1 

U. S. Department of Education

U.S. Department of Education sealn Seal

FY 2013 Project Abstracts for

New Grantees 

Funded under Title V, Developing 

Hispanic-Serving Institutions Program 

(CFDA Number: 84.031S) 

Office of Postsecondary Education 

Washington, DC 20006-8517 
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Introduction 

The Hispanic-Serving Institutions Division administers the Developing Hispanic–Serving 

Institutions (HSI) Program which is authorized under Title V of the Higher Education Act of 

1965, as amended. The purposes of the program are to expand educational opportunities for, and 

improve the academic attainment of, Hispanic students, and to expand and enhance the academic 

offerings, program quality, and institutional stability of the colleges and universities that educate 

the majority of Hispanic students and help large numbers of Hispanic and other low-income 

students complete postsecondary degrees.

In order to receive a grant under the Title V program, an institution of higher education must 

have applied for and been designated as an eligible institution. The Notice Inviting Applications 

for the Designation as an Eligible Institution was published in the Federal Register on November 

14, 2012 (74 FR 77982). In addition to basic eligibility requirements, an institution must have at 

least 25 percent enrollment of undergraduate full-time equivalent (FTE) Hispanic students at the 

end of the award year immediately preceding the date of application.

The Hispanic-Serving Institutions Division makes five-year awards for Individual Development 

Grants (one eligible Hispanic-Serving Institution) and Cooperative Development Grants (one

eligible Hispanic–Serving Institution in cooperation with one or more institutions of higher 

education). Although the allowable activities and the five-year performance period for the 

Individual Development Grant and the Cooperative Development Grant are the same, the 

maximum award amounts differ. The maximum award amount for Individual Development 

Grants in FY 2013 was $650,000 per year and the maximum award amount for Cooperative 

Development Grants was $775,000 per year.

The Developing Hispanic–Serving Institutions Program supports many institutional activities 

that include: purchase of equipment for education and research; improvement of instruction 

facilities (construction, maintenance, renovation); faculty and staff development; curriculum 

revision and development; purchase of educational materials; improvement of 

telecommunication capacity; enhancement of student services; enhancement of administrative 

and funds management systems; establishment or improvement of a development office; creation 

or enhancement of community outreach programs for elementary and secondary students; and 

establishment or increase of an institutional endowment fund.

Note: The Higher Education Opportunity Act of 2008 (HEOA) as amended, section 503(b) was 

expanded to include: activities to improve student services, including innovative and customized 

instruction courses designed to help retain students and move the students into core courses; 

articulation agreements and student support programs designed to facilitate the transfer of 

students from two-year to four-year institutions; and providing education, counseling services, 

and financial information designed to improve the financial and economic literacy of students or 

their families. The list of authorized activities in section 503(b) was also amended to use the 

term “distance education technologies” in place of “distance learning academic instruction 

capabilities.”
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For FY 2013 the Department made the decision to fund down the FY 2012 slate, in lieu of 

holding a grant competition, due to the limited funding available in FY 2013. The next eleven 

grants with the highest scores were selected for new awards in FY 2013. 
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Table of Contents 

Grants are listed in “state” and “applicant name” order for each grant type. 

Cooperative Development Grants 

Grant Number Applicant Name State Page

P031S130085 Nova Southeastern University FL 5

P031S130019 Hudson County Community College NJ 6

P031S130068 University of Puerto Rico at Carolina PR 7

P031S130053 Heritage University WA 8

Individual Development Grants

Grant Number Applicant Name State Page

P031S130058 Pima County Community College West AZ 9

P031S130057 Mt. San Antonio Community College CA 10

P031S130011 West Hills College-Coalinga CA 11

P031S130026 Donnelly College KS 12

P031S130121 University of Puerto Rico-Arecibo PR 13

P031S130088 Schreiner University TX 14

P031S130022 University of Texas-Pan American TX 15
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P031S130085 

Nova Southeastern University, FL 

Broward College, FL 

Cooperative Development Grant 

ABSTRACT 

This Title V Cooperative Arrangement Development application will develop specific programs and 

services to better meet the needs of Hispanic/Latino and other diverse students who: (1) enter upper 

division studies as community college transfer students; and (2) are pursuing high-demand science, 

technology, engineering, and mathematics (STEM) related programs and careers, particularly those 

related to Computer Science. Funding will support utilizing graduate faculty and model graduate 

programs to enhance undergraduate transition/support services (including options designed to 

support student pursuit of graduate- level terminal degrees, if desired), and undergraduate-level 

STEM degree attainment, specifically targeting Computer Science (CS) and Computer Information 

Systems (CIS) programming. 

The lead institution is Nova Southeastern University (NSU), a highly rated provider of degree 

opportunities for Hispanic/Latino and other underrepresented students, particularly for those 

pursuing postbaccalaureate degrees. NSU is nationally ranked in the top 25 institutions for 

awarding master’s degrees (#4), first professional degrees (#2), doctoral degrees (#3), and 

bachelor’s degrees in Biology (#17) to Hispanic/Latinos. The partnership between NSU and feeder 

Broward College (BC) is natural not only because of close geographic proximity and shared service 

area, but also because of the existing strong collaborative spirit between the two partners. NSU and 

BC propose a Cooperative Comprehensive Development Plan to develop: (1) enhanced outreach 

and academic support services for Hispanic/Latino and other diverse populations that incorporate 

specific strategies to better serve both native and inter-institutional transfer students; and (2) an 

inter-segmental, fully-scaffolded degree pathway for Hispanic/Latino and other diverse CS or CIS 

majors.

A high percentage of Hispanic/Latinos and other underrepresented minorities are enrolled in the NSU 

CS/CIS programs targeted by this project, making NSU already an institution of access and opportunity; 

the challenge is to retain and graduate these students in higher numbers. NSU undergraduate faculty and 

the Office of Undergraduate Student Success will work in close partnership with NSU CS/CIS graduate

faculty leaders and with BC to develop and pilot test research-informed best practices that can be 

sustained and that have been proven to bring about improved student results. Hispanic/Latinos, as well 

as other underrepresented and low income students, will experience: (1) more rapid progression through 

the CS/CIS programs via a realigned curriculum; (2) fewer impediments to learning, as students’ needs 

are more proactively anticipated and addressed; (3) sustainable CS/CIS curriculum changes; and (4) an 

expanded support model that targets native and transfer student needs upon admission and through key 

degree progression points.

Through collaborative outreach with BC and local industry partners, NSU will create a more accessible 

and efficient degree pathway that produces well-educated graduates with technical and critical thinking 

skills necessary for workplace success. NSU will strengthen the rigor of its CS/CIS programs through 

improved technology, more effective pedagogy including active and project-based learning, and 

integrated student success strategies such as mentoring. Specific project objectives will focus on 

increasing enrollment, retention, and graduation rates.
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P031S130019 

Hudson County Community College, NJ 

New Jersey City University, NJ 

Cooperative Development Grant 

ABSTRACT 

Hudson County Community College (HCCC) and New Jersey City University (NJCU), located in

Jersey City, New Jersey, propose a cooperative arrangement to address a significant problem—

fewer than five percent of Hispanic students who enroll at the community college will complete 

the associate degree, transfer to the university, and obtain a bachelor’s degree. This project 

represents a carefully planned attempt to address the pace by which students complete their 

degree programs and also to increase the fall-to-fall retention rate at both institutions. The project 

will have one overarching goal: to increase the number of Hispanic students who graduate with 

bachelor’s degrees. 

The College and the University have crafted one comprehensive Activity that includes three 

unique strategies to assist in achieving this goal. 

1. Increasing the Pace of Progress through Developmental Courses with a Foundational 

Learning Institute by: (a) hiring a Director of Foundational Learning Institute (that will be 

institutionalized by HCCC beginning in Year Four); (b) offering Summer Bridge Programs 

and Fast-Paced courses; (c) improving technology infrastructure for developmental and ESL 

students; (d) developing a faculty mentor-coaching professional development model; and 

(e) creating mobile applications for students in developmental and ESL courses. 

2. Increasing the Pace and Effectiveness of Transfer with an Articulation Master Plan by: 

(a) developing an Articulation Master Plan; (b) assembling Faculty Transfer and 

Articulation Teams to align programs; (c) creating a transfer information Website for 

students; (d) and developing a comprehensive, linear path to a bachelor’s degree for 

community college students. 

3. Increasing the Pace of Degree Completion through a Productivity Improvement 

Process by: (a) hiring an Assessment Specialist at HCCC to assess student outcomes data 

and work with the Assessment Coordinator at NJCU; (b) purchasing Blackboard Learn 

Assessment software; (c) using software to encourage faculty at both institutions to make 

informed decisions based on student outcomes data. 

The strategies will work toward the achievement of eight distinct, yet interconnected, 

objectives. The strategies proposed will assist both the College and the University in 

decreasing the amount of time students spend in remedial programs, increasing the 

technological capabilities of the institutions, increasing the number of transfer students 

from HCCC to NJCU, and increasing the availability of data to faculty members as a 

means to analyze student outcomes. The proposed project is closely aligned with and 

addresses the three competitive preference priorities. 
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P031S120068 

University of Puerto Rico at Carolina, PR 

Universidad Central del Caribe, PR 

Cooperative Development Grant 

ABSTRACT 

PROJECT PROPOSED: Strengthening the External Funding Capacity and Expanding

Undergraduate Research Opportunities through Faculty Development and Improved Technology

Infrastructure

OVERVIEW: The University of Puerto Rico at Carolina (UPRC) is part of the University of Puerto Rico 

(UPR) System, the public, state-supported university system, serving students throughout the Island 

through 11 campuses. Universidad Central del Caribe (UCC) is a private non-profit institution. Our 

Hispanic-Serving Institutions are located on the north side of the Island, in two municipalities (Carolina 

and Bayamón, respectively) but part of the densely populated metro area. UPRC offers baccalaureate and 

associate degree programs, while UCC offers undergraduate and graduate degrees. Both institutions are 

accredited by the Middle States Commission on Higher Education and the Puerto Rico Council of Higher 

Education. More than 5,300 students enroll each year at UPRC and over 490 at UCC. Overall, 91 

percent of our students are Hispanic and 51 percent are disadvantaged. 

PROPOSED ACTIVITY: To address their problems and weaknesses and to expand opportunities for, 

and improve the academic attainment of Hispanic and low-income students (Title V Program Purpose) 

UPRC and UCC request Title V funds through this cooperative agreement to develop the following four 

interrelated components and their expected outcomes: 

(1) Strengthening The Institutions’ Grant Writing Capacity – Develop the External Resources Offices; 

increase by at least 20 the number of grant proposals submitted; provide assistance to 20 faculty in grant 

writing, submission, and development of required documentation for competitive proposals. 

(2) Expanding Faculty and Undergraduate Student Research – Develop the Research Centers; increase by 

12 the number of faculty participating in research internships; increase by 25 the number of faculty who 

receive pilot project funding; increase by 15 the number of faculty with externally funded research grants; 

increase by 25 the number of faculty presenting their research at conferences and forums; increase by 50 

the number of undergraduate students participating in research; and increase by 20 the number of students 

presenting their research at conferences and forums. 

(3) Enhancement of Faculty’s Skills through a Faculty Development Program – Develop the 

Faculty Training Centers; increase by 60 the number of faculty integrating technology in the 

teaching/learning process; increase by 20 the number of faculty writing grant proposals; increase by 40 

the number of faculty certified in distance education. 

(4) Improvement of the Technological Infrastructure – Improve by 100 percent the security and the 

wireless network; install technology infrastructure to support technology integration, distance learning, 

and research collaborations. 

UPRC and UCC have addressed the three competitive preference priorities. 
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P031S130053 

Heritage University, WA 

Yakima Valley Community College, WA 

Cooperative Development Grant 

ABSTRACT 

Heritage University (HU) is the lead institution in this Cooperative Arrangement Title V 

application with Yakima Valley Community College (YVCC). Both institutions are located in 

rural eastern Washington State. Our adjoining service area and complementary goals and 

objectives—to improve access for Hispanic, low-income, rural students—make HU and YVCC 

ideal partners for a collaborative Title V project. 

Through a cooperative effort to increase access and student success at both institutions, HU and 

YVCC propose an activity consisting of two components: (1) development of a “cultural 

embedded” curriculum and campus experiences that focus on the theme of identity as it pertains 

to teaching and learning in HSI institutions, thereby making our campuses less alien to Hispanic 

and low income students and their families; and (2) development of experiential learning 

opportunities through joint programming with local businesses and non-profit organizations for 

offering internships, community service, cultural immersion, applied research, etc. 

Activity objectives center on increasing the retention and graduation rates of Hispanic students 

at each institution by at least five percentage points for retention and 10 percent for graduation 

over 2010-2011 rates and more than tripling the number of students enrolled in HU/YVCC’s 

dual enrollment education baccalaureate admission program from the 2009-2010 number. 

Project management and evaluation will provide effective, efficient administration of the Title V 

Activity and coordinate the internal and external evaluations of the Activity. Approximately 98 

percent of the Project Management and Evaluation budget will support a Title V Coop Director 

(75 percent time position) and a Title V Coop Data/Administrative Assistant (full-time position) 

and one percent will support formative and summative evaluation by an outside consultant over 

the five-year period. 
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P031S130058 

Pima County Community College – West, AZ 

Individual Development Grant 

ABSTRACT 

Pima Community College -West Campus (Pima West), located in Tucson, Arizona, is the oldest 

of six campuses that make up the Pima Community College District. As an open door, two-year 

community college campus located in one of Tucson’s poorest regions, we served 12,590 

students in fall 2011 with an enrollment that demonstrates high percentages of students with atrisk characteristics such as part-time (83.4 percent), low income (37 percent), Hispanic (37 

percent), and working (59 percent). 

Pima West offers a full range of academic programs including comprehensive Dental Studies 

Programs for either an AAS degree or certificate. Once considered state of the art, Dental 

Studies Programs now struggle to maintain didactic and clinical/laboratory instructional integrity 

using outdated and older equipment in very limited and aging facilities. The programs are 

turning away twice as many students as the programs can accommodate each year and labor 

trends indicate demand will continue to grow. But, given current Arizona economic constraints, 

the college finds itself financially unable to expand the current Dental Studies Programs teaching 

clinic and laboratory, equip the clinic and lab with necessary modern technologies, and provide 

for faculty development to support infusing modalities using new technologies and legally 

allowed procedures into the curriculum. 

The proposed activity, Abriendo Puertas/Opening Doors; Innovation in Dental Studies 

Education, proposes to develop/redesign courses and expand, remodel and equip the teaching 

clinic and laboratory in support of an enhanced curriculum to support our project goal of 

expanding program degree and certificate completions by at least 30 percent with Hispanic 

enrollments increasing by at least 10 percent (Competitive Preference Priority #1). 

The activity design thoughtfully incorporates data based decision-making (Competitive 

Preference Priority #2), as well as strengthens the institution through improving productivity 

(Competitive Preference Priority #3). 
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P031S130057 

Mt. San Antonio College, CA 

Individual Development Grant 

ABSTRACT 

Mt. San Antonio College (Mt. SAC) is among the largest of California’s 112 community 

colleges, with a total student enrollment of 35,242. Currently, 50.4 percent of its students are 

Hispanic, 82.6 percent are minority, and approximately 47 percent are first-generation college 

students. 

The majority of students come to Mt. SAC without the skills necessary for academic success. 

Assessment data show that nearly the entire student population needs developmental instruction 

in English, reading, or mathematics. Insufficient educational planning activities leads to a 

significant number of students without informed educational goals, and nearly half of students do 

not have a declared major program of study. Low placement levels and lack of educational goals 

leads to low persistence (fall term to fall term) rates and a small number of students completing 

certificates/degrees and or transferring to baccalaureate programs. 

The proposed project, “Building Pathways of Persistence and Completion” has a single activity: 

Developing Curriculum Design Models and Support Structures that Accelerate Students’ 

Certificate Completion, Graduation, and/or Transfer Rates. 

This activity focuses on five integrated components critical to improving the success of Hispanic 

and other at-risk populations as they move through Mt. SAC’s educational pipeline: (1) enable 

students to make more informed educational goals; (2) provide support services that accelerate 

students into and promote retention in college-level coursework; (3) create sustainable and 

scalable cohort models that move students quickly into college-level coursework and promote 

faster completion of certificate/degree/transfer programs in specific disciplines; (4) increase and 

enhance communication with students; and (5) provide faculty with professional development 

opportunities and resources that promote student success and completion. 
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P031S130011 

West Hills College – Coalinga, CA 

Individual Development Grant 

ABSTRACT 

West Hills College Coalinga (Coalinga) is a fully accredited, Hispanic-Serving, public, 

comprehensive two-year school that primarily serves Fresno County in California’s San Joaquin 

Valley. Almost half (48 percent) of county residents are Hispanic, and of these, 28 percent are 

impoverished, 43 percent are low-income, 47 percent have less than a high school diploma, and 

only seven percent have earned a bachelor’s or higher degrees. Coalinga’s Hispanic and lowincome students share this disadvantage but also recognize the value of education. 

College enrollment has grown more than 40 percent in the past six years. However, access 

remains a concern: while we offer many courses at a distance, key gaps remain, many existing 

distance courses have success rates lower than for many classroom courses, and fall – fall 

distance re-enrollment is only 41 percent. Improved distance education would increase the 

efficiency of Coalinga’s operations as well, for fewer facilities requirements reduce ongoing 

delivery costs. 

Therefore, we propose to expand options for instruction and support by training faculty in 

effective distance course development and delivery, revising or developing 25 key distance 

courses with links to Web-based tutoring and research resources, and creating Web-based 

distance orientation/readiness, career/educational assessment and planning, advising, probation 

support, and progress tracking services to support distance and on-campus students’ success. 

The project addresses the purpose of Title V, HSI program performance measures, and 2012 

Title V Competitive Preference Priorities. 
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P031S130026

Donnelly College, KS 

Individual Development Grant 

ABSTRACT 

Donnelly College, a private two-year HSI (Hispanic-serving Institution) in inner city Kansas 

City, Kansas (KCK, population 145,786), serves a high-need student population: 37 percent are 

Hispanic; 90 percent represent minorities, and 84.5 percent are first-generation college students – 

reflecting an area where 26.1 percent of families live in poverty and just 8.4 percent of adults 

(two percent of Hispanic adults) hold college degrees. 

Still, our students have reason to hope for better futures. Cerner, the nation’s largest developer 

of health information systems, is committed to building a new facility in KCK – employing 

4,000 technology professionals. Projections are also strong for registered nursing, the thirdfastest growing profession in Kansas, with a third of new openings in urban areas. Google’s 

recent announcement of KC as the first U.S. community to be wired with ultra-high speed fiber 

network has fed optimism regarding high-tech career options. 

To tap into these opportunities and build essential enrollment-based revenues, we propose to 

develop curricula leading to a new concentration in Information Systems (IS) under the existing 

Bachelor of Applied Science in Organizational Leadership and a new Associate Degree in 

Nursing (ADN) – both supported by program-specific tutoring. To reverse a trend of low student 

persistence, we also propose renovation of 7,640 square feet to establish an Academic Resource 

Center (ARC) - centralizing academic, student support, and library resources vital to at-risk 

student success. ARC space will include a tutoring center and flexible instructional space that 

accommodates collaborative learning to promote success of at-risk, multicultural students. New 

Academic and Professional Enrichment Seminars/Resources will help students develop skills 

associated with academic and career success. Annual professional development will provide 

faculty across curricula with strategies to support success. 
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P031S130121 

University of Puerto Rico – Arecibo, PR 

Individual Development Grant 

ABSTRACT 

University of Puerto Rico–Arecibo Campus (UPRA) is part of the University of Puerto Rico, the 

public, co-educational system of higher education of the Commonwealth of Puerto Rico. It 

serves a 100 percent Hispanic and predominantly low-income student population, which come 

from an economically deprived region of the Island. UPRA addresses critical institutional goals 

and objectives which will improve student learning outcomes in developmental education, 

Spanish and English basic skills and General Education courses through the implementation of a 

Learning Communities model, faculty development in effective technologies, and strategies in 

the teaching-learning process that supports learning communities, enhanced student/academic 

support services, and upgrading its campus-wide technology and physical facilities 

infrastructures. 

The proposed project is central to UPRA’s Comprehensive Plan of becoming a more learningcentered institution. Some samples of key measures are: at least 80 percent of participating 

general education faculty will have created inclusive learning communities using Web-based 

materials that will bring about the projected student outcomes improvements; the freshmen to 

sophomore retention rates of students participating in the Learning Communities Program and 

tutor/mentoring offered through the establishment of a Learning Commons and Center for the 

Development of Linguistic Skills will increase at least five percent on an annual basis after the 

second year, students passing rates and grades in target courses will be five percent or more 

higher than non-participants and similar cohorts in previous years not impacted when measured 

against baseline data; and the persistence to graduation rate of the 2012 freshmen cohort 

impacted will demonstrate an increase of at least five percent when measured against previous 

years’ cohorts baseline data. 
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P031S130088 

Schreiner University, TX 

Individual Development Grant 

ABSTRACT 

PROJECT ABSTRACT

Schreiner University (SU) is a small private liberal arts university located in "Texas Hill 

Country," 60 miles northwest of San Antonio. In fall 2011 SU had a total student population of 

1,090; total enrollment has increased from 822 in 2005 or by 32 percent in six years. Ninetyseven percent of the students are from Texas and 75 percent of the students live outside of major 

metropolitan statistical areas. Predominantly and historically serving low income, rural students, 

Schreiner is attracting more urban students and their families (including Hispanic families), 

seeking quality college options with smaller classes (14:1 student/faculty), where students are 

known by names not numbers. Learning by Heart is the Schreiner University motto. 

Project Title: Improving Retention and Graduation Rates - Effective strategies for Emerging 

Hispanic Institutions

Problems Addressed: In addition to the core issue that retention and graduation rates trail peer 

colleges, institutional problems addressed by the proposal include (but are not limited to): 

University structure and policy for student success did not model exemplary HSI’s (Hispanicserving Institutions); Underdeveloped, decentralized, and siloed academic support and advising 

services are compounding retention and graduation issues; SU has been slow to integrate 

effective high impact practices to engage students in their academic studies and has not 

developed support for the faculty needed to make changes. 

Activity Strategies: SU did not choose to create new 'boutique' special program to serve pockets 

of Hispanic students each year with this $3.25 million; instead, these funds will transform of the 

small university into a culturally responsive HSI uniquely suited to the needs of students needing 

and seeking personalized support during their college career. Strategies implemented will 

include: creation of a new division of the University under a Dean of Student Success; 

Centralization and strengthening of vital support services such as advising and learning support. 

Retention Interventions, ranging from college readiness and outreach to new methods to improve 

success rates in barrier gateway courses which are blocking progress for hundreds of students; 

learning and living communities, faculty development, and integration of emerging technologies 

and tools across the curriculum. 

Focus on Continuous Improvement, Scale and Sustainability: Integral to the proposed activities 

is a carefully designed evaluation plan (working with the National Latino Research Center) and a 

new Data Analyst that will provide the implementation team and an advisory team with 

formative and summative data to evaluate activity outcomes and guide adjustments and 

improvements. 
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P031S130022 

University of Texas – Pan American, TX 

Individual Development Grant 

ABSTRACT 

The University of Texas-Pan American (UTPA) is a Hispanic-Serving Institution (HSI) in deepsouth Texas, ten miles from the U.S.-Mexico border, with 16,631 undergraduate and 2,403 

graduate students enrolled in Fall 2011. The UTPA student body reflects the surrounding region, 

with a high proportion of students of Hispanic origin (88.7 percent of the student body), students 

who are first-generation college students (68.8 percent of undergraduate students), students who 

have financial need (79 percent of undergraduate students), and students whose primary 

language in the home is not English (at least 50.3 percent of undergraduate students). 

Unfortunately each of these characteristics is associated with increased risk of educational 

failure. Given the very high proportion of students at UTPA who are members of at least one of 

these risk groups, we are proposing an intervention designed to affect the entire undergraduate 

student body, including the curriculum of 100 percent of the academic majors offered at UTPA. 

The focus of the proposed project is on integrating experiential learning throughout the 

undergraduate curriculum, including experiences such as service learning, undergraduate 

research, internships, and well-designed capstone experiences. These experiences increase 

students’ engagement with the university, their faculty, and other students and thus lead to 

improved retention and time to graduation. Such experiences may be particularly valuable for 

minority students, who may have more difficulty developing highly interactive relationships with 

other students and faculty on academic activities. This can affect their likelihood of successfully 

integrating into the university community, persisting to graduation, and connecting their 

academic studies with a rewarding career. However the success of experiential learning 

practices depends on the connection between the design of the experience and the student and 

institution’s academic goals. Experiential learning activities must be well designed, 

academically connected, and academically rigorous to have the optimal impact. 

We propose to develop and implement experiential learning activities from the first year through 

the senior year designed to engage and retain students while guiding their ability to see 

connections between programs of study and career aspirations. The program will engage and 

develop faculty teaching at the first year level to incorporate service-learning components into 

first year courses. The program will support and expand undergraduate research opportunities 

and study abroad for sophomore and junior year experiences, and emphasize internships and 

capstone experiences in the senior year. The proposed comprehensive activities will require 

faculty development, faculty mentoring, and institutional support for student activities in these 

areas. The program will also expand the use of innovative technologies for tracking student 

activity in research and experiential learning that will enable students to record their work and 

faculty to monitor and assess that work. The Title V HSI grant would make this ambitious vision 

possible for increasing teaching effectiveness, enhancing student experience, spurring curricular 

innovation, and most importantly improving Hispanic student academic success. 

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