,two-year degree-granting,accreditedCalifornia CommunityCollege. Hartnell College is oneoftheoldest educationalinstitutionsin California.Located in Salinas,California, acityof150,000 residents, the Collegeserves over16,000 students (70% Hispanic).Hartnell is theonlyaffordable postsecondaryoption for agrowingpopulation of underserved,underrepresentedanddisadvantagedstudents inthe region.Thearea's povertyrate is 20%, higherthan the state and national averages,and 50%percentof area families are classifiedas lowincome.Inaddition,more than 45% percent of alldistrictresidents did not graduatefromhigh school; languagesother thanEnglish are spoken inmore than 60%ofarea homes; andunemploymentrates range from12-20%dependingonwhichcrops arebeingharvested. MontereyCountyis also hometo more than 80,000 migrantandseasonalfarmworkers(USCensus,2010).

The purpose oftheCultivamosProject is to build institutionalcapacitytoincrease the numberof Hispanic and low-income studentsattainingpostsecondarydegreesandfacilitate transferalongtheentire pipeline.ProjectGoalsinclude (1)Expand DualEnrollmentandother alternativepathwaysthatfamiliarizestudents in Hartnell’sfeeder schoolswithhighereducationopportunitiesand the culture of highereducation, (2)Regularlyevaluate allacademic programsandstudentservicesanddetermine howtheywillbe improved to increase student retentionratesand to close existingachievementgaps, (3) EstablishformalarticulationagreementsbetweenHartnellCollege andidentifiedfour-year institutions thatprovide simplified,guaranteedtransferprocessesfor transfer students, and(4) Providecontinuous professionaldevelopment usingstudentsuccessdataandthe adoption of new learningsystemsandmethodsto improve studentlearningandstudent services outcomes.The Projectwillhave measurable and significantoutcomes:(1) 15 Dual Enrollment agreementswithservicearea high schools; (2) 70%oftheCultivamosstudentswillpersistandcomplete 12-15 dualenrollment units prior to highschoolgraduation;(3) thecompletionrate (degree,certificate or transfer-related outcomes) forCultivamos dual enrolledstudentswill be 60%,whichexceed thecurrentrate forunderprepared students; (4) articulationwithfive new Teacher Educationprograms to regionalfour-year institutions; (5) increasednumbers ofHispanic and low income students successfullytransferred to baccalaureate Teacher Educationprograms;and(6) 100 CultivamosProjectfacultyand staff participatingin cohort-basedandpedagogy-focused professional developmentactivities.

HartnellCollege is requesting$2,749,795 overfiveyears to support theCultivamos initiativesandactivities.

InvitationalandCompetitivePreferencePriority:Cultivamosaddresses theInvitationalPriority(expandingthe teacher educationpipelineforLatinostudents) andCompetitivePreferences 2(studentsuccess,articulationandtransfer).

Contact:MoisesAlmendariz,Director ofHSI Initiatives,Hartnell College, 411 CentralAvenue,Salinas, CA93901; 831.770-7018;.

EsperanzaCollegeP031S170056

2YRPublicPA

Philadelphia,Pennsylvania

Founded in 2000 and located in the “Hispanic Corridor”of North Philadelphia,PA, EsperanzaCollege (Esperanza or EC) is a branchofEasternUniversity,acomprehensive private BaptistUniversityenrollingmorethan 3,600 students. Esperanza College meetsallfederalcriteria forabranch campus: permanent in nature, offeringcourses forcreditand programs leadingtoassociate orbachelor degrees, andautonomous in havingits own facultyand supervisoryorganizationand its own budgetaryand hiring authority. Esperanza offers10 Associate of Arts(AA), Associateof Science (AS),andAssociate of AppliedArts(AAS)degrees.

Esperanza,Philadelphia’s onlyHispanic-Serving Institution(HSI)and oneofjusttwo HSIs inthe state,servesanurbanareawhere 63.7%ofresidentsareLatino, morethan half (51.7%) ofwhom livein poverty. Among Latinoadults aged25 andabove,atiny3.6%hold a bachelordegree.Ourstudents – 84% Hispanic,80% first generation in college, and56%ofwhom liveinfamilies with incomes ofless than $20,000 annually– have highgoals: nearly98%aredegreeseeking.Unfortunately, nearlythree fourths (74%)entercollegeacademicallyunderprepared.

Mission-driven to serveas a gatewayto postsecondaryopportunity for Latino,high-needstudents, Esperanza recognizes opportunities to develop newdegrees leadingto baccalaureatecompletion in high-demandfields. Opportunities for Hispanicsare stronginhealthsciences-related fields where professionals holdingbachelor degreesstand to earnupwards of athird morethan thosewith associatedegrees.Potential is alsostrongfor individualsprepared to enterprofessions in digital media– a cutting-edgefieldin whichLatinosarepoised to make aparti-cularimpact, as media organizations such asPhiladelphia-basedAl Día, Univision, Comcast, andNBC produce Spanish-language digitalbroadcasting to appeal to this growing, tech-savvydemo-graphic.To preparestudents to enterthesehigh-demand disciplines,EC must develop new andrevise existingcurriculato infuse discipline-specific contentand competencies. We also muststrengthenand systematizestudent services– includingtutoringand advisingsupport to improvestudents’success,persistence,andtransfer-readiness.

Esperanza therefore proposesExpanding Hope, aTitle V projectto (1)increasepostsecondaryaccessthrough development of newassociate andbachelordegreesand (2)expand andstrengthenstudent support, includingtutoring,proactive advising,andtransfer/careeradvising.Through the project,we willdevelop a new Associateof Science(AS) in HealthSciences, a newAssociate of AppliedScience (AAS) in Digital Transmedia Design, Production, andTechnology,and a newBachelor of Arts (BA) in Digital Transmedia CommunicationandProduction.Wewill developarticulationagreementsforseamlesstransfer to health sciences and digital media-related bachelor’sdegreeprograms atfour area four-year institutions– theUniversityof theSciences,JeffersonCollege ofNursing, Abington-Dixon Campus, Harrisburg UniversityofScience andTechnology,andTemple University.AAS in DigitalTransmediacompleters willalso be readyto transition directlyinto thegrant-developedBA in Digital TransmediaCommu-nicationandProduction. To improve student success and preparation for successfultransferand/orbaccalaureate degree completion, weproposeto systematize andstrengthentutoring,proactive advising,andtransfer/careeradvising. Critical to allinitiatives isthe renovation of5,300 sq. ft. of undevelopedspace in theformer envelope factoryhousingEC’surbancampus toexpand classroom,laboratory,and student support space, includinganew StudentSuccess Hub.

Esperanza’s proposal addresses CompetitivePreference Priority2 for thecompetition.

Requested Year 1 Budget: $549,997

AngeloStateUniversityP031S170066

4YRPublicTX

ABSTRACT

Applicant:AngeloState University

2601 W. Avenue NSanAngelo,TX 76909

ASU is located in SanAngelo,acommunityofapproximately100,000, inwestTexas.The areais largelyruralandhashigh levels of Hispanic residentsand povertylevels with low educationalattainment.

OverviewofProject:

ASU is proposingfor this Title V projectCREEME (CulturallyResponsiveEducationEnMechanicalEngineering), to ensure thatHispanic,first-generationand/or low-income studentswillreceivea set ofmoreculturallysustainingexperiencesthan theywouldatother institutions.Thiswill bepossible based on the adoption of teachingpractices,re-imaginingengineeringpedagogies,and defining howtheuniversityworks with communitycolleges.CREEME willinclude threecomponents:

Component 1:Nuevo Programa willdevelop a mechanicalengineeringprogramatASU.
Component 2:DesarrolloProfesionalwillinvolve a re-envisioningofcurriculum through thedevelopment of culturallyresponsive teachingpractices.
Component 3:VínculosAcadémicoswillfocus on developingand improvingcommunitycollege pathways toensurea smoother transfer experience.

At the heart ofthis projectareculturallyresponsive practices,which recognizethe differences invalues,beliefs,and the importance ofracialandcultural diversityin learning.This is importantfor ASU,whichhasahigh Hispanic studentpopulationthatperformsat rates below non-Hispanic students. Culturallyresponsive educationuses the culturalknowledge, priorexperiences,frames ofreference,andperformancestyles ofethnicallydiverse students to makelearningencountersmorerelevantandeffective for them.ASU willutilize this framework toprovide professionaldevelopmentopportunitiesfor facultyand staffto create bridgesbetweeninformalsettings (everydaylife experiences) andformalsettings(classroom).

Objectives:

ASU hasestablished three objectivesthatwillassist in solvingthree significantproblemsoutlined in the grantnarrative:

Objective 1: BySept. 30,2022, increase enrollmentatASU by200 students (including70whoareHispanic) whoenter the mechanicalengineeringprogram.
Objective 2: BySept. 30,2022, establish a fall-to-fallretention ratein mechanicalengineeringof60%.
Objective 3: BySept. 30,2022, increase transfer into ASU’smechanicalengineeringby24studentsfromcommunitycolleges.

FundingRequest:

The budgetfor CREEMEis $2,750,000 over fiveyears, includingapproximately19%for projectmanagement; 47%for Component 1; 25% for Component 2; and 9% for Component 3.

NovaSoutheasternUniversityP031S170092

4YRPrivateFL

NovaSoutheasternUniversity(NSU),FLTitleVCooperativeArrangementProject-Abstract

TITLE:CooperationandAlignmentofServicestoEngageHispanicandLowIncomeTransferandNativeStudentsPursuingHighInterest/HighDemandSTEMFields

LeadInstitution:NovaSoutheasternUniversity(NSU)

PartnerInstitution:NorthCampusofMiami-DadeCollege(MDC)

NSUandMDCwillincreasetheircollectivecapacitytodevelopcollaborativeprogramsandservicesbasedonaCooperativeComprehensiveDevelopmentPlantodevelop:(1)enhancedoutreachandacademicsupportservicesforHispanicandlowincomestudentsthatincorporatespecificstrategiestobetterservebothnativeNSUandMDCtransferstudents;and(2)aninter-segmental,fullyscaffoldeddegreepathwayofferingstrategichighimpactlearningexperiencesforHispanicandlowincomestudentsmajoringinthehighwage,highdemand,highinterestfieldsofComputerEngineering,ComputerScience,BehavioralNeuroscience,orEngineering(BiomedicalorIndustrialSystems).

CDPGoals
G1:Closeachievementgapsinprogramsandcourseswherestudentsareathighriskofdropout,failure,orwithdrawal(D/F/W).G2:SupportstudenttransitionthroughcompletionofthebaccalaureatedegreeG3:StrengthenopportunityequityforHispanicstudents.
CDPObjectives/Outcomes
O1:Enrollment-Toincreasebyanaverageof40%theoverallnumberoffull-timestudentswhoareenrolledinlowerorupperdivisioncoursesinthetargetedbaccalaureateprogramsatNSU.
a.Increasebyanaverageof75%thenumberofHispanicsatNSUandMDCdeclaringamajorinatargetedNSUprogram.
b.ThepercentageofNSUjuniorswhohavetransferredfromMDCtomajorinatargetedbaccalaureatedegreeprogramwillbecomparabletoMDCshareoftransfersintheStateUniversitySystem.
O2:Retention-Toincreasebyanaverageof12percentagepointstheFall-to-Fallretentionrateoffull-timemajorsinthetargetedprograms.
a.Reducebyanaverageof15percentagepointstheretentionrategapbetweenHispanicandoverallstudentsretainedinthetargetedbaccalaureateprogramsatNSU.
b.TheFall-to-Fallretentionrateoffull-timefreshmenatMDCwhodeclareanintenttomajoratNSUinthetargetedprogramswillbecomparabletoMDCoverallretentionrates.
O3:ExperientialLearning-Toincreaseto100%thenumberofNSUbaccalaureategraduatesinthetargetedprogramswhoparticipateinahighqualityundergraduateresearchand/orwork-basedlearningexperience.
O4:Graduation-Toincreasebyanaverageof14percentagepointsthepercentageoffull-timeNSUstudentsinatargetedprogramwhograduatewithinsixyearsofinitialenrollment.

ThisprojectincludesseveralspecifictransferstrategiesforMDCstudentsthatareresponsivetoCompetitivePreferencePriority#2.MDCstudentswillbebetterpreparedforsuccessupontransfertoNSUthroughthedesignandexpansionofnewandenhancedoutreachandtransitionactivitiesaspartofacomprehensiveguidedpathwaytoincreasedegreeattainmentforHispanicandlow-incomecommunitycollegetransfersfromprojectpartnerMDC.NSUwilldevelopandpilottestacarefullyplannedoutreachcampaigntomaximizecommunicationtopotentialMDCtransferstudentstoincreaseawarenessofprogramsoffered,admissionrequirements,academicplanning/preparation,andcareeropportunities.

UniversidadMetropolitanaP031S170100

4YRPrivatePR

Abstract

UniversidadMetropolitana-UMET,afouryearHispanicServingInstitutioninSanJuan,PuertoRicoproposestoaddresstheCompetitivePreferencePriority1byenhancingcurrentteacherPreparationProgramsandestablishinganewTeacherPreparationProgramatUMET.ThecurrentproposalwilladdressthecreationofatransformationalsecondarySTEMbachelorpreparationteacher programthatwillbuildon thebestpracticesofthe recentlyaccreditedteacherpreparationprogram,oftheScienceacademicprograms,andoftheHumanitiescomponentofEnglish,Spanish,andHistoryatUMET.Amultidisciplinaryteamoffacultyfromallthementioneddisciplineswillmeetwithexpertsin thefieldofcompetencyfocusededucationandineducationresearch, to betrained, to transform thecurriculum, and to providepre-service teacherswithauniqueprogramthatwilltransformtheSTEMteacherpreparationinPuertoRico.Inadditiontocontentandpedagogicalknowledge,the studentsinthisSTEMTPPwillbetrainedinscientificandeducationresearchthroughtheirparticipationintheactivitiesoftheInnovationCenterforTeachingandLearning(ICTL).TheICTL isthefirstunitestablishedintheuniversitytoserve theteaching andlearningeducationalneedsnotonlyof thefaculty, but ofallpre-serviceteachers,creatinganimportantniche.ThisCenter willprovide UMETfaculty,pre-serviceteachers,andinserviceteachers,withcontinuouseducationopportunitiesin:competencyfocusededucation,activelearningstrategies,research,andassessment.Anannualsymposiumwillprovideavenuefortraininganddisseminationofprojectresultsandfindings.Theproductsgeneratedthoughthisproject,willprovideallacademicprogramswithasolidfacultytrainingnuclei(traineeswillbecomethetrainers)thatwillserveasthebasisforthecompetencyfocusedGeneralEducationintroduction.

NSHEBoardofRegentsonbehalfofNevadaStateCollege

P031S170102

4YRPublicNV

ABSTRACT

NevadaState College'sCultivandoMentes (Cultivating Minds)Project

NevadaState College,located in Henderson, Nevada, is the state’sonlycomprehensivebaccalaureatecollege and adevelopingHSI. NSCserves adiverseand largelyunder-servedstudent population.Specifically,NSC’s mission isto fostereducationalopportunity, promotestudent success, and strengthen thecommunity. NSC is an open-access institution and itsadmissions policygrantsadmission toin-state applicants who have earnedatleast a 2.0 highschool GPA.Morethanhalf ofNSC’s students are ethnic minorities(40%Caucasian, 26%Hispanic ofanyrace, 11% African-American, 11% Asian,and 12%otherpopulations). Theaverage ageof NSC students is 28 and 75%of them are female. Almost two-thirds ofthe studentbodyattendsNSC part-time,with only10%of thestudent bodyenteringasafirst-time, full-timedegree-seekers.Further,64% areconsideredfirst-generationand 42% receive Pellgrants. NSChasgrown substantiallyinrecentyears,climbinginoverallenrollment from 2,126 in 2008 to3,758 students in Fall 2016 (76%growth).

CultivandoMenteshas fourProjectGoals:(1) Promotethe TeachingProfession toLatinxPotential TeachersThroughInspired, CulturallyResponsiveCommunityEngagement;(2)IncreaseLatinxstudents’ Academic Preparation to Pass Teacher CompetencyExams andAchieveAcademic Success in MathematicsandWriting; (3) ImproveCultural Competencyofthe Teacher Preparation Program to meet theLanguage andAchievementNeeds ofIncreasinglyDiversePK-12 Classrooms; and (4) RedesignClinicalExperience toAccelerateTime to DegreeandIncrease Mentorship,andRelevance of Program to Profession.

CultivandoMenteswillhave severalsignificantOutcomes,including: (1)IncreasingthenumberofLatinxpre-Educationstudents peryearby10 studentseachyear over 5years,byincreasingthe number ofpre-professional HS TeacherAcademiesfrom two to five, and usingpeertutorsand asocialjusticecurriculum focus; (2)Increasingthe perceptionamong NSC Educationfacultyandstudentsthatteachingis a social justice profession especiallyrelevant fortheLatinxcommunity;(3)Increasingthe percentage of Latinxstudents who take andpasshigh-stakesPRAXIS Coreteacher exam,from 9% to 30%, and eliminate theequitygap betweenLatinxandwhite students’ pass rates; (4)Increasingthe number of Latinxstudents whoearn a bilingualteachingcredential; (5)Increasingthenumber of NSC facultywhoarehighlytrained inculturallyrelevantpedagogies forLatinxstudentsand areobservedapplyingstrategies inclassroom; (6)Increasing the number of LatinxEducationstudents who earnclinicalexperiencebyserving as Math orWritingtutors forpre-Educationstudents or aspeermentors forPK-12students in TeacherAcademies; (7)Reducingtimeto degreeforEducationstudents;and(8)IncreasingLatinxstudentscompletingteacher certificationby2% annually.

ProposedBudget: NSCisrequesting afive-year total of $2,748,767 in TitleV funding.

Contact:LauraP. Naumann, PhD;Interim Assistant Vice Provost/Associate Professor ofPsychology; NevadaState College; 1300 NevadaState Drive;Henderson,NV89002;;702-992-2686.

TexasA&MUniversity-KingsvilleP031S170104

4YRPublicTX

Javelina Teacher PreparationEnhancement Project (JTPEP)Abstract

From2017-2022, the Javelina Teacher Preparation Enhancement Project(JTPEP) at theTexas A&M University-Kingsville(TAMUK) will implementservicesandactivities thatincrease the capacity and effectiveness of TAMUK’s University-Based Educator PreparationProgram(UBEPP). Specifically, JTPEP’s goals are to:

Increase the percentage of TAMUK UBEPP seniors who graduate by the end of eachacademic year;
Increase the percentageof UBEPPgraduates who become certifiedteachers before the endof the academic year that immediately follows their graduation date;and
Increase TAMUK’s production of licensed public school teachersfromits UBEPP.

To accomplish these goals, JTPEP will provideservices andactivities that remove or reducemany of the barriers to persistence, graduation, and certification that TAMUK’s UBEPP students(especially those students fromlow-income households) commonlyencounter. In particular,JTPEP will expand opportunities forthesestudents to take courses delivered in non-traditionalformats (e.g., partially or completely through the internet), provide training for prospective field-work supervisors (including “cooperating” teachers), offer scholarships for UBEPPupperclassmen who have financial need, and contribute to an endowment fund that will beutilized to help sustain JTPEP activities after federal fundingends. By providing these servicesand activities, JTPEP will increasethe rate at which UBEPP seniorscomplete their baccalaureatedegrees and become certified to teach in Texas, as well as ramp up its overall production oflicensed teachers and thereby address the urgent need to fill vacancies atthe more than 1,000public schools across South Texas.This proposal responds to CCP#1 Teacher Preparation andthe invitational priority: Promoting the Teacher Profession for Hispanic Students.

CaliforniaStateUniversityLongBeachResearchFoundationP031S170114

4YRPublic

Abstract:TheCaminosProject

California State University, Long Beach (CSULB) is a four-year comprehensive

universityandHispanic-ServingInstitution(HSI)thatenrollsover37,000studentsperyearofwhich39%areHispanic.TheCaminosProjectwasdevelopedtotakeadvantageofthelargescaleofteacherpreparationprograms,andinstitutionallinks toundergraduatesubjectmatterpreparationprograms,atCSULBtoexpandthenumberofHispanicteachersinelementaryandsecondarypublicschools..

TheCaminosProjecthasfourprincipalobjectivesanddesiredoutcomes:

ToincreasethenumberofHispanicandlow-incomestudentswhoenterpipelinemajorswithaccreditedSubjectMatterPreparationProgramsthatmeetstateteachercertificationrequirementsforinitialcredentialing.
ToincreasethenumberofHispanicstudentswhopersistandcompletepipelinedegreeswithSubjectMatterPreparationProgramsthatsupportteachercertificationandindoingsolowerthetimetodegree.
ToincreasethenumberofHispanicstudentswhopersistandcompleteteacherpreparationprogramsandindoingsodecreasethetimetoinitialcertification.
Toincreasethenumberofteacherswhodemonstrateeffectivenessandculturalcompetenceforteachingandpromotinglearninginlow-incomeschools.

ActivitieswithinTheCaminosProjectextendfromcommunityengagementwithhighschoolyouthgroupsthroughundergraduatecurricularandstudentsupportmeasuresaswellhasimprovementstopostgraduateteachingcertificationprograms.Someofthekeyprojectactivitiesare:

Thecreationofcommunityengagementprogramswithhighschoolstudentsandparentsthatfocusoncareersineducation
ThecreationofcurricularmeasuresinundergraduategeneraleducationprogramsthatexpeditecompletionofpipelinedegreeswithSubjectMatterPreparationPrograms
Thecreationofateacherpreparationlearningcommunityforundergraduateswithextensivestudentsocial,emotionalandacademicsupportsforHispanicandlow-incomestudents
ThecreationofaHispanicteachermentorpartnershipnetworkforpre-serviceteachersininitialcredentialprograms
Thecreationofprofessionaldevelopmentprogramsandassessmentsthatrelatetoculturallyresponsivepedagogyinundergraduateteachingandpostgraduatefieldworkandclinicalpractice

WesternTexasCollegeP031S170115

2YRPublicTX