P031C210006, Dominican University

Improve STEM Services, Strengthen Teaching and Learning, Fill Program Gaps

1. Applicant: Dominican University, River Forest, IL (D.U.)

2. Title: “Improve STEM Services, Strengthen Teaching and Learning, Fill Program Gaps”

Dominican University, located in River Forest, Illinois, ten miles west of Chicago, is a private, nonprofit

Catholic university that serves both resident and commuter students from the Chicago suburban area. We have 

served primarily first-generation college students since 1901. The Chicago area is home to over 2 million 

Hispanics and ranks 6th in the nation in the Hispanic population. About 61% of our students are Hispanic; 

nearly 73% of our freshmen last fall were Hispanic.

a. Target Population: Hispanic, low-income, first-generation and other marginalized students.

b. Services/Proposed Activities:

Part 1a: A STEM Center centralizes services and provides study space, community building and a bilingual 

staff for tutoring, counseling, advising and coaching.

Part 1b: An Articulation Network of representatives will reduce transfer barriers; the Transfer Academy and 

Transfer Coach will ease the transition from 2-yr colleges to D.U.

Part 1c: A STEM Bilingual Family Fair will build understanding and support to STEM students.

Part 2a: Peer-Led Team Learning: 50 faculty train and pilot course-embedded tutors with their students in at 

least one course each.

Part 2b: Curriculum-Integrated Technology: 40 faculty train and pilot new software or web resources with their 

students in at least one course each.

Part 2c: Paid student Internships and paid Mentors from regional STEM employers: 16-18 per year.

Part 3a: Develop new Cybersecurity concentration in Informatics bachelor’s degree.

Part 3b: Develop new Health Sciences completion bachelor’s degree for AA, AAS transfers.

c. Anticipated Results:

GPRA Objectives: A 10% increase in Hispanic/low-income STEM majors, a 10% increase in those returning 

Year 2, a 15% increase in students graduating in 6 years, a 10% increase in transfers from 2-year colleges, a 10% 

increase in students on track to finish the degree in 3 years.

Project Objectives: Increase to 1500 the # of students using the STEM Center at least twice a year, increase 

student satisfaction with STEM Center services, four key transfer barriers are removed, at least 96% Transfer 

Academy students complete assignments, the # of STEM Family Fair reaches 500 overall, all gaps between 

Hispanics and whites in GPRA Objectives are eliminated, the # of faculty in training and pilots reaches 90, at 

least two references to Cultural Pedagogy are in pilot syllabi, course grades of students in pilots are 5% above 

those not in pilots, stronger outcomes for Twitter users than Canvas users, increased # of student Internships, 

increased student satisfaction with Internships to 90%, student enrollment in Cybersecurity and Health Sciences 

is 16 and 12 a year after Yr 3 launch.

3. Absolute Priority Addressed: YES. A STEM Center will develop academic and personal support services 

with a primarily bilingual staff offering tutoring, counseling, advising, & coaching.

Articulation Network: two-year college & Dominican representatives will reduce transfer barriers; Triton 

College, River Forest, IL., Dominican’s partner HSI. (See president’s letter in the Attachments.)

A Transfer Academy eases the transition from a 2- to 4-year campus; a Transfer Coach supports STEM

progress through to graduation.

4. Competitive Preference Priorities Addressed: YES.

CPP 1: Part 2c: a) Collaborate with employers; b) Provide paid work-based Internships & Mentors.

CPP 2: Part 1a: STEM Center bilingual tutoring, counseling, & advising to improve academic

success. Part 2a & 2b: Innovative Instruction: Faculty will train in Peer-Led Team Learning & in CurriculumIntegrated Technology; they will pilot these with students in a Community of Practice.

5. Invitational Priority Addressed: YES. Part 1a: The STEM Center includes wrap-around services such as a 

licensed Counselor who will address mental health issues exacerbated during the pandemic crisis. It also provides 

a place to study and other learning resources such as loaner laptops and reliable internet important to students 

who now share a computer with other family members.

WWC-Protocol Replication Study: Effects of educational uses of Twitter for course interaction.
P031C210012, University Enterprises, Inc dba Sac State Sponsored Research

Sacramento State STEM4Equity

1. California State University Sacramento (Sacramento State)

2. Sacramento State STEM4Equity

3. Abstract

a. Target Population: Project STEM4Equity will serve STEM faculty and students, specifically students 

in: 1) gateway STEM courses, and 2) incoming transfers; both with a special focus on Hispanic, and lowincome STEM students.

b. Services and Proposed Activities: Project STEM4Equity proposes to implement systemic curricular 

change and customized student support through four strategies. Strategy 1: Course and Program Redesign 

for Equity, will engage STEM faculty in professional learning to acquire knowledge and redesign their

courses to align with what STEM employers need. It will lead to new research based, culturally 

responsive, and workforce aligned curricular change in Math, Physics, and Engineering gateway courses. 

Strategy 2: STEM Student Support, will expand the Peer Assisted Learning program to serve students in 

four high enrollment, high fail rate STEM courses. Strategy 3: STEM Transfer Pathway, will create a 

STEM Transfer Hub to support successful enrollment, seamless advising, and timely degree completion 

for STEM transfer students. Strategy 4: Integrated STEM Workforce Development, will extend workforce 

skill development into leadership activities, micro-internships, and traditional paid internships programs 

to develop STEM identity for Hispanic and low income students and prepare students for career STEM 

employment.

c. Anticipated Results: Anticipated results include: 1) systemic changes in the ways STEM gateway 

courses and pathways are designed and delivered; 2) increased sense of belonging; and 3) development of 

STEM identity to increase persistence and degree attainment by Hispanic and low income students. The

measurable outcomes for project goals include increasing STEM enrollment of

Hispanic and low-income students by 30% and 10% respectively, increasing STEM transfer student 

enrollment by 25%, and eliminating or reducing by 50% gateway course and graduation rate equity gaps. 

A long-term outcome is to increase the number of Hispanic students graduating with STEM degrees by

30% to over 350 per year.

4. Absolute Priority Addressed: Yes. To meet the absolute priority Sacramento State will partner with 

Sacramento City College, a Hispanic Serving Institution, to increase STEM transfer student degree 

attainment. Proposed services will align two “one-stop” transfer centers including roadmaps and 

articulation conferences to better communicate transfer expectations across institutions.

5. Competitive Preference Priority Addressed: Yes. Competitive Preference Priority

1a is addressed through the redesign of gateway STEM courses to include in demand STEM workplace 

skills and 1b is addressed through innovative STEM micro internship and traditional internship programs. 

Competitive Preference Priority 2 is addressed through student support services integral for peer assisted 

learning and STEM transfer student advising

6. Invitational Priority Addressed: No
P031C210018 Vaughn College of Aeronautics and Technology

Developing Guided STEM Degree Pathways to Prepare Hispanics and Low-Income Students for the 

Careers of the Future.

Applicant: Vaughn College of Aeronautics and Technology

Project Title: Developing Guided STEM Degree Pathways to Prepare Hispanics and Low-Income 

Students for the Careers of the Future.

Abstract: Vaughn College of Aeronautics and Technology has been a leader in developing successful

programs in aeronautics and engineering and is the primary institution serving the needs of Hispanics in

Queens, NY. With the current proposal Vaughn will develop strong degree programs where diverse

students are able to: a) Build a strong foundation of computational literacy; b) Collect and analyze data 

for the purpose of identifying patterns and summarize numerical results; c) Develop coding and 

programming skills needed for the jobs of the future; and d) earn degrees and certificates in Data Science, 

Big Data, Artificial Intelligence, mathematics, and computer science. From a broader perspective, this 

project will generate evidence that builds upon learning research in STEM education. The project 

strategies will produce outcomes that are not only successful, but also contribute to the body of 

educational research that addresses learning factors that impact STEM student success, STEM 

education, and approaches to learning that motivate diverse students. The project benefits society by 

training the future science and technology workforce and increasing the participation of underrepresented 

groups. The students at Vaughn heavily represent population segments that are underrepresented in 

STEM, therefore the project will serve as a model in how to effectively attract, retain, and graduate 

diverse students in STEM fields.

Target Population: Underserved Hispanic students in the borough of Queens, NY and surrounding areas.

Services/Proposed Activities: 1) Develop a new Mathematical and Computer Sciences pathway; 2)

Strengthen outreach to high schools to improve STEM awareness; 3) Comprehensive wrap-around 

student services; 4) Project-based and Collaborative Learning (NSF “signature” pedagogies); 5) Model 

transfer articulation towards a STEM Degree; 6) High Impact Practices (Undergraduate Research, 

Summer STEM academy; Work-based experiences; targeted advising); 7) Transfer Support/Activities; 8) 

Faculty Professional Development.

Anticipated Results: The project’s objectives include: O1: Enroll at least 30 Hispanic and low-income 

fulltime freshmen who seek a degree in one of the newly developed MCS STEM pathway. O2: Increase 

by 10 points the percentage of Hispanic and low-income first-time, full-time MCS field degree-seeking

undergraduate students who were in their first year of postsecondary enrollment in the previous year and 

are enrolled in the current year who remain in a STEM MCS degree/ credential program. O3: Increase by 

10 points the percentage of Hispanic and low-income first-time, full-time degree-seeking undergraduate 

students graduating within six years of enrollment with a STEM MCS degree. O4: Enroll at least 30 

Hispanic and low income community college associate degree graduates transferring to Vaughn in the 

new MCS degree. O5: Graduate at least 80% of Hispanic and low-income STEM major transfer students 

from community colleges on track to complete a STEM MCS degree within three years from their 

transfer date. O6: Increase by 10 points the percentage of Hispanic and low-income students who 

participated in grant-supported services or programs and completed a degree or credential.

Absolute Priority Addressed: Yes; Every feature of the proposed guided STEM pathway was selected 

based on the need to increase Hispanic STEM participation, transfer, and degree completion. The project 

includes development of a model transfer and articulation agreement with local community colleges 

(Bergen CC, Suffolk County CC, LaGuardia CC) that addresses gaps in the current articulation model.

Competitive Preference Priority Addressed: Yes; CPP#1: Vaughn’s project will engage multiple 

industrial and other community partners in the high needs fields of Mathematical and Computer Sciences 

that intersect with Computer Science programs. Vaughn’s project intends to provide meaningful workbased training opportunities including internships, apprenticeships, and fellowships that are expected to

lead to high paying
permanent jobs for Hispanics in the area of Queens, NY, that is suffering from high unemployment rates 

and limited STEM opportunities. The project’s overall strategy is to align the educational experience with 

STEM related careers.

CPP #2: The project planning team gathered extensive evidence on successful interventions relevant to 

what works to improve degree completion of Hispanic STEM students. Vaughn’s STEM project will 

adopt best practices from CUNY’s ASAP study (a WWC approved study) that incorporates a dedicated 

student success team (counselors, coaches, tutors, mentors), Summer Bridge courses, a dedicated STEM 

Center equipped with the latest technology laboratory equipment, and additional high impact practices 

proven to increase retention, success and completion.

Invitational Priority Addressed: Yes; Vaughn’s project will develop an integrated STEM Center that 

will integrate support services for STEM students, including mental health support, financial assistance 

for class expenses, a book lending library and transportation costs. It will also develop innovative 

research-based active learning pedagogies and curriculum to increase access and success during the 

COVID-19 pandemic that will lead to STEM degree completion.
P031C210019 Lake Tahoe Community College District

STEM Pathways to Completion

Applicant Institution: Lake Tahoe Community College

Project Title: STEM Pathways to Completion

Target Population: The target population for this project is Latinx and low-income STEM students in 

South Lake Tahoe, California, and the surrounding areas of California and Nevada; K-12 students in

Tahoe Basin schools.

Services and Proposed Activities: STEM Pathways to Completion will include three components:

• Component 1: STEM Student Success Team: this component will provide students with evidencebased and integrated academic and support services, including peer mentoring and tutoring, career 

counseling and work-based learning, access to STEM educational equipment, basic needs and mental 

health services.

• Component 2: LTCC STEM MathPath: this component will enable the redesign of the math 

sequence to implement co-requisites/supplemental instruction models combined with curricular 

enhancements that promote students’ interest in learning core mathematics concepts.

• Component 3: LTCC Pre-Collegiate STEM Academy: this component will establish early STEM 

learning opportunities for elementary and middle school students and create work-based learning, peer 

mentoring and dual enrollment programs for high school students.

Anticipated Results: This project will result in:

• An increase in Latinx and low-income students attaining associate/transfer degrees and successfully 

transferring to four-year institutions in computer and information sciences, environmental science and 

technology, geography, geology, and mathematics.

• An increase in the number of Latinx and low-income students succeeding in gateway mathematics 

courses that are required for accessing STEM degree programs; improving mathematics course content to 

align to STEM programs.

• An increase in the number of Latinx and low-income students enrolling in STEM programs; an increase 

the number of qualified professionals in STEM fields through early outreach, exposure and education 

approaches to Latinx communities and students.

Absolute Priority Addressed: Yes; Partners are University of California, Davis, and California State 

University (CSU) system office.

Competitive Preference Priorities Addressed: Yes, both CPP 1 and CPP 2

Invitational Priority Addressed: Yes
P031C210021 California State University, Dominguez Hills Foundation

Guided Pathways for STEM (GPS)

1. Applicant. California State University, Dominguez Hills (CSUDH). Partner Institutions.

Compton College, Los Angeles Harbor College, Los Angeles Southwest College and West Los

Angeles College

2. Project Title. Guided Pathways for STEM (GPS)

3. Abstract. a. Target Population. 310 Hispanic and low-income, first-time STEM students who enroll 

in CSUDH or one of the four community college partners in fall 2022. Community college students will 

transfer to join their GPS peers at CSUDH and complete their STEM degrees. Many students at all five 

institutions work part-time or even full-time, endure long commutes to campus, parent children or care for 

family members.

b. Services. GPS’s innovative approach will make nearly every service available to scholars at the parnter 

colleges, as well as CSUDH. GPS will leverage the technological capacity developed during the 

pandemic to expand availability of academic and nonacademic services beyond traditional weekdays 

hours. Services will be student-centered and holistic. Each GPS scholar will complete a needs assessment 

and, with staff, develop a plan of academic and nonacademic activities that lead to a STEM degree and 

personal well-being. Students will receive ample advising and academic support using evidence-based 

strategies that have increased retention and graduation, e.g., proactive advising, pre-enrollment advising, 

tutoring, college success skills and content knowledge for difficult STEM courses. GPS will meet 

students’ basic needs so they can focus on academic success. CSUDH and its partners will improve 

articulation by developing consistent articulation processes and developing more STEM associate degrees

for transfer to simplify the transfer process.

c. Anticipated Results. By giving equal weight to academic and nonacademic needs, GPS will enable 

students to flourish, earn STEM degrees in less time, gain career experience and secure meaningful work 

in in-demand fields after graduation. i) Increase the number of Hispanic and low-income students who 

enroll in and graduate from CSUDH with STEM degrees. ii) Students gain skills through workplace 

experiences that prepare them for in-demand fields. iii) Students increase their well-being. iv) CSUDH 

and partner colleges improve transfer and articulation agreements.

4. Absolute Priority. Yes. GPS will implement academic support activities that are effective, per the 

What Works Clearinghouse, as well as research-based nonacademic supports to meet basic needs and 

improve well-being so that Hispanic and low-income students earn STEM degrees. Also, GPS will 

improve articulation agreements with partner community colleges that will simplify and accelerate 

transfers in STEM.

5. Competitive Preference Priority 1. Yes. Key employers will collaborate with CSUDH faculty to 

incorporate skills required in in-demand industries in upper-division courses. GPS will emphasize 

internships and career coaching so scholars gain the experience and skills to secure jobs in in-demand 

industries. Competitive Preference Priority 2. Yes. To increase academic achievement and retention, 

GPS will provide academic support services that have a strong basis in research, such as pre-enrollment 

advising, proactive advising, tutoring, building college success skills and content knowledge, and 

providing peer coaches to encourage persistence.

6. Invitational Priority Addressed: Yes. Through wraparound services, GPS will ensure that students’ 

nonacademic needs—particularly needs created or worsened by the COVID-19 pandemic—are met along 

with their academic needs. GPS will provide academic support and partner with on-campus departments 

to connect scholars to resources. 
P031C210022 San Diego Mesa College

STEM E3: Equity, Excellence and Éxito

1. San Diego Mesa College

2. STEM E3: Equity, Excellence and Éxito

3. Abstract: San Diego Mesa College’s project STEM E3: Equity, Excellence and (Success) Éxito is a

multipronged, evidence-based design to reduce equity gaps and increase the academic success, retention, 

graduation, and transfer rates of Hispanic and low-income students in STEM. By implementing systemic 

reforms that are equity-informed and tailored to Mesa College’s specific needs, the activities in this

proposal, aligned with best practices and evidence-based literature, will lay the foundation for long-term 

changes in how Mesa College approaches serving its Hispanic and low-income students. A $4.99 million 

program of integrated interventions and capacity building activities, STEM E3 will increase the number 

of Hispanic and low-income students attaining postsecondary degrees in STEM and participating

in the growing regional STEM economy, through the following strategies:

Strategy 1: Improving Hispanic and low-income student academic achievement through student supports 

focused on STEM gateway courses.

Strategy 2: Foster student integration and a sense of community through improved STEM orientation and 

wraparound STEM student supports // Expanding integrated student support services

Strategy 3: Improving the quality of academic instruction to better prepare Hispanic, low-income and 

other diverse students for success in high-demand STEM careers.

Project STEM E3’s Objectives include:

● 1. STEM Enrollment: By 2026, there will be a 10% increase in the number of Hispanic and lowincome full-time STEM field degree-seeking undergraduate students enrolled

● 2. STEM Course Completion: By 2026, there will be a 13% increase in number of Hispanic students 

who receive peer mentoring and complete gateway STEM courses

● 3. Transfer: By 2026, there will be a 10% increase in the annual percentage of Hispanic students 

transferring successfully into a STEM field at a four-year institution.

● 4. Student Support Utilization: By 2026, there will be a 50% increase in the number of Hispanic and 

low-income students participating in peer mentoring, from 186 to 280.

● 5. Unit Accumulation: By 2026, there will be an 8% decrease in average number of units accumulated 

by Hispanic associate STEM degree earners, from 79.1 units to 72.8.

● 6. Associate’s Completion: By 2026, there will be a 15% increase in the annual number of STEM 

Associate’s Degree in Arts (AA) graduates who are Hispanic, from 101 to 116.

● 7. Professional Development: By 2026, 50 additional faculty and staff will be trained in academic, 

financial, and culturally inclusive approaches to inquiry, teaching and learning.

These strategies and their sub-activities satisfy the Absolute Priority, both Competitive Preference 

Priorities – through work-based learning experiences in Engineering and BioTech, and integrated student 

support services for Hispanic, low-income, and other diverse students – as well as the Invitational 

Priority for this competition.
P031C210025 Texas State University

Generación STEM - Promoting Hispanic and Low-Income Student Success through Individualized 

Support, Transfer Navigation, and STEM Career Preparation

1. Applicant Institution: Texas State University

2. Project Title: Generación STEM - Promoting Hispanic and Low-Income Student Success through

Individualized Support, Transfer Navigation, and STEM Career Preparation

3. Abstract: Recognizing the importance of STEM education in preparing the increasingly diverse

generations that will make up the American workforce, this project strives to “generate” STEM student 

success at Texas State University (TXST) for Hispanic and Low-Income (HLI) students who will become 

our next scientific and technical professionals.

a) Target Population: Hispanic and Low-Income (HLI) first year and transfer students, HLI STEM 

students, and STEM faculty.

b) Services and Proposed Activities: There are four primary activities designed to address persistent 

challenges in STEM education and career attainment for HLI students. Activity 1 will create a Peer

Education Program with Success Coaches that will serve all incoming HLI freshman and transfer students 

in their first year at TXST who are identified through a predictive analytics factor-specific model as 

needing high-support during their transition to college. Activity 2 will improve the transfer navigation 

process and increase transfer matriculation to TXST through creation of a Transfer Articulation and

Navigation Center. Center staff will initiate new transfer articulation agreements with 2-year HSIs,

produce an online repository of course equivalency guides and other information pertinent for transfer 

students, and provide direct student transfer advising to facilitate the transfer process. Activity 3 will 

create a STEM Workforce Advisory Council to build collaborations with STEM employers leading to 

expanded Co-Op and work-based experiences for HLI STEM students; additionally, a new Work-based

Experience Preparatory program will be implemented to provide targeted students with professional 

development improving their competitiveness for employment upon graduation. Activity 4 will provide 

professional development in culturally responsive teaching methods for STEM faculty teaching core 

courses that will enable faculty to make lasting changes to their instructional methods to improve HLI 

students’ success.

c) Anticipated Results: This project will use promising evidence to identify and institutionalize new, 

effective pathways to academic success for HLI students, beginning with the transition to TXST for first 

year and transfer students through graduation and STEM career attainment. Project results anticipate that 

the combination of academic, social, and career readiness engagement, with the support of professional 

staff advocating for student success, will improve HLI student matriculation, completion of STEM

degrees at TXST, and successful employment in STEM fields (1).

4. Absolute Priority Addressed: Yes. All four proposed activities constitute a proactive, wraparound

approach to the HLI student experience at TXST for both first year and transfer students to increase 

baccalaureate STEM degree completion. Further, the project will create new and expand upon existing 

transfer articulation agreements between TXST and 2-year HSIs, including Austin Community College, 

resulting in practical and structural changes in the transfer process (2).

5. Competitive Preference Priorities (CPP) Addressed: Yes. CPP1: The Work-based Experience

Preparatory program will create flexible, paid work-based opportunities for HLI STEM majors and 

provide professional development for career success. CPP2: The project’s wraparound support services at 

critical transition points offer HLI students a path to academic achievement and recovery, resulting in 

greater retention and degree completion.

6. Invitational Priority Addressed: No
P031C210028 Miami Dade College

STEM Strategies for Maximizing Achievement Retention and Transfer STEM (SMART)

1. Applicant institution and partner institutions: Miami Dade College’s School of Science, along

with its partners: Florida International University, the University of Miami, and the University of

Florida, Applied Biotech, Inc.

2. Project title: STEM Strategies for Maximizing Achievement Retention and Transfer STEM

SMART)

3. Abstract (a.) Target Population: 500 students and 50 faculty members; (b.) Services and Proposed 

Activities: STEM SMART proposes to increase the number of Hispanic and other low income

students attaining degrees in STEM fields by providing undergraduate research internships and fieldbased experiences at MDC and at four-year institutions; research skills training through a Promoting 

Research, Innovation and Mentoring Experiences Academy; STEM completion and transfer assistance in 

the form of a STEM Success Coach and Pre-Transfer Advisor; a peer support system and online 

supplemental instruction through Peer Navigators; an enhanced virtual STEM Community of Interest; 

college tours; and professional development for faculty undergraduate research mentors; (c.) Anticipated

Results: STEM SMART will meet the following measurable objectives by September 30, 2026: (1) 

increase fall-to-fall retention rates from 64% to 75% among STEM SMART students over the project 

period; (2) increase number of full-time degree-seeking Hispanic and low-income students participating 

in STEM SMART support services by 10% each year; (3) by Year 5, 50% of STEM SMART students 

will participate in field-based experiences; (4) by Year 5, 75% of STEM SMART participants will report 

an improvement in STEM Literacy through a STEM Literacy survey; (5) by Year 5, 50% of STEM 

SMART participants will complete associate level programs of study and transfer into STEM 

baccalaureate-level programs of study; and (6) by Year 5, 75% of STEM SMART participants will 

express satisfaction with completion and transfer-related services/resources, as evidenced through formal 

surveys and focus groups.

4. Absolute Priority Addressed: Yes. MDC proposes to partner with Florida International University, the 

University of Miami, and the University of Florida for the purpose of meeting the articulation and transfer 

model to address the absolute priority.

5. Competitive Preference Priority Addressed: Yes. STEM SMART will address Competitive Preference 

1 by collaborating with industry partners to ensure the college’s student learning objectives are aligned 

with skills necessary to succeed in STEM fields and providing research internships and field-based 

experiences. STEM SMART will address Competitive Preference 2 by providing high-engagement 

activities that address STEM students’ needs and improve their retention rates, such as intrusive 

academic, career, and transfer advisement; online supplemental instruction; a peer support system; and an 

enhanced virtual STEM Community of Interest.

6. Invitational Priority Addressed: Yes. STEM SMART staff will aid students by using appreciative 

advisement and providing workshops on adaptive coping mechanisms to positively impact their mental 

health. The STEM Success Coach, Pre-Transfer Advisor and virtual STEM Communities of Interest 

Manager will assist students seeking help by referring them to the appropriate services at MDC, e.g., 

counselors, the MDC Helping Everyone Learn to Prevent Suicide (H.E.L.P.S.) program, and the free 

Crisis Text Line. STEM SMART staff will receive mental health first aid training.
P031C210035 Miami Dade College

STEM Pathways for Acceleration, Completion, and Transfer Success (STEM PACTS)

1. Applicant institution and partner institutions: Miami Dade College (MDC), North Campus

2. Project Title: STEM Pathways for Acceleration, Completion, and Transfer Success (STEM

PACTS)

3. Abstract (a.) Target Population: 500 students and a number of faculty; (b) Services and Proposed 

Activities: In an effort to increase the number of Hispanic and low-income students attaining STEM 

degrees, STEM PACTS will develop model transfer and articulation agreements between a 2-year 

Hispanic-serving institution and 4-year institutions by establishing, STEM PACTS will also develop a 

streamlined transfer pathway model with personalized advisement for MDC STEM students to promote 

transfer to 4-year institutions; a mentorship program with STEM professionals, including authentic

undergraduate research experiences, internships in STEM industries, and scheduled interactions with 

STEM trailblazers; a STEM Reinventing Educational Equity for Students (REEFS) Center for the

implementation of student intervention strategies including high-impact practices to foster student 

completion of STEM courses; and a STEM focused early immersion program for incoming first-time-incollege students designed for direct advancement from high school to college. (c) Anticipated Results: 

STEM PACTS will meet the following measurable objectives by September 30, 2026: (1) by year 5, 

enrollment in STEM related programs of study at MDC North Campus will increase by 5%; (2) by year 5, 

STEM PACTS participants will reflect a fall-to-fall retention rate of 70%; (3) by year 5, 80% of STEM 

students and faculty will express satisfaction with the newly established STEM REEFS Center, as

evidenced through formal surveys and focus groups; (4) at least 70% of STEM PACTS participants will 

graduate from their STEM program with an associate degree within 3 years or a bachelor’s degree within 

6 years; and (5) At least 80% of program participants who complete a STEM program will continue their 

STEM education by transferring to a 4-year institution/program

4. Absolute Priority addressed: Yes. MDC proposes to leverage existing articulation agreements with 

four-year institutions, such as Florida International University, University of Florida, Nova Southeastern 

University, University of Miami, Florida Atlantic University, and Florida A&M University for the

purpose of meeting the articulation and transfer model to address the absolute priority.

5.Competive Preference Priority Addressed: Yes. STEM PACTS will address Competitive Preference 

Priority 1 by developing collaborative relationships between MDC-North Campus STEM faculty and 

STEM industry employers to promote ongoing exchanges that will inform the emphasis in teaching of the 

curriculum. STEM PACTS will address Competitive Preference Priority 2 through the proposed STEM 

REEFS Center, which will deliver multiple student success services, e.g., (a) supplemental instruction and

tutoring; (b) peer mentorship; (c) counseling – academic, career, and transfer advisement; and (d)

Summer Bridge and Virtual STEM Community of Interest

6. Invitational Priority Addressed: Yes. STEM PACTS will aid students by using appreciative advising 

and leveraging existing services to support students who have been impacted by the COVID-19 pandemic 

and are facing additional academic challenges and mental health issues. These services include, financial 

aid, counseling services, and advisement; student life; learning resources (tutoring, subscription

databases); services to students with disabilities; and Single Stop (food assistance, mental health

counseling, public benefits assistance, student emergency aid).
P031C210037 Inter American University of Puerto Rico-Metropolitan Campus

Preparing the Next Generation of STEM Leaders in Puerto Rico: A Guided Pathways Approach

Applicant: Inter-American University of Puerto Rico-Metropolitan Campus (MC)

Project Title: Preparing the Next Generation of STEM Leaders in Puerto Rico: A Guided Pathways 

Approach

Abstract: MC’s STEM guided pathway program (STEM GPP) will catalyze MC toward becoming a

guided pathway university that produces equitable outcomes for Hispanic and low income students. The 

proposed research-based project is designed to be an exceptional approach to increasing degree

completion in STEM. It will build upon Columbia University’s Center of Community College Research 

Center, a nationally recognized Pathways Program. MC’s STEM GPP will work with community college, 

high school, and industry partners to increase participation, persistence, and degree completion, through 

student experience from the first touch to goal attainment. Collaborative activities focus on smoothing 

and enriching the pathway for Hispanic students through culturally sensitive outreach, equity-minded 

curricular and instructional improvements, and support for transition activities to reduce non-academic, 

but equally problematic, barriers to participation and transfer.

a. Target Population: Hispanic, underserved, and low-income first-time, full-time degree-seeking

students in Puerto Rico with limited options in pursuing and completing STEM degrees.

b. Services/Proposed Activities: 1) MC’s STEM Center. Develop a central STEM Center to serve as a 

hub for student services and instruction; 2) High-Tech physical and virtual STEM Laboratories; 3) STEM 

Success Team; 4) Project-based and Collaborative Learning (NSF “signature” pedagogies); 5) Model

transfer articulation towards a STEM Degree; 6) High Impact Practices (Undergraduate Research,

Summer STEM academy; Work-based experiences; Targeted advising); 7) Transfer Support/Activities; 8)

Faculty Professional Development.

c. Anticipated Results: Enrollment: Increase by 10% in each of the STEM pathways (Chemistry, Math, 

Physics, Computer Science). Participation: at least 1,500 Hispanic students will participate in grantfunded student support activities. Gateway Success: Increase the percentage of Hispanic students in

STEM Pathways who complete gateway courses in Chem, Physics, Math, Comp Science by 10 points.

Persistence: Increase persistence in the STEM Pathway by 10 points.

5. Transfer: Attract annually 20 Colegio Universitario San Juan (CUSJ) students with an intent to enroll 

in an MC STEM degree Pathway. Degree Completion: increase the percent of Hispanic STEM students 

graduating by 10 points.

Absolute Priority Addressed: Yes: MC’s guided STEM pathway was selected based on the need to 

increase Hispanic participation, transfer, and degree completion. The project includes developing a

transfer and articulation agreement with CUSJ that addresses gaps in the current articulation model. 

Competitive Preference Priority Addressed: Yes; CPP#1: MC’s project will engage multiple industrial

partners of biotechnology and computer science to provide meaningful work-based STEM training

opportunities for Puerto Rico youth who suffer limited opportunities in STEM-related careers. CPP #2: 

MCs STEM project will adopt best practices from CUNY’s ASAP study (a WWC approved study) that 

incorporates a dedicated student success team (counselors, coaches, tutors, mentors), Summer Bridge 

courses, a STEM Center equipped with the latest technology, laboratory equipment proven to increase

retention, success, and completion.

Invitational Priority Addressed: Yes, MC’s project will develop an integrated STEM Center that

integrates support services for STEM students, including mental health support, student financial

assistance. In addition, the project develops innovative research-based online pedagogies and curriculum 

to increase access and success during the COVID-19 pandemic, leading to STEM degree completion.
P031C210038 Heritage University

Adelante STEM

Applicant: Heritage University (HU) Project Title: Adelante STEM

Target Population: Adelante STEM will serve a large Hispanic and low-income student population in

surrounding High Schools and at Heritage University’ STEM Programs. This includes a specific focus on 

increasing females into STEM fields/degrees. STEM faculty will digitize STEM courses for distance

learning and online delivery.

Services & Activities: Adelante STEM will include four major services with subactivities. These include: 

1) Outreach activities to the 8 surrounding high schools with large percentage of Hispanic students. A 

full-time Outreach Specialist will work with students to provide STEM awareness, inspiration and 

enrollment into Heritage’s STEM programs. 2) On campus, HU will implement a Case Management 

Model with two Case Managers to work with a case load of students enrolled in STEM programs. Their 

purpose will be to monitor students academic progress, credit accumulation and alleviate any social, 

housing, childcare, transportation or financial hardship preventing students’ success. 3) Adelante STEM 

will work with the four in-state two-year HSI community colleges to develop model Articulation 

Agreements. HU will also develop agreements with surrounding 8 high schools for offering dual 

enrollment courses and a seamless transition to HU STEM programs. HU will also develop an 

Articulation Agreement with the University of Washington for HU students to pursue graduate STEM 

degrees. 4) Adelante STEM will build a new STEM Learning Center to increase our capacity to serve 

more STEM students and to increase our STEM programs. The STEM Center will be equipped with the

latest STEM laboratories and STEM learning equipment.

Anticipated Primary Outcomes

 Increase High School student STEM interest by 25% each year.

 Increase % of students enrolling into STEM Dual Enrollment Courses by 20% each year.

 Increase % of HS students entering HU STEM Programs by 25% each year.

 Increase enrollment in STEM Programs to 65 students each year.

 Increase STEM full-time student retention by 5% each year.

 Increase % of students transferring from 2-year HSIs to Heritage by 25% each year.

 Increase number of students graduating in six years with a STEM degree by 20 each year.

 Build STEM learning center to increase STEM learning space by 4,700 sq. ft. by year four.

Absolute Priority: Yes – will serve Hispanic and low-income students entering HU STEM programs.

HU also proposes to work with the four in-state HSI 2-year community colleges to develop Articulation 

Agreements.

Competitive Preference 1: Yes – project staff will work with faculty, local business advisory council

members to identify and place students in STEM internships, apprenticeships and fellowships. We have 

partnerships with Microsoft, Amazon, Boing, Costco and others.

Competitive Preference 2: Yes – Case Managers will work with an assigned case load of STEM

students to provide retention supports. HU tutors will provide STEM academic tutoring to increase STEM 

students’ academic achievement.

Invitational Priority: Yes- Case Managers will work with STEM students to identify and access mental 

health services for students needing these essential services to succeed.
P031C210066 Adams State University

El Centro Sierra Blanca: Growing and Inspiring Hispanic Talent in STEM

1. Applicant: Adams State University; Partner Institutions: Colorado State University (CSU)-

Fort Collins and University of New Mexico (UNM)-Taos

2. Title: El Centro Sierra Blanca: Growing and Inspiring Hispanic Talent in STEM

3. Abstract: a. Target Population: With 37% of its undergraduate population of Hispanic ethnicity, 

Adams State University (ASU) is Colorado’s premier 4-year Hispanic-Serving Institution. ASU’s target 

populations are pre-college and postsecondary Hispanic and low-income students and STEM faculty. 

ASU is located in the remote San Luis Valley, where the population is 46% Hispanic and many residents 

struggle with multi-generational poverty.

b. Services and Proposed Activities: ASU proposes a holistic system of academic and social supports to 

increase the number of Hispanic and low-income students attaining STEM degrees. The project includes 

an innovative model partnership with CSU-Fort Collins to bring access to a mechanical engineering

degree and CSU resources to ASU’s campus. Within ASU’s dual 2-year and 4-year statutory mission, 

ASU will be the first HSI in Colorado where students enrolled at an HSI will be able to complete an A.S. 

in mechanical engineering (ASU) and subsequently transfer seamlessly into the B.S. program (CSU) on 

the same campus. The project’s 3 strategic goals are:

1) Develop and Deliver A Mechanical Engineering Degree and STEM Outreach Programs. A new 

pathway in mechanical engineering will open access for rural students to a professional degree with

excellent employment and earning potentials, vital for our low-income and under-resourced region. 

Innovative hands-on activities and ASU student role models will inspire middle and high school students 

to explore STEM topics and careers.

2) Implement an Equity Approach to Student Engagement and Success. Based in El Centro Sierra Blanca 

(a new STEM Center) an engineering orientation, required STEM First-Year Seminars (FYS), peermentoring, and corequisite instruction across STEM gateway courses will cultivate a supportive and 

inclusive climate for 1st- and 2nd-year students. ASU’s study measures the effectiveness of STEM FYS 

(WWC, 2016) in promoting student transitions and success.

3) Advance Faculty Development in Cultural Responsiveness. Faculty and project staff gain insights into 

inequities in education, bias in the classroom, and tools to better engage underrepresented students. They 

develop assessment and self-reflection skills to support students via student performance data analysis 

disaggregated through a race/ethnicity conscious lens.

c. Anticipated Results: With the addition of the desirable engineering program, by 2026 the number of 

full-time Hispanic and low-income STEM majors enrolled at ASU increases by 75% to 175. By 2026 

corequisite instruction increases Hispanic student pass rates in 1st semester STEM gateway courses by at 

least 30%. By 2025 90% of freshmen STEM majors complete a STEM FYS each fall. By 2026 the fallto-fall freshmen to sophomore persistence rate of Hispanic and low-income STEM majors increases by 

3.5% per year to 49%. In 2024-26 the number of bachelor’s degrees awarded in STEM to full-time 

Hispanic and low-income students will increase by at least 20% annually, to 16 (Hispanic students) and 

26 (low-income students).

4. Absolute Priority Addressed: YES. Partners: CSU-Fort Collins and UNM-Taos.

5. Competitive Priorities Addressed: YES. CPP 1: ASU will implement structured internships with 

student/employer determined learning outcomes as a high-impact practice (Finley & McNair, 2013). 

CSU’s vast industry internship network will open access for ASU students in in demand industry sectors

such as engineering (CTPR, 2020), promote diversity in STEM careers.

CPP 2: Wrap-around support services and intentional engagement (see Goal 2 above), including faculty 

development in cultural responsiveness, validate underrepresented students as highly capable learners and 

fuel institutional change towards a culture of “servingness” (Garcia, 2019).

6. Invitational Priority Addressed: Yes. Student mental health check-ins in FYS courses.
P031C210068 Cal Poly Pomona Foundation, Inc.

STARS: Student Success and Transfer Articulation through Research and Support Services –An HSI 

STEM Transformation Project

1. Applicant institution and partner institutions: California State Polytechnic University, Pomona 

(applicant); Mt. San Antonio Community College, Citrus Community College, California State 

University (CSU) Chancellor’s Office (partner institutions)

2. Project title: STARS: Student Success and Transfer Articulation through Research and Support 

Services –An HSI STEM Transformation Project

3. Abstract

a. Target Population (e.g., faculty, staff, students): Students; current and future faculty members

b. Services and Proposed Activities: Faculty mentored research experience for students; Wrap-around

student services including advising, workshops, cohort building activities, participating in background 

based reflection, and dissemination of research results; Creating a library of academic and student

development workshops; Training faculty members to provide an inclusive and welcoming environment 

for diverse populations; Training and developing future faculty members from diverse backgrounds; 

Develop Transfer Pathways in STEM disciplines; Develop articulated courses and learning modules to fill

in content gaps between 2-year and 4-year institutions; Establish Industrial Advisory Board to provide 

internship opportunities for students and to ensure that course content meets STEM industry needs

c. Anticipated Results (e.g., learning outcomes): Increase the number of Hispanic and low-income

students who transfer from a 2-year to a 4-year institution in STEM disciplines; Increase the retention of 

Hispanic and low-income students in STEM; Decrease the time to graduation for Hispanic and lowincome students in STEM; Increase the pool of qualified and trained STEM faculty from Hispanic and 

low-income backgrounds; Increase the number of articulated courses in STEM disciplines; Reduce 

content gaps between 2-year and 4-year STEM courses; Increase faculty understanding of industry

needs

4. Absolute Priority Addressed: Yes, Cal Poly Pomona (CPP) will partner with two 2-year HSI 

institutions, Citrus College and Mount San Antonio College

5. Competitive Preference Priority Addressed: (1) Yes, The Industry Advisory Board (IAB) will improve 

collaboration between CPP, Mt. SAC, and Citrus and STEM employers. The Jet Propulsion Laboratory, 

Fluor Corporation, and Fruth Custom Packaging have committed to serving on the IAB. (2) Yes, through 

the development of learning modules that support transfer students to move directly into upper-division 

core courses and through program completion. Also through enhanced wrap-around student services that 

are designed to improve student success.

6. Invitational Priority Addressed: Yes, through providing intensive advising and mentoring, leveraging 

student reflections to improve student success, and providing “accelerated learning” in undergraduate 

research.
P031C210070 San Diego City College

Growing and Sustaining STEM Identity and Success

1. Applicant Institution: San Diego City College (City College or City)

2. Project Title: Growing and Sustaining STEM Identity and Success

3. A. Target Population:

Students: In Fall 2020, City served 15,135 students: 81% students of color, 47% Chicanx/Latinx, 53% 

low-income (58% for Chicanx/ Latinx students), and more than a third (34%) report as first generation in 

college (nearly half—46%--for Chicanx/Latinx students). A little more than a third (5,297 all; 2,436 

Chicanx/ Latinx) are STEM majors. Faculty and Staff: City College STEM faculty and student services 

staff will complete professional development to improve institutional practices as part of the project

B. Services and Proposed Activities:

City proposes an HSI STEM project with two components. Through Component 1, City will revise eight 

high-risk foundational STEM courses to infuse culturally responsive and active learning strategies to 

support Chicanx/Latinx student success. Through Component 2, City will develop and pilot a system for 

integrated, intentional STEM support and engagement. City will establish a STEM Student Center with 

makerspace and study spaces to serve as academic “lounges” where peer mentors and tutors are available 

to assist students as they gather and interact. STEM internships and summer research opportunities will 

be established, and a new STEM summer bridge program will be developed and piloted to provide 

customized support for incoming STEM students and second-year STEM students.

C. Anticipated Results:

City anticipates an increase in course success rates in foundational STEM courses for Chicanx/Latinx 

students, increased three-year graduation rates for Chicanx/Latinx STEM students, increased three-year 

transfer rates for Chicanx/Latinx STEM students, and an increased annual number of STEM degrees and 

certificates awarded to Chicanx/Latinx students. City will track outcomes for all students and for 

Chicanx/Latinx students.

4. Absolute Priority: Yes. The University of California San Diego (UCSD) is City College’s articulation 

partner. City will strengthen its articulation agreement with UCSD by connecting City STEM students 

with UCSD STEM faculty through summer research at UCSD. UCSD STEM faculty will also present at 

City’s proposed STEM summer bridge program regarding transfer opportunities and requirements at 

UCSD. City’s project will support STEM degree attainment among Chicanx/Latinx students by creating 

culturally responsive pedagogy supported by active learning instruction and by developing integrated

supports to address students’ academic and non-academic barriers to degree attainment. Initiatives are 

supported by “promising evidence” What Works Clearinghouse (WWC) Practice Guide “Designing and 

Delivering Career Pathways at Community Colleges” (2021) and WWC Intervention Report “Summer 

Bridge Programs” (2016)

5. Competitive Preference Priority (CPP): Yes. City’s proposed project addresses both CPP1 

(development of internships) and CPP 2 (development of an integrated system of support with peer 

mentoring and tutoring and a STEM summer bridge program)

6. Invitational Priority: Yes. City College will connect STEM students with wraparound services to 

support their academic, personal, and mental health needs through its proposed peer mentoring system 

and through activities during the STEM summer bridge program to teach STEM students strategies to 

support their mental health to bolster their academic success.
P031C210085 San Jacinto Community College District

El Camino al Éxito

1. Applicant institution and partner institutions:

a. Applicant - San Jacinto College (SJC), Pasadena, Texas

b. Partners-University of Houston/Clear Lake, Univ of Texas at Tyler, Lamar University.

2. Project Title: El Camino al Éxito

3. Abstract

a. Target Population: Located within the Houston metropolitan area, San Jacinto College serves 

31,000 students, 62% of which are Hispanic. Two hundred credential programs are offered with 

more than 2/3 of its student seeking associate degrees and twenty-nine percent attend full-time. 

There is a high number of low-income students and Hispanic students in the school districts the 

college serves, of the combined student population, 76.4% are Hispanic and 75.6% are 

economically disadvantaged. Academic attainment in the area is low, 11% of the SJC population 

hold a bachelor’s degree or higher.

b. Services and Proposed Activities:

c. Outreach to K12 student for dual-credit STEM courses and career exploration.

i. Outreach to adult community for career exploration and overall college prep.

ii. Collaborations with employers for incumbent and future workforce needs.

iii. Comprehensive support/wrap-around services for current and future students.

iv. Provide cutting edge learning experiences through teaching, learning and 

space enhancements.

v. Faculty development including data analytics.

vi. Develop model STEM articulation agreements with targeted 4-year partners.

d. Anticipated 5-year Results for Hispanic and Low-income STEM students:

i. Enrollments will increase by 5%.

ii. Persistence will increase from 57.9% to 66%.

iii. 3-year graduation rate will increase from 17.9% to 25%.

iv. STEM student transfer rate to a 4-year institution increase from 10 to 20%.

v. 2,200 STEM students participate in programs and services.

vi. The number of STEM students in good academic standing participating in 

project programs and services is 1,000.

vii. The number of STEM field major transfer students on track to complete a 

STEM field degree within 3-years of their transfer date is 100.

4. Absolute Priority addressed: Yes. Project Goal: to increase STEM enrollment, retention, graduation, 

and transfer for Hispanic and Low-Income students at San Jacinto College through student centered 

programs and strategic partnerships

5. Competitive Preference Priorities addressed: Yes.

a. CPP 1: San Jacinto College will improve collaborations between education and employer partners 

through a new STEM Sector Industry Advisory Council and through enhanced resources for work-based 

learning/internship experiences.

b. CPP 2: The project will address academic achievement and retention strategies providing seamless 

supports to Hispanic and Low-Income STEM students using guided pathways intervention strategies, 

Resources and Inclusion Specialists, Educational Planners, mentoring, and supplemental instruction 

among other innovative interventions.

6. Invitational Priority addressed: The El Camino al Éxito project will provide comprehensive wraparound services and supports individualized for the target population to address the impacts of the 

COVID-19 pandemic.
P031C210090 Caldwell University

STEM Advance

1. APPLICANT INSTITUTION: Caldwell University

2. PROJECT TITLE: STEM Advance

3.a. TARGET POPULATION: Hispanic and low-income undergraduate students in STEM

majors; STEM faculty

3.b. SERVICES AND PROPOSED ACTIVITIES: Caldwell University, of Caldwell, New Jersey, will 

establish STEM Advance, a multi-faceted initiative to expand recruitment and to offer support for 

academic and non-academic concerns (such as basic needs, mental health and wellness, financial 

assistance) to increase enrollment, retention, and graduation among Hispanic and low-income

undergraduates in biology, chemistry, health sciences, mathematics, and computer science majors. Major 

activities will include: (1) increasing recruitment through articulation agreements with one HSI 

community college and outreach to other nearby two-year HSIs, hiring a bilingual recruiter to conduct 

outreach to Hispanic and low-income students in Caldwell’s region, and providing STEM exposure 

activities for enrolled undergraduates with undecided majors; (2) supporting the transition to college 

through new freshman-level chemistry, computer science, and STEM career survey courses, providing 

one-day computer science and mathematics boot camps, and increasing exposure to high-impact 

experiential learning for scientific skills in core STEM courses; (3) strengthening retention services by 

providing a bilingual academic coach for STEM subjects, additional tutoring and supplemental 

instruction, a bilingual resource coordinator who will connect students to wraparound services and 

support, and paid STEM positions for low-income students as supplemental instruction (SI) leaders, lab 

assistants, and STEM ambassadors;

(4) increasing the number of students who participate in for-credit work-based internships and

research by cultivating relationships with in-demand STEM employers, providing stipends for

low-income students to complete internships and research, and establishing a $500,000 Student

and Faculty Research Endowed Scholarship to sustain undergraduate research in STEM after the

funding period; and (5) addressing the capacity needs of Caldwell’s STEM departments to attract

and retain Hispanic and low-income students, including by hiring four full-time STEM faculty;

offering faculty development in inclusive pedagogy and metacognition; providing facilities 

improvements; integrating equipment, instruments, and technology across the curriculum; and

ensuring external project evaluation.

3.c. ANTICIPATED RESULTS: As a result of STEM Advance, Caldwell expects to maintain

articulation agreements with three community colleges; increase enrollment of Hispanic enrollment in 

STEM majors from 27% to 32%; provide high-impact learning experiences that boost “science identity” 

for more than 375 STEM students each year through hands-on coursework, internships, and research; 

retain at least 55% of Hispanic and low-income STEM students; and graduate at least 45% of Hispanic 

and low-income STEM majors within six years.

4. ABSOLUTE PRIORITY: Caldwell will establish an articulation agreement with STEM programs at 

Passaic County Community College, an HSI.

5. COMPETITIVE PREFERENCE PRIORITY: Caldwell will address CPP1 through articulation 

agreements with community colleges, and by increasing the number of students who participate in STEM 

internships and will address CPP2 by providing a bilingual academic coach, tutoring, SI, and a resource 

coordinator.

6. INVITATIONAL PRIORITY: Caldwell will address the invitational priority by hiring a bilingual 

resource coordinator to link students and their families to wraparound supports for nonacademic concerns, 

including to address housing, food security, transportation, mental health,

wellness and other issues.
P031C210093 CSUB Auxilliary for Sponsored Programs Administration

An Equitable Pathway to In-Demand STEM Careers

1. Applicant: California State University, Bakersfield (CSUB)

2. Project Title: An Equitable Pathway to In-Demand STEM Careers

Abstract: CSUB enrolls over 9,500 undergraduates, 63% of whom are Hispanic. CSUB is the only

four-year institution of higher education within a 100-mile radius, serving a vast region encompassing

Kern, Tulare, and Inyo counties, and parts of Los Angeles and Kings counties. CSUB has made significant 

strides toward becoming the HSI our students and community need. The proposed project will accelerate our 

trajectory toward a new research-based HSI model of student success – one that emphasizes “servingness” and 

builds on the cultural assets of Hispanic students. CSUB is underserving Hispanic students by not providing 

them with the access and success they need to succeed, complete, and enter well-paying jobs in STEM.

a. Target Population: Hispanic and low-income students in the service area who show interest or potential to 

pursue a STEM degree.

b. Services/Proposed Activities: Develop equitable on-ramps to STEM pathways and careers: STEM 

Outreach and Community College Liaison; K-12 Outreach; Bilingual family workshops; Transfer Acceptance 

Guarantees; BC-CSUB Dual Admissions. Use a holistic approach to serving and foster a sense of belonging: 

Peer Learning Coaches; Engagement Model; STEM First Year Seminar; STEM Speaker Series and 

Networking Events. Strengthen educational and industry partnerships to scale evidence-based Work-Integrated 

Learning model: Undergraduate research; STEM Internships; Embedded Career Exploration; STEM Careers 

Liaison Council; STEM Success Conference.

c. Anticipated Results: The overarching goal of CSUB’s HSI-STEM project is to increase access and close 

opportunity gaps for Hispanic students in STEM fields to increase degree completion and career outcomes. 

Goal #1: Develop sustainable and equitable on-ramps to high-wage and in-demand STEM degree and career 

pathways that broaden participation among underrepresented students; Goal #2: Improve servingness to 

Hispanic and low-income students in STEM pathways through improved advising, early career experience, and 

co-curricular supports which honor cultural wealth and foster a sense of belonging in and out of the classroom; 

Goal #3: Leverage strong institutional and industry partnerships to sustain and scale accessibility of workbased and experiential learning opportunities in STEM academic and career pathways.

3. Absolute Priority Addressed: Yes; The project is designed to increase the number of Hispanic and other 

low-income students attaining degrees in STEM fields and collaborate with faculty and staff from Bakersfield 

College (BC) and other feeder community colleges to develop model articulation agreements in order to 

remove transfer barriers and establish Transfer Acceptance Guarantees (TAGs).

4. Competitive Preference Priority Addressed: Yes; CPP 1: Fostering flexible & affordable paths to 

obtaining knowledge and skills by addressing gaps in the community college to university pipeline, offering 

high-quality experiential and work-based learning experiences, and improving feedback collection from 

regional partners to inform program and support design. CPP 2: Enhance tutoring, counseling, and student 

service programs designed to improve academic success through strengthened peer coaching and development 

of a STEM-specific first year seminar course to retain students and accelerate program completion and 

transfer.

5. Invitational Priority Addressed: Yes; Leverage a peer coaching and engagement model to strengthen 

referrals to student mental health services: STEM Outreach Coordinator and Community College Liaison will 

leverage transfer feeder BC’s rural campus sites (Delano, Arvin) to strengthen CSUB’s presence in rural 

communities hardest hit by COVID-19; STEM Academic and Career Advisor will be cross-trained to make 

timely referrals to campus services while Peer Learning Coaches will be mobilized to ensure students’ 

knowledge of and utilization of wrap-around supports, with a specific focus on campus health services; Peer 

Learning Coaches will utilize a defined engagement model that includes online, just-in-time support to 

communicate with and connect students to campus and community-based resources, including the student 

health center, financial aid, food pantry, advising, and programs like EOP which provide augmented resources 

for transportation, supplies, and food vouchers.
P031C210095 Inter American University of Puerto Rico- Arecibo

Inspiring Achievement in Science and Technology

1. Applicant Institution – Inter American University of Puerto Rico-Arecibo Campus

2. Proposed Project Title – Inspiring Achievement in Science and Technology

3-a. Target Population – Inter American University of Puerto Rico-Arecibo Campus (IAUPRA) is a 

private, nonprofit, four-year HSI located on the north central coast of Puerto Rico. Total undergraduate 

enrollment in Fall 2020 was 2,863 (99% Hispanic and 87% Pell grant recipients). IAUPR-A serves 

residents from Arecibo and 11 nearby municipalities, an economically deprived area of the Island. The 

median household income is less than one third that of the U.S. mainland, and residents of the region are 

more than four times as likely to live in poverty than U.S. residents.

3-b. Project Services & Activities – IAUPR-A proposes these services and activities:

(1) Develop a Robust Student Support System – Complementary student-centered services will infuse 

support strategies associated with persistence and success (targeted peer tutoring, peer mentoring, faculty 

mentoring, and counseling).

(2) Develop New Academic Programs – Two new STEM bachelor’s degree options (Software 

Architecture and Molecular Medicine & Bioprocesses) will create new STEM pathways.

(3) Provide Modern Instructional Facilities – State-of the art laboratory facilities will support students in 

the new programs and engage them in dynamic and effective learning.

(4) Enhance STEM Online Curricula – IAUPR-A will improve the quality and effectiveness of existing 

remote learning options (online courses and “virtual classroom” courses).

(6) Develop Transfer Partnerships – Developing partnerships with two-year HSIs (Rowan

College of South Jersey and Lehigh Carbon Community College) will result in a replicable model of a 

transfer and articulation agreement.

3-c. Anticipated Results – The project’s five-year outcomes include increased enrollment of

STEM students (+195); increased enrollment of STEM transfer students (+60); increased overall retention 

rate (+6 percentage pts.); and increased STEM degrees awarded (+50).

4. Absolute Priority: Yes – Taken as a whole, the proposed services/activities are intended to

increase the number of Hispanic, low-income students attaining STEM degrees and develop a model 

transfer articulation agreement with one or more two-year institutions.

5. Competitive Preference Priority 1: Yes – a) The Project Director & development specialists

for the new programs will engage industry representatives as part of the initial development process, to 

ensure course content and learning objectives respond to the needs of the workplace.

b) Established relationships with industry will facilitate placement of students in internship

positions to provide Hispanic, low-income students valuable work-based learning experiences.

Competitive Preference Priority 2: Yes - IAUPR-A’s proposed student support services will

address both academic and personal needs of our Hispanic, low-income student population to help them 

progress through and complete a STEM degree program.

6. Invitational Priority (Yes) – The Student Success Specialist (whose qualifications include

counseling skills and experience) will conduct student needs assessments, provide individual counseling 

as needed, and develop/deliver workshops on topics such as stress management, relaxation techniques,

anxiety, self-esteem, and motivation.
P031C210096 Gavilan College

“Enacting Servingness: A guided pathway to engineering careers designed around Hispanic student

strengths and needs”

1. Applicant: Gavilan College, Gilroy, CA

2. Project Title: “Enacting Servingness: A guided pathway to engineering careers designed around

Hispanic student strengths and needs”

3. Abstract: Gavilan College, a large public HSI established in 1919, is part of the largest system of higher 

education in the nation-the California Community Colleges (CCC), which serves over 2.1 million students, nearly 1 

million of whom are Hispanic. Gavilan serves southern Santa Clara County, parts of Monterey County, and most of 

San Benito County. The 2,700 square mile service area in a largely agricultural belt has a Hispanic population of 

57%. The proposed Title III, Part F project is designed to address the significant obstacles facing Gavilan’s Hispanic

and low-income students, who need access and success in engineering careers more than ever in Gavilan’s long 

history as an HSI. We believe Gavilan’s effectiveness as an HSI is measured not only by student academic 

outcomes, but also by the way in which the college takes into account the broader context shaping the experiences 

and limiting the opportunities of Hispanic students. As such, Gavilan embraces the responsibility to close equity 

gaps in student outcomes and enact a culture that enhances the educational and racial/ethnic experiences of our 

Hispanic students in order to truly become the Hispanic-Serving Institution our students deserve, and our community 

must have. Our commitment to servingness, as defined by Dr. Gina Garcia, gave impetus to the project planning.

a. Target Population: Hispanic and low-income STEM students in the service area.

b. Services/Proposed Activities: Expand Access: Integrated & bilingual community engagement; 2 engineering 

tracks; New Intro to STEM Careers course; Equipment/technology loans; Expanded DE offerings in STEM. 

Embrace Identity: Intrusive, dedicated, decentralized, caseload advising; New Engineering Academy; Embedded 

counseling; Embedded Learning Assistants/Peer Coaches; Financial supports; Inclusive teaching community of 

practice; Expanded undergraduate research; Expanded internships. Enhance Partnerships: Robust articulation to 

fully align program outcomes and services; Establish engineering academic and industry liaison council.

c. Anticipated Results: The overarching goal of the project is to embody an effective, evidence-based model of 

Hispanic-servingness to increase student success in all STEM fields and provide access to in-demand, high-value 

engineering careers that have the most potential for breaking cycles of socioeconomic inequity. Project goals, 

objectives, and outcomes (as detailed in the Project Design Section) will work in concert with each other to chart 

and measure progress towards the overarching anticipated results. The proposed project has exceptional potential to 

contribute significantly to knowledge about what works to close the gaps in the degree completion and 

representation of Hispanics in STEM, and engineering in particular.

4. Absolute Priority Addressed: Yes; The project is designed to increase the number of Hispanic and low-income 

students attaining degrees in STEM fields and develop model transfer and articulation agreements between Gavilan 

and San Jose State University.

5. Competitive Preference Priority Addressed: Yes; CPP 1: Fostering flexible & affordable paths to

obtaining knowledge and skills by addressing gaps in the community college to university pipeline,

offering high-quality experiential and work-based learning experiences, and improving feedback collection from 

regional partners to inform program and support design: Expand experiential and work-based learning opportunities 

(internship, research project, community project, etc.); Strengthen connections for work-based/experiential learning 

opportunities, and include experiential learning; Establish the Engineering Academic & Industry Liaison Council. 

CPP 2: Enhance tutoring, counseling, and student service programs designed to improve academic success, 

including innovative and customized instruction courses in gateway math and English courses to retain students and

accelerate program completion and transfer: All new engineering students will be part of an Academy based on their 

placement into math with mandatory meetings with STEM counselor and faculty mentor; Introductory engineering 

courses will have embedded Learning Assistants/Peer Coaches; Create dual-language onboarding materials, 

including pathways, career exploration, financial aid.

6. Invitational Priority Addressed: Yes; Taking lessons learned from the COVID-19 pandemic we

will adapt student services to be more flexible to working with students in a remote environment and

integrated into either the classroom environment or traditional academic support.
P031C210099 Texas A&M University-Kingsville

Hispanic Education Advising Remediation Teaching: HEART

HSI STEM and Articulation Grant

Texas A&M University—Kingsville

Hispanic Education Advising Remediation Teaching: HEART

Texas A&M University-Kingsville (TAMUK) is an HSI located in South Texas, with 74% Hispanic 

students. In 2018-2019, 60% of undergraduates were Pell-eligible. Texas A&M University System 

(TAMUS) data indicates that for the 2012-2014 first-time-in-college (FTIC) cohorts, the 6-year 

graduation rate of Hispanic students at TAMUK lagged behind those of white students by 7.94%. The 

overall 6-year graduation rate for those cohorts was low, at 37.3% (2012), 39.3% (2013), and 44.7% 

(2014). These numbers indicate the need for targeted enhancements aimed at faculty and wrap-around 

services for students to help eliminate equity gaps to increase the numbers of successful Hispanic and 

low-income students in STEM.

The premise of the HEART project design is that the success of Hispanic and low-income STEM 

students will be achieved by providing wrap-around support services and pedagogical training for faculty 

members aimed at leveraging the strengths of our students to improve retention, persistence, and 

graduation rates. This project is composed of three main goals:

Goal 1 will enhance intrusive advising, tutoring, and mentoring for Hispanic and low-income STEM 

students, with the aim of improving retention, persistence, and graduation rates. The project will include 

students in 12 majors in which the retention rates fall below the national average, providing students with 

success coaching, peer support, enhanced tutoring, and career counseling in one location. Goal 2 will 

focus on enhancing, developing, and revising STEM articulation agreements with community colleges 

will focus on enhancing, developing, and revising STEM articulation agreements with community 

colleges The project will create cooperative advising with junior colleges, identify learning challenges of 

transfer students to create targeted tutoring, provide tutoring virtually to junior college students, and place 

transfers in a specialized peer support group. Goal 3 will provide High Impact Practice faculty

professional learning opportunities that will enable them to embed pedagogical strategies in their STEM 

courses. The STEM Faculty Fellow Institute will provide enhanced services in the faculty innovation lab. 

The goals and proposed activities directly align with the university mission and strategic plan and the 

absolute priority for the HSI STEM and Articulation Project competition. Study to be used: 

https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2018279.pdf

Competitive Preference Priority 1 will be addressed by:

• Career exploration services enable students to create a flexible and affordable career path,

including internships and experiential learning opportunities.

• Faculty utilizing HIPS to enhance experiential learning, undergraduate research

Competitive Preference Priority 2 will be addressed by:

• Targeted and enhanced academic success coaching to guide students to resources and

• help them identify their strengths.

• Enhanced tutoring, strengthened by communication between tutors and faculty members.

• General study skill tutoring offered by peer mentors.

• Peer support groups to increase a sense of belonging.

• Targeted tutoring aimed at specific needs of community college students.

• Create STEM HIP innovative and customized quality courses.
P031C210105 Pueblo Community College

STEM EDGE (Excellence in Development, student Growth, and Equity)

Applicant Institution: Pueblo Community College, Pueblo, Colorado

Partner Institution: Colorado State University – Pueblo

Project Title: STEM EDGE (Excellence in Development, student Growth, and Equity)

Target Population: K-12 students in schools districts throughout PCC’s large rural population in 

southern Colorado as well as PCC STEM-declared students

Services and Proposed Activities: The proposed project will provide outreach to area K-12 students 

(Development); help PCC students grow their identities as scientists (Growth); and provide faculty with 

opportunities to redesign curriculum and classrooms (Equity). Specific activities will include:

• K-12 outreach including on-campus events, activities at schools, and community events that 

involve parents and guardians.

• The production of a video library featuring Hispanic, other minority, and female STEM 

professionals from the region telling how they discovered STEM.

• In-depth student support by Academic and Career Experts (ACEs) who will provide intensive 

services and work alongside mentors and tutors.

• Undergraduate research opportunities for PCC students who will partner with faculty.

• Career development activities in partnership with local businesses.

• Improvements to on-campus facilities including STEM Centers, laboratories, and 

research/outreach space.

• Faculty training, curriculum redesign, and the purchase of new equipment for classrooms.

• Articulation and transfer activities with CSU-Pueblo.

Anticipated Results:

Objective 1: By Sept. 30, 2026, increase the percentage of students annually seeking STEM degrees

at PCC by 100%. At least 60% of STEM students will be Hispanic and/or low-income.

Objective 2a: By Sept. 30, 2026, increase the STEM student fall-to-fall retention rate by 19 percentage 

points.

Objective 2b: By Sept. 30, 2026, increase the Hispanic STEM student fall-to-fall retention rate by 17 

percentage points.

Objective 3a: By Sept. 30, 2021, increase the three-year completion/graduation rate of all STEM students 

by 14 percentage points.

Objective 3b: By Sept. 30, 2026, increase the three-year completion/graduation rate of Hispanic and/or 

low-income STEM students by 18 percentage points.

Objective 4a: By Sept. 30, 2026, increase the transfer rate of all STEM students by 5 percentage points.

Objective 4b: By Sept. 30, 2026, increase the transfer rate of female Hispanic STEM students by 6 

percentage points (to equal the transfer rate of male Hispanic STEM students).

Absolute Priority Addressed: Yes; PCC will provide ongoing support to increase the number of 

students studying STEM and will partner with CSU-Pueblo to review and update articulation agreements 

and improve transfer practices.

Competitive Preference Priorities Addressed: Yes, both CPP 1 and CPP 2 are addressed

Invitational Priority Addressed: Yes
P031C210106 Passaic County Community College

PCCC STEM TRACS (Transfer Readiness and Career Success)

1. Applicant and Partner Institutions: Passaic County Community College (PCCC)

Postsecondary Education Partners: Ramapo College of New Jersey, New Jersey Institute of Technology 

(NJIT); Employer Partners: BAE Systems, BASF Corporation, Getinge, Stryker, Triangle Manufacturing 

Company, and Verizon; School District Partners: Paterson Board of Education, Passaic Public School 

District, Passaic County Technical Institute (PCTI); Other Partners: Society of Hispanic Professional 

Engineers (SHPE) – New York City Chapter; INROADS, HISPA, New Jersey Governor’s Hispanic 

Fellows Program, Kean University McNair Scholars Program, and the Jed Foundation (JED).

2. Project Title: PCCC STEM TRACS (Transfer Readiness and Career Success)

3. Abstract:

a. Target Population: The project will serve 500 newly-enrolled STEM majors, 3,060 new and

continuing STEM majors, 640 English Language Learners (ELLs), and 600 high school students. 65 

STEM faculty will engage in Communities of Practice (CoP).

b. Services and Proposed Activities: The project will implement services and activities associated with 

four major project components: 1) Hispanic and low-income students will develop and apply transferrable 

and career-ready skills that prepare them for further education and career success; 2) Hispanic and lowincome students will receive holistic support services needed to be retained in STEM degree programs; 3) 

Hispanic and low-income students will transfer into STEM baccalaureate degree programs, based on

model transfer programs; and 4) Hispanic and low-income high school students will be better prepared for 

STEM postsecondary education through dual enrollment.

c. Anticipated Results: Three major program goals and 10 corresponding objectives/outcomes will guide 

program implementation. The program goals include: 1) Hispanic and low-income students will complete 

their STEM degree program on time (within 3 years of enrollment); 2) STEM graduates will transfer into 

STEM baccalaureate degree programs and remain on track to earn STEM degrees; and 3) Hispanic and 

low-income students will enter college prepared to succeed in postsecondary STEM programs.

4. Absolute Priority Addressed: Yes. To address the articulation and transfer model absolute priority, 

PCCC will partner with Ramapo College of New Jersey and NJIT.

5. Competitive Preference Priorities 1 & 2 Addressed: Yes. PCCC has established partnerships with 

regional employers to improve collaboration and to involve students in work-based learning. PCCC will 

expand support services designed to retain students.

6. Invitational Priority Addressed: Yes. Through partnerships with the PCCC Office of Student 

Advocacy (OSA) and the Jed Foundation (JED), the project will address the mental health and emotional 

well-being of Hispanic and low-income STEM majors.
P031C210109 Trustees of Indiana University

TRIUNFOS: TRansforming Indiana University Northwest For Opportunities in STEM

1. Applicant and Partner Institutions: Indiana University Northwest and Ivy Tech Community

College, Lake County

2. Project Title: TRIUNFOS: TRansforming Indiana University Northwest For Opportunities in STEM

3. Abstract: This project focuses on transforming STEM services at Indiana University Northwest (IUN) 

and our partner, Ivy Tech Community College (Ivy Tech), to improve our institutional practices for 

recruiting, retaining, transferring, and graduating Hispanic and low income students in STEM majors. The 

target populations are full- and part-time faculty at IUN and Ivy Tech, Hispanic and low income STEM 

students, students from Hispanic-serving high schools, and STEM success staff (advisors, internship, and 

career counselors).

Proposed services and activities include curricular innovations and faculty development, wrap-around 

STEM support services, clearly defined matriculation and transfer pathways into STEM programs 

through partnerships with Ivy Tech and area high schools, and infrastructure enhancements that support 

these activities. A new “one-stop” STEM Center that serves both IUN and Ivy Tech will feature services 

shown to improve retention and graduation rates among Hispanic students, such as STEM-specific 

transfer coaching and academic advising, tutoring services and peer mentoring opportunities, and help 

locating and applying for STEM internships, jobs, and graduate schools. Students will be connected to 

wrap-around services like mental health and wellness programs, emergency grants, the campus food 

pantry, and a laptop loaner program. Core activities of the project revolve around faculty training in assetbased and culturally relevant pedagogies, curricular innovations in early career STEM courses, and 

expanding opportunities for undergraduate research and STEM field internships.

TRIUNFOS has several significant outcomes related to the impact of services provided and 

implementation of high impact teaching practices by IUN and Ivy Tech full- and parttime faculty. The 

project will include adjuncts in faculty development to produce sustained pedagogical changes that 

facilitate Hispanic student success in introductory STEM courses. Annual program evaluations will 

determine if project services are being used by the target students and if the services are helping to retain 

and graduate these students.

4. Absolute Priority Addressed: Yes; Ivy Tech Community College, Lake County

5. Competitive Preference Priority Addressed: Yes. For CPP1, TRIUNFOS will improve collaboration

between faculty and students by offering extended research opportunities beginning in the freshman year

and campus-based internships in collaboration with local partners in STEM fields. A robust peer-mentor

program will be a source of on-campus student employment year round. A career specialist will be hired 

to connect students to local job opportunities in their field. For CPP2, the STEM Center will consolidate

and enhance advising, tutoring, and student service programs designed to improve academic success.

Faculty development initiatives will produce innovative course redesign.

6. Invitational Priority Addressed: IUN will provide support for students’ mental health and academic

success in the face of challenges posed by COVID-19 by increasing access to new and existing wraparound services. An information hub housed in the one-stop STEM Center will include bilingual 

information about accessing services and staff members to connect students to these services.
P031C210125 NMSU-Carlsbad

Centro STEM

To address the identified national need for increased Hispanic and other low-income

student success in STEM, New Mexico State University, Carlsbad proposes the Centro STEM

project. As a geographically isolated 2-year STEM certificate and degree granting HispanicServing Institution, the project’s proposed services will increase academic and transfer success

in STEM for Hispanic and other low-income students who comprise the majority (54%) of

our enrolled population and are the project’s target population. Project results will increase

enrollment (10%), persistence (10%), completion (300%) and transfer (25%) for Hispanic and

other low-income STEM degree-seeking students over the FFY2022-FFY2026 implementation.

Invitational Priority: The proposed Integrated Student Support System will address the

impacts of COVID-19 through a comprehensive system of holistic supports, including mental,

emotional, physical, and basic needs support referrals. Our approach is based on the published

findings of Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H.

(2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in

Associate Programs (ASAP) for developmental education students. New York: MDRC. Retrieved

from: http://files.eric.ed.gov/fulltext/ED558511.pdf. This citation meets What Works

Clearinghouse standard of evidence of promise without reservations.

Competitive Preference Priority 1: As described in letters of support attached to this proposal,

our collaboration with Carlsbad K-12 Schools and Carlsbad Academies initiative will move

students more effectively to and through NMSU Carlsbad’s certificate and degree programs into

STEM career pathways. In addition, the project will create and develop a new Computer

Science curriculum addressing the need for Digital Technology to support the region’s

employment needs. The project also supports STEM career exploration and internships.

Competitive Preference Priority 2: The Integrated Student Support System will feature

customized academic instruction and support via an Accelerated Summer Bridge Math Camp,

Peer Led Team Learning (PLTL) and Coaching. Summer Bridge has been shown to increase

persistence (Dika, S. L., & D'Amico, M. M., 2016). PLTL results in persistence and success

(Bridges et al, 2007) and Coaching has been shown to increase postsecondary credit

accumulation and persistence in underrepresented populations (Bettinger and Baker, 2011).

Absolute Priorities & Transfer Activities: The project’s 4-year STEM degree offering partners

are Texas Tech, University of Texas Permian Basin and Eastern New Mexico University. The

project will advance degree articulation activities and transfer exploration leading to increased

transfer success for Hispanic and other low income students.

Key strategies and activities: 1) Integrated, Student Support System featuring wraparound

academic and non-cognitive supports 2) STEM Transfer and Career Advising, Exploration

and Internships; 3) Accelerated Math Summer Bridge; 4) Peer Led Team Learning and

Coaching; 4) Model transfer and articulation pathway development with STEM degree

offering institutions Texas Tech, University of Texas Permian Basin and Eastern New

Mexico University; 5) Equity-centered faculty professional learning; and, 6) Evaluation

and intervention research and assessment to investigate Summer Bridge intervention

outcomes for members of the target population.
P031C210138 California State University San Marcos Corporation

Building an Effective Ecosystem for Equity in STEM Careers

1. Applicant: California State University San Marcos (CSUSM)

2. Project Title: Building an Effective Ecosystem for Equity in STEM Careers

3. Abstract: Established in 1989, CSUSM has cultivated a strong reputation for innovation, academic

excellence, and responsiveness to area needs across a wide range of degree programs. CSUSM currently 

enrolls over 14,000 undergraduates and offers 43 undergraduate degree programs, 22 master’s degree 

programs, and one joint-doctoral program. We serve a diverse student population, approximately 47% 

Hispanic, 27% White, 9% Asian, and 3% African American. CSUSM’s proposal reflects a lengthy planning 

process which included an intensive review of HSI- and STEM-specific research, examples of HSI excellence, 

and an in-depth study of the work of Dr. Gina Garcia on “servingness.” Dr. Garcia’s work challenged project 

planners to use this opportunity to catalyze an institutional transformation from a Hispanic-enrolling institution 

to one that serves students through culturally informed and culturally enhancing experiences.

a. Target Population: Hispanic and low-income STEM students from our service area

b. Services/Proposed Activities: STEM Pathway Development: Develop and scale regionally high-demand, 

high-wage pathways in STEM, specifically in the field of engineering, and support Hispanic

and other disproportionately impacted students with a commitment to equitable degree completion. WorkBased Learning and UREs: Expand STEM work-based learning opportunities and course-based 

Undergraduate Research Experiences (UREs) to ensure equitable access for Hispanic and other 

underrepresented students. Institutional & Industry Partnerships: Leverage strong institutional and industry 

partnerships to sustain and scale accessibility of academic and career pathways.

c. Anticipated Results: Increase Hispanic students enrolled in engineering; Increase retention and gateway 

course completion; Increase participation in Engineering Ecosystem Advising and Coaching; Share resources 

and practices with CSUSM Alliance; Establish advisory boards; Participate in CSU STEM-Net; Increase 

graduation rates for Hispanic students in STEM; Achieve equitable representation, transfer rates, and 

graduation for Hispanic students in STEM; Increase industry connections to align education and workforce; 

Develop course based UREs embedded in the STEM curriculum.

4. Absolute Priority Addressed: Yes; Expanding the CSUSM STEM program to include a Computer

Engineering Pathway will increase the major options and career paths for Hispanic students and increase 

enrollment. The Computer Engineering Pathway will be designed in partnership with the local community 

colleges to ensure seamless Articulation and Transfer. Program Maps will be developed for incoming 

freshmen on a four-year degree path as well as transfer students.

5. Competitive Preference Priority Addressed: Yes; CPP 1: Advisory Boards for the newly formed 

engineering degrees will be convened that consist of CSUSM faculty and staff, partnership community college 

faculty and staff, K-12 representatives, and local employers. These boards will provide input for academic 

curriculum and extracurricular activities so that the programs reflect current knowledge, skills and practices for 

the industry. CSUSM will expand their relationships and partnerships with employers to provide students with

work-based learning opportunities such as internships, co-ops, workshops, lectures and presentations, and 

career fairs. CPP 2: The CSUSM Ecosystem will expand our holistic model of support for enrollment, 

persistence, retention, and completion. Summer Bridge will provide an opportunity for students to gain 

experience on campus before beginning their formal program, learning about the campus, the services 

available, and college readiness skills. An increased sense of belonging and a peer support network will result 

from students being engaged in Learning Communities. Coaching will be integrated across many levels, from 

Peer Coaches who mentor lower division students to Faculty Coaches invested in each student’s academic 

success to Pathway Advisors monitoring a student’s progress through their degree to Career Coaches 

helping students match to internships, co-ops, and job opportunities.

6. Invitational Priority Addressed: Yes; As stated above, enhanced and improved programs such as

Summer Bridge, Learning Communities, and Coaches will provide students with opportunities to connect 

with peers, faculty, and counselors, find support through their academic courses, and cultivate

a sense of belonging in their program of choice to help address the impact of COVID-19 on students’ mental 

health and academic outcomes.
P031C210140 St. Francis College

SFC STEM Success Collaborative

1. Applicant Institution: St. Francis College

2. Project Title: SFC STEM Success Collaborative

3. Abstract: St. Francis College (SFC), located in Brooklyn, New York, is a 160-year old private, notfor-profit, four-year institute of higher education rooted in Franciscan tradition. Our student population of 

over 2,700 is racially, ethnically and economically diverse. Sixty two percent of students are BIPOC 

(Black, Indigenous, People of Color) and many are from low-income families. Central to SFC’s ethos is 

providing an accessible, affordable education to students supplemented by holistic services that allow 

them to persist in their education, graduate and enter careers that promote economic mobility.

a. Target Population: Hispanic and low-income students from in and around New York City who are 

interested in pursuing STEM fields and SFC faculty in STEM fields.

b. Services/Proposed Activities: The project proposed activities are organized into four program areas: 

(1) STEM Resource Center: Coordinates academic and other support and experiential learning 

opportunities; (2) Faculty Development & Curriculum Redesign: Resources for faculty research, faculty 

training and a redesign of gateway STEM courses to promote student success; (3) Transfer Articulation: 

Develops a model articulation program between SFC and a two-year HSIs; and (4) Technology 

Enhancements: Supports additional technologies in labs located on a brand new campus.

c. Anticipated Results: By year five of the grant period, SFC anticipates:

i. A 20% increase in the number of Hispanic and low-income students seeking a degree in a 

STEM field

ii. 83% of Hispanic and low-income students in their first year of postsecondary enrollment will 

enroll in the next year and remain in a STEM field

iii. 58% of Hispanic and low-income students will have graduated within six years

iv. An increase in the number of Hispanic and low-income transfer students from two year

institutions, and a 75% one-year retention rate and for these STEM transfer students and 72% 

three-year graduation rate

4. Absolute Priority: Yes. SFC’s proposed project is designed to increase the number of Hispanic and 

low-income students attaining degrees in STEM fields through targeted student supports and institutional 

enhancements. SFC will explore formalizing model articulation agreements with: LaGuardia CC, 

Borough of Manhattan CC, Hostos CC, Queensborough CC, and Nassau CC.

5. Competitive Preference Priorities: Yes. SFC will foster flexible and affordable paths to obtaining 

knowledge and skills through the development of employer relationships, internship pipelines, and 

research opportunities. SFC will implement academic achievement and retention strategies such as 

tutoring, success coaching, summer institutes and community building.

6. Invitational Priority: Yes. SFC will provide student supports for addressing the impact of Covid-19 

on mental health and academic outcomes through coordination of wrap-around and mental health 

services, 1:1 coaching and access to technology for academic success in a remote environment. 
P031C210142 NMSU - Dona Ana Community College

Éxito

New Mexico State University (NMSU)–Doña Ana Community College (DACC) is a two- year, public 

community college located in Las Cruces, New Mexico. The county resides on the border of Mexico and 

has a Hispanic student population of 86%.

DACC’s Title III Part F grant project, the Spanish word for “success,” or Éxito will overcome

weaknesses identified through ongoing assessment and analysis and will put into place innovative

advising and support structures that are “high impact practices” designed to create enriching academic 

opportunities the foster success for our highly diverse student population.

These high impact practices will be informed by the Guided Pathways research and include: 1) the 

development of an online STEM orientation, 2) proactive and intrusive academic advising, 3) cocurricular and co-requisite supports for developmental, gateway, and high DFW STEM courses, 4) 

Supplemental Academic Instruction, 5) peer mentoring, 6) work-based learning experiences and career 

placement for students with a job placement component, 7) alignment of student learning outcomes and 

curriculum with in-demand industry needs, 8) expansion of online STEM courses, and 8) enhancement of 

articulation agreements with local educational partners.

The purpose of the Éxito Project is to build institutional capacity to increase the number of Hispanic and 

low-income students attaining postsecondary degrees and facilitate access, persistence, retention, and 

completion. Project Goals include (1) Increase access, retention, transfer, and graduation rates by 

removing obstacles, supporting students in developmental, gateway, and high DFW STEM courses, (2) 

Improving advising infrastructure and articulation agreements as well as providing advising and 

intervention strategies that support success, (3) Expand co-requisite and co-curricular support structures 

including supplemental academic instruction, co-requisite courses for developmental and gateway 

courses, and summer math camp, and (4) Expand career-aligned pathways through the alignment of 

curriculum with in-demand industry needs, and (5) Develop a system building upon career-aligned 

pathways to provide greater access to internships and apprenticeships in high-demand industries that help

students transition from postsecondary education into careers that support sustainable living and feed 

regional economic growth.

The Project meets the Absolute Priority, Competitive Preference Priorities 1 and 2, as well as the

Invitational Priority. The Project will have measurable and significant outcomes: (1) increase the

number Hispanic and low-income students accessing STEM pathways; (2) increase number of

Hispanic and low-income students persisting through developmental, gateway, and high DFW

courses; (3) increase the number Hispanic and low-income students completing college-level

math, (4) increase the graduation and transfer rates of Hispanic and low-income students; and (5)

increase the placement rate of graduates into high demand industries.

DACC is requesting $4,889,531 over five years to support the Éxito initiatives and activities.
P031C210145 New Jersey City University

Setting the Stage for STEM Students in the CoViD-19 Era at an Urban Public Hispanic-Serving 

Institution

New Jersey City University will undertake a $5.0 million program of interventions to increase the number 

of Hispanic and low-income students attaining degrees in six STEM fields. This goal will be achieved by 

improving the 6-year graduation rate for first-time, full-time students and the 3-year graduation rate for 

community college transfer students. 66% of NJCU’s undergraduate students belong to underrepresented 

minority groups, and 43% of NJCU’s undergraduates are transfer students, mostly from six nearby 

minority-serving community colleges. Like many peer institutions, NJCU must take action to increase the 

number of new transfer students and retain and graduate more of its undergraduates. The project has four 

strategies:

Strategy 1: Wrap-around supports for STEM majors. A variety of student support services will help to 

overcome academic and non-academic challenges experienced by Hispanic and high need students: 

Transfer “kits” for low-income transfer students to assist with purchase of books, meals, transportation, 

etc.; mental health support; a one-stop support center for STEM advising, coaching and postgraduate 

preparation; mentorship-matching to pair students with working professionals; loaner technology to assist 

with remote work and connectivity; peer mentoring; and Supplemental Instruction for math-intensive 

courses. (Absolute & Invitational Priorities)

Strategy 2: Improved transfer systems. To reverse a trend of declining undergraduate transfer student, 

technology and a full-time coordinator will be dedicated to the development of dual-admit agreements 

with community colleges and dual-enrollment agreements with STEM-focused high schools that enroll 

sizeable numbers of underrepresented minority students. (CPP 2)

Strategy 3: Expansion of STEM internship, Co-Operative education, and course-based research 

opportunities. Position-matching technology and a full-time coordinator will be dedicated to expanding 

the range of external partners and work-based learning experiences available to STEM undergraduates 

and support will be provided to faculty who mentor undergraduates in original research offered in 

courses. (CPP 1)

Strategy 4: Support for effective STEM teaching. Faculty professional development support will be 

provided to inform their pedagogy, curricular design, and student support skills and classroom teaching 

technology will be upgraded to better support hybrid teaching modality.

Five-year Project Objectives include:

• Increased 6-year graduation rate from 44% to 55% for first-time, full-time STEM majors

• Increased 3-year graduation rate from 50% to 65% for STEM transfer students

• Increased 2nd-year retention rate from 80–82% to 90% all STEM majors

• Increased STEM majors population from 21% to 25% of undergraduates

• 5% annual increase in community college transfers to NJCU STEM programs

• Supplemental Instruction/Peer mentoring for 500 students in 25 STEM sections annually

• 100% increase in Co-Operative education placements by STEM students

• Model transfer articulation agreements and dual-enrollment agreements

• 100% faculty utilization of hybrid teaching technology

Evaluation of the Transfer kits will be conducted as a Quasi-Experimental Design according to the 

“evidence of promise” standards of the What Works Clearinghouse.
P031C210149 The University of Texas at El Paso

STEMFUERTE

STEMFUERTE is a strong (hence “FUERTE”) multi-year STEM pathway program responsive to the 

needs of i) Hispanic and low income First Time In College (FTIC) students at UTEP and EPCC; and ii) 

STEM industry/occupations; and facilitates a seamless articulated transfer (Absolute Priority) of EPCC 

graduates in STEM to UTEP’s STEM degree programs. The program aims to increase and improve: a) 

Hispanic and low income student enrollment in STEM degree programs at UTEP and EPCC; b) academic 

and retention rates of participating students (Competitive Priority 2); graduation rates of participating 

students; c) the number and participation levels in program activities; d) collaborations with in-demand 

industry/occupations to develop flexible and well-aligned academic and work-based STEM degree 

programs (Competitive Priority 1); e) students’ achievement, by providing academic supports and 

innovative STEM pedagogy (Competitive Priority 2); and f) students’ mental health and resilience 

(Invitational Priority).

UTEP and EPCC seek to build a strong programming capacity through STEMFUERTE, with the

following eight strategic components: Innovative/Interdisciplinary Applied STEM Instruction; STEM 

Mentoring and Mental Health Supports; STEM Undergraduate Tutoring; Summer STEM Skill-Building 

and Acculturation Programs; STEM Undergraduate Enrichment Activities; STEM Career Advising, 

Guidance, and Counseling; STEM 2-to-4 Year Articulation Activities/Services; and UTEP-EPCC and 

Industry/Employer Taskforce/Alumni Advisory Board Activities. With the effective implementation of 

these major activity components, the following short-term outcomes will be achieved through increased: 

teaching skills of faculty; effectiveness of STEM instruction; enrollment of Hispanic and low income 

FTIC STEM students and EPCC STEM transfer students at UTEP; students’ knowledge about STEM 

careers; students’ confidence and motivation related to STEM; student-connectedness with faculty and 

alumni; students’ levels of Grit/Self-efficacy; fall-to-fall freshman year retention rates; and number of 

students earning 24+ credit hours and a 2.5 GPA each year to be in good standing and on track to 

graduate in 3 years at EPCC or after transfer to UTEP, or in 6 years at UTEP. STEMFUERTE will 

subsequently achieve the long-term goals of increasing numbers of: Hispanic and low income students 

graduating in 3 years at EPCC or 6 years at UTEP with STEM credentials; UTEP’s Hispanic and low 

income EPCC transfer students graduating in 3 years with STEM credentials; and UTEP’s STEM 

graduates working in in-demand industry occupations. STEMFUERTE’s programming design therefore 

fully addresses the competition’s Absolute, Competitive, and Invitational priorities.

The STEMFUERTE program addresses the Absolute Priority through all eight major activity

components, collaboratively develops model STEM transfer and articulation agreements, as well as the 

Competitive Priority-1 and -2 by working with STEM industries to align student learning objectives with 

industry skills and knowledge needs, and the provision of work-based learning experience, and addresses 

the Invitational Priority through the mentoring program responsive to COVID-19’s mental health and 

beyond-academic needs of participating students. The STEMFUERTE program uses the conceptual, 

operational, and longitudinal pathway framework or major elements of the CUNY’s Accelerated Study in 

Associate Programs (ASAP), evaluated by MDRC, and assessed by WWC as meeting “WWC group 

design standards without reservations” (May 2015).
P031C210156 The University of Texas Permian Basin

STRENGTHENING THE STEM PIPELINE: UT PERMIAN BASIN

Permian Basin region is situated in western Texas and is serving the nation to meet our oil and gas needs 

with its huge oil reserves. Ector County ISD is an Independent School District which serves the Permian 

Basin region with 77 % Hispanic student population. The University of Texas Permian Basin (UTPB) is 

the premier higher education institution in the region that serves this Hispanic student population and

contributes towards workforce development for the local industry. Present enrollment of the target 

student population (Hispanic and other low-income students) in STEM disciplines at UTPB is about 67 % 

and first-year retention rate is 62.9 %. COVID-19 has also severely impacted the economic situation of 

the target population. Considering the percentage of Hispanic students’ population in Ector County ISD 

compared with that of UTPB’s STEM disciplines, there is a large gap that UTPB must address. In 

addition, the retention and graduation rate also need to be increased for such students by improving their 

mathematics skills.

Major Activities of the Pipeline Project: 1. UTPB will review and revise the existing articulation

agreements with local community colleges, i.e., Odessa College and Midland College and work towards 

signing more articulation agreements with the other 2-year colleges. Under the proposed Pipeline Project, 

the target population in those 2-year community colleges will be encouraged through financial support to 

enroll in STEM-based courses and transfer credits for 4-year STEM degrees at UTPB. 2. Outreach 

activities are planned (such as summer camps) for K-12 students to develop interest in STEM subjects, 3. 

Supplemental Instruction will increase the retention rate, 4. Academic assistance will be provided in form 

of extra tutoring, 5. Life coaches will be provided through Student Success Center, 6. Students will be 

able to utilize the academic advising for their success, and 7. Student skills will be developed through 

undergraduate research and internships.

Project Goals, Impacts, and Expenses: There are four goals of this project to help the target student 

population, i.e., increase the enrollment rate, increase retention rate, increase the graduation rate, and 

develop skillset for those students. This project will be a major step towards developing a trained 

workforce in STEM disciplines for the local industry and the region. The project is deigned to obtain 

those goals for the target population through supporting summer camps, supplemental instructions, tutors, 

life coaches, student research fellowships, student internships, and expenses for the project personnel and 

the external evaluators.

Project Priorities: The Absolute Priority will be met by increasing the number of Hispanic and other 

low-income students in STEM fields. The existing articulation agreements with 2-year HSIs will also be 

extensively utilized and new agreements will be signed to meet the priority. Competitive Preference 

Priority 1 will be addressed through work-based learning experiences to include internships and 

fellowships that meet the demands of the local industry. Competitive Preference Priority 2 entails 

academic achievement and retention strategies. The Pipeline Project will provide weekly tutoring 

activities for eligible students and enhance the counseling and advising services to improve the academic 

success of the target student population. The Invitational Priority will be met by identifying the students 

impacted with COVID-19 and provide support through academic tutoring and financial assistance for 

eligible students.
P031C210159 California State University, Stanislaus

Accelerated STEM Pathways through Internships, Research and Engagement (ASPIRE)

1. Applicant Institution: California State University, Stanislaus (Stanislaus State)

2. Project Title: Accelerated STEM Pathways through Internships, Research and Engagement

(ASPIRE)

3. Abstract:

a. Target Population: Hispanic and low-income students

b. Services and Proposed Activities:

1. Science and Math Articulation and Research for Transfers (SMART) will identify and 

reduce articulation gaps at three community college partners through pre-matriculation

advising, personnel training, and outreach targeting first-year community college transfer 

students.

2. STEM Career Ready U (STEM CRU) will provide on- and off-campus internship

experiences in collaboration with industry partners to support seamless transition into 

employment after graduation.

3. STEM Peer Assisted Learning for Students (STEM PALS) will provide studentcentered programming to engage incoming freshmen in STEM experiences designed to 

facilitate discipline immersion, enhance self-efficacy, and improve academic success 

during the critical first year on campus.

c. Anticipated Results: ASPIRE project design will use evidence-based practices to increase 

degree completion rates, decrease time to degree, and increase the percentage of Hispanic and 

low-income students who are employed within 12 months of graduation.

4. Absolute Priority Addressed: Yes, the project will implement high-impact practices to increase 

enrollment and degree attainment in STEM. ASPIRE will collaborate with our 3 largest community 

college partners, Modesto Junior College, Merced College and San Joaquin Delta College to improve 

articulation and create model transfer agreements.

5. Competitive Preference Priority Addressed: Yes, ASPIRE will address Competitive Priority #1 

through facilitation of on-and off-campus internships by directly working with employers to ensure that 

students are gaining in-demand industry experience, knowledge and skills. (Citation: Hernandez, P.R., 

Bloodhart, B., Barnes, R.T., Adams, A.S., Clinton, S.M., Pollack, I., Godfrey, E., Burt, M., & Fischer, 

E.V. (2017). Promoting Professional Identity, Motivation, and Persistence: Benefits of an Informal 

Mentoring Program for Female Undergraduates. PLoS ONE. 12(11), 1-16. 

https://doi.org/10.1371/journal.pone.0187531)

ASPIRE will address Competitive Priority #2 by implementing a first-year immersion program that 

includes faculty and peer mentoring, peer assisted tutoring and academic resources to help retain students 

and improve degree completion. (Citation: Harackiewicz, JM., Canning, E.A., Tibbetts, Y., Giffen, C.J., 

Blair, S.S., Rouse, D.I., & Hyde, J.S. (2014). Closing the Social Class Achievement Gap for FirstGeneration Students in Undergraduate Biology. American Psychological Association, 106(2), 375-389 

DOI: 10.1037/a0034679)

6. Invitation Priority Addressed: Yes, ASPIRE will integrate mindfulness tools, financial literacy, 

outdoor fieldtrips with peers, and social activities in its programming to support student mental health and 

reduce the impact of COVI-19 on academic success.
P031C210167 Temple College

Creating a Culture of STEM

1. Applicant Institution and partner institutions: Temple College and partner Texas A&M-Central Texas

2. Project Title: Creating a Culture of STEM

3. Abstract:

a. Target Population: The target population is dual credit students in grades 9-12 eligible for 

college-level courses, community college STEM students, university STEM students, STEM 

faculty—all focused on Hispanic and other low-income students.

b. Services and proposed activities: Increase STEM degree and transfer rates by hiring dedicated 

staff to focus on STEM enrollment and degree completion and by developing STEM articulation 

agreements between Temple College and TAMUCT. Also, support college/dual credit math 

course success as a gateway to STEM success in most STEM fields. Engage in hands-on STEM 

activities through summer experiences and transfer STEM bridge programs. Provide professional 

development for STEM faculty at community college and university related to improving 

alternate delivery systems, educating adult learners, earning additional industry certifications to 

remain up-to-date in field. Increase collaboration with STEM employers and working 

professionals through a STEM Employers Council that meets quarterly to consider overall 

positive improvements in STEM offerings at the two institutions.

c. Anticipated Results: (1) Increased STEM degree completion and/or STEM transfer for 

Hispanic and other low-income students. (2) Increased number of faculty completed professional 

development in area related to STEM learning. (3) Increased college-level math completion and 

success (4) Increased satisfaction of STEM employers with STEM degree completers.

4. Absolute Priority Addressed: Yes. Temple College is partnering with Texas A&M – Central Texas to 

meet the articulation and transfer model absolute priority.

5. Competitive Priority Addressed: Yes to both. The first is addressed by many outreach activities to the 

STEM employer community by the project’s PI. The second is addressed by the hiring of 5 additional 

staff members to provide a variety of academic support and retention activities throughout the grant

period.

6. Invitational Priority Addressed: Yes. The invitational priority is addressed through the development of 

an inventory of services, training staff in recognizing mental health issues that might need to be referred 

and tracking and reporting on the access to those services, disaggregated by Hispanic and other lowincome students. The Project Director will lead this initiative. 
P031C210170 Chabot-Las Positas Community College District-Chabot College

Éxito STEM Scholars

Applicant Institution: Chabot College, 25555 Hesperian Blvd., Hayward, CA 94545

Project Title: Éxito STEM Scholars

Target Population: 850 Latinx and other low-income STEM majors annually, or 1450 unduplicated 

students over five years.

Context: Chabot College is a comprehensive, public, two-year community college in Hayward,

California, located in an exceptionally multicultural region in the San Francisco Bay Area serving the 

most diverse county in the United States: Alameda County (Niche, 2020 Most Diverse Counties in 

America). Designated as a Hispanic-Serving Institution, Chabot has a student body of 12,945 enrolled 

students who speak fifty-eight languages and are eighty-five percent (85%) non-white. The college is 

situated in the heart of a diversified economy that includes traditional manufacturing, service, and high 

technology industries. Chabot College has more than a fifty-year history in the community and offers a 

wide array of instructional programs, including basic skills instruction, general education, technical and 

career education, and transfer education.

Proposed Services and Activities: To address dissatisfactory levels of Latinx and low-income STEM 

students’ readiness for college-level STEM coursework, persistence in STEM degree programs, and 

degree and transfer attainment, the Éxito STEM Scholars program will address multiple barriers to 

success that are not only academic, but meet the needs of the whole individual. Éxito STEM Scholars will 

provide a safety net for low-income and first-generation target students and help make the goal of a 

postsecondary STEM degree a reality. The Éxito STEM Scholars program will achieve three objectives: 

(1) students prepare for and explore STEM pathways through a STEM Summer Bridge, orientation, and 

counseling; (2) students learn and progress on Chabot’s STEM guided pathways, supported by embedded 

tutoring, work-based learning, and comprehensive student services; and (3) students complete and transfer 

on STEM pathways, through the College’s deep collaboration with industry and 4-year university 

partners.

Anticipated Results and Learning Outcomes: Increase the number of HSI STEM students who

participate in comprehensive student support programs by 50%, with 95% of participants maintaining 

good academic standing. For HSI STEM students, 3% increase in enrollments, 7.5% increase in 

persistence; 5% increase in 3-year graduation rates, and 7% increase in transfer rate.

Absolute Priority Addressed: Yes. Partner institutions are the California State University, East Bay and 

the University of California, Berkeley

Competitive Preference Priorities Addressed: Yes, both CPP 1 and 2. See: WWC Practice Guide 

Designing and delivering career pathways at community colleges: A practice guide for educators (WWC 

2021007); Ableman & Molina (2001); Castleman & Page (2014); Hayward & Willett (2014); and 

Scrivener, S. et al. (2015).

Invitational Priority Addressed: Yes. In-reach services will connect students with existing wraparound

support from the Chabot College CARES Mental Health Team and SparkPoint Center

(financial/economic supports).
P031C210181 Sul Ross State University

LoboTrack to Success in STEM

1. Applicant Institution: Sul Ross State University (SRSU)

2. Project Title: LoboTrack to Success in STEM

3. Abstract

a. Target Population: Students and Faculty

b. Services and Proposed Activities: SRSU proposes the following services and

activities as part of LoboTrack:

i. Developmental Education Summer Bridge Program;

ii. Summer Experience Programs focused on increasing engagement and retention;

iii. Shift select STEM programs from the pipeline model to the pathways model, 

including interdisciplinary and co-curricular career tracks;

iv. Increasing the number and quality of articulation agreements in partnering community 

and junior colleges; and

v. In-semester supports including a Peer Supplemental Instructor Program and Peer 

Mentoring Program, as well as additional supports for student mental health.

c. Anticipated Results: Increased enrollment, retention, and graduation rates for Hispanic and 

low-income students in STEM programs; increased success for transfer students

4. Absolute Priority Addressed: Yes. SRSU will begin by partnering with Midland College, Odessa 

College, Southwest Texas Junior College, and El Paso Community College and seek to expand to include 

additional two-year HSIs throughout the project period.

5. Competitive Preference Priority Addressed: Yes. SRSU will address both Competitive Preference 

Priorities. For CPP1, this includes career exploration activities, expanded implementation of the

marketable skills initiative, seeking to expand internships and other work-based learning opportunities. 

For CPP2, LoboTrack will assign Peer Mentors to all first-time at SRSU students (including incoming

freshman, transfer students, and nontraditional students) in STEM and assign Supplemental Instructors to 

identified gatekeeping courses with high failure rates in STEM programs.

6. Invitational Priority Addressed: Yes. LoboTrack will implement virtual counseling services to assist 

with institutional on-campus supports.
P031C210186 Riverside Community College District/Moreno Valley College

Experiential Learning: Closing the STEM Talent Gap project.

Applicant Institution, Partner Institutions, and Project Title: Moreno Valley College will partner with the 

University of California, Riverside, California State University, San Bernardino, and University of California, 

Berkeley, to promote the articulation and transfer of Hispanic and low-income STEM students through the 

Experiential Learning: Closing the STEM Talent Gap project.

Abstract: Building on MVC’s previous HSI STEM grant, Experiential Learning: Closing the STEM Talent 

Gap will increase the number of Hispanic and low-income students who successfully attain degrees in STEM 

by utilizing the versatility of experiential learning to develop an array of applied learning options that foster 

student interest and enrollment, improve student success, and facilitate degree completion and transfer.

a. Target Population (e.g., faculty, staff, students). The target population are Hispanic and low-income

students who attend MVC and are interested in pursuing STEM degrees or certificates.

b. Services and Proposed Activities: The Experiential Learning: Closing the STEM Talent Gap project will 

promote degree attainment, transfer and articulation in STEM through an integrated, four-pronged

approach that integrates experiential learning across the STEM curriculum to provide students with the skills, 

resources, motivation, and enthusiasm necessary to successfully attain degrees and careers in STEM. This 

approach includes four complementary and integrated components: 1) Greater use of MakerSpace applications 

and resources to include outdoor learning opportunities; 2) Innovative use of virtual and augmented reality in 

historically challenging classes, including math, to better engage students in the learning process, building 

upon their interests in gaming, simulation, and other virtual environments; 3) Expanded availability of 

internships, apprenticeships, and other work-based learning

opportunities that are articulated to and offered in conjunction with baccalaureate programs throughout

California, targeting Computer Science, Math, and Biology pathways; and 4) Integration of Place-Based

Education and Project Based Learning to connect theory and practice and personalize the classroom experience 

for first generation and other non-traditional students who may not understand the real-life or

career applications of STEM fields. To ensure project sustainability and institutionalization, faculty will

receive the support they need through comprehensive professional development and multi-disciplinary facultybased communities of practice focused on the use of experiential learning to reform introductory and 

foundational STEM courses.

c. Anticipated Results: Outcomes include: 1) 10% increase in enrollment in STEM courses by students 

traditionally underrepresented in STEM; 2) 60% of students pursuing degrees and careers in data science will 

represent students groups traditional underrepresented in STEM, including Hispanic and low-income students; 

3) 75% of students who complete degrees in STEM will participate in work-based and/or undergraduate 

research experiences, both paid and unpaid, prior to degree completion and/or transfer; and 4) 10% increase in 

course retention and course success rates for students enrolled in math classes utilizing experiential learning. In 

achieving these outcomes, this project will increase the number of Hispanic and low income students who 

complete STEM degrees and transfer to university.

Absolute Priority Addressed: Yes MVC will partner with the University of California, Riverside, California 

State University, San Bernardino, and University of California, Berkeley, to promote the articulation and 

transfer of Hispanic and low-income STEM students

Competitive Preference Priority Addressed: Yes. Competitive Priorities 1 and 2 are both addressed. The 

project will improve collaboration between education providers and students through the use of Communities 

of Practice, mentoring, and other practices, and provide work-based learning experiences through student 

work-study, research, and internship opportunities.

Invitational Priority Addressed: Yes. MVC provides students with a comprehensive array of free or low-cost 

mental health services designed to improve student retention and success in college. The Outdoor Learning 

Lab will also provide students with significant time spent in an outdoor environment, which is proven to have 

positive effects on socio emotional wellness and mental health.
P031C210026 Amarillo College

Innovating and Advancing in STEM Education

1. Applicant Institution: Amarillo College (AC), in Amarillo, Texas, is a public, open-door,

comprehensive community college located in the center of the Texas Panhandle.

2. Project Title: Innovating and Advancing in STEM Education

3a. Target Population: AC students: of Fall 2020 students, 44% Hispanic; 70% first-generation college 

students (82% of Hispanic students); 59% part-time; 51% Low-income (Pell eligible) (57% for Hispanic 

students).

3b. Services and Proposed Activities:

Initiative 1: Develop a new Work-based Learning System

 Develop/pilot work-based learning in 15 STEM courses across eight STEM disciplines

 Update career services and advising to support the work-based learning system

 Promising Evidence = U.S. Department of Ed. What Works Clearinghouse Practice Guide (2021) 

“Designing and Delivering Career Pathways at Community Colleges...”

Initiative 2: Update Technology Skills Instruction in STEM Programs

 Collaborate with industry leaders to identify and address gaps in technology skills instruction in 

AC’s STEM programs

 Promising Evidence = U.S. Department of Ed. What Works Clearinghouse Practice Guide (2021) 

“Designing and Delivering Career Pathways at Community Colleges...”

Initiative 3: Develop a STEM Scholars Program

 Create a STEM Scholars Program with summer bridge for 1st yr. students (first yr. seminar + 

math/science bootcamp), a summer bridge for 2nd yr. students (summer research with West 

Texas A&M University or Texas Tech University), and coaching services

 Promising Evidence= U.S. Department of Ed. What Works Clearinghouse (WWC) Intervention 

Report (2016) “Summer Bridge Programs” and What Works Clearninghouse U.S. Dept. of Ed. 

Intervention Report (2019) “InsideTrack Coaching”

Initiative 4: Strengthen Articulation Between AC and West Texas A&M University (WT)

 Collaborate with WT STEM faculty to align AC STEM courses with requirements at WT to 

prepare students for transfer from AC STEM programs to WT STEM programs

3c. Anticipated Results: By project-end, AC expects a seven percentage point increase in fall-to-fall

retention among STEM majors and a five percentage point increase in three-year graduation rates and 

three-year transfer rates among STEM majors.

4. Absolute Priority: Yes. AC’s proposed project will support STEM degree completion among Hispanic

and low-income students through the development of a work-based learning system (targeted advising 

and career services + STEM courses revised for work-based learning) and a STEM Scholars Program 

(summer bridges + coaching services). AC’s project will support development of a model articulation 

agreement between 2-year HSIs and 4-year institutions through proposed work between AC and West 

Texas A&M University (WT) to align transfer STEM courses at AC with requirements at WT to 

strengthen the articulation agreement between the institutions and support STEM student transfer.

5. Competitive Preference Priority: Yes. AC’s proposed project includes development of a work-based 

learning system (CPP1b), collaboration between area employers and AC to update technology skills 

instruction in STEM programs (CPP1a), and development of a STEM Scholars Program that is designed 

to improve STEM student success (CPP2).

6. Invitational Priority: Yes. The STEM Scholars Program will include coaching services, whereby 

STEM students will be connected with appropriate wraparound services to address academic and nonacademic barriers to college success.
P031C210076 Saint Peter's University

STEM-PODER

APPLICANT: Saint Peter’s University (SPU), Jersey City, New Jersey

ABSOLUTE PRIORITY: Yes. Partner institutions are Bergen Community College, Hudson County 

Community College and Union County College (all HSIs).

PROJECT TITLE: STEM-PODER

OVERVIEW: SPU, an HSI for more than 20 years with a student body 50% Hispanic, 62% low-income,

and a higher percentage of STEM enrollment than the national average, proposes the STEM-PODER (to 

empower) project. Anticipated Result: increase in the number and percent of Hispanic low-income 

students earning STEM degrees by targeting first-year, transfer, and upper-level students in a series of 

interconnected, evidence-based strategies.

SERVICES PROVIDED AND ACTIVITIES CONDUCTED: S-PODER is a student-centered,

faculty-driven, holistic STEM student success initiative guided by research and best practices, students’ 

needs, programmatic strengths and weaknesses, performance gaps, and institutional mission and goals.

Activities are grouped into five strategies and address all of the grant priorities.

Strategy 1: Augmenting the STEM Engagement and Empowerment Center with Wraparound

Services—four activities: 1) expanded academic support, 2) holistic wellness services, 3) first-year STEM 

Success Lab, and 4) social belonging interventions.

Strategy 2: Smoothing the 2-Year, 4-Year STEM Pathway—three activities: 1) joint curriculum 

development with community colleges, 2) Transfer STEM Academy, and 3) community college and high 

school outreach by university and 2-year college faculty and SPU STEM students.

Strategy 3: Creating the Institute for STEM Experiential Learning—five activities: 1) new Institute 

with corporate outreach director, 2) STEM advisory board, 3) STEM digital badging program, 4) 

innovation hubs to build STEM career skills, and 5) enhanced student research.

Strategy 4: Making Professional Setting Facility and Technology Improvements targets updating 

science classrooms and teaching/research labs with professional grade technology and equipment. It 

assists low-income students through loaner laptops, hot spots, scientific calculators, textbooks, and related 

academic tools for success.

Strategy 5: Developing Faculty Leadership and Ownership for STEM Success promotes improved 

faculty understanding of, and engagement with, wraparound services, transfer barriers, experiential 

learning, and professional setting technology through workshops.

COMPETITIVE PREFERENCE 1 (CPP1): All five activities of Strategy 3 address CPP1 (a) and (b) 

to “foster flexible and affordable paths to obtaining knowledge and skills.” Four activities feature WWC 

“promising” interventions: forming an Institute for Experiential Learning with a corporate outreach 

director, STEM advisory board, STEM badging/certificate program, and innovation hubs that create 

unique opportunities to build STEM career skills (IES, 2016). This strategy will equip students for indemand STEM occupations through new and expanded industry partnerships and innovative work-based 

learning experiences.

COMPETITIVE PREFERENCE PRIORITY 2 (CCP2): All Strategy 1 activities address CPP2 for 

academic achievement and retention, and all feature WWC “promising” interventions: integrated 

wraparound services, holistic wellness outreach, first-year STEM Success Lab, and a quasi-experimental 

social belonging intervention (IES, 2016; IES 2020; Stephens, et.al., 2014; Walton & Cohen, 2011). They 

will equip students with STEM identity and academic success skills.

INVITATIONAL PRIORITY: Strategy 1 expands the Stem Engagement and Empowerment Center 

with wraparound services by a full-time care and outreach coordinator and features a WWC “promising” 

intervention for “one-stop” connections to federal benefits and private resources (IES, 2020). This 

strategy will equip students with tools for economic recovery and mobility and address immediate and 

long-lasting fallouts of the COVID-19 pandemic. 
P031C210092 Schreiner University

HOPE: Hispanic Opportunities for Professional Education in Fields of Engineering, Computer

Science and Agriculture

This project, proposed by Schreiner University, will increase the number of Hispanic and low-income 

STEM students who are enrolled, retained, who have transferred to Schreiner from two-year HSIs and 

other colleges, and who graduate with a degree in a STEM field from Schreiner University. Articulation 

and Student Services including personalized mentoring, outreach, transfer services, career and personal 

development, and faculty development will increase retention and graduation rates of Hispanic and lowincome students. Schreiner’s new division of Engineering and Applied Sciences (EAS) will increase the 

numbers of Hispanic and low-income SU engineering, computer science and agriculture science 

enrollees, transfers, majors and graduates. The development of relevant, intentional, and resourced

programs will serve Hispanic and low-income students, the Hill Country of Texas, and students across the 

state.

In addition, this project incorporates an evaluation of the Entering Transfer Experience (ETE) which 

meets the What Works Clearinghouse Evidence standards. This study measures the impact of additional 

mentoring opportunities targeted at transfer students from technical and community colleges to a fouryear, non-profit post-secondary institution. The intention is to determine if the additional and intentional 

mentorship opportunities influence a transfer student’s ability to be more successful by attained higher 

GPAs, earning more course credit hours, and are retained after their first year on campus at a higher rate 

(intervention group) than those not part of ETE (control group). The hypothesis assumes higher values at 

the α = 0.05 significance level for all measures.
P031C210100 Universidad del Sagrado Corazón

A Culture of Research Achievement at Sagrado (CoRA-Sagrado)

1. Applicant institution and partner institutions: Universidad del Sagrado de Corazón, San Juan, 

Puerto Rico (applicant) and Hostos Community College, Bronx, New York and Huertas Colleg, Caguas, 

Puerto Rico (partner institutions)

2. Project Title: A Culture of Research Achievement at Sagrado (CoRA-Sagrado)

3. ABSTRACT

a. Target Population

The Universidad del Sagrado Corazón (Sagrado) is a Hispanic-Serving Institution (HSI), with 100% of 

students identifying as Hispanic/Latinx with 66% of students receiving Pell grants. The target population 

is STEM students at Sagrado and transfer students from our two 2-year partner HSIs, Hostos Community 

College in New York, and Huertas College in Puerto Rico (PR).

b. Services and Proposed Activities

1) Creation of a structured STEM research unit (the Center for Academic Research - CAR) to empower a 

renewed research culture for the benefit of STEM students at Sagrado; 2) Recruiting students from local 

high schools and 2-year institutions in PR and New York; and 3) Engaging and retaining students through 

research-based hands-on opportunities in academic and industry settings. A unique feature of the CAR

will be the development and implementation of a Bilingual Scientific Communication program to 

increase STEM success for primarily Spanish-speaking students. We will develop communication skills 

workshop series. Sagrado faculty with participate in mentoring development workshops.

c. Anticipated Results

We expect the following outcomes: 1) quadruple the number of transfer students from 2-year colleges 

prepared to enroll in STEM programs at Sagrado; 2) increase the year-to-year retention rate for STEM 

students by 10%; and 3) double the number of students completing STEM degrees at Sagrado. Students 

participating in the structured research program and the bilingual program will develop critical skills such 

as public speaking, editing, and language selection for specific audiences and bilingual scientific 

communication skills. With faculty mentoring, students will complete research projects with posters and 

papers for presentation at regional and national conferences.

4. Absolute Priority Addressed - Yes.

Yes. Sagrado is proposing to partner with Hostos Community College, Bronx, New York, and Huertas 

College, Puerto Rico, for the purpose of meeting the articulation and transfer model absolute priority.

5. Competitive Preference Priorities Addressed – Yes.

Priority 1—Fostering Flexible and Affordable Paths to Obtaining Knowledge and

Skills: The development of the CAR will allow us to formalize and support early undergraduate research 

opportunities; collaborate with research-centered academic and industry-based local entities on providing 

experiential learning paths; design and execute formalized mentoring programs that foster close studentfaculty relationships; and provide professional faculty development to ensure impactful and meaningful 

mentoring.

Priority 2— Academic Achievement and Retention Strategies: The positive effect of early 

participation and mentoring in well-structured, formal research programs on retention is supported by 

evidence from cited research, including at least two peer matching correlational studies (Wilson, et al. 

2017; Vincent-Ruz, et al., 2018). The need for bilingual scientific communications program in Puerto 

Rico is also documented.

6. Invitational Priority Addressed - No.
P031C210157 San Diego State University Foundation

SDSU HSI STEM Pathways

1. Applicant institution: San Diego State University (SDSU)

Partner institutions: Southwestern College (SWC), and San Diego City College (SDCC)

2. Title: SDSU HSI STEM Pathways

3. Abstract

The overall plan of SDSU’s HSI STEM Pathways (STEM Pathways) project is to implement a mentored, 

undergraduate research-centered pathway for STEM majors from Community Colleges (CC) through San 

Diego State University (SDSU) and on to STEM careers. The overall goal is to increase the number of 

Latinx and low-income students transferring and attaining degrees in STEM, and to promote high 

retention, timely graduation, and successful pathways to workforce or graduate study. This program will 

remove roadblocks for transfer and entry into the STEM pipeline, through graduate school and/or a 

STEM career, by adapting and implementing high quality evidence-based practices and professional and 

workforce development activities that include undergraduate research experiences (UREs), enrichment

activities, and multi-dimensional mentoring approaches. Additional enrichment opportunities and student 

academic support services will be provided at both the CC and university level to support and supplement 

clear transfer pathways with negotiated guaranteed admissions to SDSU’s undergraduate STEM 

programs. All of the project activities and services are grounded in research and best practices for 

improving student engagement, persistence, retention, and graduation in STEM fields and meet the 

absolute, competitive and invitational priorities as detailed below.

We are partnering with both Southwestern College and San Diego City College to develop the STEM 

Pathways program that will focus on providing mentored and applied STEM experiences that will prepare 

low-income and Latinx students to successfully transfer to SDSU. (Absolute Priority). Through STEM 

Pathways students will participate in an Entering Research course at the CC, several enrichment 

workshops, mentoring and applied STEM experiences (Summer Research Experience, Internships, 

MINDSET) that will help students obtain the knowledge and skills necessary to be successful in a career 

in STEM (Competitive Priority 2). In addition, our direct connection with existing infrastructure 

(College of Science Student Success Center, CASA, MESA, Career Services) will allow us to enhance 

tutoring, counseling, and student service programs designed to improve academic success and retention of 

our students (Competitive Priority 1). Finally, our collaboration with campus wellness support programs 

and the wellness and resilience initiatives will provide explicit and dedicated support in students mental 

health (Invitational Priority).

The logic model (Figure 1) and Table 3 below provides a more detailed summary of SDSU’s project 

proposed services and activities at each partner institution, which component addresses absolute, 

competitive and invitational priorities and the anticipated results and outcomes that will be measured, 

evaluated and overall program goal objectives. Outcomes of the proposed program center on specific 

programmatic outputs that are formative such as ensuring that all participants complete a summer 

research experience, complete an individualized development plan, and collect an applied STEM 

experience that contribute to the larger program objectives. Examples of those outcomes of the proposed 

program that center on larger program goals are the increasing the Latinx STEM transfer pipeline to 

SDSU, increasing participation in applied STEM experiences among Latinx students, and increasing 

Latinx student success in STEM courses, persistence, completion, and career placement.
P031C210163 Research Foundation of CUNY obo Laguardia Community College

Queens STEM Academy (Q-STEM)

1. LaGuardia Community College (CUNY) & Queens College (CUNY)

2. Queens STEM Academy: Leveraging the Power of Community to Support STEM Success

3. Bolstering STEM education at 2-year colleges and streamlining transfer pathways is crucial to engage 

the talents of Hispanic and low-income students to meet America’s STEM needs.

a. A national leader in community college innovation, LaGuardia serves a population that is significantly 

Hispanic and overwhelming minority, low-income, and first generation. Through Queens STEM Academy 

(Q-STEM), these CUNY partners will build inclusive learning communities resulting in more STEM 

degrees by improving STEM learning and supporting Hispanic and low-income students from admission 

to transfer.

b. Q-STEM will strengthen and unify LaGuardia’s STEM guided pathways in three areas:

STEM Ladder. LaGuardia will improve the STEM pipeline by engaging thousands of Hispanic and lowincome students between admission and matriculation, and add targeted advisement of dual enrollment 

participants.

STEM Learning. Launch a learning community cohort model, Summer STEM Academy, accessible 

course materials, research symposia, and Virtual Interest Groups.

STEM Link. LaGuardia and Queens College will forge 5 STEM articulation agreements, implement joint 

degree programs, and facilitate faculty exchange and shared transfer advisement. Creating transfer 

partnerships and scaffolding transfer support, LaGuardia will connect students with faculty and peer 

mentors at Queens College while building bridges to successful STEM careers.

c. LaGuardia will add to recent STEM expansion and double the flow of graduates to Queens College. 

This comprehensive design builds crucial STEM skills and knowledge to support STEM success for 

10,000 students by increasing STEM enrollment by 5%, increasing graduation in a STEM degree by 15%, 

and helping 20% more Hispanic and low-income students earn a B.S. in STEM at Queens College within 

six years of starting at LaGuardia.

4. Absolute Priority Addressed: Yes. LaGuardia Community College will serve as lead partner in this 

collaboration with Queens College to build dual admission programs and support seamless transfer to 

four-year degrees in STEM for Hispanic and low-income students.

5. Competitive Preference Priorities #1 & #2: Yes. LaGuardia will build work-placed learning

opportunities with local businesses to support paid community-based summer research programs and oncampus STEM tutoring jobs, addressing CPP #1. Virtual tutoring also addresses CPP#2 by providing

accessible academic supports for Hispanic and low-income STEM students who work and cannot attend 

campus-based tutoring programs.

6. Invitational Priority: Yes. LaGuardia will provide mental health services for STEM students. Q-STEM 

directly addresses the requirement that meet What Works Clearinghouse research standards. MDRC 

research demonstrates how effective learning communities advance student degree progress will guide 

our work at LaGuardia, and we will apply “productive persistence” strategies of the college transition 

realm at both entry to LaGuardia and transfer to Queens College, building on research demonstrating 

improved enrollment effectiveness.1 A rigorous QED study of 8 learning communities will inform the 

field and guide continuous improvement.

1 Weiss, M. J., Mayer. A, Cullinan, D., Ratledge, A., Sommo, C., & Diamond., J. (2014). A Random Assignment

Evaluation of Learning Communities at Kingsborough Community College. Report. MDRC.; Castleman, B. L., &

Page, L. C. (2014). Summer Nudging: Can Personalized Text Messages and Peer Mentor Outreach Increase

College Going Among Low-Income High School Graduates? University of Virginia.
P031C210164 Santiago Canyon College

Systemic Design for STEM Success

Applicant Institution: Santiago Canyon College

Project Title: Systemic Design for STEM Success

Target Population: 1st-time freshman STEM majors, with a focus on Hispanic, low-income, and firstgeneration students.

Services and Proposed Activities: The STEM Success Team will oversee a comprehensive set of 

programs that provide services along the entire STEM pathway, from entry (STEM Summer Bridge, 

career and STEM major exploration), throughout the pathway (dedicated tutors for calculus and gateway 

STEM courses, intrusive intervention, STEM & Career counseling, work-based learning, financial 

planning and financial aid workshops) to transfer (extend the pathway model through Transfer Model 

Curricula and partnerships to connect STEM transfer students to university service and support 

programs).

Anticipated Results:

Students enter STEM majors with accurate expectations about what it takes to be successful and select 

majors that align with their interests/aptitudes/goals, and will adopt a Growth Mindset to take ownership 

of their learning, resulting in increased persistence, retention and course success.

Increase retention and success in Math 171 – Pre-Calculus/Trigonometry and Math 180 – Calculus and 

gateway STEM courses, which are major milestones in STEM pathways, which will build underrepresented students’ confidence that they can succeed as STEM majors.

STEM majors apply for financial aid with the result that more of them reduce work hours, enroll fulltime, use support resources and services, and participate in work-based learning.

Promote a Career Ladders model that integrates career training that complements STEM major disciplines 

to enable low-income, first-generation and underrepresented minority students to gain relevant work 

experience, build a professional network, and deepen understanding of STEM disciplines through 

application and participation in a STEM work environment.

Produce findings on the effectiveness of project strategies to improve STEM achievement for Hispanic, 

low-income, and first-generation students that meet WWC standards.

Absolute Priority: Yes. Santiago Canyon College will leverage existing partnerships with California 

State University, Fullerton and the University of California Irvine to build transfer pathways that connect 

transfer students to support services and resources at their campuses.

Competitive Priority 1: Yes. The Career Ladders model is a strategy to support flexible and affordable 

pathways to STEM degrees and careers.

Competitive Priority 2: Yes. All of the proposed services and activities are designed to improve

academic success and retain STEM majors.

Invitational Priority: No.
P031C210165 University of La Verne

Increasing Degree Completion in STEM for Hispanics through: Justice, Equity, Diversity, and Inclusion

1. Applicant: University of La Verne, La Verne, California

2. Project Title: Increasing Degree Completion in STEM for Hispanics through: Justice, Equity, Diversity, 

and Inclusion

3. Abstract: The University of La Verne (ULV) is a mission-driven, private, not-for-profit,

doctoral/professional, community-engaged university in southern California serving a student body

that is 56.7% Hispanic, 50% low income, and 44% first generation college students. Since 1891, ULV has 

offered access, opportunity, and support for success to students from the inland valley region of southern 

California, at the border of Los Angeles and San Bernardino Counties. Increasing equitable degree completion 

and transfer in STEM is a top priority for both ULV and our regional stakeholders. Through this Title III 

Project, ULV will embrace its identity as a Hispanic-Serving Institution by fostering an institution-wide 

commitment to providing a high quality, equity-minded learning environment in three domains: 1) Access, 2) 

Achievement, and 3) Institutional Infrastructure and Capacity.

a. Target Population: Hispanic and low-income students in our service area

b. Services/Proposed Activities: Strategy #1: Increased Access & Holistic Onboarding: Partnerships with 

High Schools and 2-year Transfer Institutions; Bilingual Family Workshops; Orientation & Bridge to College; 

Faculty training. Strategy #2: Authentic Connection & Inspired Learning: FYE+SYE; Supplemental 

instruction and enhanced faculty support; Enhanced Career Services; Enhanced Experiential Learning. 

Strategy #3: Culture of Serving & Increased Capacity: Improve STEM facilities and Establish STEM 

Center; Faculty training for JEDI principles; Establish procedures for Technology Lending Library; Track and 

measure impact of Tech Lending Library on student success; Establish Course Based UR activities.

c. Anticipated Results: Mid-Term/Behaviors: Increased number of first-time Hispanic and low-income

students who declare a STEM program of study; Improve persistence to institutional goal levels for students 

who take part in the program; Increase percentage of first-time ULV students completing at least 60 degreeapplicable units in STEM programs. Long-Term/Impacts: Strengthened and widely held sense of belonging 

and connection among all students; Improved campus climate and culture (student survey measures); Increased 

STEM completion rates and reduced equity gaps; STEM curricula are JEDI infused.

4. Absolute Priority Addressed: Yes; Every feature of the proposed project was selected based on the need to 

increase Hispanic STEM participation, transfer, and degree completion. The project includes development of a 

model transfer and articulation agreement with Chaffey Community College and other community colleges to 

improve equitable STEM transfer rates.

5. Competitive Preference Priority Addressed: Yes; CPP#1: Fostering flexible & affordable paths to

obtaining knowledge and skills: Expand experiential and work-based learning opportunities (internship, 

research project, community project, etc.); Strengthen connections for work-based/ experiential learning 

opportunities; Organize annual meetings of regional STEM transfer and industry partners; Establish a regional 

academia-industry consortium; Provide bilingual workshops that promote STEM fields; Create supportive 

mechanisms through which local high school students can participate in ULV undergraduate research 

activities. CPP#2: Enhance tutoring, counseling, and student service programs: Improve and expand ULV’s SI 

and enhanced faculty support; Integrate career-focused curricula into specified STEM courses; Develop alumni 

engagement activities; Enable better outcomes by establishing a regular presence on regional high school and 

community college; Provide course-specific learning and study strategies.

6. Invitational Priority Addressed: Yes; Ensure student support for addressing the impact of COVID-19 on 

academic outcomes and career readiness: The STEM center will be the central hub to connect students to 

campus and community-based resources; Organize alumni and regional employer engagement activities to 

help students isolated by COVID-19 find and reconnect with community and career opportunities; Provide 

course-specific learning and study strategies, supplemental instruction,

and enhanced faculty support to mitigate and fill educational gaps developed as a result of limitations imposed 

by COVID-19; Provide access to professional mental health counseling and success coaching as support to 

navigate impacts of COVID-19.
P031C210173 Southwest Texas Junior College

Southwest Texas Junior College Full STEaM Ahead

Applicant – Southwest Texas Junior College (SWTJC) is a two-year public community college located 

86 miles west of San Antonio in Uvalde, Texas. SWTJC serves one of the most diverse and economically 

disadvantaged regions in Texas. The region’s population is 90% Hispanic, and the poverty rate is more 

than 50% higher than the national average. Fall 2019 enrollment was 7,038 students, of which 87% were 

Hispanic and/or low income.

Significant Problems – SWTJC is facing five identified significant problems:

• The region has an unmet demand for graduates with STEM-specific skills and

credentials.

• The College lacks clear pathways to STEM degrees for students interested in STEMrelated careers.

• STEM enrollment and completion is low.

• The institution does not have the resources to support robust, remote learning initiatives.

• Dual Enrollment/College Disconnect

Project Description – SWTJC has designed a project, entitled Full STEaM Ahead, which addresses the 

problems and responds to the Absolute Priority, Competitive Preference Priority 1 and 2 along with the 

Invitational Priority. The objectives of Full STEaM Ahead are:

• Increase the number of academic STEM degree programs (+2), technical degrees and

certificates (+4), and micro-credentials (+15) to include online and remote delivery

options

• Increase the number of new STEM model articulation agreements with Universities and

Independent School Districts (+20) and STEM industry partnerships (+10)

• Improve the STEM course success rate (grade of C or better) from 58%-70%

• Improve academic and student support services for STEM students.

• Improve and upgrade Information Technology (IT) network infrastructure which will

support STEM initiatives

Project Outcomes include the following:

STEM Programs and Courses

4 new STEM degrees, 6 new STEM certifications/micro-credentials, Summer Bridge Program,

Curriculum for SWTJC STEM Degrees and Career Pathways

STEM Dual Enrollment 

STEM Dual Enrollment First-Year Experience, SWTJC/High School Connection Program, Coordination 

among STEM-related high school Faculty

Articulation Agreements

25 STEM-related Articulation Agreements, Network of STEM Degree Faculty at 4-year Institutions, 

Tracking Database for SWTJC STEM Graduates and Transfer students, 1+1+2 Pathways (Dual 

Enrollment STEM Pathways)

STEM Instructional Support Initiatives

STEM Student Tracking and Early Warning Program, STEM Supplemental Instruction Program

STEM Infrastructure

STEM Teaching Technologies and Laboratory, Equipment & Facilities Retro-fit

Professional Development of Faculty and Staff

STEM Instruction and Student Support, Academic Coaching, Mental Health

Student Support Services

Remote Student Support Services, Holistic STEM Coaching Program, Individualized STEM Student 

Support Plan, STEM Career and Transfer Coaching, STEM Families program 
P031C210179 Springfield Technical Community College

STEM: Estrategias de Acceso y Retención Project

Springfield Technical Community College (STCC) is an urban two-year Hispanic Serving Institution 

(HSI) in Springfield, MA, the third largest city in the state (pop. 153,606; 65.5% Hispanic or AfricanAmerican). The City suffers high unemployment and poverty (77% higher/160% higher than state 

average) and poor education – the Class of 2020 had a four-year graduation rate of 77%, and roughly 21% 

of residents have less than a high school degree. STCC offers the education needed to access high-paying 

jobs. The College serves 4,327 students annually, 30% Hispanic; additionally, 56% of STCC students 

receive federal Pell grants. Only 11.4% of Hispanic students major in STEM; similarly, only 14% of lowincome students do.

These two groups also enter with greater developmental math needs and lower retention and graduation. 

The 71.6% of Hispanic and low-income students perform worse on all three measures than students who 

are only Hispanic or low-income. The STEM: Estrategias de Acceso y Retención Project activity and 

expected outcome is to increase the percent of Hispanic and low-income students entering, progressing, 

completing, and transferring in STEM disciplines.

STCC will partner with UMass Amherst and Central Connecticut State University to expand transfer 

opportunities for students. There are five goals addressing hurdles for Hispanic and low-income students 

on the path to a STEM degree and transfer.

• Goal 1: Increase the number of Hispanic and low-income students in STEM disciplines 

by 15% through the creation of STEM focused First Year Experience courses, utilization 

of STEM Intrusive Advisors, and the implementation of additional mental health 

services.

• Goal 2: Reduce the equity gap (by 6%) in English Composition 2 and developmental 

math courses through the redesign of every level of developmental math and the creation 

of a STEM oriented contextualized English Composition 2.

• Goal 3: Provide student supports to encourage progression (retention increase of 5%)

through STEM Intrusive Advisors who will advise STEM students and ensure early

registration and connection to campus; the STEM Center that houses central tutoring, 

group study and presentation space; and mentoring and coaching provided through STCC 

ALANA and MILE programs.

• Goal 4: Provide high-quality professional development to faculty (increase by 50%) 

through College and external experts providing training on a sustainable, and pragmatic 

professional development for faculty and staff that supports diversity, equity and 

inclusion efforts at the College and in the STEM Programs specifically.

• Goal 5: Expand access to student wrap-around services and increase access to mental 

health services by securing a bilingual mental health counselor; creating student oriented 

workshops that help destigmatize mental health issues, and leveraging professional 

development to provide trauma-informed training to faculty and staff.

CPP 1 Citation: Cotner, H., Bragg, D., Cheng, I., Costelloe, S., Freeman, B., Goold, G., Heiser, E., 

Lemire, S., Miller, D.G., Porowski, A., Van Noy, M., & Yadav, E. (2021). Designing and delivering 

career pathways at community colleges: A practice guide for educators (WWC 2021007). Washington, 

DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education 

Sciences, U.S. Department of Education. https://whatworks.ed.gov.

CPP 2 Citation: Recommendation # 2, from Bailey, T., Bashford, J., Boatman, A., Squires, J., Weiss, 

M., Doyle, W., Valentine, J. C., LaSota, R., Polanin, J. R., Spinney, E., Wilson, W., Yeide, M., & Young, 

S. H. (2016). Strategies for postsecondary students in developmental education – A practice guide for 

college and university administrators, advisors, and faculty. Washington, DC: Institute of Education 

Sciences, What Works Clearinghouse.
P031C210196 National Louis University

Clarity and Connection for STEM Success (C2S2)

1. Applicant institution and partner institutions: National Louis University (Lead Institution) Moraine 

Community College, and Black Hawk Community College

2. Project title: Clarity and Connection for STEM Success (C2S2)

3. Abstract

a. Target Population (e.g., faculty, staff, students)

STEM faculty at partner institutions

Hispanic and other underserved undergraduates

b. Services and Proposed Activities

1) a streamlined transfer process enacted in strong partnership and enhanced to increase diverse

participation in information technology programs at the community college level;

2) building the capacity and opportunity for culturally responsive STEM mentoring by community 

college faculty;

3) opportunities for experiential learning in CSIS professional and community settings, and

4) enhanced, innovative post-transfer supports.

c. Anticipated Results (e.g., learning outcomes)

Goal 1: Increase by the annual number of diverse community college students transferring to

NLU’s CSIS program by 50%, from 50 to 75

Goal 2 Retention: CSIS transfer students meet the NLU CSIS retention goal of 75%

Goal 3: Graduation: CSIS transfer students meet the transfer graduation target of 65% within four years of 

entry

Goal 4: Entry into the profession: 75% of CSIS transfer graduates obtain employment in the field within 

six months of graduation

4. Absolute Priority Addressed: Yes

Briefly indicate the institution/s that the applicant is proposing to partner with for the purpose of meeting

the articulation and transfer model absolute priority.

Moraine Community College and Black Hawk Community College

5. Competitive Preference Priority Addressed: Yes

Briefly describe how it is addressed

CPP1 is realized through providing early opportunities for experiential learning in STEM workplaces, and 

facilitating mentorship by STEM professionals and faculty. CPP2 is realized through the provision of 

intensive post-transfer supports, including an innovative ‘third-year experience’ approach for high student 

engagement.

6. Invitational Priority Addressed: Yes

Briefly describe how it is addressed

The Invitational Priority is addressed through supports for mental health and technology access

as students re-enter university life following COVID.
P031C210213 Northwest Vista College

Portal Leading to Undergraduate Success in Science, Technology, Engineering & Math

PLUS+STEM Project

The Northwest Vista College (NVC) project, Portal Leading to Undergraduate Success in Science, 

Technology, Engineering & Math (PLUS+STEM Project), aims to narrow the prevailing disparities in 

the STEM higher education concerning pursuit of STEM majors, retention, persistence, success, and 

STEM degree completion among Hispanics, low-income, and other underrepresented populations in 

STEM fields. The PLUS+STEM Project's strategic design aims to not only narrow the STEM 

achievement gap among NVC’s Hispanics, low-income, and other disadvantaged student groups, through 

the implementation of enhanced research-based activities and services, but also provide equitable 

academic and support services that will empower our disadvantaged and underrepresented student groups 

with the skills and knowledge to succeed in STEM postsecondary studies and the aptitudes to be 

competitive and productive in the STEM workforce.

Goal 1: Implement evidence-based approaches that increase the interest, participation, and success of 

Hispanic, low-income and other underrepresented students to pursue STEM studies.

Goal 2: Develop and implement models for increasing the competency, retention, persistence and 

completion of Hispanic, low-income and other underrepresented students in advancing to higher level 

STEM courses, including those transferring from a two-year to a four-year institution.

Goal 3: Enhance faculty capacity and student opportunities to conduct STEM research and/or engage in 

STEM internship opportunities or experiential experiences through partnerships with other IHEs, research 

centers, and STEM industry organizations.
P031C210016 Ventura County Community College District

Guided Pathways to STEM Careers (OC STEM GPS)

The Proposed project, Guided Pathways to STEM Careers (OC STEM GPS), increases the likelihood 

students will readily and meaningfully connect with academic and career pathways in STEM at Oxnard 

College, a 2-year HSI in Southern California. The project will create an integrated academic and social 

support system, add dedicated STEM advising capacity, align student learning outcomes in STEM course 

with industry and employer needs, and continue to develop OCs portfolio of model articulation pathways. 

As a result of this project, OC’s Hispanic and low-income students will get the accurate and timely 

resources they need before, during and beyond their OC experience. The STEM GPS project will 

measurably increase STEM enrollment, retention, persistence, completion, transfer and career success for 

Hispanic and low-income students.

Under previous Title V and Title III funding, Oxnard College (enrollment 7,464) improved community 

outreach, in turn positively impacting college enrollment. COVID-19 disproportionately impacted our 

community and influenced how students envision their futures, adding angst and grief to preexisting, 

chronic community poverty characteristics. Fully 76% of our enrolled student population are Latinx, 70% 

qualify for Pell, California Promise or both, and over 59% are first in their families to attend college.

The project’s goals, objectives, and activities are closely aligned to the Department of Education’s HSI 

STEM and Articulation’s program priorities. Project investments are grounded in published research and 

modeled after programs that are known to be effective in producing intended outcomes in STEM. Project 

activities and strategies are also philosophically and operationally situated within California’s Guided 

Pathways framework. Key strategies will hire and train a STEM Transfer and Career Advising Counselor, 

enhance STEM career and transfer exploration, furnish internships and work-based learning experiences 

(CPP 1). The project will develop an Integrated, Student Support System. This wrap-around system will 

feature Peer Led Team Learning and other customized instruction to ensure Hispanic and low-income

students receive timely and effective academic and non-cognitive supports and basic needs referrals

(CPP2 & Invitational Priority). Investments in sustained, incentivized, equitycentered faculty professional 

learning, STEM course redesign, flexible learning spaces and STEM instrumentation enhancements will 

result in improved academic programs, pedagogical practices and instruction leading to higher levels of 

student engagement and post-completion success. Our students will gain the knowledge skills and 

experiences in STEM to secure their futures. The research study proposed for this project will meet the 

What Works Clearinghouse standards of evidence with reservations and quantitatively and qualitatively 

assess outcomes for students who participate in selected project activities as compared to peers who don’t.

This project represents the next rational phase of work for Oxnard College’s strategic and long-term 

planning which are to intentionally implement student-centered innovations which benefit our campus 

and our community. Oxnard College requests reasonable and necessary costs of $4,928,245 for FY2022-

2026 to support the STEM GPS project’s goals and objectives.
P031C210077 Glendale Community College

STEM Progression, Transformation and Innovation

Applicant Institution: Glendale Community College, Glendale, Arizona

Partner Institution: Arizona State University

Project Title: STEM Progression, Transformation and Innovation

Target Population: K-12 students from throughout Glendale, Arizona; GCC students declaring a STEM 

major, especially those who are Hispanic and/or low-income

Services and Proposed Activities:

STEM PTI will improve the retention, completion and transfer of STEM students through three project 

components:

• Pathway Progression. This component will focus on filling the pipeline of future STEM

professionals by emphasizing outreach to K-12 students in GCC’s service area. Specific

elements will include summer STEM camps for K-12 students; a summer bridge program 

for incoming GCC freshmen STEM majors; and a series of STEM events including a 

career fair and activities that focus on how STEM degrees can be used.

• Student Transformation. This component will focus on STEM students once they enter

GCC by providing a variety of supports including career development activities; a Latinx 

in STEM program; peer mentoring; embedded tutoring; and concurrent programming 

with four-year institutions This component will also include an expansion of the college’s 

STEM Connect Center to allow for use by more students and offer additional services.

• Academic Innovation. Professional development activities will be created for current

faculty, with a focus on culturally-relevant teaching; and developing an internship 

program with the education program at four-year institutions to recruit minority STEM 

faculty.

Anticipated Results:

• Objective 1: By Sept. 30, 2026, increase the percentage of STEM-declared students from

GCC’s 11 feeder school districts by 10 percentage points.

• Objective 2: By Sept. 30, 2026, increase the fall-to fall retention rate among GCC STEM

students by 10 percentage points.

• Objective 3: By Sept. 30, 2026, increase the completion and/or transfer rate among

GCC’s Hispanic STEM students by 8 percentage points, making it equitable with the 

White STEM student population.

• Objective 4: By Sept. 30, 2026, a total of 245 individuals will participate in a grantfunded support.

• Objective 5: By Sept. 30, 2026, 80% of GCC Hispanic and low-income students 

receiving grant-funded services will be in good academic standing. program or service. 

At least 75% will be Hispanic and/or low-income.

• Objective 6: By Sept. 30, 2026, 60% of Hispanic and low-income students who 

participated in a grant-funded service will receive a degree.

•

Absolute Priority Addressed: Yes; GCC will partner with Arizona State University to develop a 

concurrent program that will enable students to take courses at both institutions and earn a degree more 

quickly and at a lower cost.

Competitive Preference Priorities Addressed: This project addresses both CPP1 and CPP2

Invitational Priority Addressed: Yes 
P031C210079 Santa Monica Community College District

Santa Monica College HSI STEM and Articulation Program (ESA-STEM)

1. Applicant Institution: Santa Monica Community College District (SMC) is a public, community 

college in Santa Monica, CA. SMC is a Hispanic-Serving Institution (HSI).

2. Project Title: Engage, Succeed, Advance in STEM (ESA-STEM).

3. Abstract:

a. Target Population: As of Fall 2020, 64.5% of SMC’s total credit student population was 

either Hispanic or low-income or both, meaning that the majority of SMC’s student population 

matches the target criteria for the Title III HSI STEM and Articulation Program.

b. Services & Proposed Activities: ESA-STEM will engage students in STEM via outreach 

events, STEM Makerspace programming and by bringing underrepresented minority (URM) 

speakers to campus for STEM-focused events. ESA-STEM will help students succeed by 

expanding Supplemental Instruction (SI) to critical STEM courses and by establishing an 

application-based STEM program, “Maximizing Achievement in STEM” (i.e., MÁS, or “more” in 

Spanish) targeting underrepresented STEM students. The MÁS program is based on CUNY’s 

successful ASAP model, which meets the What Works Clearinghouse (WWC) Review Standards 

Without Reservations, and shows Strong Evidence of Effectiveness.1The MÁS Program will also 

include the use of a RCT Financial Aid Intervention to increase FAFSA completion rates.2 

SMC’s ESA-STEM Project will facilitate advanced opportunities in STEM by increasing workbased learning experiences related to STEM and by increasing articulation agreements for STEM 

courses in new and emerging STEM majors at SMC.

c. Anticipated Results (Outcome Objectives): Obj. 1.3 Increase the number of Hispanic and/or 

low-income students enrolled in STEM for a total increase of 8 pp by Yr 5 (GPRA a);

Obj. 1.4 A minimum of 225 Hispanic and/or low income students per year will participate in 

grant-funded services (Yrs 1 - 5), for a total of 1,125 by Yr 5 (GPRA f); Obj. 2.8 Increase the 

number of Hispanic and/or low-income students who participate in grant-supported services in 

good academic standing (GPRA g); Obj. 2.9 Increase year-to-year STEM retention by 1 pp per 

year (Yrs 2 – 5) from a baseline of 44% to 48% by Yr 5 (GPRA b); Obj. 2.10 Increase 3-yr 

graduation rate from 10% to 13% (GPRA d); Obj. 2.11 Increase transfer rates (GPRA e); Obj.

2.12 Increase completion from a baseline of 7% to 10% by Yr 5 (GPRA i).

4. Absolute Priority Addressed: Yes, ESA-STEM is designed to increase the number of Hispanic and 

other low-income students attaining degrees in STEM and to develop model transfer and articulation 

agreements in new and emerging STEM majors at SMC.

5. CPP#1 Addressed: Yes, by providing students with work-based learning experiences, such as 

internships, which align with in-demand industry sectors and occupations and addresses.

CPP#2 Addressed: Yes, via SI and the MÁS program.

6. Invitational Priority Addressed: Yes, by providing comprehensive, wraparound student services, 

including mental health counseling, for STEM students.

1 Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling 

Graduation Rates: Three-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for 

Developmental Education Students. New York: MDRC. Retrieved from 

https://ies.ed.gov/ncee/wwc/Study/81588

2 Castleman, B. L., & Page, L. C. (2014). Freshman year financial aid nudges: An experiment to increase 

FAFSA renewal and college persistence. EdPolicyWorks Working Paper Series No. 29. Charlottesville, 

VA: EdPolicyWorks. Retrieved from: https://eric.ed.gov/?id=ED562791
P031C210115 Mount Mary University

Proyecto Descubrir

Abstract: Target Population: Hispanic and low-income students

Services and Activities Proposed: Proyecto Descubrir (Project Discover) will address a gap in Hispanic 

and low income women enrolled in a STEM degree program through a multi-pronged approach to remove 

barriers and increase retention and completion. Specifically, the project will increase the number of 

Hispanic and low-income women entering STEM by engaging community college and dual-enrolled 

students in STEM and build skills for in-demand careers, foster students’ sense of community, and 

connect students and their influencers to resources.

Hispanic and low-income women will shape activities that include a new Explore STEM Program; 

articulation agreements with emerging HSI and HSI community colleges; increased high school dualenrollment in STEM; embedded tutors; peer supporters that share how their background matters and to 

frame social adversity as shared and transient; reconceived laboratory courses and employer-informed 

STEM curriculum; campus-wide English learner program; connecting students with STEM research 

opportunities, travel, scholarships, and industry

experts; internship stipends and support; ELL/ESL licensure for education majors; a social worker to 

connect students and influencers with resources; mental health and wellness resources; financial literacy 

programming; and renovation of STEM office and three student lounges.

Anticipated Results: An increase in Hispanic (22% to 42%) and low-income women (67% to 77%) in 

STEM, an increase in the retention of Hispanic (76% to 86%) and low-income women (82% to 92%) in 

STEM, and an increase in the percentage of Hispanic (48% to 58%) and low-income (42% to 52%) 

students who graduate in STEM in a total of six years and transfer students who graduate in three years of 

transfer (51% to 61%).

Absolute Priority Addressed: MMU meets the Absolute Priority by increasing the number of 

articulation agreements with community colleges and dual enrollment in STEM courses and by creating 

support services that encourage retention and persistence to graduation such as the creation of the Explore 

STEM Program with integrated influencers and peer supporters; reconceived STEM courses; embedded

course tutors; integrated Social Worker, financial literacy, and mental health activities; a campus wide 

ELL/ESL program; faculty development in

exam writing and assessment; connecting students with research experiences, travel awards, and 

scholarships; renovating student lounges; connecting students to on-campus and off-campus resources; 

and building a sense of community through transfer and first-year student lunches.

Competitive Preference Priorities Addressed: MMU meets CPP1 by reconceiving STEM laboratory 

courses, providing students with access to research experiences, travel awards and scholarships, 

integrating employer-informed skills for in-demand STEM occupations, integrating STEM industry 

professionals into the classroom, and providing STEM internship stipends and support. This project also 

addresses CPP2 by providing embedded tutors in STEM courses, peer supporters that share how their 

background matters, integrating an English Learner Specialist, a

campus-wide English learner program, remodeling student lounges to serve transfer and first-year student 

needs, and integrating mental health exercises into STEM courses.

Invitation Priority Addressed: This project meets the invitational priority by providing embedded tutors 

in STEM courses; integrating peer supporters, a social worker, financial literacy, mental health exercises; 

integrating influencers into new student registration, orientation and graduation; renovating student 

lounges; building a sense of community through group lunches; and creating a campus wide English 

learner program.
P031C210141 Sonoma County Junior College District

The HSI STEM 2.0 Educational Initiative (STEM 2.0)

1. Applicant institution and partner institutions

- Santa Rosa Junior College – Santa Rosa, California (Applicant)

- Sonoma State University – Rohnert Park, California

- Humboldt State University, Eureka, California

- Pacific Union College, Angwin, California

2. Project title

- The HSI STEM 2.0 Educational Initiative (STEM 2.0)

3. Abstract

a. Target Population: Santa Rosa Junior College is proposing the HSI STEM 2.0 Educational 

Initiative (STEM 2.0) to address the challenges faced by Hispanic, low-income, and firstgeneration students while strengthening the infrastructure of the College to serve future 

generations of students. When fully implemented, STEM 2.0 will address the institutional 

challenges which are creating roadblocks to success for SRJC’s Hispanic, low-income, and firstgeneration students in STEM pathways.

b. Services and Proposed Activities: To achieve the overarching goal of increasing STEM degree 

attainment for Hispanic, low-income, and first-generation SRJC students, the following Initiative 

interventions will be undertaken: Develop a STEM Learning Community; Build a STEM 

pipeline; Partner with transfer institutions; Institute STEM Student Success College Orientation; 

provide opportunities to shadow STEM faculty; Increase number of Associate of Science for 

Transfer degrees; create articulation and transfer pathways for new STEM degrees; create 

research courses for SRJC students; Update existing course articulations and transfer guides; and 

Create and support interinstitutional faculty STEM working groups.

c. Anticipated Results: The goals of the STEM 2.0 Initiative include: 1) Improve academic

success and move Hispanic and other low-income students rapidly into core courses and through 

program completion; 2) Increase the number of Hispanic and other low-income students attaining 

degrees in the fields of science, technology, engineering, or mathematics; and 3) Develop model 

transfer and articulation agreements between SRJC and four-year institutions in STEM fields.

4. Absolute Priority Addressed: Yes; SRJC is proposing to partner with Sonoma State University and 

Humboldt State University to meet the articulation and transfer model absolute priority.

5. Competitive Preference Priority 1 & 2 Addressed: Yes; SRJC is proposing to address CPP1 by

providing a flexible and affordable pathway to employment in STEM and Allied Health with an emphasis 

on providing the knowledge and skills needed in the industry. SRJC will address CPP2 utilizing two 

interventions, both of which has received moderate evidence of promise ratings from the What Works 

Clearinghouse. The planned interventions include “College Looks like Me” Workshop, designed using the 

Closing the Social Class Achievement Gap study (Scrivener S. W., 2015); and STEM First Year 

Experience (Jamelske, 2009, Clouse, 2012).

6. Invitational Priority Addressed: Yes FREE Mental Health and support services for students impacted 

by pandemic, firestorms, and academic challenges.
P031C210146 Glendale Community College

BIEN in STEM-Belonging Increased by Effective Networking in Service To Educational Meaning

1. Applicant: Glendale Community College, Glendale, CA

2. Title: BIEN in STEM-Belonging Increased by Effective Networking in Service To Educational Meaning

3. Abstract: Glendale Community College (GCC), located ten miles from downtown Los Angeles in California’s 

San Gabriel Valley, enrolls over 23,800 students annually, 26.8% of whom are Hispanic. GCC is strongly 

committed to equitable student access and success�a commitment that is reflected in all aspects of strategic and 

educational master planning. GCC is a relatively new HSI, but has already worked more than two decades to 

improve access and success for Hispanic and other low-income students. GCC faces daunting challenges in 

improving overall completion rates and closing equity gaps that exist between Hispanic and non-Hispanic students. 

GCC’s project meets all HSI-STEM program priorities and is specifically designed to accelerate our developmental 

trajectory toward excellence as a Hispanic Serving Institution-a top priority institutional goal.

a. Target Population: Hispanic and low-income students in the service area

b. Services/Proposed Activities: Goal #1. Develop model STEM Learning & Professional Pathway (LPP) with 

emphasis on closing academic and career opportunity gaps for Hispanic students: STEM Summer Bridge and FYE 

with Peer Coaches; STEM Ambassadors to K-12; Bilingual Family Workshops; Proactive advising and responsive 

Case Management. Goal #2. Actualize servingness through a career-first approach to organizing GCC;s STEM 

LPP, providing Hispanic students with a springboard to in-demand careers in STEM: Embedded academic/career 

supports with authentic work-based learning and Peer Coaches; Interdisciplinary Data Science curriculum and 

Learning Modules; Professional Community of Practice for Equity in STEM; early interdisciplinary team 

internships. Goal #3: Develop and enrich strategic institutional and industry partnerships through a new Alliance 

for Equity in STEM Careers focused on sustaining and scaling accessibility of academic and career pathways in 

STEM: Community partnerships through Alliance for Equity in STEM Careers; Faculty Diversity Internship to 

broaden representation in STEM disciplines; UCLA Transfer Mentors from 4-year institutions.

c. Anticipated Results: Obj.1a. Strengthened outreach and onboarding to STEM programs and careers.

Obj.1b. Increased capacity to serving the whole student by providing an integrated suite of support services.

Obj.2a. Integrated career & transfer planning and work-based learning opportunities. Obj.2b. Scaled capacity for 

engaging faculty and teams of students where disciplines converge. Obj.3a. Increased collaboration with faculty at 

transfer-partner institutions to align program outcomes and curriculum.

Obj.3b. Increased collaboration with industry and transfer partners to ensure alignment between academic programs 

and workforce needs/opportunities. All work in concert toward increased and more equitable STEM completion 

and transfer rates, and increased student success on in-demand STEM career paths.

4. Absolute Priority Addressed: Yes; The overall goal of the project is to increase the number of Hispanic and 

low-incomes students who obtain a degrees in STEM fields. GCC will collaborate with faculty at transfer-partner 

institutions (including UCLA and CSULA) to align program outcomes in STEM LPP programs and produce robust 

articulation agreements with guaranteed admission features.

5. Competitive Preference Priority Addressed: Yes; CPP#1: Fostering flexible & affordable paths to obtaining 

knowledge and skills: Expand experiential and work-based learning opportunities; Community of Practice GCC 

faculty from various disciplines will collaborate on high-impact teaching practices; The Alliance for Equity in 

STEM Careers will increase internship and work-based learning experiences.

CPP#2: Enhance tutoring, counseling, and student service programs: GCC will provide STEM students all the 

advantages of many established support services including a dedicated STEM La Comunidad counselor with 

specialized knowledge in STEM careers and transfer and embedded peer mentors and tutors (including UCLA 

STEM Transfer Mentors); STEM FYE program that focuses on the cognitive domain of learning and the affective 

domain though evidence-based practices shown to increase sense of belonging, academic and career aspirations, and 

academic mindset development among Hispanic students.

6. Invitational Priority Addressed: Yes; The STEM Coordinated Care Developer is a highly trained Counselor and 

holds a doctorate in education, a master’s degree in counseling, and a bachelor’s degree in psychology. He is trained 

to recognize and address issues related to students’ mental health and basic needs and will work with faculty to 

elevate their capacity to identify needs and make timely referrals; With tutors also trained as peer mentors, students 

who seek academic help will also be advised on seeking other support services like mental health counseling; The 

STEM-wide professional development in inclusive teaching will not only focus on cognitive development, but also 

on affective development and recognition of student’s basic needs barriers (which have been exacerbated by 

COVID-19).
P031C210155 Monterey Peninsula College

E=MC2 Enhancing diversity in STEM through Magnified resources, Completion support, and

Career preparation

Hispanic students represent the fastest growing ethnic demographic at Monterey Peninsula College 

(MPC), yet this population is not adequately represented in Science, Technology, Engineering, and 

Mathematics (STEM) degrees and careers.

To address STEM education gaps and effectively serve Hispanic and other underrepresented students, 

MPC proposes E=MC2, a comprehensive project designed and modeled on successful interventions and 

strategies for improving STEM degree attainment and transfer.

E=MC2 will expand institutional capacity to enhance STEM pathways from K-12 to college and career 

with a focus on strengthening math aptitude and supporting integral STEM transitions.

Through responsible planning sensitive to the language, cultural, and socioeconomic obstacles that

underrepresented students face, E=MC2 will improve performance and outcomes among Hispanic and 

low-income students and ultimately result in increased STEM completion and transfer rates.

E=MC2 will have a transformative impact beginning at the middle school level with activities to open 

young minds to STEM potential; moving into high school with targeted activities to prepare students for 

college-level STEM courses; and providing MPC students with the tools to successfully complete STEM 

degrees and transfer.

E=MC2 is organized into four integrated components each aligned with a measurable objective and 

associated activities that will ensure they are achieved. The four components are:

1. Enhance diversity in the STEM professions by engaging underrepresented students in STEM programs

2. Magnify resources for coordinating and expanding academic support and eliminating barriers that 

impede underrepresented student success

3. Completion support that empowers underrepresented students to attain STEM degrees and transfer

4. Career preparation to connect underrepresented students with STEM careers

By the conclusion of the grant period, E=MC2 will have substantially increased the enrollment of

Hispanic and low-income students in STEM programs at MPC (objective 1), the rate of successful STEM 

course completions among underrepresented students (objective 2), the number of UNR students earning 

STEM degrees (objective 3), and participation in work-based learning opportunities (objective 4). 

Collectively, E=MC2 activities will result in systemic structural improvements at the college.
P031C210172 Victoria County Junior College District (Victoria College)

Facilitating a Regional STEM Pipeline from K-12 to Career

1. Applicant: Victoria College (VC). VC is a public, two-year, Hispanic-serving community college 

(HSI) in Victoria, Texas, serving an eight-county area in Texas.

2. Project Title: Facilitating a Regional STEM Pipeline from K-12 to Career

3a. Target Population: Hispanic and/or low-income community members or K-12 students (Activity I), 

K-12 STEM teachers (Activity I), STEM faculty at VC (Activity II), Hispanic/low-income STEM majors 

at VC (Activity II, III, IV, V).

3b. Services & Proposed Activities: VC is proposing five activities designed to meet the HSI STEM 

absolute priority to increase the number of Hispanic and other low-income students attaining degrees in 

STEM fields and to develop model transfer and articulation agreements between 2-year HSIs and 4-year 

institutions in such fields:

(I) STEM outreach, including (a) events targeting K-12 and community members and (b) a regional 

Continuing Professional Education program targeting K-12 educators;

(II) STEM curricular enhancements, including (a) facilities and equipment upgrades benefitting VC 

STEM majors and (b) professional development for VC STEM faculty;

(III) STEM support services, including (a) specialized subject tutoring and student success workshops for 

STEM majors and (b) events targeting STEM majors’ families;

(IV) STEM extra-curricular work experiences, including the development of internships or job shadowing 

experiences in STEM fields for STEM majors at VC; and

(V) STEM transfer and articulation opportunities, including (a) exposure to four-year campuses for VC 

STEM majors and (b) pursuing new articulation agreements.

3c. Anticipated Results: Goals: 1. Improve familiarity with STEM programs and careers amongst 

prospective Hispanic/low-income students’ throughout Victoria College’s service area. 2. Improve the 

alignment of STEM instruction from K-12 to postsecondary (VC) to both four-year degree programs and 

to jobs in STEM fields. 3. Improve VC’s capacity to support Hispanic/low-income students and reduce 

inequitable outcomes for Hispanic/low-income STEM majors. Objectives: (1) Increase the percent

of Hispanic/low-income dual enrolled STEM majors from 33% to 36%. (2) Increase the percent of 

Hispanic/low-income first-time-in-college (FTIC) STEM majors from 68% to 75%. (3) Increase the 

percent of Hispanic/low-income FTIC STEM majors who successfully complete their first college-level 

STEM courses with an ABC from 54% to 64%. (4) Increase the percent of Hispanic/low-income FTIC 

STEM majors who persist to their second year at VC from 60% to 63%. Outcomes: (1) Increase the

percent of Hispanic/low-income FTIC who graduate with an Associate of Science degree within

three years from 5% to 7%. (2) Increase the percent of Hispanic/low-income FTIC STEM majors who 

transfer to a four-year IHE in STEM from 7% to 12%.

4. Absolute Priority: Yes. VC will target Texas A&M University – San Antonio, Texas A&M 

University – Corpus Christi, and Texas A&M University – Kingsville to develop model 

transfer/articulation agreements.

5. Competitive Priorities: Yes. This project addresses both HSI STEM competitive preference priorities. 

We will foster flexible and affordable paths to obtaining knowledge and skills by collaborating with area 

employers to give students on-the-job experiences in STEM fields through Activity IV. We will address 

academic achievement and retention strategies by offering specialized tutoring services and connecting 

students with recently implemented support services at VC through Activity III.

6. Invitational Priority: No.
P031C210184 Roosevelt University

RULES2 (Roosevelt University Learning and Engagement for STEM Success)

Roosevelt University (RU) proposes RULES2 (Roosevelt University Learning and Engagement for 

STEM Success), which will increase STEM student engagement, retention, and graduation for transfer 

and non-transfer students. These increases will occur through targeted activities for both students 

(N=1,880) and faculty. Our partner in this project is the City Colleges of Chicago (CCC), one of the 

nation’s largest community college districts and the largest in Illinois. With seven campuses, the 2020 

enrollment was 46,523, of which 63% were Hispanic students. RU is an HSI with a fall 2020 enrollment 

of over 30% Hispanic students and 20% African American students. Forty-seven percent (47%) of RU’s 

2019-2020 full-time undergraduate students received Pell grants and 64% received federal student loans. 

The RULES2 approach draws heavily on existing knowledge from the literature and from a RU analysis 

providing substantive evidence that RU practices have promise for success. The RU approach is to create 

a “transfer receptive culture,” where RU will “provide the support needed for students to transfer 

successfully” (Jain et al., 2011). The strategies proposed are primarily based on Bettinger and Baker’s 

research and paper, The Effects of Student Coaching in College: An Evaluation of a Randomized 

Experiment in Student Mentoring (2011), which focused on individualized student coaching 

interventions.

Goals: Goal 1. Promote and Support Student Success in STEM through Co-Curricular 

Activities by creating a STEM Center (SC) for Hispanic and other low-income STEM students. Goal 2. 

Strengthen Transfer and Articulation in STEM between RU and CCC based on existing articulation 

agreements. Before and after transfer, CCC students will interact with staff who will assess potential 

challenges for students and provide mentoring, coaching, tutoring, and a summer bridge program. Goal 3. 

Build Capacity for Undergraduate STEM Education and Research through Upgrading STEM 

Classrooms and Research Laboratories will be accomplished by creating the STEM Center and 

upgrading STEM classrooms and research laboratories to provide students access to state-of-the-art 

technology. Goal 4. Provide Professional Development for Enhancing Instructional Skills and 

Cultural Competency for peer mentors, staff, and faculty to meet the needs of Hispanic and other lowincome students' needs. Anticipated results include increasing the number of Hispanic and low-income 

full-time STEM students who transfer from CCC to RU by 6%, the number enrolled by 15%, the 

number who are retained by 10%, and the number who graduate by 10%.

Absolute Priority Addressed: Yes. This proposal meets the Absolute Priority to increase the number of 

Hispanic and other low-income students attaining STEM degrees and develop model transfer and 

articulation agreements between two-year HSIs and four-year institutions in such fields through our 

partnership with the City Colleges of Chicago.

Competitive Preference Priorities (CPP) Addressed: Yes. CPP 1 - Fostering Flexible and 

Affordable Paths RULES2 will enhance and expand efforts to assist students in career preparation. The 

RULES2 initiatives include career shadowing and internships with entities to include Argonne National 

Laboratory and the Shedd Aquarium. CPP 2 - Develop or Enhance...Including Innovative and 

Customized Instruction Courses. Participants will have opportunities to connect with each other, 

faculty, and staff in two new courses - Career and Research Connections 1 (CR1) and Career and 

Research Connections 2 (CR2). CR1 allows students to focus on developing the initial skills necessary 

for them to transition to professional life or graduate education. Curriculum and activities for CR2 will 

build on CR1 and will include finalizing resumes/CVs and personal statements and completing internship 

applications. CR2 addresses STEM workplace competencies such as teamwork, communication, and 

critical thinking. Courses will be listed as general education requirements and will not add additional 

hours to their degree plans.

Invitational Priority Addressed: Yes. Providing Student Supports for Addressing the

Impact of COVID-19 on Students’ Mental Health and Academic Outcomes. Through Goals 1, 2, and 

4, meeting students’ mental health and academic needs because of COVID-19 will be integrated into 

appropriate activities.
P031C210013 Malcolm X College

Mathematics, Engineering, Technology, Apoyo, and Science (METAS)

1. Malcolm X College is the lead applicant. Malcolm X College proposes to collaborate with University 

of Illinois at Chicago, National Louis University, and Roosevelt University to develop and enhance 

existing transfer and articulation models.

2. Project Title: Mathematics, Engineering, Technology, Apoyo, and Science (METAS)

3. Abstract

A. Target population: Malcolm X College (MXC) will directly support 750 Hispanic and lowincome students over the course of the project period, accepting 150 students on an annual basis 

to join a cohort of STEM students who will receive targeted and customized support. 

Approximately 150 faculty and staff will also receive professional development, equipping them 

with new skills and techniques that will elevate classroom instruction and promote equitable 

learning outcomes.

B. Services and proposed activities: MXC has established three objectives that have been 

designed to 1) cultivate Hispanic and low-income students’ academic and professional identities 

in STEM; 2) elevate instructional quality and collaboration; and 3) facilitate students’ transitions 

to four-year institutions and economically viable careers. Under Objective 1, MXC will develop a 

cohort model that will allow Hispanic and low-income students to offer and receive peer support. 

Cohort students will enroll in a STEM success course, have shared course schedules, and 

participate in a summer enrichment program.

Students will enjoy expanded access to tutoring, mentorship from faculty, and other support and 

social services; they will also benefit from MXC’s Artificial Intelligence behavioral nudging 

program. Under Objective 2, MXC will make enhancements to its STEM curriculum, integrate 

undergraduate research experiences, and facilitate rigorous professional development for faculty. 

Under Objective 3, MXC will expose students to diverse professional paths through a career 

exploration fair and internship opportunities. MXC will also provide robust support to make the 

transfer process more accessible and

will do so in part by developing new and strengthening existing transfer and articulation 

agreements.

C. Anticipated results: The METAS program’s cohort model, new and improved support 

services, mentorship, transdisciplinary and culturally responsive academic menu, and newly 

trained faculty will result in significant outcomes for Hispanic and low-income students. MXC 

anticipates 80% of participating students will graduate within three years, 90% will be retained 

and remain in a STEM field, and 75% will transfer. MXC has designed its program based on 

evidence-based practices (Ratledge, 2019; Weiss, 2019; Bettinger, 2014; Bown, 2014).

4. Absolute priority: MXC will strengthen its transfer model with University of Illinois at Chicago and 

develop direct transfer agreements with National Louis and Roosevelt Universities. These new and 

improved pathways, coupled with the METAS program’s other curricular and co-curricular activities will 

meaningfully increase the number of Hispanic and low-income students who graduate with a STEM 

degree and transfer.

5. Competitive preference priorities: MXC addresses both competitive preference priorities. The 

program will leverage MXC's partnerships with industry partners and the Chicago Apprenticeship 

Network to offer work-based learning opportunities (CPP1) and will strengthen retention strategies 

through tutoring and behavioral nudging programs (CPP2).

6. Invitational priority: MXC’s Wellness Center will provide comprehensive and holistic support, 

including counseling, support groups, and referrals to other social services, to students whose mental 

health and wellbeing have been impacted by COVID-19.
P031C210036 Eastern New Mexico University-Roswell

Guided Pathways to STEM (GPS)

Easter New Mexico University - Roswell is a comprehensive community college in Roswell, New 

Mexico. An historic, intentional Hispanic Serving Institution in the Southern New Mexico region, the 

College matches the culture of the community by serving mostly Hispanic students (50%).

ENMU-R’s Title III Part F entitled Guided Pathways to STEM (GPS) will overcome weaknesses 

identified through ongoing assessment and analysis and will put into place innovative advising and 

support structures that are “high impact practices” designed to create enriching academic opportunities 

that foster success for our highly diverse student population. These high impact practices will be informed 

by the Guided Pathways research and include: 1) STEM outreach to local high schools, 2) proactive and 

intrusive academic advising, 3) Supplemental Instruction support for developmental, gateway, and high 

DFW STEM courses, 4) English as a Second Language tutoring, 5) work-based learning experiences and 

career placement for students with a job placement component, 6) alignment of student learning outcomes 

and curriculum with in-demand industry needs, 7) creation of a STEM laboratory to train students for 

industry demands, and 8) enhancement of articulation agreements with local educational partners,

The purpose of the GPS Project is to build institutional capacity to increase the number of Hispanic and 

low-income students attaining postsecondary degrees and facilitate access, persistence, retention, and 

completion. Project Goals include (1) Increase access, retention, transfer, and graduation rates by 

removing obstacles, supporting students in developmental, gateway, and high DFW STEM courses, (2) 

Improving advising infrastructure and articulation agreements as well as providing advising and 

intervention strategies that support success, (3)Expand co-requisite and co-curricular support structures 

including supplemental academic instruction, co-requisite courses for developmental and gateway 

courses, (4) Expand career-aligned pathways through the alignment of curriculum with in-demand 

industry needs, and (5) Develop a system building upon career-aligned pathways to provide greater access 

to internships, research assistantships, and apprenticeships, and in high-demand industries that help 

students transition from postsecondary education into careers that support sustainable living and feed 

regional economic growth.

The Project meets the Absolute Priority, Competitive Preference Priorities 1 and 2, as well as the 

Invitational Priority. The Project will have measurable and significant outcomes: (1) increase the number 

Hispanic and low-income students accessing STEM pathways; (2) increase number of Hispanic and lowincome students persisting through developmental, gateway, and high DFW courses; (3) increase the 

number Hispanic and low-income students completing college-level math, (4) increase the graduation and 

transfer rates of Hispanic and low-income students; and (5) increase the placement rate of graduates into 

high demand industries. 

ENMU-R is requesting $4,853,312 over five years to support the GPS initiatives and activities.
P031C210052 Kern Community College District-Bakersfield College

Step Up to STEM: Start Strong, Stay Strong, Finish Strong

1. Applicant: Bakersfield College, Kern County Community College District, California

2. Project Title: Step Up to STEM: Start Strong, Stay Strong, Finish Strong

3. Abstract: Established in 1913, Bakersfield College (BC) is one of the oldest continually operating 

community colleges in the nation. Situated at the southern end of California’s Central Valley in Kern 

County, BC is located 118 miles north of Los Angeles and has a service region of approximately 5,000 

square miles. The college serves nearly 40,000 students annually, whom are increasingly First Generation 

(80%), low income (78% receive financial aid), and Hispanic (68.7%). Through this Title III Project, BC 

will embrace its identity as a Hispanic-Serving Institution by fostering an institution-wide commitment to 

providing a high quality, equity-minded learning environment that prepares students to start strong, stay 

strong, and finish strong in STEM.

a. Target Population: Current and potential Hispanic and low-income STEM students in the service area.

b. Services/Proposed Activities: Strategy 1: Start Strong: STEM Academy; STEM 101 First Year 

Seminar Course; 8+8 week STEM Gateway Math Sequence. Strategy 2: Stay Strong: Peer Mentoring & 

Tutoring; Completion Coaching*; Professional Development; Strategy 3: Finish Strong: Applied 

Learning & Research Experiences; Intersegmental Alignment & Transfer Support; Equity-Minded 

Academic -Regional STEM Workforce Advisory.

c. Anticipated Results: Increased number of students who declare a program of study in STEM; 

Increased number of students on-path to take classes on the program map for their selected area of study; 

Improved student outcomes (e.g., attempted credits, attainment of the STEM Gateway Momentum Point, 

course success rate, completion of transfer-level math in first year, persistence rate, etc.); Increased 

number of faculty receiving equity-minded professional development; At least 75 students annually 

complete an applied learning or research experience; Increased STEM degree attainment and transfers to 

UC/CSUs.

4. Absolute Priority Addressed: Yes; The project is designed to increase the number of Hispanic and 

other low-income students attaining degrees in STEM fields and develop model transfer and articulation 

agreements between Bakersfield College (2-Yr HSI) and CSUB/CSUs/UCs (4-Yr HSIs)

5. Competitive Preference Priority Addressed: Yes; CPP 1: Fostering flexible & affordable paths to 

obtaining knowledge and skills by Expanding experiential and work-based learning opportunities 

(internship, research project, community project, etc.) in collaboration with industry and transfer partners 

to connect Hispanic students to real-world experiences that augment classroom learning in their career 

pathway (CPP 1.a and 1.b); Strengthening industry, worker, and community connections for workbased/experiential learning opportunities through the Regional STEM Advisory (CPP 1.b); Organizing 

annual meetings of Regional STEM Workforce Advisory; Present curriculum, student learning outcomes, 

and program data; solicit feedback/input on program redesign (CPP 1.a). CPP 2: Enhance tutoring, 

counseling, and student service programs designed to improve academic success STEM Completion 

Coaching Community using a caseload management approach, increasing faculty participation, and 

creating referrals to connect students to services; Utilizing Starfish tool for individualized 

communication, including proven-effective nudging; Leveraging presence in feeder high schools to 

deliver orientation, advising, and resource referrals early in students’ educational pipeline; Offer basic 

needs supports, information, and assistance to address major financial hurdles including food and housing 

insecurity.

6. Invitational Priority Addressed: Yes; Leverage a completion coaching model and comprehensive 

professional development campus-wide to ensure student support for addressing the impact of COVID-19 

on students’ mental health and academic outcomes. 
P031C210054 University of Houston-Clear Lake

Supporting Diversity in STEM Careers

The University of Houston-Clear Lake (UHCL) and Houston Guided Pathways to Success (GPS), a 

consortium of thirteen 2-year and 4-year institutions in the Gulf Coast-Houston region, along with local 

employers and school districts will collaborate to increase the number of Hispanic and other low-income 

students attaining degrees in STEM fields. This project will serve 75 Hispanic and low-income students 

enrolled at UHCL annually and addresses the absolute priority by aiming to: 1) Increase the number of 

Hispanic and other low-income students attaining degrees in the STEM fields; 2) Facilitate the seamless 

student transition between two-year HIS colleges and UHCL by refining current transfer and articulation 

agreements and student outreach.; 3) Foster collaborations between UHCL and employers to provide 

students with work-based learning experiences in STEM fields; and 4) Enhance student support services 

to improve academic success and to facilitate rapid program completion.

In response to Competitive Preference Priority 1, this project will partner with the UHCL local employers 

to develop new and to improve existing collaborations to ensure student learning objectives are aligned 

with the skills or knowledge by providing internships and research opportunities. In response to 

Competitive Preference Priority 2, this project seeks to foster academic achievement and increase 

retention by incorporating tutoring, counseling, and other student services focused on improving 

academic success aimed at increasing student retention and graduation. Based on high impact practices 

detailed in What Works Clearinghouse, this project incorporates student success coaching and learning 

communities. Additionally, the project employs a Retention Specialist and course-embedded tutors to 

intentionally guide Hispanic and low-income STEM students towards the successful completion of their 

degrees.
P031C210059 Lone Star College – Tomball

Science First Success Center

Lead Applicant: Lone Star College-Tomball, Partner IHE: University of Houston-Downtown

HSI STEM and Articulation Project: Science First Success Center

Abstract

a. Target Population: LSC-T has one main campus and two centers offering quality education to 8,683 

students, serving a Hispanic student population of 33.4% and growing.

b. Services and Proposed Activities: LSC-T proposes the following services and activities using the 

overarching What Works Clearinghouse (W.W.C.) ASAP model to provide students comprehensive 

support: 1.) Provide integrated and centralized academic, personal, and financial information support 

services through the Structured Pathway Model to first-generation, low-income, and underrepresented 

minority students in STEM education and careers including outreach to secondary students. Student case 

management will be reinforced using the W.W.C. Check and Connect model of advising/coaching. 2.) 

Develop, Review and Pilot Guided STEM Pathways utilizing the W.W.C. ADDIE research model to 

streamline degree requirements and strengthen articulation pathways by improving communication, 

coordination, and collaboration to foster a culture of engagement between LSC-T and UHD. 3.) Bridge 

the gap between academic and student affairs by utilizing the W.W.C. ADDIE research model to 

support faculty and staff through professional development programs to enact transformative changes

that focus on bringing together collaborative teaching and learning opportunities.

Primary W.W.C. Citation:

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2019, 

November). Supporting Postsecondary Success intervention report: Accelerated Study in Associate

Programs. Retrieved from https://whatworks.ed.gov

c. Anticipated Results: Create a unified community of support and increase the number of Hispanic and 

low-income students obtaining degrees in the fields of STEM and improve articulation and transfer 

between LSC-T and UHD. 5-Year Outcomes include (a) a minimum of 300 participants per year, (b) 

increase STEM-field degree enrollment by 10% over the 2021-2022 baseline, (c) increase fall-to-fall 

persistence in STEM-field degree programs by 10% over the 2021-2022 baseline, (d) increase 

introductory STEM course completion in STEM-degree fields by 10% over the 2021-2022 baseline, (e) 

increase STEM-field program graduation at 2-year HSI within three years by 5% over the 2021-2022 

baseline, and, (f) increase STEM-field degree completion at 4-year IHE within six years by 10% over the

2021-2022 baseline.

Absolute Priority Addressed: Yes; LSC-T will partner with UHD to meet the articulation and transfer 

model absolute priority

Competitive Preference Priorities Addressed: Yes; LSC-T will address CPP 1 by creating a Career 

Education Intervention Module in the fields of STEM to include career exploration/discovery, career 

planning, student internships and experiential career learning opportunities; LSC-T will address CPP 2 

by providing multiple integrated support programs including academic support in a centralized location 

and by creating an innovative and customized STEM-focused first and last-year experience.

Invitational Priority Addressed: Yes; LSC-T will leverage current College resources to provide wrap

around services to participants that include basic needs, mentoring, tutoring, and peer support groups to 

help students connect to the campus and achieve academic milestones.

Total Budget Request: LSC-T requests $2,871,976.78 for this HSI STEM and Articulation Program.
P031C210064 Pima County Community College District

IT Knowledge in Context

Organizational Information: Pima

Community College, East Campus; 8181 East

Irvington Road; Tucson, AZ 857730

Pima County Community College, East Campus (PCC-EC), has developed an HSI-STEM project, IT 

Knowledge in Context, that addresses identified needs of the Hispanic students we serve. The project also 

addresses institutional gaps that make it challenging for Hispanic students to successfully complete 

degrees in our IT meta-major and transfer to four-year baccalaureate programs. Specifically, our HSISTEM program increases student enrollment, persistence, retention, graduation and transfer through: a) a 

suite of student services including advising/coaching, tutoring, and peer mentoring; b) a system of 

deliberate outreach high school students (and other youth), as well as the community; and c) internships 

for students, enabling hands-on learning in a real world work environment, teaching hard and soft skills, 

and creating a sense of belonging in IT with professional networks. It also improves the capacity of our IT 

meta-major to meet the high demand of employers in our region for IT and cybersecurity professionals. 

Our IT Knowledge in Context project is layered with evidence-based and best practices that promote 

student success. Our project builds on existing work and results in systemic change for IT education, as 

demonstrated in our IT meta-major, and at PCC-EC; ultimately serving to increase the number of 

Hispanic and other low-income students who complete and transfer to four-year institutions. Our 

objectives include:

● Objective 1 & 4: Increase overall enrollment in the IT meta-major by 10% annually over a baseline of 

581 enrollments; Expand the capacity of the IT meta-major to offer courses in-person at hours students 

need and demand and offer all courses in the IT meta-major on-line in response to student needs and 

demand (Absolute Priority, CPP #1)

● Objective 2: Develop, pilot, and evaluate degree specific education and career pathway advising, 

mentoring and tutoring programs, serving an estimated 60% of students across the five years of our 

project (Baseline 0)

● Objective 3: Develop, pilot and evaluate an internship program, assessing its impact on students 

outcomes, serving an estimated 100 students across the five years of our project (Baseline 0).

● Objective 5: Develop/update at least two new articulation/transfer agreements with four-year IHEs by 

the end of year 5

Articulation agreements, beyond the existing Arizona General Education Curriculum (AGEC-S) for 

science and math, will be developed with four-year institutions, creating specific pathways which will 

guide participants efficiently through course selection, graduation, and transfer to Arizona's public, fouryear, institutions (Arizona State University, Northern Arizona University), and others such as Grand 

Canyon University, and Southern New Hampshire University. 

Our HSI-STEM project was designed to address the Absolute Priority, Competitive Preference Priorities 

#1, and #2, and the Invitational Priority using evidence-based and best practices. One of our strategies is 

based on research meeting the Moderate Evidence of Effectiveness standard of the What Works 

Clearinghouse. Specifically, we will use an advising coaching model that, according to the study cited 

below, improves student success.

Citation: Bettinger, E. P. & Baker, R. B. (2014). The effects of student coaching: An evaluation of a 

randomized experiment in student advising. Educational Evaluation & Policy Analysis, 36 (1), 3-19
P031C210075 Calumet College of Saint Joseph

Moving from Hispanic-enrolling to Hispanic-serving through equitable STEM career pathways

1. Applicant: Calumet College of Saint Joseph (CCSJ), Whiting, Indiana

2. Project Title: Moving from Hispanic-enrolling to Hispanic-serving through equitable STEM career pathways

3. Abstract: CCSJ is a Catholic institution dedicated to the academic, spiritual and ethical development of 

undergraduate and graduate students. For 70 years since our founding, we have been dedicated to enhancing the 

social and economic mobility of first-generation college students. CCSJ is among the most diverse liberal arts 

colleges in the Midwest and is one of only two Hispanic-Serving Institutions (and the first HSI recognized) in the 

state of Indiana. Nearly half of CCSJ’s freshman cohorts, over the past five years, are first generation college 

students; half of our student body each year qualifies for federal Pell grants; over 26% of our students are Hispanic. 

CCSJ’s project design rationale is based on the culmination of extensive scholarship on Hispanic “servingness,” a 

term popularized by Dr. Gina Garcia, who is building on the work of a long line of equity and diversity scholars to 

usher in a new era of effective practice for HSIs.

a. Target Population: Hispanic and low-income students in CCSJ’s service area.

b. Services/Proposed Activities: Strategy #1: Increased Access & Holistic Onboarding: Partnerships with High 

Schools and 2-year Transfer Institutions; Bilingual Family Workshops; Orientation & Bridge to College; Faculty 

training. Strategy #2: Achievement through Authentic Connection & Inspired Learning: FYE+SYE; SI and 

enhanced faculty support; Enhanced Career Services; Enhanced Experiential Learning; Faculty development. 

Strategy #3: Institutional Infrastructure and Capacity: Improve data-driven decision capability by strengthening 

the institutional research office and collaborating with the Yes We Must Coalition on information exchange and 

dissemination of best practices; Establish Technology Lending Library.

c. Anticipated Results: Objective 1A: Provide consistent engagement and presence on high school and

community college campuses to increase enrollment; 1B: Foster belonging and connection to an inclusive and 

supportive academic environment through strong FYE/SYE programs that emphasize experiential learning, 

demonstrate cultural competency, provide structured advising and enrich student-faculty interaction; 2A: Increase 

faculty and staff impact on Hispanic and low-income student persistence and completion outcomes via active and 

collaborative learning techniques, communicating high expectations coupled with critical support to students, 

increasing course-related student-faculty interactions, and placing an emphasis on enriching educational 

experiences; 2B: Strengthen connection between learning goals and career opportunities via internships, networking

opportunities for students with regional employers, and clear linkages between degrees and high-wage career 

opportunities; 3A: Establish institutional infrastructure to develop and scale data-driven decision making focused on 

improving academic and non-academic outcomes for Hispanic and low-income students; 3B: Leverage technology 

to equitably increase student access to educational content, tools, and supplemental learning.

4. Absolute Priority Addressed: Yes; The project is designed to increase the number of Hispanic and other lowincome students attaining degrees in STEM fields and develop model transfer and articulation agreements between 

2-year HSIs and 4-year institutions in STEM fields.

5. Competitive Preference Priority Addressed: Yes; CPP 1: Fostering flexible & affordable paths to

obtaining knowledge and skills: Expand experiential and work-based learning opportunities (internship, research 

project, community project, etc.); Strengthen connections for work-based/experiential learning

opportunities; Organize annual meetings of regional STEM transfer and industry partners; Establish the STEM 

Career Advisory Council; Provide bilingual workshops that promote STEM fields for families; Create supportive 

mechanisms through which local high school students can take actual CCSJ courses to establish an early pathway to 

higher education. CPP 2: Enhance tutoring, counseling, and student service programs designed to improve academic 

success: Improve and expand CCSJ’s SI and enhanced faculty support in STEM classes; Integrate career-focused 

curricula into specified STEM courses; Develop alumni engagement activities that celebrate alumni diversity and 

support internships, student activities, and mentoring, contributing to increased student sense of belonging; Enable 

better outcomes by establishing a regular presence on regional high school campuses; Provide course-specific 

learning and study strategies, note taking and test taking skills.

6. Invitational Priority Addressed: Yes; Leverage Career-Centered Curriculum & Services and culturally 

competent communication to ensure student support for addressing the impact of COVID-19 on academic outcomes 

and career readiness; Organize alumni and regional employer engagement activities to help students isolated by 

COVID-19; Provide course-specific learning and study strategies, SI, and enhanced faculty support to mitigate and 

fill educational gaps developed as a result of limitations imposed by COVID-19; Provide access to professional 

mental health counseling and success coaching as support to navigate impacts of COVID-19.
P031C210098 Research Foundation of CUNY o/b/o John Jay College

PROMOTING HISPANIC SCIENTISTS

John Jay College (JJC), a baccalaureate institution, and the Borough of Manhattan Community College 

(BMCC) and Queensborough Community College (QCC) are all large Hispanic-serving institutions 

within the City University of New York (CUNY). JJC, BMCC, and QCC have a 15+ year relationship 

through the CUNY Justice Academy (CJA), a model dual-enrollment, 2-to-4-year articulation program 

that has promoted thousands of students from the community colleges through the baccalaureate degree. 

In this proposal, we seek to expand the STEM portion of CJA through a series of new services that are 

based on promising evidence taken from the What Works Clearinghouse, the American Association of 

Colleges and Universities high impact educational practices, and the educational literature. These 

activities target clear and measurable outcomes that are the result of a multi-year planning process among 

the partnering institutions and are grounded in the nine performance measures in the published RFP. This 

project has two major components: Component A, the Academic Pipeline Expansion and Component B, 

Post-Graduate Success. 

Component A, the Academic Pipeline Expansion, will improve the academic success of Hispanic and 

low-income students at BMCC and QCC, and increase the number of students obtaining STEM B.S. 

degrees at JJC. This component has ten activities that include expanding existing science articulations and 

establishing a new agreement in Applied Math to add at least 150 new students to the pipeline. We will 

create innovative, Zero-Cost learning materials to reduce students’ financial burden and establish program 

to provide intrusive advising and tutoring to support their academic progress. We will create a host of 

clinics and workshops that will help CJA students better understand STEM career options, regain handson technical skills lost during the COVID remote school order, and train them in acceptance-based 

behavioral therapy to develop their resilience. And we will establish a bridge program for transfer 

students, and a transfer cohort to better prepare and engage CJA students at the baccalaureate level. The 

measurable outcomes for this component include a 15% increase in Hispanic-student enrollment in the 

community college pipeline programs, a decrease of 8% in the number of students receiving a grade of D, 

F, or W in a gateway STEM course, an increase of 5% in the one-year retention of STEM freshman, an 

increase of 8% in the number of students reaching 30 credits in the first year, and an increase of 10% in 

community college graduation rates and the number of students transitioning to JJC.

The goal of Component B, Post-Graduate Success, is to increase the participation of Hispanic and lowincome students in post-graduate education and high-paying STEM careers. This component has four 

activities including a training program to develop the soft skills students need for career success. It will 

expand our successful undergraduate research mentoring program to community college transfers, and 

add a career internship activity to our program. And it will establish a STEM alumni network that pairs

current students with graduates to provide mentoring and career guidance. We expect these activities to 

increase by 10% the number of JJC graduates pursuing professional STEM careers, and increase the 

median post-graduate income at 2-years out of STEM graduates by more than 10%.

This proposal is grounded in a comprehensive summative and formative evaluation that will not only 

assess the impact of our activities on the proposed measurable outcomes, but it will produce original 

research and at least two peer-reviewed publications on the impact of our activities on the target 

population.
P031C210118 California State University Fullerton

Project RAISER (Regional Alliance in STEM Education Refined)

1. Applicant Institution: California State University, Fullerton (CSUF)

Partner Institutions: Citrus, Cypress, Fullerton, Golden West, Irvine Valley, Orange Coast, Saddleback, 

Santa Ana, and Santiago Canyon Colleges

2. Project Title: Project RAISER (Regional Alliance in STEM Education Refined)

3. Abstract

a. Target Population: students (community college and subsequent CSUF transfer students)

b. Services and Proposed Activities: Undergraduate Research Experience (URE) for community college 

students to conduct research at CSUF; RAISER Transfer Program (RTP)—cocurricular interventions to 

ease the transition to the university for STEM majors and support them after transferring; and an 

Internship Preparation Program and Research Preparation Program to prepare participants for these highimpact, hands-on STEM experiences post-transfer. CSUF peer advisors will conduct outreach at the 

partner community colleges, host community college students at CSUF for lab tours, and be matched with 

students in the URE and RTP to advise and mentor. A Collaborative Articulation for Transfer Success 

(CATS) program will include community college assessments, articulation readiness rubrics and collegeto-college collaborations to develop STEM articulation strengthening plans and model STEM transfer and 

articulation agreements with CSUF. Project RAISER will also engage with area STEM employers to 1) 

ensure that student learning objectives are aligned with the skills needed to meet industry needs and 2) 

facilitate internships for RTP participants.

c. Anticipated Results: Because Project RAISER services are grounded in proven strategies, they are 

expected to significantly increase the number of Hispanic and low-income students in STEM majors at 

the nine partner community colleges who are engaged in their studies, persist in STEM majors, are 

empowered to successfully transfer to CSUF or another four-year institution, graduate in a timely manner 

and enter STEM careers. The CATS program will help the partner community colleges strengthen their 

STEM articulation and ultimately develop model STEM transfer and articulation agreements with CSUF.

4. Absolute Priority Addressed: Yes. CSUF will partner with all Project RAISER partner community 

colleges (see list above) to address the absolute priority through a dedicated articulation effort and series 

of integrated student-centered services.

5. Competitive Preference Priorities Addressed: Yes. Activities addressing the Competitive Preference 

Priorities include CSUF peer advisors; Undergraduate Research Experience for community college 

students; Collaborative Articulation for Transfer Success program between CSUF and partner colleges; 

RAISER Transfer Program, Internship Preparation Program, and Research Preparation Program for 

CSUF students; area employer engagement.

A study from the What Works Clearinghouse supports the merits of the Project RAISER model and the 

value of the Undergraduate Research Experience and Research Preparation Program: Moon, S., Hershey, 

J., & McMahan, S. (n.d.). A case study of evaluating undergraduate research courses as high-impact 

practices fostering student learning outcomes. Unpublished presentation, California State University, 

Fullerton.

6. Invitational Priority Addressed: Yes. Project RAISER will incorporate invitational priority

topics and resources into supportive aspects of the RAISER Transfer Program.
P031C210151 San Antonio College

BUILD Bolstering Undergraduate Inquiry, Learning, and Determination

San Antonio College FY 21 Title III, Part F HSI STEM and Articulation Project Abstract

SAC, part of the Alamo Colleges District, is among the largest, single-campus community colleges in

Texas and the nation. The College has been designated as an official Hispanic Serving Institution (HSI)

and also serves the largest student veteran population in Texas. Founded in 1925, SAC educates more

than 18,000 degree-seeking students each year through hundreds of certificate and degree programs in the 

arts and sciences and professional/technical fields, including associate of science (AS) and associate of

applied science (AAS) degrees in 14 STEM disciplines.

The College has great potential to diversify the STEM workforce in and outside San Antonio – more than 

half (51%) of all 9,302 STEM majors who were enrolled in AY 2019-20 are Hispanic and low-income,

meaning they were eligible for and/or received a Pell grant to help cover the College’s already affordable 

cost of attendance. In addition to educating a large number of underrepresented STEM majors, SAC has 

established 54 articulation agreements with six universities throughout South Central Texas to encourage 

their transfer to senior IHEs and to bring down the overall cost of obtaining a bachelor’s degree in STEM. 

Unfortunately, academic underpreparedness and stereotype threat are thwarting many Hispanic, lowincome, and otherwise underrepresented students from succeeding in these pathways.

This HSI STEM and Articulation Project – titled BUILD, or Bolstering Undergraduate Inquiry, Learning, 

and Determination – will significantly improve the College’s capacity to provide academic support to 

Hispanic and otherwise underrepresented STEM majors students who are enrolled in high-challenge

STEM courses – especially College Algebra and Calculus I – to increase their chances of progressing to

on-time graduation and/or transfer in STEM. It will also improve the College’s capacity to combat 

stereotype threat, and increase underrepresented student self-efficacy and persistence in STEM, by

replicating promising approaches to making STEM college classrooms more inclusive and more engaging 

for all students. Beginning in the project’s second year, at least an additional 600 STEM majors will have 

access to in-class and after school tutoring, and by the end of the project, at least 800 additional STEM

majors will have increased interaction with each other, STEM employers, and college and university

faculty via work-based learning or course-based undergraduate research experiences (CUREs).

All components of Project BUILD are informed by research and evaluation findings that suggest they are 

likely to improve Hispanic and low-income student success in STEM, including two recent studies – one 

published in The Journal of Experimental Education (https://doi.org/10.1080/00220973.2021.1891010)

and one in bioRxiv (https://doi.org/10.1101/2021.06.01.446616) – that meet What Works Clearinghouse 

(WWC) evidence standards with reservations.

The College expects implementation of Project BUILD to increase the number of Hispanic and lowincome students who are pursuing a STEM degree by at least 10%, to increase the percentage of Hispanic

and low-income first-time, full-time STEM degree-seeking students who persist to a second year of study 

in a STEM field to at least 75% from 59%, and to increase the percentage of Hispanic and low-income 

first-time, full-time STEM degree-seeking students who graduate or transfer on time to at least 42% from 

21%-22%.
P031C210174 Angelo State University

Acceso Critico a Rutas para El Consorcio de Enseñanza de Ciencias de la Investigación

(ISEC)

Applicant: Angelo State University

2601 W. Avenue N

San Angelo, TX 76909

Angelo State University (ASU) is located in San Angelo, TX, a community of approximately 100,000 

persons. The surrounding area is mainly rural and has high Hispanic and low-income populations, 

coupled with low educational attainment. The project region is expected to receive one of the highest 

population increases (85-90%) of Hispanics in Texas by 2030. ASU is a Predominately Undergraduate 

Institution with a fall 2020 enrollment of 10,774, comprised of 9,189 undergraduate and 1,585 graduates. 

ASU’s undergraduate student body is a diverse community of 46.2% Hispanic, 43.0% White, 5.29% 

African American, and 4.85% other minority. As of fall 2020, 40% of undergraduate Hispanic students 

were enrolled in a STEM major.

Overview of Project:

ASU proposes three components designed to increase enrollment, retention, and graduation rates

of Hispanic and low-income STEM students.

1. Academic – Proactively address the retention and graduation barriers within the College of Science and 

Engineering pathway, STEM programs, and student support strategies.

2. Engagement – Engages students through wrap-around services focused on mental health, financial, and 

academic programs (including mentoring and academic life coaches).

3. Outreach – Exposes K-12 youth to STEM by creating 20 modules for teachers, developing specialized 

field trips highlighting West Texas’s only planetarium, and introducing a new museum that will motivate 

K-12 students to pursue a STEM career.

ISEC addresses the components and responds to both Competitive Preference Priorities 1 & 2 and the 

Invitational Priority. The primary goal of the ISEC project is to increase and support the number of 

Hispanic and low-income students majoring in STEM and completing STEM degrees. The project aims to 

increase the total number of STEM Hispanic and low-income graduates by 10% increase by the end of 

each grant period and a 50% increase in just five years.

Objectives:

1. Increase New First Time First Time (NFT) and transfer enrollment, retention, and completion rates of 

Hispanic and low-income students through transformed educational pathways and co-enrollment models.

2. Engage NFT and transfer STEM students using programs and services that capitalize on evidencedbased high-impact practices to retain and graduate Hispanic, low-income, and other groups 

underrepresented in STEM majors.

3. Create educational opportunities for K-12 youth and their families by expanding awareness and 

resource capabilities for teachers to stimulate interest.

Funding Request: The budget is $4,776,989 over five years.
P031C210210 San Jose State University Research Foundation

Project Engineering Success: Increasing Hispanic Student Success in Engineering at SJSU, San José City 

College (SJCC) and Gavilan College

1. San José State University (SJSU), lead. Partner institutions: San José City College and Gavilan College

2. Project Engineering Success: Increasing Hispanic Student Success in Engineering at SJSU, San José 

City College (SJCC) and Gavilan College

3. Abstract:

a. Target Population: Hispanic and other low-income (LI) students attaining degrees in the fields 

of engineering at SJSU, SJCC and Gavilan

b. Services and Proposed Activities. Project Engineering Success has five activities: Activity 1. 

Implementation of engineering undergraduate research opportunities at SJSU, SJCC, and 

Gavilan; Activity

2. Expansion of the MESA Engineering Program at SJSU and Gavilan and development of a 

MESA program at SJCC; Activity 3. Faculty development for student success of Hispanic and LI 

students in engineering; Activity 4. Development of model transfer and articulation agreements 

between SJSU and the two community college partners: SJCC and Gavilan; and Activity 5: 

Outreach and collaboration efforts with industry and community colleges

c. Anticipated Results: This project will (1) increase the number of Hispanic and other LI students 

attaining degrees in engineering and computer science at SJCC, Gavilan, and SJSU and (2) to 

develop model transfer and articulation agreements between SJSU and SJCC and Gavilan. We 

will (1) increase the percentage of Hispanic and LI engineering and computer science degreeseeking undergraduate students enrolled; (2) increase the percentage of Hispanic and LI firsttime, full-time degree-seeking undergraduate students who were in their first year of 

postsecondary enrollment in the previous year and are enrolled in the current year who remain in 

an engineering program; (3) increase the three-year transfer graduation rate for Hispanic and LI 

first-time undergraduate students enrolled at SJCC and Gavilan, graduating within 3 years of 

enrollment with an engineering degree or credential; (4) increase the six-year graduation rate for 

Hispanic and LI first-time undergraduate engineering students at SJSU; (5) increase the number 

of Hispanic and LI students participating in grant-funded activities, in good academic standing, 

and who have completed a degree or credential; (6) increase the percentage of Hispanic and LI 

students transferring successfully to a four-year institution from SJCC and Gavilan and retained 

in engineering or computer science. In addition, (7) we will expand the MESA program at SJSU 

and Gavilan and establish it at SJCC; (8) train engineering faculty to address the needs of 

Hispanic and LI students in their classes; and (9) develop engineering pathways between SJCC 

and Gavilan and SJCU.

4. Absolute Priority Addressed: Yes. SJSU will partner with SJCC and Gavilan on this project.

5. Competitive Priority Addressed: Yes. Priority 1: We will address this competitive priority in three 

ways: MESA, College and department Engineering Advisory Boards and the newly created Industry 

Education Liaison Committee. Priority 2: Activity 1 is the development of an undergraduate research 

activity model, based on Nagda, B. et al [1] and Moon et al [2]. Also, we intend to expand MESA 

(Activity 2). We are using studies on learning communities in postsecondary education WWC [3]. Also, 

we are implementing intrusive intervention Abelman and Molina [4] and the practice of students 

developing an academic performance improvement plan based on Bowman et al [5].

6. Invitational Priority Addressed: No

1 Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. (1998). Undergraduate 

student faculty research partnerships affect student retention. Review of Higher Education, 22(1), 55–72
2 Moon, S., Hershey, J., & McMahan, S. (n.d.). A case study of evaluating undergraduate research 

courses as high-impact practices fostering student learning outcomes Unpublished presentation, 

California State University, Fullerton

3 What Works Clearinghouse (2014). Linked learning communities. WWC Intervention Report.

Washington, DC: U.S. Department of Education IES. Available: 

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_linked_111814.pdf;

Visher, M. G. Et al. (2012). The effects of learning communities for students in developmental education: 

A synthesis of findings from six community colleges. New York: Columbia University, Teachers College, 

National Center for Postsecondary Research. Retrieved from: https://eric.ed.gov/?id=ED533825; Sommo, 

C., Mayer, A. K., Rudd, T., & Cullinan, D. (2012). Commencement day: Six-year effects of a freshman 

learning community program a Kingsborough Community College. New York, NY: MDRC

4 Abelman, R. & Molina, A. (2001). Style Over Substance Revisited: A Longitudinal Analysis of

Intrusive Intervention. NACADA Journal, 21(1-2), 32-39.

5 Bowman, N. A., Jang, N., Kivlighan, D. M., Schneider, N., Ye, X. (2020). Journal of Higher Education,

61(1): 142-166
P031C210211 Broward College

Accelerating College Completion by Engaging Students in STEM (ACCESS) Project

Applicant: Broward College Partner Institution: Florida International University

Faced with declining STEM enrollment and completion trends that indicate Hispanic and other 

low-income students are left out of opportunities and support to enter STEM careers, Broward College’s 

(BC) Accelerating College Completion by Engaging Students in STEM (ACCESS) project was designed 

to address the academic and support services needs of Hispanics and underrepresented population. The 

ACCESS project addresses a growing need of employers in the region and needs of the students to

improve completion and transfer rates in the Information Technology field of study. It is imperative that 

the institution expand, improve upon, and maintain STEM academic and support services providing high

quality and effective STEM programs. BC is seeking HSI STEM funding, targeting Hispanic and other 

low-income students, to continue, enhance, and improve transdisciplinary and integrated approaches 

involving STEM academics and support services. In carrying out this activity, BC has the opportunity to 

create opportunities for experiential learning through a Innovation STEM Center (iSTEM Center) 

designed to provide students the opportunity to explore and engage in STEM hands-on learning in

gaming and simulation programs; GIS programs; mobile applications aligned to curricula and programs in 

Information Technology; strengthen and develop transfer and articulation agreements; conduct a summer 

bridge program; creates a unique pathway to degree through microcredentialing, success coaching, align 

an apprenticeship program to degree, offer research opportunities, utilize a co-teaching model and 

conduct early college outreach to increase enrollment of underrepresented populations. The project is 

based on evidence-based strategies including success coaching, and summer bridge programming.

The goals of the project are to increase enrollment of full-time Hispanic and other low-income

degree-seeking students in STEM fields; expand integrated student academic and support services for 

Hispanics & low-income students in IT Career Pathways; increase success and completion of Hispanics 

and other low-income students in IT Career Pathway programs; and Strengthen and Develop Articulation 

Agreements and Activities in IT Career Pathways. Project ACCESS addresses the absolute priority and 

the two competitive preference priorities. The project will focus on increase attainment and completion of 

degrees in the Information Technology field of study and will strengthen and develop articulation with the 

4-year programs. Competitive Preference 1is addressed by linking students to STEM-focused research

opportunities at FIU, apprenticeships, or experiential learning opportunities. The ACCESS project will 

align the state approved standalone non-credit program with the AS degree so that students receive credit 

while participating in the apprenticeship program creating a true connection with academic program and 

the workforce. In addition, through an iSTEM Center, students will participate in hands-on experiential 

learning that mimics real life situations while they use workforce skills to provide solutions. The iSTEM 

Center will expand access and outreach to help increase enrollment, retain students and help students 

complete their educational program. Competitive Preference 2 is addressed through success coaching, 

summer bridge, experiential learning opportunities and co-teaching model to help retain students and

move them rapidly into core courses through program completion. The project will document all activities 

and test whether the projected project outcomes and success were achieved using a mixed methods quasiexperimental research design.

Bettinger, E.P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of

a randomized experiment in student mentoring.

https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf
P031C210011 Arizona Board of Regents, University of Arizona

PROJECT CREAR (Culturally Responsive Engagement, Articulation, and Research)

The University of Arizona proposes PROJECT CREAR (Culturally Responsive Engagement, 

Articulation, and Research), a HSI STEM initiative that will improve the University’s capacity to enroll, 

support, and graduate Hispanic and/or low-income (H/LI) students in STEM fields. The proposed 

activities of Project CREAR represent proven strategies to bring capacity and comprehensive change and 

to dismantle barriers to a STEM education. The proposed project takes a comprehensive approach to 

support the overarching goal of increasing the number of Hispanic and low-income students attaining 

degrees in the fields of science, technology, engineering, and math (STEM) through four key activities:

1. Scaling up academic STEM pathways for freshman and transfer students by developing 

curricular Societal Impact Group (SIG) pathways for freshman and transfer students that build 

a sense of belonging and self-efficacy, and scaffold STEM research opportunities focused on 

problems that have social impact in the Hispanic students' communities.

2. Developing model transfer and articulation agreements between two-year HSIs and fouryear institutions in STEM fields through developing online tools for transfer students to plan 

balanced articulated pathways between community colleges and UArizona in STEM majors.

3. Developing course-based undergraduate research (CURE) curriculum in introductory 

STEM lab classes and General Education CURE courses to increase success rates of Hispanic and 

other low-income students in STEM majors and new online modules demystifying access to 

undergraduate research.

4. Cultivating an inclusive and culturally-responsive environment in STEM through 

professional development for faculty who teach gateway lecture and lab courses with 

disproportionate DEW rates (with E meaning failing and W meaning withdrawing from the 

course) for Hispanics, and for staff involved with the program.

These interventions will produce such systemic impacts as: (a) increased numbers of students 

participating in SIG Learning Communities; (b) increased numbers of faculty, staff, and student leaders in 

Culturally Responsive Curriculum Development Institute; (c) increased numbers of SIG students passing 

core gateway STEM courses; (d) increased numbers of students served by Supplemental Instruction; (e) 

STEM labs redesigned as CUREs and new introductory CURE courses developed.

The CREAR Project addresses the absolute priority, both competitive preference priorities, and

invitational priority of the Title III Part F competition and meets measurable objectives for moving 

Hispanic and low-income students from enrollment through STEM degree completion.

The WWC citation for promising evidence is Walton, G. M. & Cohen, C. L. (2011). A brief socialbelonging intervention improves academic and health outcomes of minority students. Science 331(6023), 

1447-1451.
P031C210023 Napa Valley Community College District

Napa Valley College (NVC) is a two- year, public community college located in Napa County, California. 

The county has a Latinx population of 38%. NVC’s Title III Part F grant project, Cultivamos Con 

Cariño, will overcome weaknesses identified through ongoing assessment and analysis and will put into 

place innovative advising and support structures that are “high impact practices” designed to create 

enriching academic opportunities the foster success for our highly diverse student population. These high 

impact practices will be informed by the Guided Pathways research and include: 1) the development of an 

online STEM orientation, 2) proactive and intrusive academic advising, 3) co-curricular and co-requisite 

supports for gateway, and high DFW STEM courses, 4) Supplemental Academic Instruction, 5) peer 

mentoring, 6) work-based learning experiences and career placement for students with a job placement 

component, 7) alignment of student learning outcomes and curriculum with in-demand industry needs, 

and 8) enhancement of articulation agreements with local educational partners.

The purpose of the Cultivamos Con Cariño Project is to build institutional capacity to increase the 

number of Latinx and low-income students attaining postsecondary degrees and facilitate access, 

persistence, retention, and completion. Project Goals include (1) Increase access, retention, transfer, and 

graduation rates by removing obstacles, supporting students in developmental, gateway, and high DFW 

STEM courses, (2) Improving advising infrastructure and articulation agreements as well as providing 

advising and intervention strategies that support success, (3) Expand co-requisite and co-curricular 

support structures including supplemental academic instruction, co-requisite courses for developmental 

and gateway courses, and summer math camp, and (4) Expand career-aligned pathways through the 

alignment of curriculum with in-demand industry needs, and (5) Develop a system building upon careeraligned pathways to provide greater access to internships and apprenticeships in high-demand industries 

that help students transition from postsecondary education into careers that support sustainable living and

feed regional economic growth.

The Project meets the Absolute Priority, Competitive Preference Priorities 1 and 2, as well as the 

Invitational Priority. The Project will have measurable and significant outcomes: (1) increase the number 

Hispanic/Latinx and low-income students accessing STEM pathways; (2) increase number of 

Hispanic/Latinx and low-income students persisting through developmental, gateway, and high DFW 

courses; (3) increase the number Hispanic/Latinx and low-income students completing college-level 

math, (4) increase the graduation and transfer rates of Hispanic/Latinx and low-income students; and (5) 

increase the placement rate of graduates into high demand industries.

NVC is requesting $4,999,804 to support the Cultivamos Con Cariño over five years. The request

includes no indirect costs to diminish the direct impact of initiatives and activities on students.
P031C210024 Dalton State College

Running Boldly into the Future: Increasing STEM Success through Student-Centered

Services and Activities

1. Applicant: Dalton State College Partner Institutions: Georgia Northwestern Technical College, 

Lanier Technical College, North Georgia Technical College, Chattahoochee Technical College (Absolute 

Priority)

2. Running Boldly into the Future: Increasing STEM Success through Student-Centered Services and 

Activities

3. Abstract

a. Target Population: Hispanic and Low-Income STEM and Potential STEM Students

b. Activities and Services: (1) Develop/enhance STEM articulation agreements/MOUs with two-year 

and four-year institutions; (2) Expand research opportunities; (3) Provide targeted coaching and advising 

to STEM students; (4) Develop/implement a centralized STEM internship program; (5) Establish peer 

mentoring program for STEM students; (6) Expand dual enrollment program with a STEM emphasis; (7) 

Provide integrated (wraparound) services; and (8) Establish endowment for STEM scholarships.

c. Anticipated Results: Obj. 1: Increased dual enrollment of Hispanic students; Obj. 2: Increased sixyear STEM degree-completion rate for Hispanic students; Obj. 3: Increased retention of Hispanic STEM

students; Obj. 4: Increased number of students who conduct STEM research; Obj. 5: Increased percentage 

of Hispanic students who conduct STEM research each year; Obj. 6: Increased STEM internships; Obj. 7: 

Increased STEM transfer-in rates from four technical colleges; Obj. 8: Increased transfer rates to a fouryear institution for students who complete Dalton State’s associate degree in physics/pre-engineering; and 

Obj. 9: Increased STEM scholarship endowment.

4. Absolute Priority Addressed: Yes. Georgia Northwestern Technical College, Lanier Technical 

College, North Georgia Technical College, Chattahoochee Technical College (pp. 41-43)

5. Competitive Preference Priority 1 Addressed: Yes. See above #4 (pp. 44-45)

6. Competitive Preference Priority 2 Addressed: Yes. See above #2-6 (pp. 46-47)

7. Invitational Priority Addressed: Yes. See above #7 (pp. 48-49)

Promising Evidence: Dalton State College identified the WWC intervention report, Transition to 

College Intervention Report: Dual Enrollment Programs, which describes findings that dual enrollment

programs “have positive effects on students’ degree attainment (college), college access and enrollment, 

credit accumulation...”1 Through the proposed Strategy 6: Expand Dual Enrollment Program with a

STEM Emphasis, Dalton State will expand outreach to dual enrollment students, especially Hispanic and 

low-income students, by providing dedicated resources and services. (Section A.4., p. 12)

1 U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2017, 

February). Transition to College intervention report: Dual Enrollment Programs. Retrieved from 

https://whatworks.ed.gov
P031C210034 Laredo College

(LEAPS POWER Project) Leadership, Excellence, and Academic Preparedness in STEM Promoting, 

Optimal, Wellness & Emotional Resilience

Laredo College (LEAPS POWER Project) Leadership, Excellence, and Academic Preparedness in STEM 

Promoting, Optimal, Wellness & Emotional Resilience aims to increase the number of Hispanic and lowincome students who attain a degree in the fields of science, technology, engineering and math (STEM), 

and increase the number of articulations with universities. A Hispanic-Serving Institution located in 

Laredo, Texas, (5,248 total undergraduate FTE, 96.95% Hispanic, fall 2020), requests ($5,000,000) 

through the Hispanic Serving Institutions STEM and Articulation Program for the purpose of expanding 

its capacity to improve academic attainment for Hispanic and other low-income individuals.

a. Target Population: 100 Hispanic STEM majors/yr., 5 Faculty Partners/yr., 9 staff, 4 Academic Tutors, 

5 Research Mentors, information transmitted to hundreds of students K-12.

b. Services and Proposed Activities: Four components to address goals and objectives 1) Academic and 

Student Services, 2) Articulation Agreements, 3) Affordable Paths to Knowledge and Skills, 4) Promoting 

Optimal Wellness and Emotional Resilience (POWER)

c. Anticipated Results: Goals are to investigate the impact of URO and self-efficacy on student retention 

as defined by the students’ persistence through graduation and/or core completion. The research design 

for the HSI STEM LEAPS POWER Grant follows the What Works Clearinghouse Evidence Standards. 

The project will use Promising evidence from studies to study the HSI STEM LEAPS POWER 

interventions. Results: Increases in retention, persistence, completion, and transfer as well as an increased 

sense of self-efficacy and sense of belonging in higher education and STEM careers to increase success.

Absolute Priority 1 Addressed: Yes. LEAPS POWER will increase the number of Hispanic and other 

low-income students attaining degrees in STEM and develop/enhance model transfer and articulation

agreements between LC and Texas A&M University-Kingsville (TAMUK), Texas A&M International 

University (TAMIU), University of Texas Rio Grande Valley (UTRGV), Texas State University and the 

University of Texas San Antonio (UTSA).

Competitive Preference Priority 1: Yes. Affordable Paths to Knowledge and Skills/Through 

Undergraduate Research and Internships.

Competitive Preference Priority 2: Yes. Academic Achievement and Retention Strategies In at least 

one study, "Undergraduate Student Faculty Research Partnerships Affect Student Retention," Nagda, B.A, 

Gregerman, S. von Hippel, J.W., & Lerner, J.S. The Review of Higher Education 22.1 (1998) 55-72, 

reviewed and reported by WWC to be at the evidence of effectiveness without reservations that 

participation in undergraduate research opportunities has a significant positive effect on student retention 

(p < .03) and GPA (p < .07). The theoretical and conceptual basis for the LEAPS intervention, URO 

(Undergraduate Research Opportunities) will use a modified version of Nagda's Undergraduate Research 

Opportunities Program Model (1998) to include data gathered from prospective fall 2021 focus groups 

and findings from Editors Nuñez, Hurtado, Calderón Galdeano et al (2015) to meet the needs of STEM 

students. http. www- ersonal.umich.edu Jonides df 1998 6. df

Invitational Priority: Yes. Promoting Optimal Wellness and Emotional Resilience (POWER) LEAPS 

POWER project recognizes the effects that the COVID-19 pandemic has had worldwide and 

academically, and the aims to create a wrap-around safety net for STEM students.
P031C210043 Colorado State University Pueblo

CSU Pueblo’s Project MAPS (Mentorship, Access, and Platforms in STEM)

Experiences & Support to Build Hispanic and Underrepresented STEM graduates

Colorado State University Pueblo, Arapahoe Community College, Pikes Peak Community College, Otero

Junior College, Pueblo Community College, Trinidad State 

The CSUP MAPS Program integrates co-curricular (research opportunities, internships, mentorship, 

entrepreneurial activities, student services), curricular (new and redesigned coursework with focus on 

career preparation and entrepreneurialism, course and curriculum articulations, support courses with 

increased access), and programmatic (wrap around services, mental health and wellness referrals, 

professional development, internship and work place training) activities to achieve our primary goals of: 

1) Increase the number of Hispanic and low income students attaining degrees in STEM and develop a 

model transfer and articulation agreements between 2- and 4-year HSIs (Absolute Priority), 2) Improve 

collaboration between our consortium and employers in southern Colorado (Competitive Priority 1), 3) 

Provide work-based learning experiences (Competitive Priority 1), 4) Enhance tutoring, counseling, and 

student service programs (Competitive Priority 2), and 5) integrated wrap-around student support services 

(Invitational Priority).

We have designed three major programs/activities to achieve our primary goals, including; 1) Building 

the STEM Foundry, 2) Creating a Center for STEM Support, and 3) Creating the Southern 

Colorado STEM Consortium. The Broad theme of the MAPS Program is to build our institutional 

capacity to attract, support, and graduate Hispanic and low-income students in STEM disciplines from the 

local community and region.

The expected outcomes of the MAPS Program at year 5 for Hispanic and low income students are; 1) a 

10% increase in persistence of students, 2) a 10% increase in the retention of students, 3) a 25% increase 

in the 6 year graduation rate, 4) a 100% increase in the number of students participating in grant funded 

activities, and 5) a 25% increase in the transfer percentage. 
P031C210057 Mesa Community College

MCC HSI-STEM Guided Pathways Enhancement Project.

1. Applicant institution and partner institutions :

• Mesa Community College (MCC), Applicant Institution.

• Arizona State University (ASU), Partner Institution.

• Mesa Public Schools (MPS), Partner Institution.

2. Project title: MCC HSI-STEM Guided Pathways Enhancement Project.

3. Abstract:

Mesa Community College (MCC) will increase the number of “Hispanic, low-income students who 

pursue a degree in STEM fields.” In order to serve these students better, MCC proposes enhancing its 

Guided Pathways system with three (3) project objectives as follows:

1. Increase the capacity of an early college program to serve the target population,

2. Provide additional tutoring, counseling, and support services for the target population, and

3. Cultivate undergraduate research; encourage the target population to transfer to university.

Expected outcomes of the project include:

• More Hispanic & low-income students will pursue a degree and career in STEM fields,

• The project will contribute to reducing academic achievement gaps,

• More qualified people will be available to meet future workforce needs of STEM industries,

• More qualified STEM teachers will be available at local K-12 schools, and

• MCC will get recognized as an outstanding HSI by disseminating the project outcomes.

4. Absolute Priority Addressed:

Yes; Over 45 schools, including the three Arizona public universities, have formed transfer partnerships 

with MCC to give you an abundance of choices when deciding where to further your education. The 

Maricopa-ASU Pathways Program (MAPP) assists students with the transition from MCC to the 

university. Students follow a prescribed sequence of course work that meets all of the requirements for a 

specified major at ASU and includes the appropriate associate degree at MCC. Providing hands-on 

learning opportunities, such as lab experiments, internships, and faculty advisement/mentoring, will 

prepare the target population to pursue a degree in STEM at university. MCC’s Undergraduate Research 

Committee will cultivate undergraduate research activities by partnering with ASU for the target

population.

5. Competitive Preference Priority Addressed:

Yes (CPP #1); The project will support the target population’s learning objectives by providing hands-on 

learning activities (e.g. lab experiments), work-based learning experiences (e.g. internships), and faculty 

advisement/mentoring. Yes (CPP#2); The project will communicate and collaborate with MCC’s 

Integrated Student Support Services Team, and provide additional tutoring, counseling, and support 

services for the target population.

6. Invitational Priority Addressed:

Yes; MCC’s Counseling Department takes an active role in addressing COVID-19’s impact on students’ 

mental health and academic outcomes. The grant funding allows the college to hire an additional 

counseling faculty who can provide individualized counseling, develop new curriculum and practices, and 

conduct workshops for the target population.
P031C210084 University Enterprises Corporation at CSUSB

Proactive Approaches for Training Hispanics in STEM (PATHS)

1. Applicant Institution: California State University San Bernardino (CSUSB)

2. Project Title: Proactive Approaches for Training Hispanics in STEM (PATHS)

3. Abstract

a. Target Populations: The proposed project will increase the number of Hispanic and low-income 

students who attain degrees in STEM fields at CSUSB. In the fall of 2020, CSUSB enrolled 19,404 

students (81% first-generation college students, 66% Hispanic, and 58% receiving Pell Grants). In the fall 

of 2020, 5,754 students enrolled in the College of Natural Sciences (CNS). The project will also 

encourage and assist faculty members in CNS to adopt evidence-based practices that bring systemic 

changes to enhance student success in STEM.

b. Services and Proposed Activities: The proposed project will create a Science Success Center, support 

undergraduate research, arrange industrial internships, create alternative degrees, stimulate evidencebased pedagogy, augment active learning classes with learning assistants, provide Hispanic mentors and 

role models, institute a career planning and mentoring program in which freshmen and transfer students 

create Individual Development Plans (IDPs), provide Science Buddies for first year freshmen and transfer 

students, and support student memberships in regional and national professional societies.

c. Anticipated Results: The proposed project will align students’ learning objectives with the skills 

required for employment in in-demand industry sectors, provide work-based learning experiences, and 

increase the frequency with which students from local community colleges transfer to degree programs 

within CSUSB’s College of Natural Sciences and earn STEM degrees. It will improve students’ sense of 

belonging, their knowledge of university resources, course pass rates, GPAs, CNS retention rates in 

STEM, rates of graduation with STEM degrees, time to graduation, and post-baccalaureate placement in 

graduate schools, professional schools, or STEM professions.

4. Absolutely Priority Addressed: Yes. We will address both absolute priorities. To address the 

articulation and transfer model priority, CSUSB will partner with Chaffey Community College, Riverside 

Community College, San Bernardino Valley College, College of the Desert, Victorville Valley College, 

Crafton Hills College, Moreno Valley Community College, Norco College, and Mt. San Jacinto College. 

This work will significantly increase the number of Hispanic and other low-income students receiving 

degrees in STEM.

5. Competitive Priority Addressed: Yes. CSUSB will foster flexible and affordable paths to obtaining 

knowledge and will implement academic achievement and retention strategies by providing the Services 

and Proposed Activities listed above.1,2,3

6. Invitational Priority Addressed: Yes. This project will assure that students are aware of CSUSB’s 

Counseling and Psychological Services. It will organize seminars for faculty members to urge them to 

support their students’ mental health by appropriate techniques.

1 D. Morisano et al., Journal of Applied Psychology 95(2), 255, 2010.

2 U.S. Dept. of Education, First Year Experience Courses, WWC Intervention Report, 2016.

3 NASEM, Integrating Discovery-Based Research into the Undergraduate Curriculum, 2015.
P031C210047 Garden City Community College

STEM Central

1. Applicant Institution: Garden City Community College (GCCC), Garden City, Kansas

2. Project Title: STEM Central

3. Abstract

a. Target Population: students, faculty, and staff

b. Services and Proposed Activities: 1) three new degree/certificate programs and ten STEM 

courses converted for online delivery; 2) Articulation Program with Fort Hays State U. (FHSU) 

with Transfer Center and services; 3) services such as tutoring, summer programs, student 

research projects, outreach especially to Hispanic and low-income students with financial aid 

services, Summits to explore directions in STEM; 4) renovated space for a STEM Hub with 

STEM labs and classrooms equipped for safety and distance learning.

c. Anticipated Results: Outcomes include at least 75% of new program and online course 

students earning grades of C/+ and 75/+% new program students re-enrolling, at least 49% of 

new program students completing in 150% time, at least 15% more STEM students transferring 

to Fort Hays State University each year, and at least 10% more FTE enrollment by 2026 over 

baselines specified in the proposal.

4. Absolute Priority Addressed: Yes. Articulation partner is Fort Hays State University, Kansas.

5. Competitive Preference Priorities (CP) Addressed: Yes. CP1a addressed by involving area 

organizations in project planning, program Advisory Committee members (employer representatives) in 

development and ongoing operation, GCCC faculty and staff maintaining currency in program fields and 

instruction through ongoing conference attendance and professional development. CP1b addressed by 

convening 30 potential employers of new program graduates to discuss opportunities for internships and 

apprenticeships responsive to in-demand industry sectors or occupations; representative letters of support 

to consider partnerships for work-based experiences attached. CP2 addressed with project services to be

developed (tutoring, transfer advising, summer programs with research options, summits, outreach 

including financial aid assistance).

6. Invitational Priority Addressed: Yes. Project participants will continue to be referred to

on- and off-campus sources of support such as Genesis Family Health, Campus Closet, CityLink, expanded broadband access.

STEM Central project efforts are supported by promising evidence of effectiveness including 

Castleman, B. L., & Page, L. C. (2014), Freshman year financial aid nudges: An experiment to increase 

FAFSA renewal and college persistence (EdPolicyWorks Working Paper Series No. 29); Harackiewicz, 

Judith M., et al. (2014), Closing the social class achievement gap for first-generation students in 

undergraduate biology (Journal of Educational Psychology, v106 n2 375-389); Murphy, T. E., et al. 

(2010), Will participation in a summer bridge program contribute to success? (Educational Evaluation 

and Policy Analysis, 32(1), 70–83); Walton, Gregory M. & Cohen, Geoffrey L. (2011), A brief socialbelonging intervention improves academic and health outcomes of minority students (Science 331 (6023): 

1447-51); and What Works Clearinghouse Designing and Delivering Career Pathways at Community 

Colleges Practice Guide (WWC 2021007 2021) and Practice Guide on Technology to Support

Postsecondary Learning (WWC 2009001 2019; USDE IES NCES).
P031C210051 EDP University of Puerto Rico

Promoting Retention and Graduation Rates in STEM Careers (PRGSTEM)

1. Applicant institution: EDP University of Puerto Rico, Inc.

Partner institution: Instituto Tecnológico de Puerto Rico (ITEC-San Juan Campus)

2. Project title: “Promoting Retention and Graduation Rates in STEM Careers (PRGSTEM)”

3. Abstract: EDP University of Puerto Rico, Inc. (EDP), a Hispanic Serving Institution, proposes a 

Hispanic-Serving Institutions, Science Technology Engineering & Mathematics and Articulation Program 

(HSI STEM & Articulation Programs) entitled “Promoting Retention and Graduation Rates in STEM 

Careers (PRG-STEM)” to improve and expand our capacity to serve Hispanic and other low-income 

students in our region. PRG-STEM seeks to increase the number of Hispanic students completing degrees 

in Technology and Computer Sciences in our region. The PRG-STEM is designed to strengthen STEM 

disciplines, increase the number of Hispanic and other underrepresented low-income students in our 

region attaining degrees in STEM fields, and to encourage transfer to EDP from two-year public 

community colleges. EDP has identified the Instituto Tecnológico de Puerto Rico, San Juan Campus 

(ITEC-San Juan), an eligible Hispanic Serving Institution, as a collaborative partner who is supportive of 

the Project and who will participate in various aspects of the articulated activities.

a. Target Population: Faculty, and students

b. Services and Proposed Activities: The PRG-STEM goal will be achieved through a vigorous and costeffective implementation of a number of activities to include: 1) peer tutoring; 2) faculty mentorship 

program; 3) faculty professional development; 4) model transfer and articulation agreements; 5) 

curriculum alignment; 6) student tracking system; and, 7) laboratory renovations and equipment upgrades.

c. Anticipated Results: Increase persistence and graduation rates by 10%; 100% of faculty using 

innovative teaching strategies as well as the efficient use of technology-based teaching techniques; 

improved teaching and learning environment; improved academic programs; Model Seamless Transfer 

Agreement; and increased numbers of Hispanics graduates in Technology workforce.

4. Absolute Priority Addressed: Yes. A seamless transfer articulation agreement will be developed with 

ITEC-San Juan for a smooth transition between the college and the University, thus meeting the 

articulation and transfer model absolute priority.

5. Competitive Preference Priority Addressed: Yes. Competitive Preference Priority 1 will be achieved 

through collaboration with employers to ensure student learning objectives are aligned with the skills or 

knowledge required for employment in in-demand industry jobs and by providing work-based learning 

experiences. Competitive Preference Priority 2 will be achieved through enhance tutoring (WWC), 

counseling, student service programs.

6. Invitational Priority Addressed: No.
P031C210056 Ventura County Community College District - Ventura College

Servingness: Aspiration, Identity, and Learning (S:AIL) in STEM

1. Applicant: Ventura College, Ventura, California

2. Project Title: Servingness: Aspiration, Identity, and Learning (S:AIL) in STEM

3. Abstract: Ventura College (VC) is an accredited, public, two-year California Community College 

located in Ventura, California, a community located approximately 60 miles north of Los Angeles and 30 

miles south of Santa Barbara. Founded in 1925 as the first institution of higher education in Ventura 

County, VC enrolls nearly 18,000 students annually–61% of whom are Hispanic. Through this Title III 

Project, VC will embrace its identity as a Hispanic-Serving Institution by fostering an institution-wide 

commitment to providing a high quality, equity-minded learning environment in three domains: 1) 

Aspiration, 2) Identity, and 3) Learning. Ventura College faculty & staff will become stewards of VC's 

commitment to being a Hispanic-Serving Institution. They will be supported to encourage students' 

aspirations for STEM degree completion and transfer, honor cultural wealth and foster a sense of identity 

and belonging, and improve the relevance of learning in and out of the classroom.

a. Target Population: Hispanic and low-income students and families in the service area, including the 

VC East Campus population.

Services/Proposed Activities: Strategy 1: Serving: Aspiration–STEM Transfer Hub; Experiential & 

Work-Based Learning; STEM Transfer & Community Liaison Engagement Council. Strategy 2: Serving: 

Identity–Success Team Coaching*; Non-Academic Peer Mentoring & Support; Servingness Training. 

Strategy 3: Serving: Learning–STEM Harbor; Hybrid & HyFlex Course Modality Expansion; Proactive 

Service-Minded Academic Supports & Peer Tutoring; Comprehensive Servingness-Minded Professional 

Development Initiative.

b. Anticipated Results: A comprehensive suite of goals, objectives, and outcomes (as detailed in the

Project Design Section) will work in concert with each other to chart and measure progress towards the

overarching anticipated results, which include: Increased access and participation in STEM

degrees/careers among underrepresented students; More equitable degree and career outcomes for 

Hispanic and low-income students in STEM; Increased transfer to CSU/UC STEM programs for Hispanic

and low-income students in the service area, including VC East Campus.

4. Absolute Priority Addressed: Yes; VC’s STEM Liaison Community Engagement Council will 

include faculty and counseling professionals from VC, CSU, and UC systems with a particular focus on 

CSU Channel Islands and UC Santa Barbara, the institutions to which the majority of VC students 

transfer. Council priorities include 1) developing a collaborative approach to increasing equitable transfer, 

2) improving the transfer experience, 3) collaborative curriculum development & alignment, and 4) a 

model articulation agreement to support development of a clear degree roadmap, published in Program 

Pathways Mapper.

5. Competitive Preference Priority Addressed: Yes; Competitive Preference Priority 1:

Fostering flexible & affordable paths to obtaining knowledge and skills by addressing gaps in the 

community college to university pipeline, offering high-quality experiential and work-based learning 

experiences, and improving feedback collection from regional partners to inform program and support 

design. Competitive Preference Priority 2: VC’s project design incorporates elements of the ASAP 

model*, e.g., enhanced tutoring, counseling, and student service programs designed to improve academic 

success, including innovative and customized instruction courses in gateway math and English courses to 

retain students and accelerate program completion and transfer.

6. Invitational Priority Addressed: Yes; Leverage a completion coaching model and comprehensive 

professional development campus-wide to ensure student support for addressing the impact of COVID-19 

on students’ mental health and academic outcomes.

*Meets WWC “Promising Evidence” of Effectiveness Standard
P031C210097 Chico State Enterprises

Chico STEM Connections Collaborative (CSC2+)

California State University, Chico (CSUC) is a comprehensive, public, four-year institution located in 

Northern Sacramento Valley. In the Fall of 2020, CSUC enrolled 16,630 undergraduates. In 2019, CSUC 

enrolled 16,099 students, 56.9% of which were classified as Hispanic and Other low-income (HLI). The 

number of those students pursuing STEM degreeswas 4,120 with 55.8% of those students classified as 

HLI. The proposed Chico STEM Connections Collaborative (CSC2+) Project will serve 750 students

across three STEM Colleges and addresses the Absolute Priority of: 1) increasing retention and 

graduation rates of undergraduate Hispanic and Other Low-Income (HLI) students pursuing degrees in 

STEM, and; 2) enhancing transfer and articulation through a partnership with neighboring Butte College, 

an HSI Community College located in Oroville, California. CSUC’s overarching goal is to build

institutional capacity at both institutions and enhance the sustainability of student services with an 

innovative plan of student-centered services supporting academic improvement and degree completion.

This proposal also responds to Competitive Preference Priority (CPP) 1 with the development of a 

STEM professional career development Certificate Program that will enhance the connection between 

learning outcomes in the classroom and the expectations of STEM industry employers. This activity is 

aligned with findings of a model program“Beyond Learning: Leveraging Undergraduate Research into 

Marketable Workforce Skills” 1 and (CPP 2) which will address increasing retention in STEM majors 

through enhancing opportunities for students to engage in the high-impact practice of undergraduate 

research experiences. It’s expected that an innovative cross-disciplinary Sustainability Research Hub will 

interest and motivate higher levels of participation. The project also addresses the Invitational Priority by 

supporting and enhancing CSUC’s efforts to provide critical resources for basic needs and student support

addressing the impact of COVID-19 on students’ mental health and academic outcomes. All Project Staff 

will complete the Chico State WellCat Health Center “I CAN HELP Wellbeing Training Program” 

designed to create a campus culture in which students receive trauma-informed, compassionate care from 

all campus personnel.

The categories of services for student support include: 1) Academic Support: Supplemental Instruction, 

Tutoring, Academic Advising, Math Boot Camp; Computer Science Camp; 2) Peer

Mentoring/Coaching: All first year STEM students receive mentoring by Junior and Senior level 

“STEMCAT Peer Mentors”; 3) Financial Literacy: Tools to develop college and personal financial 

plans; 4) Undergraduate Research Scholars (URS): Faculty mentoring, academic year and summer; and 

5) Community College Transfer Support: Peer mentoring and opportunities to participate in an online 

STEM research preparation course, campus visits, and the Undergraduate Research Assistantship (URS) 

Program. The project will also develop The HSI STEM Endowment to sustain student scholarships and 

undergraduate research opportunities. The mixed-methods Evaluation Plan provides for rigorous data 

collection and formative assessment to inform timely modifications to project activities. An HSI 

Leadership Council, led by the Office of the Provost, brings together the CSC2+ team with all STEMrelated HSI initiatives on campus and representatives from our partner Butte College to review 

institutional policy and procedures and identify opportunities to enhance services for HLI STEM students.

1 McClure-Brenchley, K., Picardo, K. & Overton-Healey, J. (Spring 2020). Beyond Learning: Leveraging 

Undergraduate Research into Marketable Workforce Skills. Scholarship and Practice of Undergraduate

Research (SPUR). Volume 3, Number 3. <https://www.cur.org/what/publications/journals/spur/issues/>
P031C210111 Northeastern Illinois University

ARCOS - Advancing Research and Career Opportunities in STEM

1. Applicant/partner institutions: Northeastern IL University and Harold Washington College

2. Project title: ARCOS - Advancing Research and Career Opportunities in STEM

3. Abstract a. Target Population (e.g., faculty, staff, students): Students, faculty, and staff

b. Services & Proposed Activities: 1) Develop integrated and collaborative opportunities for STEM 

students at both campuses; 2) Increase the number of Hispanic and low-income students attaining STEM 

degrees; 3) Redesign transfer, degree, and articulation agreements; 4) Implement programming, 

curriculum, and experiential learning opportunities focused on STEM workforce development; 5) 

Enhance current and develop new student-focused service programs and infrastructure; 6) Foster cross 

institutional collaboration; and 7) Develop and implement wrap-around student services that address 

mental health and academic supports related to the impact of COVID–19.

c. Anticipated Results: For Hispanic and low-income students: 1) 5% increase in students who 

completed a degree or credential in STEM; 2) 10% increase in STEM degree-seeking undergraduates 

enrolled; 3) 5% increase in those who were in their first year of enrollment and are enrolled in current 

year; 4) Increase the number transferring successfully to a 4-year institution from a 2-year institution and 

retained in a STEM major from 153 to 222; 5) Increase the number of first-time, full-time degree seeking 

undergraduate students enrolled at 2-year HSIs graduating within 3 years of enrollment with a STEM 

degree or credential 5% over baseline; and 6) Increase the number in good academic standing by 5% over 

baseline. Additional anticipated results include: a) Enhanced curriculum alignment based on STEM 

workforce/industry needs and new industry and research internships; b) Revised/redesigned STEM 

articulation agreements; c) New curriculum pathways and degree programs; d) STEM student-specific 

programming that includes peer-to-peer support groups and mentoring networks, and wrap-around 

services addressing student’s mental health/wellness due to COVID-19’s impact; e) Faculty/staff 

professional development trainings/workshops, faculty exchanges, and Faculty Fellows program; and f) 

Interdisciplinary Computational Lab/Classroom at NEIU and STEM Learning Hub at HWC.

4. Absolute Priority (AP) Addressed (YES): We will develop faculty collaborations through

common professional development, faculty exchanges, dual enrolled courses, and redesigned

articulation and reverse transfer agreements. In addition, we will move away from the traditional

separation of activities and programming between two- and four-year institutions and develop

integrated and collaborative student opportunities spanning the two campuses for students at both

institutions. AP Citations: Scrivener & Weiss (2009) and Sommo et al. (2018).

5. Competitive Preference Priority (CPP) Addressed (YES): We meet CPP 1 through

improved collaboration between NEIU, HWC, and STEM industry partners in terms of

curriculum, programming, student learning outcomes, and long-lasting employment

sector–academia relationships. CPP 2 is met through promoting proactive academic achievement

and retention strategies by developing and implementing new student wrap-around service

programs, including improved advisor communication and collaboration, and innovative and

customized courses/workshops that focus on preparing students for academic, personal, and

professional success in STEM. CPP 2 Citation: Bettinger & Baker (2014).

6. Invitational Priority (IP) Addressed (YES): We meet the IP by providing student supports

for addressing the impact of Covid-19 on student’s mental health/wellness and academic

outcomes through the development of service programs/workshops, hiring of a STEM Case

Manager, and the creation of peer support groups.
P031C210128 Northern New Mexico College

STEM XL

Northern New Mexico College in Espanola, New Mexico, proposes the STEM XL project. As both a 2-

and 4-year STEM certificate and degree-granting institution, the project's proposed services target

academic and transfer success in STEM for Hispanic and other low income students who comprise 

the majority (74%) of NNMC's enrolled population. We anticipate the project will result in increased 

enrollment (7%), retention (11%), persistence (25%), completion (25%), and transfer (900%) for Hispanic 

and other low-income STEM degree-seeking students. These students are the project's primary focus and 

target population.

Invitational Priority: The proposed Integrated Student Support System will provide a comprehensive 

system of holistic supports, including mental, emotional, physical, and basic needs support referrals 

consistent with the findings of Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, 

H. (2015). Doubling graduation rates: Three-year effects of CUNY's Accelerated Study in Associate 

Programs (ASAP) for developmental education students. New York: MDRC. Retrieved from: 

http://files.eric.ed.gov/fulltext/ED558511.pdf. Citation meets What Works Clearinghouse standard of

evidence of promise without reservations. 75% of our students also work at least part-time, which has 

been shown to reduce academic momentum; thus, services are oriented toward advancing students' 

successful full-time enrollment.

Competitive Preference Priority 1: As described in letters of support attached to this proposal, 

Course Redesign in 3 STEM certificate and degree programs is aligned with Los National Laboratories, 

N3B, and Sandia National Laboratories to meet employer hiring needs.

Competitive Preference Priority 2: The Integrated Student Support System will feature customized 

academic instruction and support via Accelerated Summer Bridge Math Camp and Peer-Led Team

Learning (PLTL). Summer Bridge has been shown to increase persistence (Dika, S. L., & D'Amico, M. 

M., 2016). PLTL increases student time and effort invested in educationally purposeful activities resulting

in persistence and success (Bridges et al., 2007).

Absolute Priorities & Transfer Activities: The project's 2-year HSI Partners are Clovis

Community College, Central New Mexico Community College, Northern New Mexico College,

San Juan College, and Santa Fe Community College will jointly support student success and

transfer.

Key strategies and activities: 1) Integrated Student Support System including dedicated STEM 

Transfer and Career Advisors; 2) STEM career and transfer exploration and internship 

experiences via a Career, Transfer & Internships Coordinator. 3) Wraparound academic and noncognitive support system featuring Accelerated Math Summer Bridge, Peer-Led Team Learning 4) 

Model transfer and articulation pathway development. 5) Faculty professional learning; and 6) 

Evaluation and intervention research and assessment to investigate whether outcomes for students 

who participate in selected project activities – such as the Summer Bridge experience --- are favorable, 

compared to peers who do not.

The STEM XL project application has addressed the invitational, absolute, and both competitive

preference priorities as defined in the HSI STEM and Articulation Program solicitation.
P031C210201 Saint Xavier University

Conexiones

1: Applicant Institution: Saint Xavier University (SXU) (Chicago, IL)

Partner Institutions: Moraine Valley Community College (Palos Hills, IL) and Joliet

Junior College (Joliet, IL)

2: Project Title: Conexiones

3. Target Population: Latinx and low-income students enrolled at SXU, and students transferring to SXU 

from Moraine Valley Community College and Joliet Junior College

Services and Proposed Activities:

• Create relevant and intentional developmental math solutions to strengthen overall 

understanding of foundational mathematical concepts and remove barriers to academic progress, 

especially for students entering programs in Computer Science;

• Improve SXU’s Computer Science program through enhanced opportunities to connect 

coursework to career possibilities and increase the number of students majoring in

Computer Science through the establishment of a Motion Graphics and Game Design program 

and additional academic supports; and

• Enhance transfer and articulation agreements with Moraine Valley Community College and Joliet 

Junior College and offer dual admission and concurrent advising to facilitate pathways for and 

increase the number of Latinx and low-income transfer students in Computer Science and 

Computer Information Systems.

Anticipated Results: The Conexiones program will result in:

• A reduction in the number of students placed in developmental math;

• An increase in year 1 to year 3 retention for Latinx and low-income STEM majors;

• An increase of Latinx and low-income STEM majors graduating with a STEM degree;

• An increase in retention for STEM transfer students; and

• An overall increase in Latinx and low-income students enrolled in STEM programs.

4. Absolute Priority Addressed: YES; SXU will partner with Moraine Valley Community College and 

Joliet Junior College to meet the articulation and transfer model absolute priority.

5. Competitive Preference Priorities Addressed: YES; Conexiones will address Competitive Preference 

Priority 1: Fostering Flexible and Affordable Paths to Obtaining Knowledge and Skills by 

establishing coordinated efforts to connect students to internships and externships through a Computer 

Science Professional Mentor and a Computer Science Internship and Externship Fund to support 

students in unpaid learning experiences.

Conexiones will also address Competitive Preference Priority 2: Academic Achievement and 

Retention Strategies by reducing the number of STEM students in developmental math, the hiring 

of a STEM Academic Success Coach and the provision of Learning Assistants and graduate assistants 

in Computer Science courses.

6. Invitational Priority Addressed: YES; Through virtual video modules to supplement learning in 

STEM, Conexiones will also meet the Invitational Priority.
P031C210203 Los Angeles Mission College

STEM Mission’s Excellence Towards the Advancement of Students (METAS)

Los Angeles Mission College

13356 Eldridge Avenue, Sylmar, CA 91342

Grant proposal for $996,276 per year.

Project Title:

STEM Mission’s Excellence Towards the Advancement of Students (METAS)

Goal: To increase the number of Los Angeles Mission College Hispanic and low-income students who

complete or transfer in STEM fields.

Expected Outcomes: Improved student completion and transfer rates among the targeted population,

strengthened model transfer/articulation agreements, and establishment of a resource development

mechanisms with engaged STEM alumni and a $100,000 HSI STEM endowment to support long-term 

sustainability and support the success of LAMC students in STEM fields/pathways.

Population to be served: Hispanic and low-income STEM students at Los Angeles Mission College

(LAMC). The proposed project is comprised of one single activity and three subcomponents to provide

comprehensive and wrap-around academic and support services to students interested in STEM fields.

Through STEM METAS, the college proposes to 1) increase the number of Hispanic and low-income

students attaining degrees in the fields of science, technology, engineering or mathematics (STEM); and 

2) LAMC, a two-year HSI, will develop model transfer and expanded articulation agreements in STEM 

fields with four-year institutions. 
P031C210086 Dominican College of Blauvelt

STEM Opportunities for Hispanic and Low-Income Students (SOHLIS)

Dominican College, Orangeburg, New York, will develop and implement the STEM Opportunities for 

Hispanic and Low-Income Students (SOHLIS) project. The project will establish comprehensive studentcentered services and curricular programs that will increase rates of (1) enrollment, including 

strengthened articulation pathways from three area community colleges to Dominican STEM programs, 

(2) first to second year retention, and (3) persistence to degree completion and career entry. Target 

populations for this project are Hispanic and low-income undergraduate students at the college 

(including ESL undergraduates), transfer students from community college, high school students, 

community college STEM faculty and Dominican STEM faculty. Dominican will partner with Rockland, 

Westchester, and Bergen Community Colleges to strengthen articulation agreements. The proposed fiveyear activities include the following:

HSI-STEM and Articulation Project Summary of Major Activities

Goal 1-Enrollment

Major Activity: Strengthen the Pipeline to STEM Success

Activity 1.1: Professional Development in Transfer and Articulation Best Practices

Activity 1.2: STEM Transfer and Bridge Advisor

Activity 1.3: Science Seminar Series

Activity 1.4: Faculty-mentored Summer Research Opportunities

Activity 1.5: Environmental Science Summer Camp

Activity 1.6: Grant-Seeking and Management Support for STEM Faculty

Goal 2-Retention

Major Activity: Academic and Student Support Services

Activity 2.1: Diversity, Equity and Inclusion Training

Activity 2.2: Academic Supports

Activity 2.3: Transform Guzman Residence Hall into STEM Study and Peer Networking Center

Goal 3-Completion

Major Activity: Supports Tailored to Juniors and Seniors

Activity 3.1: Academic Supports

Activity 3.2: On- and Off-Campus STEM Programming and Activities

Activity 3.3: Science Seminar Series

Activity 3.4: Work-Based Learning Experience Coordinator

Activity 3.5: Aligning Learning Objectives and Required Knowledge/Skills of In-Demand Occupations

SOHLIS draws from five research models to improve retention and completion of STEM degrees: (1) 

Stephens, NM, MarYam, G, Hamedani, MD (2014). Closing the social-class achievement gap: A 

difference education intervention improves first-generation students’ academic performance and all 

students’ college transition (WWC reviewed, moderate evidence of effectiveness). (2) Nagda, et al. 

(1998). Undergraduate Student-Faculty Research Partnerships Affect Student Retention. (3) Jones, et al. 

(2010). Importance of Undergraduate Research for Minority Persistence and Achievement in Biology. 

Quasi-experimental design that has not been reviewed by WWC. (4) Yue, H., et al (2018). Supplemental 

instruction: Helping disadvantaged students reduce performance gap. (5) Chen, et al (2021). Am I a 

Science Person? A strong science identity bolsters minority students’ sense of belonging and performance 

in college. SOHLIS meets the Absolute Priority (degree completion and articulation) and Competitive

Preference Priorities 1 and 2 by providing flexible and affordable pathways and significant

WBLE as well as multiple layers of academic support including extensive tutoring, workshops, 

developmental course enhancement, and targeted tutoring resources for ESL/ELL STEM students.
P031C210143 The Research Foundation CUNY - The City College

City College initiative to Promote the Academic Success of STEM Students – Experiential

1. Applicant institution and partner institutions: The City College of New York, Borough of Manhattan 

Community College, LaGuardia Community College

2. Title: City College initiative to Promote the Academic Success of STEM Students – Experiential 

Learning & Career Engagement Initiative (CiPASS-ExLCEI)

3. Abstract

a. Target: Students and Faculty

b. Services and Proposed Activities: The City College of New York (CCNY) is a public, 4-year

Hispanic and Minority Serving Institution established in 1847. CCNY is the flagship campus among the 

twenty-four colleges and institutions in the City University of New York (CUNY) system - the nation's

largest urban university system. Located in the predominantly Hispanic and African American

neighborhood of West Harlem, CCNY serves more than 13,000 undergraduate students per year.

Borough of Manhattan Community College (BMCC) is a CUNY Community College located in lower

Manhattan, serving more than 26,000 associates-level students in their work as an HSI and MSI.

LaGuardia Community College (LaGCC) is a CUNY Community College and HSI located in Queens,

NY, serving more than 18,000 students. CCNY, BMCC, and LaGCC provide an affordable entry point

into higher education for low income and first-generation students, and have an extremely diverse student

body, reflective of the diversity of the city.

The central focus of this proposal is to address the current gender, racial, and ethnic disparities 

among STEM professionals via a series of interventions at CCNY with the ultimate goal of increasing 

retention, graduation, and workforce readiness among Hispanic and low-income students pursuing STEM 

careers. The HSI/STEM grant project CiPASS-ExLCEI will scale up intervention and practices from 

existing small but successful programs to reach a larger portion of the student population, and address 

weaknesses identified through ongoing assessment and analysis of our institutional work. This initiative 

will focus on three key major activities: i) increasing hands-on and experiential learning in coursework 

and internship opportunities; ii) building new initiatives for STEM-specific academic supports; and iii) 

creating new supports for STEM transfer students from the 2-year colleges. We will build the internal 

structures and processes to ensure CCNY can successfully support students in these endeavors.

c. Anticipated Results (e.g., learning outcomes): These activities will result in a peer mentoring program, 

STEM transfer bridge program, significant additions to project-based learning in coursework, more than 

200 STEM students participating in internships, and the expansion of academic supports and early alert

systems in STEM and impact the retention and graduation rates of Hispanic and low-income students.

4. Absolute Priority Addressed: Yes; both proposal partners are 2-year schools to address the AP.

5. Competitive Preference Priority Addressed: Yes, both

● Activity 1: STEM Transfer Bridge Program, and Activity 2: Expanded Academic Support and

Community Building in STEM will address Absolute and CPP-2

● Activity 3: Infusing Project-Based Learning across the Curriculum and Activity 4: Experiential

Learning Program will address Absolute and CPP-1

Specific Project Activities will: 1) improve the academic readiness, sense of belonging, and selfconfidence of entering students to better prepare them for the demands of regular college coursework,

focusing on transfer students; 2) infuse project based learning across the STEM curriculum by revising

existing gateway courses and engaging faculty to improve their courses; 3) promote early career

engagement and skills consistent with experiential learning, and career mentoring programs to expose

students to real world experiences and problems at an early stage in the students’ academic journey; and

4) provide career and professional advising to undergraduate students to help them achieve their goals

6. Invitational Priority Addressed: No.
P031C210162 The University of New Mexico

STEMx Project

The University of New Mexico – Taos proposes the STEMx Project, a systemic and sustainable strategy 

to develop the institution’s capacity to enroll, support, and graduate Hispanic and/or low-income (H/LI) 

students in STEM fields. The Project has been designed with the four pillars of the Guided Pathways 

initiative providing a framework for considering the supports and resources necessary at every stage of 

the student’s educational experience. The project will target faculty as the primary participants in the 

activity components of this Project, which are:

• Component 1: Help students clarify and enter the path – UNM-Taos will

o offer summer STEM programs to students in the K-12 system and those transitioning to 

the UNM-Taos campus after graduation and

o build an Employer and Faculty Advisory Committee to provide a venue for K-12,

employer, and local non-profit input into STEM degrees

• Component 2: Help students stay on the path – UNM-Taos will

o Provide work-based learning experiences outside of the STEM classroom and projectbased learning in the STEM classroom

o Provide wrap-around coaching/advising and academic supports for STEM students

o Dedicate a STEM Student Success Center to house supports and related activities for

STEM students

• Component 3: Ensure students are learning – UNM-Taos will

o Provide professional development to faculty on culturally responsive pedagogy and on 

STEM-specific practices to STEM faculty

o Provide mini-grants to faculty to revise their curriculum with an equity-lens

o Incorporate STEM-specific practices such as Writing Across the Curriculum

• Component 4: Develop new degrees in the Guided Pathways framework – UNM-Taos will

o Launch new programs in IT, Construction Technology, and Environmental Sciences to 

increase STEM offerings for our students and community

o Launch a new concentration in STEM teaching within the existing teacher preparation 

program

With these components implemented, UNM-Taos expects to realize a 40% increase in number of 

Hispanic/Low Income students enrolling in STEM, an increase of 100% in H/LI students enrolling in 

STEM programs, an increase of 25% in H/LI math and science pass rates, an increase of 25% in H/LI 

fall-to-fall retention in STEM, an increase of 6% in H/LI student graduation rate in STEM, and an 

increase of 20 per year in the number of H/LI students transferring in STEM to regional four-year 

programs.

The STEMx Project proposes to address both Competitive Preference Priorities, the Absolute Priority, 

and the Invitational Priority. The citation for promising evidence is What Works Clearinghouse. 

Designing and delivering career pathways at community colleges practice guide. US Department of 

Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWCPraxGuide-Career-Pathways-full-textFinal-508.pdf.
P031C210103 Morgan Community College

STEM Preparacion, Equidad y Exito

Applicant Institution: Morgan Community College, Fort Morgan, Colorado

Partner Institution: Colorado State University, Fort Collins, Colorado

Project Title: STEM Preparacion, Equidad y Exito

Target Population: Current and future MCC STEM-declared students, especially those who are Hispanic 

and/or low-income.

Services and Proposed Activities: STEM Preparacion, Equidad y Exito has been designed with three indepth activities.

• Preparacion will assist MCC in providing outreach to area high schools to help students learn 

more about STEM careers and educational opportunities. A variety of outreach programming will 

be developed to serve K-12 students and the community in an effort to share more information 

about STEM education and careers.

• Equidad is designed to provide a variety of resources to MCC STEM students to bring parity 

among students, regardless of ethnicity or background. This includes improving facilities; 

providing intensive advising, tutoring, mentoring, and referrals; and offering opportunities to 

participate in research and summer bridge.

• Exito will focus on improving resources for faculty to assist students in achieving success in their 

courses. Faculty will attend targeted, ongoing trainings and incorporate culturally relevant 

programming into their courses.

Anticipated Results: This project has seven measurable outcomes, illustrated in the table below.

Objective 1: By Sept. 30, 2026, improve the percentage of Hispanic area high school graduates coming to 

MCC who select STEM as their area of study by 11 percentage points.

Objective 2: By Sept. 30, 2026, increase the percentage of Hispanic high school students enrolling in 

STEM-related concurrent programming by 10 percentage points.

Objective 3: By Sept. 30, 2026, increase the success rate (grade C or better) of Hispanic students in 

STEM courses by 3 percentage points.

Objective 4: By Sept. 30, 2026, improve the retention rate of all STEM students by 10 percentage points.

Objective 5: By Sept. 30, 2026, increase the three-year graduation rate of Hispanic STEM students by 9 

percentage points.

Objective 6: By Sept. 30, 2026, increase the transfer rate of Hispanic STEM students by 9.4 percentage 

points.

Objective 7: By Sept. 30, 2026, improve STEM students’ self-reported sense of belonging at MCC by 30 

percentage points.

Absolute Priority Addressed: MCC is addressing the Absolute Priority. For the articulation component,

MCC will partner with Colorado State University, located in Fort Collins, Colorado.

Competitive Preference Priorities Addressed: Both CPP 1 and CPP 2 are addressed.

Invitational Priority Addressed: No; MCC already has a variety of programming in place to address 

student needs as a result of the pandemic and is not addressing that in this application.
P031C210178 Riverside Community College District/Riverside City College

Inclusive Opportunities for Nurturing STEM Success (IONSS)

1. Applicant: Riverside City College; Partner: California State University San Bernardino

2. Title: Inclusive Opportunities for Nurturing STEM Success (IONSS)

3a. Target Populations: STEM faculty; Hispanic and other underrepresented college students

b. Services and Proposed Activities: Our overarching goal is to improve Hispanic and other low income 

and first generation student performance in the STEM disciplines by improving student learning, 

particularly in those courses that campus data indicate are playing the most significant role in impeding 

student progress towards graduation. The strategy for attaining this goal is to implement and sustain a 

holistic, coherent set of professional development opportunities and structures to involve a growing 

number of faculty in redesigning their courses and enhancing their instruction to incorporate equityminded, evidence-based teaching practices.

The faculty who participate in the learning community will also implement an experimental intervention 

through a randomized control trial design that meets the WWC standards for promising evidence and 

involves a values affirmation writing exercise that students complete as part of their coursework. 

Additionally, we will complement the faculty development with enhanced academic and social support, 

pre-transfer advising, and expanded opportunities for hands-on experience in science career settings. 

Within those foci for intervention, there are multiple synergistic activities.

Promising Evidence Intervention: Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen,

C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the Social Class Achievement Gap

for First-Generation Students in Undergraduate Biology. Journal of Educational Psychology, 106

(2), pg. 375–389.

c. Anticipated Results: Increased STEM faculty knowledge, skills, and utilization of culturally sensitive, 

inclusive, and active learning pedagogical techniques and course content. Improved student understanding 

of, enrollment in, and success in recommended STEM guided pathways courses leading to an associate 

degree to transfer—10% increase in Hispanic and/or low income first-time, full-time degree seeking 

undergraduate students enrolled at RCC graduating within three years; 10% increase in successful transfer 

and retention within STEM. Increased student science identity and interest in STEM careers among 

Hispanic and other low-income or URM students.

4. Absolute Priority Addressed: Yes. We are partnering with California State University San Bernardino, 

our students’ primary transfer destination, to implement IONSS and address the absolute priority.

5a. Competitive Preference Priority 1 Addressed: Yes. We will substantially expand paid opportunities 

for students to engage in brief and more intensive experiential learning and work-based learning through 

various educational and industry partnerships. We will also build the institutional capacity at RCC to 

provide such experiences, as we work toward longer-term institutionalization and sustainability of these 

important programmatic interventions.

5b. Competitive Preference Priority 2 Addressed: Yes. With the planned project and the additional 

resources, we will be able to support accelerated development and strengthening of the existing integrated 

support services within our STEM Engagement Center, including enhanced/expanded methods of pretransfer advising.

6. Invitational Priority Addressed: No
P031C210060 Southwestern Adventist University

STEM Excellence

Southwestern Adventist has developed “STEM Excellence,” a project that addresses identified needs of 

Hispanic students, as well as low-income and high-need students, in Biology and other STEM disciplines, 

enabling them to complete a college degree and to shorten their time to completion. Specifically, STEM 

Excellence will: a) add an additional dimension to our Ecology and Conservation emphasis in Biology by 

creating additional upper division courses with additional faculty to strengthen the program; b) redefine 

the Biology curriculum as a flexible, integrative degree path that will lead students into a broad range of 

new internship and career opportunities within the world of biological sciences; c) create programs of 

support for first-year STEM students through enhanced faculty advising, preventative tracking of student 

challenges, and the creation of a peer Course Navigators program to assist in advising, offering coursespecific tutoring, and leading supplemental instruction for fundamental math concepts.

Our measurable goals include:

• Goal 1: Increase the number of STEM majors from an average of 23 (2014-2020) to 35 

majors by 2026.

• Goal 2: Increase the number of Biology majors from a average of 13 (2014-2020) to 25 

by 2026.

• Goal 3: Increase the one-year average retention rate (2014-2019) for our first-year 

Biology cohort from 70% to 80% by 2026.

• Goal 4: Increase the four-year graduation rate (average 29%, 2014-2017) by the end of 

year four; the five-year graduation rate (61%, 2015) by 10% by the end of year five, and 

the six-year graduation rate (31%, 2014) by 40 % by the end of year six.

• Goal 5: By the end of year five, the percentage of Hispanic, and all STEM graduates 

employed in relevant fields or in graduate school within six months of graduation will 

increase to at least 95% by 2026.

STEM Excellence program is also designed to address the Invitational Priority which will be 

accomplished by increasing capacity for mental health services, as well as leading faculty, staff and key 

student leaders through mental health workshops allowing them to be able to identify and address early 

signs of mental illness. Additional mental health support will be available in the occurrence of mass 

causalities and major trauma.

Since this is a new program, our measurable goal is to:

• Invitational Priority Goal: Train 75% of the faculty, staff, and student leaders by 2022 and 100% 

thereafter each year including new hires.
P031C210072 Felician University

Fostering Inclusive Excellence for STEM Achievement (FIESTA) at New Jersey HSIs

1. Applicant institution and partner institution: Felician University (applicant) and Union County College 

(two-year college partner).

2. Title: Fostering Inclusive Excellence for STEM Achievement (FIESTA) at New Jersey HSIs

3. Abstract:

Felician University and Union County College are both HSIs in New Jersey, which is considered 

a global hub for life sciences. Felician and Union will collaborate in the FIESTA project, designed to 

increase the enrollment of Latinx and low-income students in STEM majors; to improve Felician’s STEM 

learning environments and strengthen STEM pedagogy at both institutions for increased student 

engagement and success; and improve the success of Latinx and low-income students in STEM at 

Felician as measured by retention and graduation.

To increase STEM enrollment, Union and Felician STEM leadership and faculty will establish a 

model STEM articulation agreement that streamlines baccalaureate pathways and admission to Felician 

and accelerates students’ progress towards STEM baccalaureate degrees. This work will be a primary 

focus of Year 1 of the FIESTA project.

Felician will modernize its STEM learning environment through the renovation of its chemistry 

and physics labs and the purchase of state-of-the art instrumentation; these investments will better reflect 

today’s STEM workplace and greatly enhance Felician’s ability to provide collaborative, hands-on 

learning experiences and training in current tools, techniques, and workforce skills sought by STEM 

employers. To strengthen STEM learning and success,

especially in STEM gateway courses, Felician will host an annual two-day STEM Faculty

Institute for both Felician and Union faculty to learn and deploy best-practice STEM pedagogies

as well as culturally responsive teaching practices. Felician will form a new STEM advisory

board composed of representatives from STEM industry, fostering expanded internships and

industry-informed curriculum for STEM students.

To foster the success of STEM students, the institutions will collaborate on the design and 

implementation of a suite of evidence-based student support services and engagement covering every 

phase of students’ undergraduate experience. These services include distinct summer bridge programs for 

both first-year university students and community college transfer students, enhanced academic supports 

such as peer tutoring, peer-led team learning, peer mentoring, integrative academic advising, participation 

in paid, faculty mentored research experiences, career readiness programming, and expanded mental 

health services. Student success services have been carefully chosen to support a range of key student 

metrics including academic performance, persistence, self-efficacy, sense of belonging, and degree 

attainment, ensuring the success of students supported through the project. Additionally, the project will

meet What Works Clearinghouse Standards for moderate evidence in two areas: implementation and 

measurement of evidence-based interventions and impact analyses.

4. Absolute priority addressed? Yes; the project will develop a model transfer and articulation agreement

between a 2-year HSI and a 4-year institution, and it will increase the number of Hispanic and other lowincome students attaining degrees in the fields of STEM.

5. Competitive preference priorities addressed? Yes; the project will establish a new STEM advisory

board to improve collaboration between education providers and employers, and it will provide a range of

academic achievement and retention strategies to foster STEM student success.

6. Invitational priority addressed? Yes; Felician’s counseling center will expand its range of supports for

addressing the impact of COVID-19 on students’ mental health.
P031C210171 Indian River State College

STEM PIONEERS

The Indian River State College (IRSC) Science Department (administrators, faculty, and staff) will 

implement the Science, Technology, Engineering, and Mathematics, Pioneers (STEM Pioneers) project to 

increase the number of Hispanic low-income students who attain degrees in STEM fields. This project 

will target students who reside in the College’s service district of St. Lucie, Indian River, Martin, and 

Okeechobee counties. This project will focus on student success in undergraduate STEM coursework and 

develop a model articulation and transfer agreement between IRSC and the University of Florida.

STEM PIONEERS will support first-time-in-college STEM students towards graduation or transfer in a 

STEM program of study by addressing the Absolute Priority, the Invitational Priority, and Competitive 

Preference Priorities one and two. STEM PIONEERS will address student challenges through integrated 

academic and student support strategies and activities that will promote retention and graduation in a 

STEM field.

Project Objectives: IRSC has identified the following objectives to ensure the success of this program: 

1) By September 2026, IRSC will increase the number of full-time degree-seeking Hispanics and lowincome undergraduates enrolling in a STEM program of study by 8%; 2) By September 2026, IRSC will 

increase the number of full-time degree-seeking Hispanic and low-income students retained from fall to 

fall by 10%.; 3)By September 2026, IRSC will increase the number of full-time degree-seeking Hispanic 

and low-income students retained from fall to fall by 10%; By September 2026, at least 12% of Hispanic 

and low-income student participants in STEM PIONEERS will participate in research activities; 4) By 

September 2026, IRSC will increase the number of Hispanic and low-income students who transfer to a 

four-year institution to pursue STEM studies by 25%.
P031C210030 Miami Dade College

STEM Legacy

1. Applicant institution and partner institutions. Miami Dade College (MDC) is the applicant institution. 

MDC is part of the Florida College System, which allows for articulation agreements with every public 

institution of higher learning in the state. In addition, the College has fostered

relationships with a large number of private institutions both in and out of Florida. Partner institutions 

include the University of Florida, Nova Southeastern University, University of

Miami, St. Thomas University, Florida Atlantic University, Florida International University, University 

of Wisconsin, Illinois Institute of Technology, and Lake Erie College of Medicine.

2. Project title. STEM Legacy

3. Abstract. (a) Target Population. 2,500 students and 45 Wolfson Campus faculty members. (b) 

Services and Proposed Activities. STEM Legacy will provide the following services: creation of

the STEM AXIS Center; development of a peer-to-peer learning community; installation of Peer 

Academic Leaders; installation of Peer-Led Team Learning; mentoring; specialized courses using highimpact practices; community workshops; appreciative advising; the enhancement of STEM facilities; and 

research/internship opportunities. (c) Anticipated Results. The outcomes for STEM Legacy include: an 

increase in retention rates of Hispanic and underrepresented minorities in STEM programs; an increase in

Hispanic and low-income students graduating and/or transferring to a bachelor’s program in STEM; an 

increase in students who progress to achieve credential completion benchmarks in STEM; an increase in 

pass rates of STEM courses;

an increase in students successfully completing research/internship projects; and an increase in

recruitment of STEM students.

4. Absolute Priority Addressed: Yes. Briefly indicate the partner institution/s for the purpose

of meeting the articulation and transfer model absolute priority. STEM Legacy will increase the number 

of Hispanics and low-income STEM students that transfer from MDC into a 4-year institution in part by 

leveraging existing articulation agreements and partnerships with schools, colleges, and universities. 

Partner institutions in Florida include the University of Florida, Nova

Southeastern University, University of Miami, St. Thomas University, Florida Atlantic University, and 

Florida International University. Partner institutions outside of Florida include

University of Wisconsin, Illinois Institute of Technology, and Lake Erie College of Medicine.

5. Competitive Preference Priority Addressed: Yes. CPP #1: STEM Legacy will provide students with 

work-based learning experiences through research opportunities and internships.

To ensure student learning objectives are aligned with the skills or knowledge required for employment 

within in-demand industry sectors or occupations, students will participate in Career

Readiness seminars using the NACE career competencies designed to support college graduates in 

successful workplace transition. CPP#2 To support academic achievement, student

engagement, and retention, STEM Legacy will expand on previous evidence-based Title V strategies and 

support services using an intentional all-inclusive approach that will provide

students with academic and transfer advising, promote student involvement and social connectedness 

through learning communities with mentoring and support services, as well as Professional Development 

Programming.

6. Invitational Priority Addressed: Yes. STEM Legacy is committed to support the mental wellbeing of 

students. STEM Legacy will provide 15 STEM workshops that will include: Emotional Intelligence 

topics to increase student engagement and community awareness; knowledge about emotional 

intelligence and its importance in STEM; and equipping them to maintain a healthy work-life balance.
P031C210044 California State University Channel Islands

Applicant Institution: California State University Channel Islands

Partner Institutions: Ventura County Community College District and Santa Barbara City College

Project Title: Project AYUDAS: Articulating Your Undergraduate Degree & Academic Success in 

STEM

Target Population:

• Latinx and Low-income high school and community college students

• Latinx and Low-income STEM students at CSUCI

Services and Proposed Activities: CSUCI proposes to implement Project AYUDAS to strengthen the 

STEM student success pipeline and transform collegiate STEM pathways for retention and success. 

Project AYUDAS will:

1) Develop STEM Transfer and Articulation Pathways through a transfer college readiness 

initiative to serve students/supporters, and STEM curricular pathways with CSUCI and 

community college faculty.

2) Cultivate a STEM Culture of Retention and Academic Excellence through academic 

support for technical writing support, technology powered just-in-time interventions, and faculty 

and peer mentorship.

3) Transform institutional culture towards STEM Inclusive Excellence through curricular 

redesign, active learning pedagogies, and equity-minded pedagogy for STEM faculty.

Anticipated Results:

• Substantially changed practices, systems, and policies to increase the number of Hispanic 

and low-income students who enroll in college and successfully complete a STEM major,

• Improve the articulation of STEM courses with 2-year college partners

• Refined student-centered academic support services to help students succeed 

academically in gateway STEM courses

• Improved STEM student success outcomes (increased student retention, improved 

progression rates, and improved 3-year and 6-year graduation rates for transfer students 

and freshmen, respectively, with a focus on Hispanic and low-income students)

Department of Education Priorities:

Absolute Priority, Yes 

• Partnering with Ventura County Community College District and Santa Barbara City College to 

develop STEM Transfer Articulation Pathways activity

• Increasing STEM degree completion through STEM Culture of Retention and Excellence 

academic support and STEM Inclusive Excellence faculty development activities

Competitive Preference Priority #1, Yes

• Integrating STEM Career pathways curriculum and STEM industry into outreach and retention 

support services

Competitive Preference Priority #2, Yes

• Developing a STEM Writing initiative and creation of faculty and peer mentorship through 

STEM ASSET Scholars community.

Invitational Priority, Yes

• Partnering with Counseling & Psychological Services to increase faculty and peer mentor 

participation in “Recognize and Refer: How to Help Students of Concern” workshop sessions.
P031C210053 Mercy College

STEM Ready

1. Applicant institution: Mercy College; partner institution: Westchester Community College

2. Project title: STEM Ready

3. Abstract:

a. Target Population: STEM Ready’s target population is two- and four-year undergraduate 

students who are Hispanic and/or low-income. STEM Ready students are those seeking to major in six 

STEM disciplines offered at Mercy College: Biology, Psychology, Mathematics, Computer Science, 

Computer Information Science, and Cybersecurity.

b. Services and Proposed Activities: Four innovative Activities are proposed for STEM Ready: 1) 

Course Redesign for Project-Based Learning (PBL) in STEM for a high-impact approach that offers 

curricula to develop student’s interdisciplinary and project-based learning awareness and prepare students 

to understand and experience complex real-world problems; 2) Faculty and Peer Mentor Development 

in Metacognition to include formal training elements that will infuse curricula with metacognitive 

teaching and mentoring practices for faculty and near-peer mentors; 3) the Mercy College/Westchester 

Community College (WCC) Transfer Pipeline that supports a pipeline of Hispanic and/or low-income 

students completing their associate degree and entering as STEM majors at Mercy College for improved 

student outcomes and attainment of four-year degrees; and 4) the STEM Workplace Academy to 

address employer needs and ensure that student learning objectives are aligned with the skills and

knowledge required for successful employment.

c. Anticipated Results: The proposed activities are designed to significantly improve student 

engagement and success and result in increased rates of retention, maintenance of good academic 

standing, and graduation in addition to a higher rate of transfer from WCC to Mercy and higher 

graduation rates for transfer students.

4. Absolute Priority Addressed: Yes. Mercy will partner with Westchester Community College in the 

Mercy College/Westchester Community College Transfer Pipeline (Activity 3).

5. Competitive Preference Priority 1 Addressed: Yes. STEM Ready Activities 1, 3, and 4 focus on 

improving collaboration between education providers and employers and providing work-based learning 

experiences for students including internships and research experiences.

Competitive Preference Priority 2 Addressed: Yes. STEM Ready Activities 1 and 2 focus on enhancement 

of student success, including courses designed to help retain students and move them into core courses 

and program completion. Through Project Based Learning students develop deep content knowledge as 

well as critical thinking, collaboration, creativity, and communication skills that will improve their 

academic success, and metacognition and a growth mindset create a motivational foundation for effective

learning.

Invitational Priority Addressed: No.

STEM Ready will be evaluated using a mixed method design with an embedded randomized 

control trial (RCT) that includes: a) an analysis of implementation and outcomes for all program 

participants; and b) an RCT experiment to assess the effectiveness of the Stephens et al (2014) differenceeducation intervention (promising evidence) on student outcomes.1

1 Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: a 

difference-education intervention improves first-generation students’ academic performance and all 

students’ college transition. Psychological science, 25(4), 943-953.
P031C210080 Cabrillo Community College District

Advancing in College & Career-pathways to Expand STEM Opportunities (ACCESO)

Cabrillo College (Aptos, California) is a comprehensive, public two-year community college serving Santa 

Cruz County with the main campus at Aptos and a Center at Watsonville. The Hispanic/Latino enrollment (46 

percent) has increased in the last ten years. The College serves primarily Santa Cruz County including highneed students from the Pajaro Valley of Watsonville where families struggle with persistent poverty and low 

educational levels.

Proposed Project: Cabrillo College proposes Advancing in College & Career-pathways to Expand STEM 

Opportunities (ACCESO), a five-year HSI STEM and Articulation project addressing the goals of increasing 

access to and baccalaureate transfer in high-demand STEM fields, including Biotechnology (Biotech) among 

Latino and/or Low-income students. Activities and services include the following:

1. Develop contextualized math courses with active learning components to increase the pipeline of Latino 

and low-income STEM students with a focus on dual-enrollment to enhance student momentum to 

completion;

2. Develop/revise/pilot courses for a new A.S. degree in Biotechnology;

3. Provide professional development to faculty in active learning & equity pedagogy;

4. Provide STEM outreach to high school students to encourage pursuing STEM pathways;

5. Provide Biotech career pathway development and articulation including curricula alignment, program map 

development, and establishing articulation agreements with neighboring universities such as UCSC, SJSU, and 

UC Davis;

6. Provide integrated student support services that are evidence-based and align with the college’s Guided 

Pathways initiative;

7. Connect students with work-based learning opportunities in Biotech / STEM and organize STEM 

Colloquium with industry speakers to inspire students in STEM careers.

Outcomes

Five-year outcomes (by September 2026) include: 1) an increase in STEM enrollment by at least 8% overall (# 

of STEM majors) among Latino & low-income students (Obj 1.a); 2) the # of PVUSD HS students enrolled in 

dual credit contextualized math will increase by a total of 210 students (Obj 1.b); 3) increase by 15% in the % 

of Latino & L.I. students who successfully complete one transfer-level STEM math course (Obj. 1.c); 4) will 

articulate the Biotech program with at least (3) three regional four-year institutions (Obj 2.a); 5) the % of 

Latino & L.I. students obtain a Biotech degree and/or certificate will increase by 45 students (Obj 2.b); 6) a 

10% point increase in the Fall-to-Fall persistence rate of Latino & Low-income students (Obj 3.a); 7) an 

increase of Latino/L.I. STEM students earning a degree or certificate increases by at least 55 students (Obj. 

3.b); 8) an increase of at least 12% points who are transfer-ready in STEM majors (Obj. 3.c).

Project Addresses the Following Priorities

AP 1: To develop an articulation and transfer model in Biotech that involves curricula-specific

transfer/articulation agreements with 4-year IHEs. CPP1: Connecting students with work-based learning in 

Biotech so students develop in-demand industry skills and experience (Cotner, 2021). 

CPP2: STEM faculty cooperate to develop innovative, contextualized math courses with active learning 

elements to build a strong mathematical foundation for advancing in STEM majors (Freeman, 2014; Hayward 

and Willett, 2014; Bailey, 2015). IP: To provide students with expanded mental health services through 

COVID-19 grants.
P031C210131 William Paterson University of New Jersey

Access to STEM Pathways through Integrated Research and Engagement (ASPIRE)

1. Applicant institution and partner institution: William Paterson University (WP) and Passaic County 

Community College (PCCC)

2. Project Title: Access to STEM Pathways through Integrated Research and Engagement (ASPIRE)

3. Abstract

(a) Target population (e.g., faculty, staff, students): ASPIRE’s target student populations consist of 

first-time first-year (FTFY) Hispanic and low-income students and Passaic County Community College 

students. Both student populations will enroll at William Paterson University in a STEM program. (b) 

Services and proposed activities: Pivotal to the proposed project are the roles of the Transfer Success 

Coordinator and the Student Success Coach(es). The Transfer Success Coordinator will be a WP 

employee positioned primarily at Passaic County Community College to work with STEM students 

interested in transferring to a four-year college upon earning their associate’s degree in STEM. This 

Coordinator will provide individualized support, connect students to resources at both institutions, and 

facilitate a transfer plan. Once a student enrolls at William Paterson, the Transfer Success Coordinator 

will warmly pass off the student to the Student Success Coach(es). The Student Success Coach(es) will 

work closely with FTFY and transfer students to provide individualized coaching, create an academic and 

career plan, and access needed resources including tutoring, supplemental instruction, career services, 

mental health counseling, and financial aid. (c) Anticipated results (e.g., learning outcomes) Objective 

1. Increase the total number of overall WP STEM majors by 2% each year of the project term from a 

baseline of 1,136 (2% year one, 4% year two, 6% year three, 8% year four, and 10% year five). Objective 

2. Increase the number of low-income and Hispanic STEM students transferring from PCCC to WP in a 

STEM major by 2% each year of the project term from the baselines of 874 (low income) and 367 

(Hispanic). Objective 3: In the initial three years, 25% of low-income and/or Hispanic juniors and seniors 

will participate in work-based learning (internship, research fellowship, etc.); by years four and five 

participation will increase to 50%. Objective 4: WP will improve the low-income and/or Hispanic student 

four-year graduation rate from the 20.59% baseline to the goal of 34% within the five-year project period.

4. Absolute Priority Addressed: Yes; WP will partner with Passaic County Community College to 

enhance transfer services and create model-articulation agreements that include deeper inter-institution 

collaboration, transfer support, and access to resources at both institutions. 

5. Competitive Preference Priority 1 Addressed: Yes; ASPIRE addresses Competitive Preference 

Priority 1 in that it intentionally fosters flexible and affordable paths to obtaining knowledge and skills 

that are aligned with the STEM workforce needs through internships with industry partners and research 

fellowships mentored by WP faculty mentors.

6. Competitive Preference Priority 2 Addressed: Yes; ASPIRE is designed to develop or enhance 

tutoring, counseling, and student-service programs to improve academic success, including innovative 

and customized instruction courses (supplemental instruction sessions led by peer mentors) to help retain 

students and rapidly move them into core courses and through program completion. 

7. Invitational Priority Addressed: Yes; ASPIRE will provide student supports for addressing the 

impact of COVID-19 on students’ mental health and academic outcomes by screening students upon 

admittance and connecting them with licensed professional counselors and/or individualized academic 

support as needed.
P031C210135 Pasadena City College

Servingness in STEM: Reaching the Next Level in HSI Excellence

1. Applicant: Pasadena City College

2. Project Title: Servingness in STEM: Reaching the Next Level in HSI Excellence 

Abstract: Pasadena City College (PCC), located in Pasadena, California, serves the greater Los Angeles area, which 

has the largest, fastest growing Hispanic population in America. The College enrolls approximately 30,000 students; 

51% are Hispanic. PCC’s proposed Title III project aims to improve the STEM degree completion of Hispanic 

students through strategies that (a) purposefully center Hispanic students’ experiences, strengths, and needs in their 

design, and (b) are likewise well-supported by extensive national and institutional research. The project, Servingness 

in STEM: Reaching the Next Level in HSI Excellence, includes three main activity strategies that represent essential 

next steps to close the equity gap in the completion rate of Hispanic and other underserved students in the STEM 

pathway, which will then significantly improve the completion rate and workforce outcomes for all PCC students.

a. Target Population: PCC’s Hispanic and low-income students who show interest or potential to pursue a STEM 

degree.

b. Services/Proposed Activities: Increase access and close opportunity gaps for Hispanic students in STEM fields 

to increase degree completion and transfer by redesigning the critical Calculus sequence and developing a model 

articulation agreement with high schools and our key transfer institution, CSULA; Develop and foster 

comprehensive and intrusive wrap-around services that validate and positively influence sense of belonging for 

Hispanic students, and offer robust STEM work-based learning opportunities; Build infrastructure and transform 

structures that affect PCC’s ability to serve Hispanic students, creating a HSI Council to provide direction and 

leadership and a Center for Teaching Excellence that focuses on anti-racist and equity-minded pedagogy and 

curriculum. 

Anticipated Results: PCC’s HSI-STEM project objectives are to: 1) Increase the first-attempt success 

rate in Calculus I and II; 2) Increase STEM student completion of transfer-level math in their first year; 3) Increase 

the total number of students who declare a STEM program of study by 20%; 4) Increase 3-year transfer rate in 

STEM programs of study; 5) Increase 3-year degree completion rate in STEM programs of study; 6) Increase 

students’ social self-concept/sense of belonging; 7) Improve STEM pathway fall-to-fall retention; 8) Engage at least 

750 students in grant-funded work-based learning opportunities or services; 9) Have Hispanic students represented 

among work-based learning participants at full parity with the overall PCC population; 10) Engage at least 200 

STEM faculty members in grant-sponsored professional development; 11) Close equity gaps in course success rates 

among STEM faculty participating in grant-sponsored professional development

3. Absolute Priority Addressed: Yes; The project is designed to increase the number of Hispanic and other lowincome students attaining degrees in STEM fields and collaborate with faculty and staff from 

California State University, Los Angeles (CSULA) to develop model articulation agreements in order to remove 

transfer barriers and establish Transfer Acceptance Guarantees (TAGs).

4. Competitive Preference Priority Addressed: Yes; CPP 1: Fostering flexible & affordable paths to obtaining 

knowledge and skills by addressing gaps in the community college to university pipeline, offering high-quality 

experiential and work-based learning experiences, and improving feedback collection from regional partners to 

inform program and support design. CPP 2: Enhance tutoring, 

counseling, and student service programs designed to improve academic success through strengthened 

coaching, mentoring, and development of a STEM-specific first year seminar course to retain students and 

accelerate program completion and transfer.

5.Invitational Priority Addressed: Yes; Leverage a peer coaching and engagement model to 

strengthen referrals to student mental health services as part of the Success Team model: STEM 

Outreach Coordinator will strengthen PCC’s presence in the communities hardest hit by COVID-19; 

Math Retention Specialist will be cross-trained to make timely referrals to campus services while Coaches will be 

mobilized to ensure students’ knowledge of and utilization of wrap-around supports, with a specific focus on 

campus health services and connecting students to campus and community-based resources, including the student 

health center, financial aid, food pantry, advising, and programs like EOP, which provide augmented resources for 

transportation, supplies, and food vouchers.
P031C210139 Universidad Politecnica de Puerto Rico

A Multifaceted Approach to Student-Centered STEM Education

1. Applicant Institution: Universidad Politécnica de Puerto Rico (UPPR), located in San Juan Puerto Rico - a 

private non-profit baccalaureate-granting institution specializing in engineering education. Articulation Partner 

Institution: Colegio Universitario de San Juan (CUSJ), located in San Juan Puerto Rico – a public non-profit 

associate-granting institution.

2. Project Title: A Multifaceted Approach to Student-Centered STEM Education

3a. Target Population: UPPR students are the primary target population. Student characteristics indicate high 

need: 61.4% receive federal financial aid; more than 75% receive some form of need-based aid; 99.1% are 

Hispanic (Fall 2019). UPPR students reside on the island of Puerto Rico, a region beset by extreme poverty 

(43.1% poverty rate; median household income is just $19,775). Proposed project services will also target 

UPPR faculty who will receive extensive support and training. 

3b. Services and Proposed Activities: Project design comprise of three action plans:

Action Plan 1: Expanding Capacity for Virtual & Innovative Education

➢ Physical Infrastructure Development – Expansion of virtual and innovative education resources via 

creation of a Streaming Video Development Studio, a Virtual Reality Cave, Remote-Access Virtual 

Labs and a Makerspace lab for immersive, hands-on, active learning

➢ Faculty Infrastructure Development – Training for Engineering faculty on effective studentcentered instructional strategies for online learners.

➢ Curricular Infrastructure Development – Conversion of 51 courses in Computer Science, Computer 

Engineering, Electrical Engineering, and Mechanical Engineering resulting in seven B.S. degree 

programs fully online.

Action Plan 2: Improved Transfer Partnership with Articulation Partner via cross institutional faculty teams to 

ensure course alignment, facilitate transfer into UPPR, formalize degree-specific articulation agreements, and 

encourage UPPR/CUSJ student joint research experiences via new technology and makerspace resources 

Action Plan 3: Development of Wrap-Around Support Services & Work-Based Experiences

➢ Virtual peer tutoring, virtual mentoring, and virtual student learning assistance;

➢ Faculty/staff training on indicators of students in mental distress;

➢ Mental health resource/referral mechanisms;

➢ Virtual internships specific to engineering disciplines

3c: Anticipated Results: At project end, UPPR expects to achieve a 5% increase in enrollment over Fall 2019 

baseline, 20.8% increase in incoming STEM transfers from associate granting institutions; and 6% increase in 

number of STEM B.S. degrees awarded annually.

4. Absolute Priority Addressed: YES. UPPR will expand access to STEM degree programs by increasing 

amount of online course offerings in high-demand engineering programs. And will expand articulation efforts 

with Colegio Universitario de San Juan (CUSJ), a regional associate-granting institution, strengthening 

pathways for A.S. Engineering students to transfer to one of UPPR’s B.S. Engineering programs.

5. Competitive Preference Priority #1: YES. UPPR will develop work-based virtual internships in highdemand engineering career fields.

Competitive Preference Priority #2: YES. UPPR will develop virtual academic support services inclusive of 

peer tutoring, peer mentoring, learning assistance; all will be delivered remotely/online thereby expanding 

access and improving flexibility.

6. Invitational Priority: YES. UPPR will train faculty and staff to identify students in crisis

and when/where to refer them for support; will expand relationships with community-based mental health 

offices; and will create database of referral resources
P031C210063 Mission College

Mission College Access-Connect-Transition grant (MC-ACT)

The Mission College Access-Connect-Transition grant (MC-ACT) will bring together a variety of 

evidence-based interventions in a comprehensive and intentional way to enhance the success of Hispanic 

and low-income STEM students. The grant includes three main activities: 

1. Access Goal: Increase enrollments and progression of Hispanic and low-income STEM 

students through co-curricular supports/services.

2. Connection Goal: Increase the academic success of Hispanic/low-income students enrolled in 

STEM through curriculum enhancements and equity-focused professional learning.

3. Transition Goal: Enhance relationships with transfer institutions and industry partners to 

expand students’ opportunities for work-based learning and preparation for transitions.

These activities will result in the following grant outcomes:

1. Increase in the enrollments of Hispanic/low-income students in STEM fields.

2. Increase the rates of retention, graduation, and transfer for Hispanic/low-income STEM 

students.

3. Increase in the number of Hispanic/low-income students who participate in grant-supported 

services and programs.

The grant will ensure Hispanic and low-income STEM students have access to a STEM Counselor, peer 

mentors, and mental health supports. The MC-ACT grant will build on existing agreements with regional 

4-year institutions, expand opportunities for Hispanic and low-income students to interact with faculty 

and staff at transfer institutions, and expand opportunities for undergraduate research experiences. The 

grant will strengthen the connections between Hispanic and low-income STEM students and the 

curriculum through faculty professional learning that promotes a culturally relevant curriculum and active 

learning in STEM courses. There are also strategies in the grant that enhance industry partnerships, and 

students’ career awareness and work-based learning opportunities. 

The grant is also designed to enhance the sense of belonging, confidence, and self-worth for Hispanic and 

low-income students. A study using “values affirmation” writing exercises will explore how values 

affirmation can reduce stereotype threats and close the social-class achievement gap when Hispanic and 

low-income students are guided to affirm their values and self-worth.