Pima Community College- East Campus P031C160003 AZ

East Campus Project Abstract

Pima County Community College, East Campus, has developed an HSI-STEM project 

that addresses identified needs of the Hispanic students we serve, as well as institutional gaps 

that make it challenging for Hispanic students to successfully complete degrees in STEM fields 

and transfer to four-year baccalaureate programs. Specifically, our HSI-STEM program: a) 

creates professional learning communities within STEM disciplines; b) updates the teaching 

modalities of eight courses in biology, chemistry, computer information systems, engineering, 

math, and physics (specifically BIO 181, CHM 151, CIS 129, CIS 131, ENG 102, MAT 189, 

MAT 220, and PHY 121) courses to include interdisciplinary teaching strategies that are infused 

with technology; c) renovates four spaces to facilitate 21st Century learning styles; d) includes 

outreach activities to encourage enrollment in STEM majors as well as an advising model to 

promote student success; and e) includes career modeling through relationships with the Tucson 

Hispanic Chamber of Commerce. When taken together, these activities will enable systemic 

change at PCC-East, ultimately serving to increase the number of Hispanic and other low-income 

students who transfer to four-year institutions. Our measurable objectivesinclude:

• Objective 1: Strengthen student services (tutoring) to improve transfer rates by 25 percent 

by year 5 over the existing baseline of 0.5 percent of Hispanic students who transfer to 

four-year institutions from PCC-East Campus;

• Objective 2: Redesign eight STEM courses over a four-year period creating project 

based learning environments. Redesigned courses will improve retention rates (Fall to 

Fall) by 12 percent by the end of year five over a baseline of 2.8 percent; and

• Objective 3: By the end of year five, enrollment by Hispanic students into STEM majors 

will increase by 15 percent over a baseline of 8.4 percent

Articulation agreements established through the Arizona General Education Curriculum 

(AGEC-S) for science and math, will be reviewed creating specific pathways which will guide 

participants efficiently through course selection, graduation, and transfer to Arizona's public, 

four-year, institutions (Arizona State University, University of Arizona and Northern Arizona 

University).

Our HSI-STEM program was designed to address Competitive Preference Priority #2, 

using strategies that are based on research meeting the Moderate Evidence of Effectiveness 

standard of the What Works Clearinghouse. Specifically, we will use difference education, a 

strategy that draws on the personal narratives of successful Hispanic individuals engaged in 

STEM careers. This strategy has proven effective in increasing student achievement, particularly 

among minority populations. The citation is provided below:

Walton, G.M., & Cohen, G.L. (2011). "A question of belonging: Race, social fit, 

and achievement." Retrieved from: http://tinyurl.com/jfj6rbs
University of New Mexico- Valencia P031C160006 NM

CFDA # 84.031C – Valencia Title III HSI Reaching Rural STEM Students (R2S2)

ABSTRACT

University of New Mexico-Valencia Campus 

280 La Entrada

Los Lunas, NM 87031

Project Title: Valencia Reaching Rural STEM Students (R2S2)

The University of New Mexico-Valencia Campus (UNM-V), established as a branch 

campus in 1981, is a 2-year public college of the UNM system and functions as a regional 

community college for a large rural area in central New Mexico. During the 2014-15 academic 

year, UNM-V‘s enrollment was 2,077 students; 37% were STEM majors (63.9% Hispanic, 52% 

low-income, and 80.45% either Hispanic or low-income). The goals of the R2S2 project are to: 1) 

increase the number, persistence, and success of full-time Hispanic and low-income (H/LI) 

students majoring in STEM degree programs; 2) increase the number of H/LI students 

graduating with a STEM associates or certificate; and 3) increase the number of H/LI students 

retained in STEM programs after transfer. All goals will be accomplished by implementing: 

expanded student support services (counseling, financial literacy/scholarship coaching, tutoring, 

and transfer services), a new Undergraduate Research Program, a new K-12/STEM Industry 

Outreach Program, new course and program data analytics, and establishing strong partnerships 

to improve post-transfer persistence with UNM Main Campus and New Mexico Institute of 

Mining and Technology. The R2

S2 Project is supported by moderate evidence of effectiveness 

from two studies: Castleman, B. L., & Page, L. C. (2014). Freshman year financial aid nudges: 

An experiment to increase FAFSA renewal and college persistence. Retrieved from: 

(http://curry.virginia.edu/uploads/resourceLibrary/29_Freshman_Year_Financial_Aid_Nudges.p

df), and Bettinger, E., Baker, R. (2011). The effects of student coaching in college: An

Evaluation of a randomized experiment in student mentoring. Retrieved 

from: http://www.nber.org/papers/w16881.
Dewey University P031C160011 PR

ABSTRACT

Applicant: Dewey University-Carolina; 11170 Ave. 65 de Infantería, Carolina, PR 00968 

Proposed Project: Inspiring Hispanic Students through STEM Opportunities

Institution / Target Area / Population Served: Dewey University is a private, nonprofit, 

Hispanic-Serving Institution located in Puerto Rico. The Carolina campus (DU-Carolina or 

DU-C) provides educational opportunities for students in the northeast region of Puerto Rico,

(primarily economically disadvantaged). DU-Carolina’s enrollment (1,010 students, Fall 2015) is 

100% Hispanic, 100% Pell grant eligible (low-income), average age of 25, and 62% of students 

work (FT or PT). About 81% of DU-C students are enrolled in evening and/or weekend courses, 

which reflects our high proportion of working adults. Six municipalities surrounding our campus 

(total population of 452,276) make up our service area, which is economically distressed: 30% to 

48% of residents live in poverty (compared to U.S. poverty rate of 15.6%) and the median household income ranges from $18,456 to $30,687.

Project Activities and Services: DU-Carolina proposes the following activities and services:

(1) Establish Robust Academic Support System – These student-centered services will infuse 

support strategies associated with persistence and success (tutoring, coaching/advising, 

English skills training, and a bridge program for junior/senior high schoolstudents).

(2) Develop New Academic Programs – Two new STEM academic options (IT-Programming 

and Electro-Mechanical Systems Technology) will create new STEMpathways.

(3) Enhance STEM Instructional Facilities – This infrastructure improvement will support the 

new programs, while providing dynamic learning opportunities with modern equipment.

(4) Develop Hybrid Credit-Bearing Curricula – Making STEM courses available in hybrid 

format will expand access to STEM curricula for Hispanic, low-incomestudents.

(5) Customize IT Curricula – Embedding IT courses with appropriate pedagogy/materials to 

prepare students for IT certification exams will enhance STEM employabilityskills.

(6) Develop Transfer Partnerships – Developing partnerships with 2-year HSIs (Trinity 

College of PR and Instituto Tecnologico de PR-Manati campus) will result in a replicable 

model of a transfer and articulation agreement.

Goals and Expected Outcomes: The project’s overarching goals are to increase: enrollment 

and program completion in STEM fields, transfer enrollment/success for STEM majors, and 

student success and persistence in STEM programs. Five-year outcomes related to those goals 

are: increased enrollment of STEM students (+125); increased annual enrollment of STEM 

transfer students (+25); increased overall retention rate (+8 perc. pts.); and increased STEM 

degrees awarded (+60).

Absolute Priorities and Competitive Preference Priority: The proposed project responds to 

Absolute Priority 1, Absolute Priority 2, and also to Competitive Preference Priority 2 (supported 

by evidence of effectiveness that meets the definition of “moderate evidence of effectiveness”).

The citation of the study used to support the evidence requirement:

Bettinger, E.P., & Baker, R. (2011). The effects of student coaching in college: An evaluation 

of a randomized experiment in student 

mentoring. http://cepa.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

Year 1 Budget Request: DU-C requests $997,059 for Year 1 of this HSI STEM and Articulation Program, the first HSI STEM application ever undertaken by Dewey University-Carolina.
Mission College P031C160014 CA

Mission College (MC) is one of two, 2-year colleges in the West Valley-Mission Community 

College District. The college is located in the heart of the high tech industry in Silicon Valley, 

but job opportunities have been severely limited for its Hispanic and low-income students who 

come from the diverse surrounding neighborhoods characterized by poverty, high HS school 

dropout rates, and a low-skilled workforce. As a newly recognized Hispanic-serving institution, 

the college is challenged to provide much needed services for a rapidly growing Hispanic student 

population. In fall, 2015, Mission enrolled 8,607 students, one fourth of whom were Hispanic 

and nearly one-third of whom were identified aslow-socioeconomic.

Proposed Project: STEMlink provides a blueprint for increasing the number of Hispanic and lowincome students attaining STEM degrees. Proposed project services include: I. Linkages to create 

seamless STEM pathways: HS visitations/workshops and information sessions for students and parents, 

identification and follow up with HS students, MC College tours, development of articulated STEM 

pathways from high school to MC; summer STEM camp; STEM events. Transfer Alliance with CSU East 

Bay/development of articulated STEM pathways to university, University Peer Mentors, University 

orientation II. Strengthening Student Support Services STEM Career Roadmaps, STEM Career Fair, 

STEM Counselor/STEM Completion Coach, Peer Navigators, Financial Aid workshops and text message 

reminders to complete FAFSA III. Strengthen Academic and Learning Support Services, New math 

lab/math tutors, acceleration of developmental math sequence; curricular review; evidence-based 

instructional strategies; required Supplemental Instruction, 4 faculty learning communities: Embedding 

Research in the Science Curriculum. Culturally Relevant Teaching and Learning Strategies; Getting to 

know our Hispanic Students; Math Faculty Learning Community IV. Linking Hispanic and low-income 

students to industry. Job Shadowing, e-mentoring, 14th year internships, Summer research projects 

WWC research: Required Supplemental Instruction in Pre-calculus and General Chemistry.

University Partnership MC and California State University East Bay (CSU East Bay) continue 

to forge a strong partnership focused on successful student transfer and increasing Hispanic 

STEM transfer rates. Through the creation of a Transfer Alliance they will bring students, 

parents, transfer counselors and staff, and faculty together to strengthen the transfer process and 

create opportunities for university/community college faculty communication.

Strong management, evaluation and research components reinforce likelihood for success.

Competitive Preference Priority: A study that utilized two-way text messaging to increase FAFSA 

renewal and college persistence of first-year students through their sophomore year was used as the basis 

for the similar practice proposed in this project. This study meets the WWC threshold for moderate level 

of effectiveness without reservation.

Selected Study and Link: 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

http://curry.virginia.edu/uploads/resourceLibrary/29_Freshman_Year_Financial_Aid_Nudges.pdf
CSU- Channel Islands P031C160017 CA

Project Abstract

California State University Channel Islands (CI) is the newest of the California State University 

system campuses (established in 2002) and the only public four-year university in Ventura 

County (VC). The CI mission emphasizes placing students at the center of their educational 

experience. CI proposes to implement Project PROMESAS (Pathways with Regional Outreach 

and Mathematics Excellence for Student Achievement in STEM) to strengthen the STEM 

student success pipeline and transform collegiate mathematics pathways for retention and 

success. Hispanic students in the service region are fully 57% of the K-12 public school 

population; only 14% of these students are deemed college-math-ready as they approach high 

school’s end. For those who attend CI, pass rates in both developmental math and STEM math 

courses are low, with correspondingly high rates of leaving STEM majors or leaving college 

altogether. Project PROMESAS will 1) transform pathways into and through STEM mathematics 

at CI and its partner community colleges, and 2) partner regionally to develop a K-12 and 

transfer college readiness initiative and enhanced student-centered academic support services.

Project PROMESAS will result in 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, refine student-centered academic support services to help students 

succeed academically in core STEM courses, graduate more students with degrees in STEM 

fields, and improve the articulation of STEM courses with our 2-year college partners (thus 

meeting both Absolute Priorities). Multiple aspects of the strengthened STEM pipeline 

intervention are supported by strong theory and research studies meeting the moderate evidence 

of effectiveness standard. Within the 5-year project timeline, improved STEM student success 

outcomes include 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. As part of this application, we request consideration for 

Competitive Preference Priority #2 (CPP, 3 points) based on statistically significant and 

positive impact of peer-to-peer academic coaching on the retention rates and academic 

performance of college students. One of the studies (Bettinger, 2014) used to inform our 

proposed peer-to-peer academic coaching program in Activity 2 has already been found to meet 

the Moderate Evidence of Effectiveness by the What Works Clearinghouse and, thus, meets the 

requirements for CPP #2. The other study (Franklin, 2012) is also submitted for consideration 

for CPP #2.

Bettinger, E. & B. Baker, R. (2013) The Effects of Student Coaching in College: An Evaluation 

of a Randomized Experiment in Student Mentoring, Educational Evaluation and Policy 

Analysis, March 2014; vol. 36, 1: pp. 3-19, first published on September 18, 

2013. http://www.insidetrack.com/wp-content/uploads/2014/09/aera-educational-evaluationpolicy- analysis.pdf

Franklin, J. & Franklin, A. (2012) The long-term 

independently assessed benefits of coaching: A controlled 18-month follow-up study of two 

methods, International Coaching Psychology Review, Vol. 7, No. 1, March 2012, Pages 33 –

38. http://tinyurl.com/zrwbtvf

Org. Address:

CSU Channel Islands

1 University Drive, Camarillo, CA 93012
Arizona Western College P031C160019 AZ

A B S T R A C T

Overview. Arizona Western College’s (AWC) Informatics – STEMing Into New Careers for 

Today and Tomorrow (INSTINCT2) Project is an innovative endeavor to offer a geographically 

isolated population of Hispanic and low-income students a synergistic network of evidencebased student services while establishing a level playing field through the provision of 

curriculum development and design enhancement in order to provide innovative courses that 

utilize the latest technology and teach through hands-on, real-world experiences that allow 

students to make connections between courses, disciplines, technology and the larger world.

INSTINCT2 will provide customized outreach/advising activities designed to augment existing 

systems; student supports to increase cohort retention/graduation rates; state-of-the-art facilities 

and equipment that provide student opportunities to gain competitive skills; and working with 

independent researcher Stephanie Reeves, under the mentorship of Dr. Walton, conduct a social 

belonging intervention randomized control trial targeting developmental math courses.

AWC, in cooperation with the University of Arizona South (UAS) - a Hispanic-Serving 

Institution, will establish the first locally available STEM-designated Computer and Information 

Science (CIS) pathway in Yuma and La Paz Counties..

Target Area. Yuma, La Paz, Pima, and Cochise Counties. Congressional Districts AZ: 2, 3, & 4.

Competitive Preference Priority 2 Citation. Walton, G. & Cohen, G. 2011). A brief socialbelonging intervention improves academic and health outcomes of minority students. Science, 

331, 1447-1451.

http://web.stanford.edu/~gwalton/home/Publications_files/Walton_Cohen_2011_Science_1.pdf

Project Goals and Expected Outcomes.

GOAL1:Increase Associate & Baccalaureate degree completions among Hispanic & otherlow-income 

studentsin STEM-related fields by strengthening Informatics program infrastructure & curriculum.

▪ By the end of year 5 (Y5), target population (TP) full-time Computer and Information Sciences(CIS) degreeseeking undergraduate enrollment will be ≥163% (40) over the baseline year.

▪ By start of Y5, 70% of AWC TP first-time full-time (1TFT) STEM CIS degree-seeking undergrads who were 

in their 1st year of postsecondary enrollment in the previous fall & are enrolled in the current fall in a STEM 

degree/credential program. Baseline: 52%; Benchmarks: Y3 60% &Y4 65%

▪ By Y4 end, ≥40% of TP 1TFT CIS degree-seeking undergraduates will attain a STEM degree/ credential 

within 3 years of enrollment. Project Baseline: 18%; Benchmarks: Y3 24% &Y4 32%

▪ By Y5 end, 3,936 TP students participated in n INSTINCT2 studentsupport programs or services. Benchmarks: 

Y2 1,184, Y3 1,184, Y4 784, Y5784

▪ By Y5 end, 80% of TP students who participated in INSTINCT2 services or programs who successfully 

completed gateway courses. Baseline: 68%; Benchmarks: Y2 72%, Y3 75%, & Y4 78%

▪ By Y5, 75% of TP students who participated in INSTINCT2 services or programs in good academic standing.

Baseline: 63%; Benchmarks: Y2 66%, Y3 69%, & Y4 72%

▪ By Y5 end, 40% of TP students who participated in INSTINCT2 services or programs & completed a degree or 

credential. Baseline: 10%; Benchmarks: Y3 20%, &Y4 30%

GOAL 2: Increase # & % of target students transferring to 4-year institutions in STEM-related fields through 

development of model transfer/articulation agreement programs with UAS

▪ By Y5 end, ≥ 40% Hispanic & low-income students attending AWC & successfully retained in the CIS field 

transferred to a 4-year institution. Baseline: 10%; Y3 20%, & Y4 30%

▪ By Y5, 53% of Hispanic & low-income CIS transfer students are on track to completing a STEM field degree 

within three years from their transfer date. Baseline: 33%; Benchmarks: Y4 43%
Vaughn College P031C160021 NY

Project Abstract

Project Director: Dr. Hossein Rahemi; Phone: (718)429-6600;

Email: hossein.rahemi@vaughn.edu; Address: 86-01 23rd Avenue, Flushing, NY 11369

Project Title: Developing Guided Articulated Completion Pathways in Leading Edge Aeronautics

and Aviation Careers for Hispanic and Low-Income Students

2-year HSI Articulation Partner: Bergen Community College (28% Hispanic)

Target Area: Increase the number of Hispanic and low-income students who have access to and

complete articulated STEM-related degree and career opportunities in a service area that is one of 

the most diverse in the nation, where poverty is high, and educational attainment is low.

Goals: G1: Close academic achievement gaps where students are at high risk of failure or 

withdrawal, including increasing the percent of Hispanic and low-income students who 

participated in grant-supported services or programs and who successfully complete gateway 

courses (GPRA 7), and increasing the percent of Hispanic and low-income students who 

participated in grant-supported services or programs and who are in good academic standing 

(GPRA 8); G2: Expand focus on persistence to include the development or redesign of 

instructional programs and support strategies that facilitate Hispanic and low-income student 

transition through upper division studies in high demand STEM fields (GPRA 6).

G3: Strengthen college capacity for offering opportunity equity for all students through stronger 

outreach to high school and community college students. Objectives: O1: Increase by 10% the 

number of Hispanic and low-income full-time STEM degree-seeking undergraduate students 

enrolled; O2: Increase by 10 points the percentage of Hispanic and low-income first-time, fulltime STEM 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 degree/ credential program; O3: Increase by 10 points the percentage of Hispanic and lowincome first-time, full-time degree-seeking undergraduate students graduating within six years of 

enrollment with a STEM degree; O4: Increase by 10 points the percentage of Hispanic and lowincome first-time, full-time degree-seeking undergraduate students graduating within three years of 

enrollment with a STEM field degree/credential at HSI BCC; O5: Increase to 15% the percentage 

of Hispanic and low-income BCC associate degree graduates transferring to Vaughn in a STEM 

major; O6: Increase by 10 points the percentage of Hispanic and low-income STEM major transfer 

students from BCC on track to complete a STEM degree within three years from their transfer 

date; O7: 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.

Strategies/Outputs: S1: Outreach & Articulation: (a.) Formal articulation agreement with BCC 

(and SCCC): (b.) Formal outreach program with high school and community college students 

(including Pathways to Higher Education program in Queens). S2: New & Enhanced STEM 

Degree Programs: (a.) Stackable Curriculum/ Degree Pathways (including new Aeronautics 

Manufacturing and UAS Operations BS Degree Programs). S3: Re-envisioned Support Services:

(a.) Guided pathway intrusive advising.

Project Addresses CPP # 2 by modeling project design on the following study providing 

moderate evidence of effectiveness: 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. http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf.
Colorado State University P031C160025 CO

The Colorado State University-Pueblo’s Communities to Build Active STEM 

Engagement (C-BASE) Program integrates curricular (new and redesigned coursework), cocurricular (undergraduate research opportunities, mentorship, student services), and 

programmatic (professional development, community building, and seminar series) 

transformation to achieve our primary goals of 1) creating student centered services (tutoring, 

counseling, and student service programs) designed to improve academic success, including 

innovative and customized instruction courses designed to help retain students and move the 

students rapidly through core courses and program completion, 2) increasing the number of 

Hispanic and other low income students attaining degrees in STEM fields, and 3) developing a 

model transfer and articulation agreement between Pueblo Community College (PCC) and CSUPueblo in STEM degree fields.

We have designed four major programs/activities to achieve our primary goals above, 

including; 1) Building Research Communities, 2) Creating a STEM Learning Center, 3) 

Developing a STEM Center for Engagement and Education, and 4) Redesigning STEM 

Curriculum (Competitive Preference Priority 2 – Modeled after Lovett, Meyer, and Thille 

(2008) – met WWC study design standards without reservations).

The expected outcomes/performance measures of the C-BASE program at year 5 for 

Hispanic and Low Income students in STEM fields are; 1) a 10% increase in the number of 

students, 2) a 10% increase in the percentage remaining, 3) a 25% increase in the 6 year 

graduation rate, 4) a 100% increase in the number of students participating in grant funded 

activities, 5) a 56% increase in the percentage of students who complete gateway courses, 6) a 

57% increase in the percentage that remain in good standing, 7) a 20% increase in the percent of 

transfer student s on track to completion , and 8) a 25% increase in degree completion.
Chaffey College P031C160027 CA

TITLE: CHAFFEY COLLEGE TITLE III HSI STEM AND ARTICULATION PROJECT

Project Goals: 1) More first-time, no prior college experience students (especially Hispanic, low-income, high

need students) will access student and non-instructional support services; 2) Increase opportunities to incorporate 

effective contextualized teaching/learning and instructional support strategies; 3) More Hispanic and 

underrepresented students will participate in STEM transfer services; 4) More first-time, no prior college experience 

Hispanic and underrepresented students will enroll in and successfully complete STEM courses and persist in STEMrelated programs; 5) More Hispanic and underrepresented students will attain 2 year STEM related degrees, become 

transfer-prepared; and 6) Increase professional development training opportunities for inter-segmental faculty that

address alternative STEM teaching/learning strategies documented as promising practices to improve success.

Long Term Outcomes: • Reduce degree and certificate time-to-goal completion; • Reduce time-to-transfer from 

initial Chaffey College enrollment; • Increase the number of students who are transfer-prepared; • Increase transfer 

rates to four-year postsecondary educational institutions; • Increase the number of students who are able to access 

transfer level STEM courses; • Increase the # of students who become transfer directed (successfully complete a

transfer level STEM course); • Increase the overall % of STEM courses offered; • Increase in faculty incorporating 

PLO strategies. ** See page 25-26 of Application for additional Short and Medium-Term Outcomes.

Population to be served: Chaffey College is a large two-year, public institution located in the 

county of San Bernardino and city of Rancho Cucamonga, 40 miles east of Los Angeles, 

California. In the 2015-15 academic year, 28,262 unduplicated students enrolled in courses 

throughout the District. Chaffey serves a diverse, historically underrepresented student 

population. Over 83% of the student population are students of color, including: 62.2% who are 

Hispanic; 9.8% who are African American; 8.2% who are Asian/Pacific Islander; and 3.1% who 

are multi-ethnic. The project will serve a minimum of 14,700 STEM students over five years.

Articulation and transfer partners: CalPoly Pomona, CSU, San Bernardino and UC Riverside 

Competitive Preference Priority #2 “moderate evidence of effectiveness”: This proposal is 

based upon well-researched effective practices that point to the relationship between 

individualized counseling and student success and is clearly articulated in the article, The Effects 

of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring 

(Bettinger, E.P., & Baker, R. (2011). The complete study can be found at:

https://cepa.stanford.edu/sites/default/files/bettinger_baker_030711.pdf
Pasadena City College P031C160030 CA

Project Abstract - Pasadena City College

Address: 1570 E. Colorado Blvd., Pasadena, California 91106

Project Director: Dr. Brock Klein: (626) 585-3049; Email: bmklein@pasadena.edu

Project Title: PCC’s STEM GPS (Guided Pathway Solution) for Equitable Success and Degree

Completion for Hispanic Students

Articulation Partner: California State University, Los Angeles (also an HSI)

Target Area to be Served: Improving student outcomes for Hispanic and low-income students

by developing a STEM Meta-Major and pathway to degree completion at PCC.

Outcomes: By Sept. 30, 2021 the project will: 1. Enrollment: increase the percentage of 

Hispanic and low-income full-time STEM field degree-seeking students by 12 points over the 

2016-2017 baseline; 2. Participation: at least 750 Hispanic and low-income students will have 

participated in grant-funded student support programs or services; 3. Gateway Success: 

increase the percentage of Hispanic and low-income students in the STEM Pathway who 

successfully complete Math 7A or Chemistry 1A by 10 points over the 2016-2017 baseline; 4. 

Persistence: increase the percentage of Hispanic and low-income first-time, full-time degreeseeking students who were in their first year of postsecondary enrollment in the previous year 

and remain enrolled in the STEM Pathway the following year by 10 points over the 2016-2017i 

baseline; 5. 30 Unit Milestone: increase the percentage of Hispanic and low-income students in 

the STEM Pathway who complete 30 transfer-level units within 2 years by 8 points over the 

2016-2017 baseline; 6. Transfer: increase the percentage of Hispanic and low-income students 

in STEM Pathway who transfer successfully to a four-year institution in a STEM field by 8 

points over the 2016-2017 baseline; 7. Pathway Completion: increase the percentage of 

Hispanic and low-income students in STEM Pathway who have completed a degree or 

credential by 8 points over the 2016-2017 baseline; 8. Overall Completion: increase the 

percentage of Hispanic and low-income first-time, full-time degree-seeking students graduating 

within three years of enrollment with a STEM degree/credential by 4 points over the 2016-2017

baseline; 9. Equity Measures: reduce any equity gaps between Hispanic and general 

population students that exist in the above measures from 2016-17 baselines by at least 50%.

Services to be provided and Activities to be conducted

Outreach: mobile STEM lab, student/family workshops, dual enrollment; data sharing with local 

high schools. STEM GPS: STEM Meta-Major with mapped guided pathway; contextualized 

courses, SI, co-requisite acceleration, research/experiential opportunities and summer bridge.

Pathway Supports: Using PCC’s Pathways program and CUNY’s ASAP as holistic models 

proven to increase success of underprepared students, create a STEM Success Team with 

counselors, advisors, peer coaches, tutors. Incentives include priority registration and lender 

library. Transfer: 2nd level articulation to fully align program outcomes and services; interactive

transfer website and transfer app. Faculty Development: Equity-minded pedagogy; PBL; 

curriculum development.

Citation/s and links of the studies used to support the CPP #2 evidence requirement:

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. http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf.

Hayward, C. & Willet, T. (2014). Curricular Redesign and Gatekeeper Completion: A MultiCollege Evaluation of the California Acceleration 

Project. http://cap.3csn.org/files/2014/04/RP-Evaluation-CAP.pdf
Ventura County CCD- Oxnard College P031C160031

CA

Title III Part F HSI STEM and Articulation Grant

Oxnard College/VCCCD

EMBRACING STEM COMPLETION: Project Acabado Abstract

The design of Project Acabado includes a “Promise Pathway” with a shared-interconnected 

continuum of services from K-12 to 2-year to 4-year institutions that incorporates high impact 

student-centered STEM pipeline support-services/activities and intrusive/transfer counseling 

supported by a signed agreement outlining these collaborative initiatives between Oxnard 

College, California State University Channel Islands, California Lutheran University, the 

Ventura County Office of Education and the City of Oxnard.

In addition, it includes cascading peer mentoring; STEM tutoring; creation of Resiliency 

Circles; summer bridge programs (under-graduate research and STEM booster); student and 

parent educational workshops, creation of an Entrepreneur-STEM (E-STEM) degree pathway; 

creation of minor in STEM education leading to a K-8 teaching certificate and; supports STEM 

faculty/teacher development programs “Festival of Scholars and Summative Conference” 

allowing STEM faculty and teachers throughout the Region to share and align support services, 

class experiences and high impact teaching practices to prepare better STEM students for 

transfer and graduation at all levels of the P-20 pipeline.

The activity selected to meet the “Moderate Evidence of Effectiveness” competitive 

preference priority is the Cascading Peer Mentoring program. The study that meets the What 

Works Clearinghouse Evidence Standards with and without reservations is “The Effects of 

Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring” 

Eric Bettinger & Rachel Baker 2011 (http://www.nber.org/papers/w16881.pdf)

Contact Information:

VCCCD-Oxnard College 4000 S. Rose Avenue Oxnard California 93033
Cabrillo College P031C160032 CA

ABSTRACT

Institution and target area: Cabrillo College (Cabrillo) is a public, comprehensive, two-year 

Hispanic-Serving Institution with a main campus in Aptos, CA (pop. 5,743) in Santa Cruz 

County (pop. 271,804). Agriculture is the economic linchpin of the 607 square mile service area, 

with excellent career opportunities in STEM fields such as sustainable agriculture and environmental engineering. Initiatives to improve environmental sustainability across the region and 

state have brought changes in these and other STEM fields leading to high-demand “green” 

careers. Disadvantaged service area residents – particularly Latinos (42% of service area 

residents), thousands of whom rely on low-pay agricultural jobs – need access to these STEM 

pathways, as well as support to persist through STEM associate degree completion and 

baccalaureate transfer.

Offering more than 70 associate degrees leading to baccalaureate transfer as well as Career and 

Technical (CTE) programs, Cabrillo serves a predominantly disadvantaged population. Of the 

13,393 students (39% Latino) enrolled at Cabrillo in Fall 2015, 58% were low income (75% 

among Latinos) and 44% were the first in their families to attend college (62% among Latinos). 

Of STEM students surveyed in Fall 2015, 59% had no parent with a college degree (78% among 

Latinos).

Proposed project, services, and activities: We propose Sustainability in STEM, a five-year HSI 

STEM and Articulation project addressing the goals of increasing access to and baccalaureate 

transfer in high-demand STEM fields. Activities and services include the following:

(1) Develop/revise/pilot key STEM curricula (63 credit hours) to infuse sustainability content 

and resources. New/revised curricula will be transferable to sustainability-related STEM 

programs at California State University (CSU) and University of California (UC) institutions 

and will allow establishment of new associate degrees in Sustainable Agricultural 

Technology and Environmental Sciences, as well as a new Certificate in Sustainability.

(2) Develop/pilot student-centered services, including peer assistance for instructionally-infused 

research, laboratory, and service learning activities; STEM advising, and STEM coaching.

(3) Develop curricula-specific transfer/articulation agreements with California Polytechnic State 

University-San Luis Obispo (Cal Poly SLO), University of California (UC) Davis, California 

State University (CSU) Monterey Bay, UC Santa Cruz, and San Jose State University.

Five-year outcomes include increased STEM enrollment (+300, +200 Latino/low income), 

increased STEM associate degree completion (to min. 138 annually, 35% [48] Latino), and 

increased STEM transfer (+228 annually, 35% [80] Latino). The project addresses both Absolute 

Priorities and Competitive Preference Priority 2, with coaching incorporating strategies meeting 

the USDE’s definition of moderate evidence of effectiveness. Citations appear below:

- Bettinger, E.P., & Baker, R. (2011). The effects of student coaching in college: An 

evaluation of a randomized experiment in student mentoring.

http://cepa.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

- Castleman, B. & Page, L. (2014). Freshman year financial aid nudges: An experiment to 

increase FAFSA renewal and college persistence.

http://curry.virginia.edu/uploads/resourceLibrary/29_Freshman_Year_Financial_Aid_Nu

dges.pdf

Year 1 Budget Request: $1,096,785
El Centro College P031C160035 TX

ABSTRACT

HSI-STEM and Articulation Program- CFDA 84.031C

El Centro College (2-year HSI), 801 Main St., Dallas, TX, 75202

El Centro College (ECC) is one of seven two-year colleges in the Dallas County Community 

College District. In fall 2015, ECC enrolled 10,959 credit students and 6,453 continuing 

education, Adult Education, and English as a Second Language students. Eighty-nine percent of 

ECC’s students are first generation college students and over 64% of those are Hispanic. The 

service area’s general characteristics include high unemployment and poverty, High School 

drop-out rates, low-skilled workforce, high crime rates, and less economic development and 

services.

Proposed Project: Innovative Pathways to STEM Success (IPSS), integrates student services 

and transfer/articulation pathways that converge to support an increase in Hispanic and lowincome students attaining STEM degrees. The activities proposed include: A) new STEM 

courses, programs and pathways – including an innovative Urban Agriculture and Renewable 

Resources program; B) a pipeline for STEM enrollment, math success and transfer from High 

School to University – focuses include math strategies, a joint Evidence-Based Innovation 

Consortia (EBIC) with UNTD for faculty development, and new articulations for transfer; C) 

Enhancements in STEM student learning including learning communities/cohorts and mentoring; 

and D) Strengthening of STEM advisement/counseling and creation of a STEM Ambassadors 

Honors Program.

Through these activities, the ECC IPSS project aims to increase enrollment and persistence of 

Hispanic STEM students, while enriching the learning experience of all students pursuing STEM 

degrees at El Centro College – the vast majority of whom are low-income. The planned 

activities meet both of the required AbsolutePriorities.

University Partnerships for the articulation and transfer model are: U. of North Texas-Dallas,

U. of Texas-Arlington, Texas Tech U., Texas Southern U., Texas A&M U.-Commerce, Texas 

State U., Texas A&M, and Tarleton State U. The partnership with U. of North Texas-Dallas 

include: the creation of a 2+2 program in Urban Agriculture and Renewable Resources; 

enhanced cross-institutional student services including jointly administered learning 

communities, peer mentorships, and shared advisors; EBIC for faculty development.

Strong management, evaluation and research components reinforce likelihood for success.

Competitive Preference Priority: A study of learning communities at Kingsborough Community 

College serves as the basis for the cohort model proposed in this project. The study meets the 

WWC threshold for moderate level of effectiveness without reservation.

The Study: Sommo, C., Mayer, A., Rudd, T., & Cullinan, D. (2012, July 1). Commencement 

day: Six-year effects of a freshman learning community at Kingsborough Community College.

The Link: http://www.mdrc.org/sites/default/files/Commencement%20Day%20FR.pdf
Texas State University P031C160036 TX

IMPACTing STEM Success at Texas State University (IMPACT)

Texas State University. Founded in 1903, Texas State University is located in San Marcos, a 

community located between Austin and San Antonio and on the edge of the Texas Hill Country. 

Its eight undergraduate colleges offer its diverse student population opportunities to choose from 

97 bachelor’s degree programs. In addition, the university offers 89 masters and nine doctoral 

degree programs. Recent recognitions for the university include being ranked 16th in the nation 

for the number of bachelor’s degrees awarded to and 42nd in total enrollment of Hispanic 

students (among 2- and 4- year institutions) by Hispanic Outlook magazine.

Activity 1. Enhancing and developing the STEM success pipeline through high-impact

practices and outreach. To improve Hispanic and low-income STEM success, high-impact 

services will be provided to new freshmen and transfer students and continuing students in 

STEM baccalaureate programs. Academic advising, peer mentoring, academic coaching, peerled team learning, and undergraduate research will be provided to students with the goal of 

improved academic achievement, retention, and graduation rates. A data-driven process 

identifying STEM students at risk of attrition will be implemented for all Hispanic and lowincome STEM students with the goal of promoting academic recovery. Finally, we will improve 

and expand the STEM pipeline with community colleges through communication, information 

exchange, Transfer Planning Guides, and timely articulation of credits upon matriculation to the 

university. Prospective STEM students from Texas community colleges will be welcomed to 

campus through an innovative STEM Insight Visit Day experience.

Activity 2. Strengthening STEM success through professional development and research. 

A professional development program will be implemented that strengthens faculty and staff 

abilities to serve as mentors for undergraduate STEM research and prepares students for a 

research immersion activity as research mentees. A more culturally fluent faculty and staff will 

be developed with the goal of enhancing the increasingly diverse STEM student experience.

Finally, a community of scholars will be engaged with the goal for developing individual and 

collaborative research teams and programs on Hispanic and low-income STEM success, 

specifically, and the overall success of Hispanic and low-income students, more generally.

Outcomes. By September 2021, project evaluation will assess achievement of the following 

IMPACT goals for students, faculty, and staff: Academic achievement; persistence to the degree 

completion Academic recovery following probation for participants [% of students recovering 

good academic status after being placed on probation; application rates for new STEM transfer 

students; matriculation rates for new STEM transfer students; Number of faculty participating in 

research mentor training; number of students participating in research mentee training and 

summer research immersion program; number of faculty and staff participating in cultural 

fluency workshops. Annual increases in outcomes are identified and results will be evaluated 

within the framework of a quasi-experimental design with impartial measurements of 

quantitative and qualitative data.
Saint Peter’s University P031C160038 NJ

PROJECT ABSTRACT: Saint Peter’s University (SPU), Jersey City New Jersey

SERVICES PROVIDED AND ACTIVITIES CONDUCTED: SURGE (STEM

Undergraduate Retention Graduation and Empowerment) is a student-centered, faculty-driven, 

holistic STEM student success initiative guided by the evidence-based, institutional experience, 

programmatic weaknesses and performance gaps within the institution, and strategic goals.

Activities are grouped into five strategies that support Absolute Priorities 1 and 2, and taken 

together are designed to increase enrollment, retention, academic performance, and graduation of 

Hispanic and low-income students in STEM.

STRATEGY 1: Integrated Services Providing Holistic Support establishes a holistic STEM 

Engagement Center offering faculty and peer tutoring, comprehensive advisement, early alert, 

loaned laptops, calculators and textbooks, and non-cognitive workshops.

STRATEGY 2: Seamless Pipeline for Recruitment and Retention in STEM creates a dual 

admissions program for STEM majors from Hudson County Community College whose students 

will have full access to the STEM Engagement Center and summer research opportunities. This 

strategy expands high school outreach activities adding bilingual workshops for parents and 

summer research experiences. The strategy also includes supports, conducted by the STEM 

Engagement Center, to counsel STEM majors from switching away from STEM and encourage 

non-STEM majors to declare a STEM major.

STRATEGY 3: Curriculum to Improve STEM Success Rates provides training in evidencebased pedagogies to all STEM faculty with incentives to select and incorporate evidence-based 

practices into the syllabi for gateway courses.

STRATEGY 4: Engagement Through Research provides access to paid faculty-student research 

opportunities in newly renovated labs for Hispanic and low-income STEM majors, as well as 

summer research experiences for high school and Hudson County Community College students.

STRATEGY 5: State of the Art Technology Supporting Student Success: Supporting all five 

strategies are infrastructure and technology enhancements. The STEM Engagement Center will 

administer the new early alert process using new software and provide loaner laptops and 

calculators. Upgraded classrooms for STEM courses and a computer lab surround the STEM 

Engagement Center and students and faculty will conduct research in upgraded labs.

COMPETITIVE PREFERENCE PRIORITY 2: SPU will replicate the Stephens study at an 

institution with higher proportions of Hispanic, low-income and first-generation students. SPU 

will implement the experiment twice and then implement the intervention with all incoming and 

transfer STEM students. Stephens, N., Hamedani, M. & Destin, M. (2014). Closing the socialclass achievement gap: A difference-education intervention improves first-generation students’ 

academic performance and all students’ college transition. Psychological Science, 25(4): 943–

53. www.psychology.northwestern.edu/documents/destin-achievement.pdf.
Cañada College P031C160039 CA

Generating Access to Navigate and Achieve in STEM (GANAS)

To improve the participation and success of underrepresented minority (URM) students in 

STEM, Cañada College proposes a project entitled “Generating Access to Navigate and Achieve 

in STEM (GANAS).” The project will serve URM and low-income STEM students in the San 

Mateo County Community College District.

The objectives of GANAS are to: (1) increase the success rate for URMs in foundational math 

courses key to STEM pathways; (2) decrease time to transfer by increasing success in STEM 

prerequisite courses with pre-semester academic support; (3) improve STEM faculty 

effectiveness in the classroom through pedagogies and strategies that promote student 

engagement; and (4) strengthen relationships and articulations with 4-year universities.

The GANAS project will create a STEM Exploration Week to introduce new-to-campus students 

to STEM fields and potential careers. GANAS will also create a one-semester contextualized STEM 

Success course designed to impart skills necessary to be successful students. Supplemental 

instruction and academic counseling will be provided to support the students in this cohort.

GANAS will develop an ongoing faculty professional development program for professors in 

STEM disciplines. The program will focus on workshops where faculty will receive training on 

engaging learner-centered educational practices. Subsequently, cohorts of STEM faculty will be 

formed to study research-based practices and develop, implement, and refine lessons.

GANAS will work with 4-year institutions to update articulation agreements and create new 

ones. GANAS will create materials that translate UC Transfer Pathways into Major Pathways for 

STEM students. To improve articulation GANAS will partner with: California Polytechnic State 

University-San Luis Obispo, California State University (CSU)-East Bay, CSU-Fresno, CSULos Angeles, San Francisco State University, San Jose State University, University of California 

(UC)-Berkeley, UC-Davis, UC-Merced, UC-Riverside, and UC-Santa Cruz.

GANAS will achieve the following outcomes by Year Five: (1) increased retention and success 

for URMs in foundational STEM courses; (2) increase in number of URMs in transfer level 

STEM courses, and (3) increase in number of URMs transferring to a 4-year STEM program.

This proposal addresses the HSI STEM and Articulation Competitive Preference Priority 2 

through a Difference-Education Intervention1 and the implementation of an accelerated math 

curriculum2

. The Difference-Education Intervention is based on a study that meets What Works 

Clearinghouse Evidence Standards without reservations.

1 Stephens, N.M., Hamedani, M.G., & Destin, M. (2014). Closing the social-class achievement gap: A differenceeducation intervention improvesfirst-generation students’ academic performance and allstudents’ college transition. 

Psychological Science, 25(4),943-953. 2Hayward, C.& Willett,T. (2014). Curricular redesign and gatekeeper completion: A Multi- college evaluation of 

the California Acceleration Project.Berkeley, CA: The Research and Planning Group for California Community 

Colleges.
Bayamon Central University P031C160043 PR

ABSTRACT

Bayamon Central University (BCU), a private, nonprofit Hispanic-Serving bachelor’s and 

master’s level liberal arts postsecondary institution, is located in Bayamón, the second largest 

city in Puerto Rico (pop. 3.6 million) within a densely populated San Juan Metropolitan 

Statistical Area (pop. 2.6 million). During 2014-2015, among 1,688 undergraduate students, a 

majority was low-income (82% Pell) and Hispanic (99%).

The Project Design specifically addresses the target population of Hispanic and low-income 

students in Puerto Rico. The overarching goal is to increase student participation, success and 

persistence to degree in STEM fields.

Effective STEM Teaching Practices: The BCU STEM Project will provide training to faculty 

and support for designing active learning instruction for Life Sciences courses, addressing falling 

enrollments and low academic success. Classrooms and labs will be designed as active learning 

spaces to support teaching practices recognized as being more effective than lecturing.

Expanding and Improving the Computer Science Program: The Computer Science Program 

curriculum will be redesigned to meet American Board of Engineering and Technology 

standards for effective teaching and student success, with an emphasis on competency- and 

project-based instruction. To expand degree options, BCU will develop two new concentrations 

(Geographical Information Systems and Health Informatics).

Embedded Learning Assistance: To support academic success, Learning Assistants (LAs) will 

be embedded in STEM prerequisite and major courses with the lowest success rates. The 

Learning Assistants will be able to assist struggling students during class and provide immediate 

feedback about their understanding of the course material.

Faculty and Student Research Mentoring: To promote persistence to degree for students, 

undergraduate research opportunities and faculty-student mentoring will be developed. Research 

mentoring is correlated to improved retention in STEM studies.

Model Transfer Support and Articulation: Cross-institutional faculties (BCU and Humacao 

Community College) will collaborate on aligning Computer Science (CS) program requirements 

and student learning outcomes for successful transfer to BCU. A three-week Computer Science 

Academy for two-year CS students at Humacao Community College will provide hands-on 

activities, mentoring by BCU faculty and students, and information connecting CS degree 

programs to career opportunities to promote transfer to four-year STEM studies.

STEMConnect+ Coaching: To promote retention and degree completion, a cohort of first 

entering STEM students will receive personalized mentoring support via email, texting, phone, 

and social media over fours years of their college experience.

Absolute Priorities: Project services and activities are designed to improve student success, 

provide model articulation/transfer services and promote degree completion in STEM studies. 

Competitive Preference Priority #2: The STEMConnect+ intervention is based on a study 

meeting moderate evidence of effectiveness with statistically significant results (Bettinger, E. P., 

& Baker, R. The effects of student coaching in college: An evaluation of a randomized 

experiment in student mentoring, Stanford University, Working Paper No. 16881, 

2011). http://www.nber.org/papers/w16881

Contact: Thomas J. Santana, Planning & Institutional Development, Bayamon Central 

University, (788) 7786-3030, Zaya Verde Ave. La Milagrosa Urb. Hato Tejas, Bayamón, PR 

00960 tsantana@ucb.edu.pr
Hartnell College P031C160047 CA

ABSTRACT

Hartnell GPS Project for 2016 - 2021

Hartnell College is a public, two-year, Hispanic-Serving Institution located in Salinas (Monterey 

County), California. Hartnell College student demographics mirror the region - 73% of our 

14,000 students are Hispanic, 86% are Pell-eligible and 56% are first generation. Among the 

identified challenges of our targeted population are high levels of poverty and low educational 

attainment. The Hartnell Guided Pathways to STEM (GPS) Project represents a 

comprehensive, systemic approach to improve access and opportunity in the STEM fields for 

Hispanic and low-income residents in our region. The Project's activities will support the 

achievement of three overarching Goals:

Goal 1: Increase Access and Success in STEM for Hispanic and Low-Income Students

Goal 2: Increase the Number of Hispanic and Low-Income Students Attaining STEM 

Degrees

Goal 3: Develop Articulation and Transfer Agreements in STEM with Four-Year 

Institutions

The Project will have measurable and significant outcomes in all three areas; for example: (1) By 

2021, the number of Hispanic and low income STEM degree-seeking students will increase from 

2534 in 2015 to 3500 in 2021, a 15% increase.; (2) By 2021, the number of Hispanic and low 

income students successfully transferred to baccalaureate STEM programs will increase by 

25%.; and (3) By 2021, there will be an increase in the Fall to Fall persistence rate of Hispanic 

and low income STEM degree seeking students from 39% in 2015 to 54%, an increase of 15%.

Amount Requested: Hartnell College is requesting $5,658,286 over five years to support the 

three programmatic components of this Project and the project management and evaluation 

activities. This request includes 66% for salary and fringe benefits; 3% for travel, 4% for 

equipment and supplies; 11% for construction; 2% for contractual; and 14% for other expenses.

Absolute and Competitive Preference Priorities: The Hartnell GPS Project addresses the 

Absolute Priorities by improving access and success in the STEM fields for Hispanic and lowincome students. This project will address Competitive Preference Priority #2 to meet the 

moderate evidence of effectiveness requirement to support the proposed project strategies and 

activities.

Citation #1: Schrivener, S., Weiss, M., Raatledge, A., Rudd, T., Sommo, C., & Freques, H. 

(2015). Doubling Graduation Rates: Three-Year Effects of CUNY's Accelerated Study in 

Associate Programs (ASAP) for Developmental Education Students. New York: MDRC.

http://mdrc.org/publication/doubling-graduation-rates.

Contact: Moises Almendariz, Director of HSI Initiatives, Hartnell College; 411 Central 

Avenue, Salinas, CA 93901; 831-770-7018; malmendariz@hartnell.edu
New Mexico State University-Carlsbad P031C160049 NM

PROJECT ABSTRACT

This HSI STEM and Articulation initiative SR2, Systemic Reform for Significant Results, 

represents a systemic and sustainable effort by New Mexico State University-Carlsbad (NMSUCarlsbad) to make improvements in student success outcomes, particularly for Hispanic, lowincome STEM students. NMSU-Carlsbad is a historic HSI that serves 1,841 students (31% 

Hispanic) and is the only affordable postsecondary option for a growing population of 

underserved, underrepresented and disadvantaged students in the region.

The SR2 Project is driven by three major goals: (1) Increase Access and Success in STEM for 

Hispanic and Low-Income Students; (2) Increase the Number of Hispanic and Low-Income 

Students Attaining STEM Degrees; and (3) Develop Articulation and Transfer Agreements in 

STEM with Four-Year Institutions.

Specifically, the Project will: (a) improve college readiness of high school students for STEM 

education; (b) accelerate student progression through transfer-level math; (c) integrate academic 

support system with high-impact practices to keep students on track to graduation and transfer to 

baccalaureate STEM program; (d) establish a faculty professional development focusing on the 

learning needs of Hispanic and low-income students and students in STEM disciplines; (e) 

develop articulation agreements in STEM with four-year institutions, and (f) create a culture of 

evidence for informed decision-making. Specific outcomes will include: increase the percentage 

of Hispanic students in developmental math who successfully complete the transfer-level math 

course in their first year from 15.6% in 2015 to 30%; increase the percentage of Hispanic fulltime STEM degree-seeking students will increase from 8.4% in 2015 to 20%; increase in the 

first- to second-year persistence rate of Hispanic full-time STEM degree seeking student from 

20% in 2015 to 30%; increase the number of articulated STEM programs with regional fouryear institutions; and increase the percentage of Hispanic students who successfully transferred 

to baccalaureate STEM programs.

The Project’s overall five-year budget of $4,369,543 drives systemic reform and capacity 

building by investing in highly qualified staff ($2,577,806 or 59.1% of the budget supports 

salaries, faculty stipends and fringe benefits); in instructional infrastructure (equipment and 

supplies at $774,300 or 17.6%); travel ($353,396 or 8%); and professional development and 

evaluation ($285,000 or 6.5%).

The SR2 Project addresses both Absolute Priorities of the competition and the Competitive 

Preference Priority 2. The proposed strategies and activities are supported by the following 

research evidence that meets the Moderate Evidence of Effectiveness standard of What Works 

Clearinghouse. Schrivener, S., Weiss, M., Raatledge, 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.

http://mdrc.org/publication/doubling-graduation-rates.
Los Angeles Harbor College P031C160050 CA

ABSTRACT

Los Angeles Harbor College, 1111 Figueroa Place, Wilmington CA 90744 

Grant proposal for $1,200,000 per year for five years.

Project Title: STEM STEP. Goal: To increase the number of LAHC 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 LAHC students in STEM 

fields/pathways.

Population to be served: Hispanic and low-income STEM students Los Angeles Harbor 

College (LAHC). The proposed project is comprised of one activity: STEM Success, Transfer, 

and Equity Program (STEP) with three components: 1) Academic and student Support Services,

2) STEM Professional Development for faculty and staff; and 3) STEM Resource Development.

This proposal addresses the Absolute Priority 1, Absolute Priority 2, and the Competitive

Preference Priority 2 following the design of the CUNY Accelerated Study in Associate

Programs (ASAP) model as cited below.

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. http://files.eric.ed.gov/fulltext/ED558511.pdf. 

http://ies.ed.gov/ncee/wwc/ReviewedStudies.aspx (CUNY ASAP)
California State University, Northridge P031C160053 CA

Project Abstract: Bridging the Gap: Enhancing AIMS2 for Student Success

This collaborative project is led by the College of Engineering and Computer Science (CECS) at 

California State University, Northridge (CSUN), in partnership with five community colleges: 

Glendale CommunityCollege (GCC), College of the Canyons (COC), Pierce College, Moorpark 

College, and LA Mission College (LAMC). It builds on the highly successful and nationally 

recognized USDE supported AIMS2program in the college that has served approximately 200 

students during the past five years. However, challenges remain in improving overall graduation 

rates for all Hispanic and low income students given their increasing enrollments across the 

college’s programs. Our proposed community college partners are among the top ten institutions 

that transferred Hispanic students to the college and represented over 50% of the transfer 

students in fall 2014. With the new grant, we will increase the numbers of students served to 

over 500, bridge the achievement gaps, improve transfer success, and increase overall graduation 

rates for all Hispanic and low-income students in CECS and across CSUN’s STEM programs.

Across the partner institutions, we expect to improve student retention and performance in math 

courses beginning with the freshman calculus course. The team expects to improve the 

graduation rates in CECS for all students and eliminate the gap between URM’s and others.

Students enrolled in the AIMS2 cohorts will continue to have access to special mentoring and 

advisement by faculty, tutoring and peer mentoring, social activities, field trips and opportunities 

to take part in undergraduate research projects. The proposed quasi-experimental evaluation 

design is expected to produce evidence of effectiveness that will document changes in students 

who participate in the project.1 It features a pre-/post-test survey research procedure with

matched samples (intervention and comparison groups) that will include baseline equivalence on 

background characteristics (p.10)2. The study will use two widely used survey instruments and 

institutional data to test the outcome measures and will be administered at project entry and exit 

for each cohort across sites. The project’s performance and outcome measures direct the 

evaluation study, which will demonstrate favorable gains in the intervention group—consistent 

with the procedures and findings of two studies reviewed by the What Works Clearinghouse34

Against the backdrop of the literature on Latino/a and low-income students5

, we have developed 

project activities to support measurable outcomes, as seen in our logic model, which will be 

assessed by a rigorous approach that includes a mixed-methods design with survey, institutional, 

and semi-structured personal interview data. The proposed project has the potential to 

significantly improve graduation rates and close the achievement gaps for Hispanic and lowincome students, expand undergraduate research projects to mentor students, and enhance faculty 

collaboration between two year and four year institutions to improve student success.
Mercy College P031C160054 NY

TEAM STEM PROJECT ABSTRACT

Mercy College, a federally-designated Hispanic Serving Institution with the main campus 

in Dobbs Ferry, New York, is proposing a five-year project, Team STEM, under the US ED HSI 

STEM and Articulation Program. The College and our partner institution, Westchester 

Community College (WCC), also an HSI, are both located in Westchester County. The service 

area, about 20 miles north of New York City, encompasses both low-income inner city 

communities with a poverty rate of 10.4% and more affluent suburban communities with median 

annual household incomes of $83,422. The total population in 2014 was 976,396 (23.7% 

Hispanic/Latino; 16.1% Black); 23% of whom are under 18, assuring a pool from which to 

recruit students over Team STEM’s duration (US Census Bureau, 2014).

Team STEM’s target population is two- and four-year undergraduates who are Hispanic 

and/or low-income. Team STEM students are those seeking to major in six STEM disciplines 

offered at Mercy College: Biology, Psychology, Mathematics, Computer Science, Computer 

Information Science, and Cybersecurity and to complete a bachelor’s degree within six years 

(three years for WCC transfer students). Team STEM has two goals: 1) to offer three all-new 

student-centered initiatives designed to improve the persistence, retention and graduations rates 

of STEM students in the target population and 2) to capitalize on the long-standing articulation 

agreements between Mercy College and Westchester Community College by jointly sponsoring 

new activities designed to facilitate and foster the seamless transfer of Hispanic and low-income 

two-year students into Mercy College’s baccalaureate programs in STEM.

To address Absolute Priority 1 and Absolute Priority 2 and to achieve our project’s 

goals (supported by five measurable objectives), three major innovative Activities are proposed:

1) Tri-point Student Advising; 2) Peer Led Team Learning (PLTL) and Research Study; and 3) 

the Mercy College/Westchester CommunityCollege Transfer Pipeline. Highlights of these new, 

student–centered activities include personalized advising; ongoing peer mentoring; summer 

bridge programs focused on acclimating to college; and undergraduate research and internship 

opportunities. Team STEM students, once enrolled at Mercy, also will have full access to 

traditional support services including professional and peer tutoring delivered through Mercy’s 

Learning Centers, access to the Library/Learning Commons, computer and science labs, and 

other campus facilities.

To address Competitive Preference Priority 1, Team STEM also proposes to conduct a 

Research Study as part of PLTL Activity 3. Our research design is based upon that conducted by 

Drane, Micari and Light, 

2014: http://www.tandfonline.com/doi/pdf/10.1080/13803611.2014.895388

Team STEM includes a comprehensive Evaluation Plan that will produce outcomes that 

will measure Team STEM’s success in achieving its objectives. Formative and summative 

assessments will be guided by an external independent evaluator. Project and student data will be 

collected and analyzed regularly as a means for informing any modifications which may need to 

be made to Team STEM’s design as implementation is taking place—with the ultimate aim of 

increasing the persistence, retention and degree attainment of Hispanic and low-income students 

at Mercy College and Westchester Community College.
Universidad Politécnica de Puerto Rico – Orlando

P031C160055 PR

Universidad Politécnica de Puerto Rico - Orlando

ABSTRACT

Institution: Universidad Politécnica de Puerto Rico - Orlando (UPPR-Orlando or UPPR-O, the 

legal name for the Polytechnic University of Puerto Rico, Orlando campus);

550 N Econlockhatchee Trail, Orlando, FL 32825

Contact: Dr. Wilfred Fonseca, Academic Dean, 407-677-7000 Ext. 803, wfonseca@pupr.edu

Proposed Project: Inspiring Student Success through STEM

UPPR-O Profile; Population Served; Target Area: UPPR-O is a private, nonprofit, four-year 

HSI specializing in engineering programs. It is the Orlando Branch Campus of the Universidad 

Politécnica de PR (Polytechnic University of PR), which is in San Juan, Puerto Rico. UPPR-O 

serves predominantly an older student population (average age: 35) within the Orlando metropolitan area. Ninety-five percent of students are Hispanic and 79% are Pell grant eligible. Poverty 

rates in our service area are high (19.8%, higher than Florida and the U.S.) and median household incomes are low ($41,901, 11% lower than Florida and 22% lower than the U.S.). We have 

a very specific niche in terms of our target student population: working adults who want to 

improve their career options. As a result, UPPR-O provides only evening academic programs.

Project Activities and Services: UPPR-Orlando proposes the following activities and services:

(1) Establish Comprehensive Student-Centered Support Services – Through these services, 

UPPR-O will infuse support strategies associated with persistence and success (Tutoring, 

Success Coaching, and Academic Excellence Workshops) – addresses Absolute Priority 1.

(2) Create New STEM Programs – Three new academic options (Environ. Engineering, Robotics & Industrial Automation, Smart Grid Technology) will create newSTEM pathways.

(3) Expand STEM Instructional Facilities – This infrastructure improvement will support the 

new programs, while providing dynamic learning opportunities with modern equipment.

(4) Develop Online Credit-Bearing Curricula – Making engineering courses available in online 

format will expand access to STEM curricula for Hispanic, low-income students.

(5) Develop a Transfer Partnership – Developing a partnership with a 2-year HSI (Hillsborough 

Community College) will result in a replicable, model transfer and articulation agreement –

addresses Absolute Priority 2.

Goals and Expected Outcomes: Overarching goals are to increase enrollment and program 

completion in engineering fields, improve transfer and articulation processes for Hispanic, lowincome students, and increase student success/persistence in engineering programs. Five-year 

outcomes related to those goals include increased enrollment, to include new transfer students 

(+110); increased retention rate (+9 perc. pts.); and increased graduation rate (+10 perc. pts.).

Absolute Priorities and Competitive Preference Priority: The proposed project responds to 

Absolute Priority 1, Absolute Priority 2, and Competitive Preference Priority 2 (CPP 2) 

(supported by evidence of effectiveness that meets the definition of “moderate evidence of 

effectiveness”). The citation of the study used to support the evidence requirement for CPP 2 is:

Bettinger, E.P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of 

a randomized experiment in student 

mentoring. http://cepa.stanford.edu/sites/default/files/bettinger_baker_030711.pdf
California State University, Stanislaus P031C160070 CA

Students Transitioning to Engaged and Motivated (STEM) Success 

Project Abstract

California State University, Stanislaus, Turlock, California

Contact: Dr. James T. Strong, Provost/Vice President for Academic Affairs 

Authorized Organizational Representative. (209) 667-3493 orsp@csustan.edu

Project Director: Ms. Juanita Cruthird-Billups

California State University, Stanislaus will build on prior successes to address gaps in STEM 

student attainment and transfer articulation. The proposed project has the following goals in 

response to both absolute priorities:

1) Strengthen and expand transfer articulation with regional community colleges to increase 

seamless, successful enrollment and graduation of Hispanic and low-income transfers.

2) Increase high-impact, student-centered programming in support of discipline immersion, 

integration into STEM, and academic success by Hispanic and low-income students.

Ongoing efforts through a 2011 Title III award have contributed to increased transfer enrollment 

and academic success by transfer and non-transfer STEM students. Despite gains, more work is 

needed to account for newly identified disparities. A significant gap in retention and persistence 

for lower division Hispanic and low-income STEM students exists. Furthermore, the academic 

profiles of many STEM transfers lag behind what is needed for timely graduation after transfer.

The proposed project will use a holistic approach to address the diverse and unique barriers 

experienced by lower division undergraduates and transfers by implementing three activities:

• Activity 1 – Transfer Articulation: Building on successes, Stanislaus State will expand 

transfer articulation practices across top regional feeders. Collaborations will emphasize 

transfer student outreach and preparation, pre-matriculation advising, and professional 

development of critical STEM pipeline personnel.

• Activity 2 – STEM Summer Experience: Structured, student-centered opportunities 

will engage incoming freshmen and transfers in early STEM experiences designed to 

facilitate discipline immersion and exploration that enhances self-efficacy, transition to 

Stanislaus State, and understanding of scientific research.

• Activity 3 – Discipline Engagement and Support: Student-centered programming will 

facilitate engagement during the critical first years on campus. High impact practices 

including peer and faculty mentoring, academic support, undergraduate research, and onand off-campus student engagement activities will foster persistence by generating 

continued interest and academic success in STEM.

Elements of the project also address Competitive Preference Priority 2 and will cite these studies:

1. Walton, G., & Cohen, G. (2011). A brief social-belonging intervention improves 

academic and health outcomes of minority students. Science, 331, 1447-1451.

http://dx.doi.org/10.1126/science.1198364

2. 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, 

943-953. http://dx.doi.org/ 10.1177/0956797613518349
College of San Mateo P031C160072 CA

HSI STEM Plus: A fusion of evidence-based interventions 

designed to impact STEM degree completion

College of San Mateo, San Mateo, California

About CSM: The College of San Mateo (CSM) has served the diverse educational, economic, 

social, and cultural needs of its community for 94 years, making it the one of the oldest 

community colleges in the state and the oldest of three colleges in the San Mateo County 

Community College District (SMCCCD). Since opening, the College has evolved into a 

multicultural institution, one that continues a tradition of educational excellence by providing a 

broad range of quality and innovative programs to serve the academic and vocational needs of its 

approximately 10,000 culturally and linguistically diverse students. CSM’s Mission Statement 

articulates its commitment to provide an exceptional opportunity to residents of San Mateo 

County and the Greater Bay Area Region. The College is an open-access, student-centered 

institution that serves the diverse educational, economic, social, and cultural needs of its students 

and the community.

Overall Goal: The overall goal for the HSI STEM Plus project is focused on impacting the 

success, retention, and completion of Hispanic and low-income STEM students.

Activities and Services: Through interrelated and evidence-based services and activities, CSM 

intends to address identified gaps that act as barriers to academic success for its Hispanic and 

low-income STEM students. The services and activities are organized within a four-strategy 

approach: (1) Develop/improve key STEM program services and activities (e.g.,; 

individualized student coaching; Math/Science Jams; training SI leaders/tutors for gateway 

courses); (2) Expand STEM transfer and articulation (e.g., develop transfer programs for 

Engineering and Astronomy; Puente Project; Bridges to Baccalaureate with San Francisco State 

University); (3) Update STEM curriculum and related technology (e.g., courses revised to 

incorporate research components; upgraded technology to support improvements in STEM 

courses); and (4) Provide STEM-focused professional development opportunities.

Outcomes: Expected outcomes include increased enrollment of Hispanic and low-income STEM 

students; increased semester-to-semester persistence; increased retention and graduation; 

increased percentage of STEM degree students transferring into STEM fields at four-year 

institutions; increased percentage of Hispanic and low-income participants who successfully 

completed gateway courses; and decreased percentage of Hispanic and low-income students on 

academic probation.

Priorities: The project addresses Absolute Priorities 1 and 2 and Competitive Preference Priority

2. The citation to support the evidence requirement is Bettinger, E. P., & Baker, R. (2011).The 

effects of student coaching in college: An evaluation of a randomized experiment in student 

mentoring (Working Paper No. 16881). Retrieved from http://www.nber.org/papers/w16881.
Yakima Valley Community College P031C160075 WA

Abstract: Scaffolds to STEM Success (S2TEMS) application for HSI STEM Grant

Yakima Valley Community College (YVCC) is proposing a comprehensive 

program to increase enrollment, retention, completion, and transfer in STEM programs: 

Scaffolds to Stem Success (S2TEMS). YVCC serves predominately rural, agricultural 

communities within an 800 square mile service district in south-central Washington 

State. This program includes new approaches at YVCC to identifying Hispanic and lowincome STEM intending students as they enter the college, supporting their transition to 

STEM readiness, retention in STEM majors, success in STEM courses, and transfer to 

BA granting institutions in STEM majors.

The S2TEMS program is structured around three levels of intervention: 

purposeful entrance, accelerated developmental education, and STEM progression. 

The design of the S2TEMS Program addresses Absolute Funding Priority One by 

integrating student support services from admissions to orientations to developmental 

cohort support to transition to STEM coursework and progression to completion.

Absolute Funding Priority Two is addressed by the partnerships with Central 

Washington University and Washington State University to support major-ready 

preparation for STEM transfer via direct transfer agreements, shared advising protocols, 

campus visits, and transfer fairs. Additionally, the S2TEMS program will provide 

professional development for faculty and staff on strategies to increase persistence and 

motivation as well as discipline specific support for the creation of web-based tools to 

enhance students’ access to materials that address difficult concepts. To meet 

Competitive Preference Priority Two, YVCC’s S2TEMS program will replicate the CUNY 

ASAP program1 with fidelity to the target students, services, and evaluation based on a 

quasi-experimental design.

To accomplish grant goals and HSI Performance Measures, the S2TEMS 

program will provide professional development aimed at changing institutional culture to 

support Hispanic and low-income students; remodel facilities to co-locate Engineering 

and Physics programs and create STEM Commons areas in two buildings so that 

students and faculty can interact in less formal atmospheres and build relationships; 

create curriculum for a STEM college seminar course, developmental math acceleration 

for STEM readiness, and STEM web-based tools; create a mentor tutor model to both 

support STEM students as mentor tutors and support developmental STEM intending 

students; train and support STEM advisors; and enhance statewide transfer agreements 

with major-ready pathway maps to ensure associate degree completion ready for 

entering STEM majors.
California State University, San Marcos P031C160078 CA

Project Abstract

Address: 333 S. Twin Oaks Valley Road., San Marcos, CA 92096

Project Director: Dr. Gerardo Dominguez: (760) 750-8261; Email: gdominguez@csusm.edu

Project Title: “¡Si Se Puede!” to Close the Equity Gap in Engineering Degree Completion

Articulation Partners (all partners are HSIs from the California Community College System)

MiraCosta: Total Student 

Count: 16,502; Hispanic

Student Count: 6,159 (37.32%)

Mt. San Jacinto: Total Student 

Count: 16,662; Hispanic Student

Count: 7,498 (45.0%)

Palomar: Total Student Count: 

24,464; Hispanic Student

Count: 10,594 (43.3%)

Target Area to be Served: Im

by developing a guided engine

proving student outcomes for Hispanic and low-income students

ring pathway to degree completion at CSUSM.

Goals: 1) Develop innovative degree programs in software engineering and electrical engineering 

based on principles of guided pathways that close outcome gaps for Hispanic and other 

underserved students; 2) Develop a fully articulated engineering curriculum and transfer pathway 

between CC partners and CSUSM; 3) Build and support an educational ecosystem focused on 

systematic improvement and equitable student success and completion through sustainable 

institutionalization of evidence-based practices. Outcomes: By Sept. 30, 2021, 1) increase the 

percentage of Hispanic and low-income students at CC partner institutions who transfer 

successfully to a four-year institution in an engineering field by 10 points over the baseline; 2) 

increase the percentage of Hispanic and low-income students who have completed a STEM 

degree or credential by 10 points; 3) reduce any equity gaps between Hispanic and general 

population students that exist in the performance measures by at least 50%. Objectives: 1) 

approx. 240 Hispanic and low-income students will have participated in grant-funded student 

support programs or services; 2) increase the percentage of Hispanic and low-income first-time, 

full-time degree-seeking students who were in their first year of postsecondary enrollment in the 

previous year and remain enrolled in the engineering pathway the following year by 15 

percentage points over baseline; 3) increase the percentage of Hispanic and low-income students 

in the engineering pathway who successfully complete gateway courses within two years by 10 

percentage points; 4) increase the percentage of Hispanic and low-income students inthe

engineering pathway who complete 30 units within 2 years by 10 percentage points.

Services to be provided and Activities to be conducted

Engineering Pathway: Guided pathway principles; 4-year engineering curriculum/two tracks; 

modern learning spaces. Pathway Supports: Intrusive, dedicated, decentralized, caseload 

advising; linked classes block scheduled w/seminar; peer coaches; learning assistants; SI; 

financial supports; HIP pedagogy. Transfer & Career: 2nd level articulation to fully align 

program outcomes and services; continuous connection to local industries; Ambassador and CC 

alliance programs. Faculty Development: Project-based, cross-discipline cooperative effort to

build seamless guided engineering degree completion pathway.

Citation/s and links of the studies used to support the CPP #2 evidence requirement:

o 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.

http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf.

oBettinger, 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
California State University, Bakersfield P031C160080 CA

Project Abstract

California State University, Bakersfield: 9001 Stockdale Highway, Bakersfield, CA 93311

Project Director: Dr. Charles Lam; Phone: (661) 654-2335; Email: clam@csub.edu

Project Title: A Guided Pathway Solution (GPS) to STEM Degree Completion

Articulation Partner: Bakersfield College: 64.8% Hispanic

Target Area: Improving degree completion rates for Hispanic and low-income students

declaring STEM majors in CSUB School of Natural Sciences, Mathematics and Engineering.

Guided STEM Pathway Goals and Expected Outcomes: The overarching project goal is to 

increase the degree completion rate of CSUB STEM majors, and the project is designed to 

achieve this goal as well as develop a new model to guide continued improvement in solving 

CSUB’s serious overall degree completion problem. The STEM Guided Pathway will be 

designed according to the principles gleaned from MDRC’s rigorous study of CUNY’s ASAP 

program and the evidence from Complete College America’s GPS program and will serve as 

CSUB’s first model guided pathway. CSUB will address systemic barriers to STEM degree 

completion in partnership with Bakersfield College using a Guided Pathways Solution, which 

requires new models of faculty development, intersegmental collaboration and delivery of 

student services. This project will enable CSUB to build and support an educational ecosystem

focused on systemic improvement and equitable student success and completion through 

sustainable institutionalization of evidence-based practices.

Services to be Provided/Activities to be Conducted: Development of CSUB’s GPS services 

will be linked to instructional and curricular improvements identified as having the most 

potential to improve completion outcomes for Hispanic STEM students. CSUB already offers 

some effective services to support student success, providing a foundation for this innovative 

institutional development project, but these services are inadequate and fail to reach the neediest 

students. The guided pathways approach ensures that services, including peer tutoring and 

coaching, supplemental instruction and learning assistants, dedicated STEM advisors utilizing 

intrusive and caseload advisement methods, high impact practices including active, project-based 

and contextualized learning, and financial supports are holistically integrated into a guided 

degree completion pathway—a design characteristic now known to be the missing ingredient in 

so many reform efforts. These same principles inform the design and implementation of a new

model of professional development, recognizing that student success is best supported through a 

cross-functional, interdisciplinary team of professionals operating in concert to support students

and facilitate learning from entry through degree completion. Anything short of this is unlikely 

to make the needed difference for underprepared Hispanic STEM students in degree completion.

Project Addresses CPP # 2 by modeling project design on two studies providing moderate

evidence of effectiveness:

• 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.

http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf.

• 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
California State University, Long Beach P031C160085 CA

Abstract: Project Sí Puedo

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

Hispanic-Serving Institution (HSI) that enrolls 31,523 undergraduates per year of which 37.8% 

are Hispanic. CSULB has developed Project Sí Puedo (Strengthening the Impact by Providing 

Undergraduate Educational Development Opportunities) to close the achievement gap in STEM 

baccalaureate degree attainment for Hispanic and low-income students.

Project Sí Puedo or “I can do it” is aimed at:

• Improving student academic success.

• Improving timely degree completion and retention.

• Increasing degree attainment for both freshman and transferstudents.

• Developing model transfer programming.

Specifically, Sí Puedo addresses the Absolute Priority 1 and Absolute Priority 2 as follows:

Absolute Priority 1 (improve student academic success and timely degree completion 

and retention) by 1) offering student services that include tutoring, mentorship and 

culturally relevant workshops; 2) executing a freshman summer program to address math

preparation for successful completion of gateway courses; 3) redesigning a transfer 

experience course that increases emphasis on career exploration and science identity within 

the transfer learning community; 4) implementing a STEM-specific family orientation; and

5) training faculty to engage in culturally responsive pedagogy.

Absolute Priority 2 (increase degree attainment and develop model transfer 

programming) by 1) implementing first-year freshman and transfer learning communities 

that aim to increase retention and degree attainment for Hispanic and/or low-income 

students; 2) offering a STEM transfer-specific orientation and summer bridge research 

experience program; and 3) creating a student-friendly articulation roadmap between each 

CSULB STEM major and the top 10 feeder communitycolleges.

In addition, project Sí Puedo addresses Competitive Preference Priority 2 by implementing a 

social-belonging intervention as part of the first year introductory courses in the freshmen and 

transfer STEM EXCEL learning communities that is based on a similar intervention found by 

Walton and Cohen.* Their study, which meets What Works Clearinghouse standards without 

reservations, found a statistically significant result on cumulative GPA for African Americans 

and we anticipate a similar result for Hispanic and other low-income students based on 

comparable inequalities and experiences faced between the groups.

Key project activities include: 1) a summer program for mathematics preparation and placement;

2) freshman and transfer learning communities; 3) peer mentoring and tutoring; 4) supplemental 

instruction (SI); 5) a summer bridge research experience for transfers; 6) a transfer orientation 

program; 7) orientation for students and families; and 8) faculty development workshops using 

cultural engaged pedagogy.

We anticipate that Project Sí Puedo will make a significant impact on the educational success 

and the eventual degree attainment of Hispanic and low-income students inSTEM.

* Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and 

health outcomes of minority students. Science, 331, 1447-1451.
Big Bend Community College P031C160093 WA

ABSTRACT

Big Bend CommunityCollege 7662 Chanute Street NE, Moses Lake, WA 98837 

Institution and target area: Big Bend Community College (BBCC, Big Bend) is a public, 

comprehensive, two-year Hispanic-Serving Institution with a main campus in Moses Lake, WA 

(pop. 21,141). BBCC serves a two-county, 4,601 sq. mile area in South Central Washington. The 

service area’s population is 43% Latino; the number of Latino residents has increased by 44% 

since 2000 and is anticipated to grow by another 14% by 2020. Regional per capita income 

($19,424) is less than two thirds that of the state ($31,233) with family poverty of 23%. Latino 

residents’ per capita income is just $11,360; 32% of Latino families live in poverty. Just 15% of 

service area adults hold bachelor’s degrees, with only 5% of Latinos holding bachelor’s degrees 

(statewide 32% bachelor’s attainment overall, 13% for Latinos).

BBCC (Fall 2015 headcount 2,042) is committed to providing postsecondary access to Latino, 

high-need students. More than a third of enrollees (36%) are Latino; 76% are first generation in 

college (93% Latino first generation status); 46% are low income (58% for Latino students).

Students entering professional/technical programs are even more disadvantaged: 82% first 

generation (96% Latino first generation), 57% low income (65% Latino low income) and nearly 

all (94%) academically underprepared in math (96% Latino math underpreparation).

Proposed project, services, and activities: We propose Transforming STEM Pathways, a fiveyear project addressing the goals of increasing participation in STEM disciplines as well as 

transfer to bachelor degree STEM programs. Activities and services include the following:

(1) Develop/pilot two new transferable associate degree options: an associate of science (AS) in 

Computer Science and an associate of applied science (AAS) in Manufacturing Technology. 

New degrees will be transferable to bachelor of science programs at Central Washington 

University (CWU), with whom we will develop articulation agreements.

(2) Develop/pilot student-centered services, including STEM pathway advising and STEM 

mentoring, both focused on promoting persistence and bachelor degree transfer in STEM.

(3) Develop/pilot new emporium-model applied mathematics curricula with competencies 

aligned with college-level math curricula required for transfer. New curricula will be 

supported by a professional/technical lab for computer-assisted instruction and infusion of 

hands-on applied learning using manipulatives in the lab’s innovative “maker”space.

Five-year outcomes include increased STEM enrollment (+150, +75 Latino/low income), 

increased completion of transferable associate of science degrees (+8 percentage points), and an 

increase in the number of students completing professional/technical credentials and transferring 

to baccalaureate STEM programs within three years (+10 percentage points).

The project addresses Absolute Priorities and Competitive Preference Priority 2, with mentoring 

incorporating strategies with evidence of effectiveness that meets WWC evidence standards:

- Bettinger, E.P., & Baker, R. (2011). The effects of student coaching in college: An 

evaluation of a randomized experiment in student mentoring.

http://cepa.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

- Castleman, B. & Page, L. (2014). Freshman year financial aid nudges: An experiment to 

increase FAFSA renewal and college persistence.

http://curry.virginia.edu/uploads/resourceLibrary/29_Freshman_Year_Financial_Aid_Nu

dges.pdf Year 1 Budget Request: $949,125
Community College of Denver P031C160095 CO

ABSTRACT

Address: Campus Box 250, PO Box 173363 Denver CO 80217-3363 

In spring 2016, Community College of Denver enrolled 9,000 students, 34 percent of whom 

selected science, technology, engineering, and mathematics (STEM) disciplines. Fifty-seven 

percent of CCD students are first-generation college students, 50 percent are ethnic minorities, 

27 percent are Hispanic, and 57 percent are women. Sixty percent of CCD’s students are 

financial-aid eligible based on income.

Through the Title III grant, CCD plans to implement the STEM Sirviendo Project , with the 

following goals:

1. Improve STEM by leveraging existing student services programs and proven best 

practices that increase Hispanic student STEM enrollment, persistence, academic progress, and 

completion;

2. Catalyze a teaching and learning transformation in the Center for Math and Science 

(CMS) through intensive faculty and curriculum development, greater faculty diversity and 

cultural competence, and robust assessment of student learning, all housed within the CMS 

Center for Excellence in Teaching and Learning;

3. Improve, strengthen, and cultivate articulation partnerships with 4-yearinstitutions;

4. Ensure sustainability of the project initiatives through holistic change management and 

assessment practices.

5. Improve the capacity of the college to promote student success and organizational 

responsiveness by establishing an endowment to be grown and administered by the Community 

College of Denver Foundation (CCDF).

Our four-year partners for articulation Colorado School of Mines, University of Colorado at 

Boulder, University of Colorado at Denver, and Metropolitan State University of Denver, will 

partner in the intentional shaping of culture to welcome transfer students into their new four-year 

destinations and nurture greater success in degree completion.

We have addressed Competitive Priority Preference #2 in the proposal.

M. Heo, "Digital Storytelling: An Empirical Study of the Impact of Digital Storytelling on PreService Teachers' Self-Efficacy and Dispositions towards Educational Technology," Journal of 

Educational Multimedia and Hypermedia, vol. 18, p. 405, 2009.

C. M. Hung, G. J. Hwang, and I. Huang, "A Project-based Digital Storytelling Approach for 

Improving Students' Learning Motivation, Problem-Solving Competence and Learning 

Achievement," EDUCATIONAL TECHNOLOGY & SOCIETY, vol. 15, pp. 368-379, 

2012.
Gavilan Community College P031C160097 CA

PROJECT ABSTRACT: 2016 HSI STEM AND ARTICULATION PROGRAM

Name: Gavilan Community College: 5055 Santa Teresa Boulevard, Gilroy, California 95020 

Title: Strengthening Hispanic STEM Students: Comprehensive Support, Guided Pathways, 

Renewed Learning

Articulation Partner: San Jose State University (California State University System)

Target Area: Increase transfer/degrees of Hispanic/low income/first generation STEM students

Overall Goals: 1) Increase adequate support of Hispanic & underserved STEM students

2) Develop STEM Guided Pathways (transfer and articulation model with SJSU)

3) Renew STEM Teaching and Learning Opportunities for Faculty and Students

Goal 1: Improve STEM Student Outcomes

a. Increase # STEM Majors to 200 and % who are Hispanic/lowincome/first-generation

b. Increase STEM transfer rates by 10% and % of those who are Hispanic to 63%

c. Increase # of STEM students completing 30 and 60-unit milestones by 10%

d. Increase completion of STEM BA/BS degrees by 8% (long term data, 4-year partner, SJSU)

Goal 2: Increase Guided Pathway Success

a. Increase # of Guided Pathway students who complete STEM transfer in 3 years by10%

b. Increase strength of results on replication of ASAP-CUNY study to STEM studentoutcomes

Goal 3: Increase Teaching-Learning Opportunities

a. Increase # to 50 of STEM faculty who pilot inclusive STEM Culture & High ImpactPractices

b. Increase success (C or better) of students in introductory math/science courses by 10%(S.I.)

c. Increase success of students in Accelerated math and English by 10%

NOTE: All data will be disaggregated by race/ethnicity to determine equity in all outcomes.

Services and Activities for 5-year Performance Period

Part 1: Increase STEM student support

a. Student access to equipped, centralized STEM Support Center for students in STEMprograms

b. Student access to support: STEM Counselor; academic/career advising, tutors, Fac.Mentors

c. Family/local school children: outreach workshops on STEM information and careers

d. Access to Summer Bridge (pre-freshmen) and the Transition Academy (2ndyr).

Part 2: Strengthen STEM pathways to transfer

a. New STEM Guided Pathways, articulated with SJSU: streamlined program maps

b. Opportunity to participate in STEM-ASAP study of efficacy in support andpathways

Part 3: Renew STEM teaching & learning opportunities

a. Students/faculty participate in inclusive STEM culture and High-Impact Practices inpilots.

b. Access: Accelerated remedial math/English & Supplemental Instruction in introductory STEM

c. Access to Student Research Internships STEM projects with SJSU FacultySupervisors

Competitive Preference Priority 2 Addressed:

Scrivener, S., Weiss, M., 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. http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf
Cumberland County College P031C160101 NJ

ABSTRACT

Cumberland County College (CCC), located in Vineland, NJ, is a member of the New Jersey 

Community College system. CCC serves a diverse county, 28.6% of which is Hispanic. The 

county has a 20.1% poverty rate and an 8.1% unemployment rate. Among the county’s Hispanic 

population, the poverty rate is 28.1%, and the unemployment rate is 13.5%. Hispanic students 

comprise 30.7% of CCC’s student body.

Strengthening and Expanding STEM Career Pathways creates course sequences that map clear 

paths and provide for continuous guidance and support for graduation and STEM career entry or 

baccalaureate transfer. CCC’s goal is to increase STEM program enrollment, persistence, degree 

completion, preparation for career entry, and baccalaureate transfer among Hispanic and lowincome students. Absolute Priorities 1 and 2 and Competitive Preference Priority 21 are 

integrated in the project’s model of systemic reform, which includes these elements:

1. STEM Career Pathways with an embedded My Academic Plan, mapping course sequences 

that build toward terminal learning objectives in 2- and 3-year major programs of study;

2. Guided development and management of: (a) individual educational plans with identified 

“critical pass” courses in the pathway and (b) career plans, supported by career counseling;

3. Case management and continuous advisement, with pathway milestones and touch points 

from enrollment through graduation;

4. New A.S. program in CyberSecurity and strengthened programs in Biomedical Science, 

Chemistry, Computer Science, Engineering, Mathematics, and Network Management;

5. 13 redesigned foundational STEM Pathway courses;

6. Linked on-ramp STEM math co-requisite courses for developmental mathcompleters;

7. Supplemental instruction and tutoring, delivered through a new STEM TutoringCenter;

8. Enhanced STEM laboratories and integration of technologies and modularized curricula;

9. STEM Learning Community, facilitated through linked courses and STEM-Smart seminars;

10. 2+2 STEM program articulation agreements with Wilmington and Rowan Universities, with

additional university partnerships and 2+2 articulation agreements explored;

11. Professional development for faculty and staff, to support STEM Career Pathways; and

12. Rigorous quasi-experimental design evaluation to demonstrate the new systemic reform 

model.

End of project outcomes for HSI STEM participants include increased: enrollment (509 to 565); 

retention rate (from 49% to 60%); 3-year graduation rate (from 15.7% to 30%); and transfer rate 

to STEM bachelor’s degree programs (a 10 percentage point increase above baseline, to be 

established).

1Scrivener, 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. NewYork: MDRC.Retrieved fromwww.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf;
Contra Costa College P031C160104 CA

ABSTRACT

Contra Costa College is a public, two-year, Hispanic-Serving Institution located in San Pablo, 

California. CCC enrolls 6,556 students with 41% Hispanic. Enrollment data reflect socioeconomic challenges in the region: 45% of Hispanic students are both low-income and firstgeneration college students. Among the obstacles for our targeted population are high level of 

poverty and low educational attainment. 89% of the Hispanic residents do not have a bachelor’s 

degree. Nearly one out of five Hispanic residents live below the poverty level.

The Caminos al Exito Project represents a comprehensive, systemic approach to improve access 

and opportunity in the STEM fields for Hispanic and low-income residents in our region. The 

project goals will be accomplished through three components:

Component 1: Create a Collaborative STEM Pathway

Component 2: Strengthen STEM Infrastructure

Component 3: Develop an Integrated Academic Support System

The Project will have measurable and significant outcomes in three areas: (1) increase access and 

college readiness to accelerate success in STEM for Hispanic and low-income area residents; (2) 

increase in the number of articulation agreements in STEM disciplines with the University of 

California-Berkeley, University of California-Davis, University of California-Santa Cruz, 

California State University-East Bay, San Francisco State University, and San Jose State 

University; and (3) increases in the retention, graduation and transfer rates of students in STEM 

through case management advising and high-impact educational practices.

Amount Requested: Contra Costa College is requesting $5,950,694 over five years to support 

the three programmatic component services and the project management and evaluation 

activities. This request includes 82% for salary and fringe benefits; 1% for conferences and 

travel, 8% for equipment and supplies; 6% for other expenses including research, professional 

development, and external evaluation consultants; and 4% for training stipends.

Absolute and Competitive Preference Priorities: The Caminos al Exito Project addresses the 

Absolute Priorities by improving access and success in the STEM fields for Hispanic and lowincome students. This project will address Competitive Preference Priority #2 to meet the 

moderate evidence of effectiveness requirement to support the proposed project activities and 

services.

Citation #1: Scrivener, S., Weiss, M., Raatledge, A., Rudd, T., Sommo, C., & Freques, H. 

(2015). Doubling Graduation Rates: Three-Year Effects of CUNY's Accelerated Study in 

Associate Programs (ASAP) for Developmental Education Students. New York: MDRC. 

http://mdrc.org/publication/doubling-graduation-rates.
San Antonio College P031C160108 TX

Abstract for San Antonio College HSI STEM and Articulation Grant

The “Tenaces: Staying the Course” Project will utilize: tutoring, accelerated remedial math 

and college algebra with Supplemental Instruction, a “grit” intervention in the Learning 

Frameworks course, STEM contextualization of Learning Frameworks and core courses; faculty 

professional development, curriculum development, establishment of a 3D Technology 

certificate/degree program, Early Alert modules on Test-Taking and Note-Taking Strategies, 

undergraduate research, and development of Pathways from high school and to 4-year programs, 

partnering with UTSA, Sul Ross State U, Texas State U, Our Lady of the Lake U, Incarnate 

Word U. and St. Mary’s U. (ABSOLUTE PRIORITY 2).

GOAL: To increase the number of Hispanic and low-income students in San Antonio who

attain degrees in STEM fields.

EXPECTED OUTCOMES: 62% of Hispanic, low-income first-time/full-time degree-seeking

STEM majors enrolled at SAC are retained in a STEM major from Fall to Fall and at least 19% 

graduate within three years w/ STEM degree/credential; SAC increases by 30% the number of 

Hispanic, low-income full-time degree-seeking STEM majors enrolled; at least 80% of Hispanic, 

low-income STEM majors transferring after 4-6 semesters at SAC have completed core and are 

on track to complete STEM degree within 3 years of transfer; at least 20% of Hispanic, lowincome STEM majors transfer within 4 years from SAC to a STEM major at a 4-year institution. 

COMPETITIVE PREFERENCE PRIORITY 2:

SAC’s proposed Stereotype Threat/“Grit”/Mindset intervention is supported by research 

evidence that meets the What Works Clearinghouse group design standards without reservations:

Aronson, J., Fried, C. B., and Good, C. (2001). Reducing the effects of stereotype threat on 

African American college students by shaping theories of intelligence. Journal of 

Experimental Social Psychology, 38, 113–125. doi:10.1006/jesp.2001.1491 Retrieved from

U.S. Dep’t of Education, Institute of Education Sciences, What Works Clearinghouse.
Los Angeles Valley College P031C160111 CA

TITLE III HSI STEM ABSTRACT

Los Angeles Valley College

PROMOTING AWARENESS OF STEM OPPORTUNITIES (PASO)

Applicant Institution: Los Angeles Valley College (LAVC), an open-door Hispanic Serving 

Institution and comprehensive, public, two-year communitycollege,serves 19,179 students, of 

whom 8,041 are Latino (42% of enrollment, Fall 2015) from some of the poorest communities 

in Los Angeles County’s San Fernando Valley. The college offers transfer education, job 

training and lifelong learning to residents of the San Fernando Valley and beyond.

Project Title: Promoting Awareness of STEM Opportunities

The project is designed to promote STEM awareness in the college and surrounding 

community of San Fernando Valley in California, attracting more Latino and low-income 

students to enroll in LAVC, to encourage completion of STEM certificates and degrees, to 

retain students in STEM fields, to produce more community college STEM transfers to fouryear institutions and ultimately to increase the number of Latino and low-income students 

attaining STEM baccalaureates.

LAVC has the following proposed activities for the PASO Project:

1. Proactive and Intrusive STEM Academic Advising and Peer Mentoring

2. Strengthen STEM Pathway

3. Redesign of Chemistry and Physics Courses

4. Annual Summer STEM Investigations Camp

5. Comprehensive STEM Faculty Professional Development

The Proposed project directly addresses Absolute Priorities 1 and 2, and Competitive 

Preference Priority #2 – Application is supported by evidence of effectiveness that meets the 

conditions set out in the definition of “Moderate Evidence of Effectiveness” (U.S. Dept. of 

Education, Institute of Education Services, What Works Clearinghouse. August 2012. WWC 

review of the report: The Effects Of Student Coaching In College: An evaluation of a 

randomized experiment in student mentoring. Retrieved from http://whatworks.ed.gov).

Total Year One Budget: $1,200,000 Total Five Year Budget: $6 million
Eastfield College P031C160113 TX

Eastfield College

3737 Motley Drive, Mesquite, TX 75150

Project Title: Connect STEM (C-STEM) from Secondary to Postsecondary Completion

Project Goals and Expected Outcomes:

Goal 1: Academic Success and Completion.

Goal 2: Faculty development and curriculum enhancement.

Goal 3: Building STEM-centered infrastructure and culture.

Goal 4: Increasing STEM enrollment and success among Hispanic and low-income students.

Expected Outcomes: An increase in the number of Hispanic and other low-income students

who enroll in, persist in and complete degrees in STEM fields as well as enhanced capacity of 

the institution to provide a continuous STEM-centered learning environment for students 

enrolled after the grant period.

Competitive Preference Priority Citations: Bettinger and Baker (2011).

https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf . Stephens, Hamedani,

and Destin (2014). http://www.psychology.northwestern.edu/documents/destin-achievement.pdf

Partner Institutions in response to Absolute Priority Two:

Texas A & M University at Commerce, TX 

The University of Texas at Arlington, TX.
Laredo Community College P031C160115 TX

Abstract

Laredo Community College, a Hispanic Serving Institution, 96.19% Hispanic, fall 2015, 

8,691, low-income students, 52.61% proposes the Leadership, Excellence and Academic 

Preparedness in STEM Project (LEAPS) to increase the number of Hispanic and low-income 

students who attain degrees in the fields of science, technology, engineering, and math (STEM). 

The previous HSI STEM grant has helped to implement strategies that have increased STEM 

access and success. This new effort leaps to the next level through evidence -based research to

increase the knowledge on successful strategies for Hispanic STEM students, that is statistically 

significant reliable, replicable and scalable. Currently, there is a dearth of research in this area.

Absolute Priority 1: LEAPS will provide student centered services, tutoring, counseling, and 

student service programs designed to improve academic success, to retain students and move 

them rapidly into core courses and program completion.

Absolute Priority 2: LEAPS will increase the number of Hispanic and other low income 

students attaining degrees in STEM and develop model transfer and articulation agreements 

between LCC, and TAMU-K, TAMIU, and UTSA, all Hispanic-Serving 4-year institutions.

Competitive Preference Priority 2 Citation: In at least one study, “Undergraduate StudentFaculty 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 

2016 focus groups and findings from Editors Nuñez, Hurtado, Calderón Galdeano et al (2015) to 

meet the needs of STEM students. http//www-personal.umich.edu/~jjonides/pdf/1998 6.pdf

Goals include to investigate the impact of URO participation on student retention defined as 

students’ persistence through graduation and/or core completion, attrition defined as students’ 

departure from LCC and academic success defined as cumulative STEM GPA per academic year 

in a predominately Hispanic STEM student population- population to be served.

Measureable Objectives include gathering objective data to determine the number of students 

who participate in URO (independent variable); the number and percentage of students who pass 

identified first-year STEM courses; number of students who persist through graduation; and 

students’ cumulative GPA (dependent variable). In order to increase research validity, the FiveTiered Approach to Program Evaluation Model will be used to conduct first year focus groups 

for the development and evaluation of URO instruments and assessments. In addition, selection 

of data collection methods will be tested for validity, reliability and cultural sensitivity. A 

longitudinal quasi-experimental design (n=1200/4 years) is proposed with matched experimental 

(n = 150/year) and control groups (n = 150/year). For the purpose of meaningful analysis, t-tests 

will confirm significant differences at p < .05 for the experimental group. Descriptive & 

inferential statistics will be conducted to identify differences among groups, controlling for age, 

SES and race/ethnicity (controlling variables). A theoretical model for Hispanic student success 

will be developed using an instrument that is reliable and valid for Hispanic STEM students.

External Evaluator, Dr. Alicia Gonzalez-Quiroz, Query Research Designs and Evaluations will 

spearhead the research, monitor progress, and dissemination. Contact: Dr. Nora R. Garza, 

West End Washington Street, Laredo, TX. nrgarza@laredo.edu
Humacao Community College P031C16116 PR

ABSTRACT

PROJECT: STEM Student-Centered Success Strategies and New Transfer Degree Options 

INSTITUTIONAL PROFILE: Established in 1978, Humacao Community College in Puerto Rico is a 

Carnegie Classified private, nonprofit two-year postsecondary institution specializing in 

programs of study tied to occupational opportunities for a population predominately and severely 

low-income (average per capita income $10,966; 48.5% live in poverty). Located in Humacao, 

Puerto Rico, the College during Fall 2015 enrolled 552 students (100% Hispanic) who were 65% 

female, 97% low-income and 78% first-generation college. The College serves the Humacao 

Municipality (pop. 58,466) and adjacent townships (combined pop.273,611).

Mathematics Supplemental Support: To support academic success for STEM students enrolled 

in prerequisite college math courses, one-to-one and peer-led group tutoring will be developed 

and delivered in a new Mathematics Learning Center.

Accelerate Progress for Underprepared Students: To accelerate progress for first-entering 

students underprepared for college algebra, a summer three-week intensive review will help 

students acquire basic competencies and allow them to be reassessed with the goal of their 

enrolling in college level algebra rather than taking basic and/or intermediate algebra first. 

STEM Student Coaching: To increase STEM degree completion, Coaches will make regular 

contact with a cohort of first-entering STEM majors, providing mentoring services over three 

years. The intervention is modeled on a What Works Clearinghouse reviewed study meeting 

moderate evidence of effectiveness standards with statistically significant results.

Associate Degree for Transfer Options: To increase equitable access to STEM studies for 

Hispanic and low-income students, associate degrees for Electronic Engineer Technology, 

Electric Technology with a Renewable Energy concentration, Computer Networking and 

Applications and Health Informatics will be developed. Active learning (hands-on, projectbased) will be the primary teaching practice for the new programs. Space will be 

constructed/renovated for equipping technical labs for the programs.

Model Articulation and Transfer: To increase the number of students transferring into a fouryear STEM program, the College will develop articulations for the new associate degrees with 

University of Turabo and University of Central Bayamon in Puerto Rico. Cross-institutional 

faculties will collaborate to align program requirements and student learning objectives, with 

input from area engineering and computer science industries/businesses.

STEM Summer Academy: To support Hispanic and low-income degree completion and transfer, 

a three-week academy will involve STEM majors in informational sessions about careers linked 

to STEM transfer degree programs and hands-on activities at partner four-year institutions.

Absolute Priorities: Student supplemental math support and student coaching address Priority #1 

(student-centered support) and new articulated degree programs and the summer academy 

activities address Priority #2 (completion and model articulation and transfer).

Competitive Preference Priority #2: The STEM Project proposes to design and deliver a student 

coaching intervention modeled on a random-control trial reviewed in Bettinger, E. P., & Baker,

R. (2011). The effects of student coaching in college: An evaluation of a randomized experiment 

in student mentoring (Stanford University, Working Paper No. 16881).

http://www.nber.org/papers/w16881.
University of St. Thomas (Houston) P031C16118 TX

Project Title: UST STARS Program: Support, Train, Advise, Retain, Systematize

Abstract: UST will create a robust program using WWC strong supporting theories and 

evidence-based strategies to increase the retention, graduation and transfer rates of Hispanic and 

low income STEM and nursing students at the University of St. Thomas (Houston, Texas).

STARS focuses on training faculty and staff to provide and infuse their student support with 

culturally-appropriate advising and impactful coaching efforts. STARS is designed to increase 

the numbers of Hispanic and low-income students that participate in focused student support 

programs and access services designed to increase their successful completion of pre-requisite 

and “gatekeeper” courses necessary to complete their degrees in Biology, Chemistry, Math and 

Nursing. The STARS Program features the creation of a STEM Success Center to coordinate 

supportive services for Hispanic and low-income students, include intrusive career pathway 

counseling, a formalized transfer assistance system, peer-to-peer mentoring and on-demand 

tutoring. New active learning STEM research and nursing simulation modules will be created, 

delivered and evaluated to prepare students for success in STEM and nursing courses. Students 

will participate in intensive STEM undergraduate research experiences on new, updated 

equipment utilizing lab manuals and the new learning modules created specifically to address 

academic deficiencies of Hispanic and low-income students. Faculty Development will include 

intensive training on coaching, culturally-appropriate instruction and an ESL/ELL training to 

designed specifically to support native Spanish-speaking STEM and nursing students and those 

students with identified writing and comprehension weaknesses. Faculty Development will 

include training on student support for standardized test taking, designed to better prepare 

nursing students and improve scores on the NCLEX exam. Endowment funds will allow UST to 

provide support to the STEM disciplines in the future.

Meets Absolute Priority 1: Develop or enhance tutoring, counseling, and students 

service programs designed to improve academic success, including innovative and customized 

instruction courses (including remedial education and English-language instruction) designed to 

help retain students and move the students rapidly into core courses and through program 

completion.

Meets Absolute Priority 2: Increases the number of Hispanic and other low-income 

students attaining degrees in the STEM fields and proposes to develop model transfer and 

articulation agreements between two-year HSIs and four-year institutions in the STEM fields.

Meets Competitive Priority 2: This project is supported by evidence of effectiveness 

that meets the conditions set out in the WWC definition of “moderate evidence of 

effectiveness.”

Strong Supporting Theory Used:

Bettinger and Baker (March 2011). The effects of student coaching in college: An evaluation of 

a randomized experiment in student mentoring.

Total number of students in the project: At least 3,923 STEM and Nursing students 

will be served by this grant between October 2016 and September 2021.
University of La Verne P031C160123 CA

University of La Verne, California

Project Abstract, University of La Verne

Address: 1950 Third St. La Verne, CA 91750

Project Director: Dr. Kathleen Weaver: (909) 448-4605; Email: kweaver@laverne.edu

Project Title: Guided Pathway to STEM Success (GPSS) to Close the Equity Gap in STEM

University of La Verne: Total Student Count: 5,209; Hispanic Student Count: 2568 (49.3%)

Articulation Partner – Mount San Antonio College (Mt Sac). Total Student Count: 37,364;

Hispanic Student Count: 19,878 (53.2%)

Target Area to be Served: Improving student outcomes for Hispanic and low-income students

by developing a guided pathway to degree completion at ULV.

GPSS Goals: 1) Develop a guided pathway for STEM that includes innovative linked-course 

learning communities, dedicated and proactive support services, and incentives to close 

outcome gaps for Hispanic and other underserved students; 2) Develop gateway STEM courses 

that integrate research-informed high impact practices and make student-centered, 

technology-enabled, and active learning the standard across all STEM degree pathways; 3) 

Develop articulation agreements and align student learning outcomes to facilitate seamless 

transfer from community colleges into STEM degree programs. GPSS Outcomes: By Sept. 30, 

2021 the project will: 1) increase the percentage of Hispanic and low-income community 

college students who transfer successfully into a STEM major at ULV by 10 points over the 

2016-17 baseline; 2) increase the percentage of Hispanic and low income students who 

complete a ULV STEM degree or credential by 10 points over the 2016-17 baseline; 3) reduce 

any equity gaps between Hispanic and general population students that exist in the performance 

measures by at least 50%. GPSS Pathway Objectives: By Sept. 30, 2021 the project will 

positively impact: 1) Enrollment. 600 native and 200 transfer Hispanic and low-income 

students will have participated in ULV GPSS, and approx. 1600 unduplicated students will have 

enrolled in redesigned student-centered courses; 2) Two Year Retention. The ULV GPSS 

pathway will increase the percentage of Hispanic and low-income first-time, full-time degreeseeking students who were in their first year of postsecondary enrollment two years prior and 

remain enrolled in a STEM major the following year by 15 points over the control group; 3) 

Gateway Success. The ULV GPSS pathway will increase the percentage of Hispanic and low 

income students who successfully complete gateway courses within two years by 10 points over

the 2016-17 baseline.

STEM Degree Pathway: Guided pathway principles; 4-year curriculum across STEM majors; 

modern learning spaces. Pathway Supports: Intrusive, dedicated, career and academic 

advising; linked classes in a learning community w/ attached peer learning assistants; peer

writing coaches; financial incentives; HIP pedagogy. Transfer: 2nd level articulation to fully 

align program outcomes and services; financial incentives; dedicated advising. Faculty

Development: Cross-discipline and cross-institutional cohorts to utilize HIPs and build

seamless guided pathways to degree completion for STEM Students.

Citation/s and links of the studies used to support the CPP #2 evidence requirement:

• 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.

http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf.

• 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
California State University, Chico P031C160125 CA

ABSTRACT

California State University, Chico (CSUC) is a comprehensive, public, four-year institution 

located in the largely rural and agricultural Northern Sacramento Valley of California with a 

designated service area of 12 counties. In Fall 2015, CSUC enrolled 16,098 students (93% 

undergraduate), including 3,973 STEM majors (24% of undergraduate enrollment), of which 

2,156 (13.4%) were classified as Hispanic or low-income (HLI). The proposed Chico STEM 

Connections Collaborative (CSC2) Project will serve 600 students per year. The project 

addresses Absolute Priority 1 with an innovative plan of student-centered services supporting 

academic improvement and degree completion, and Absolute Priority 2, through a partnership 

to enhance transfer and articulation with two nearby Hispanic-Serving Institution Community 

Colleges, Santa Rosa Junior College and Yuba College. Our explicit goals are to increase the 

persistence and graduation rates of STEM HLI students and improve the transfer rates of these 

students through increased preparation and strong articulation. This proposal also responds to 

Competitive Preference Priority 2 by replicating a study of the impact of mentoring/coaching 

on undergraduate students that found persistence rates were higher during the treatment period 

and that students were more likely to be enrolled one year after coaching had 

ended. https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf. This study meets 

IES standards without reservation as cited in the What Works Clearinghouse.

The CSC2 proposal reflects the close collaboration and strong commitment led by the Deans

of the CSUC Colleges of Natural Sciences, Engineering, Computer Science, and Construction 

Management and Agriculture, who identified academic and social challenges for students in their 

disciplines and designed evidence-based project activities. The successful outcomes of the ECC 

MESA Engineering Program (MEP), established at CSUC in 1985, serves as a model that will 

guide the colleges of NSC and AGR in their implementation of project activities. The five 

categories of services for students support persistence and graduation performance measures are:

1) Academic Support: Math Boot Camp, Supplemental Instruction, Tutoring, Academic 

Advising;

2) Peer Mentoring/Coaching;

3) Financial Literacy: Tools to develop college and personal financial plans;

4) Undergraduate Research Experiences: Faculty mentoring, academic year and summer; and

5) CommunityCollege Transfer Support: Peer Transfer Navigators, campus visits, TransferMation (transfer success workshops).

The Project Management Plan reflects the efforts of our committed team of faculty, staff, 

administrators and evaluator. All of these individuals have significant expertise and are dedicated 

to working with the students who will be served by the project. The Evaluation Plan includes 

quantitative and qualitative data collection that is strategically timed and permits time-sensitive 

modifications to the activities. An HSI Leadership Council, led by the Office of the Provost 

includes key stakeholders: Deans, the Office of Diversity & Inclusion, the Vice President of 

Student Services, and representatives from our partner community colleges. The Councils’ 

charge will be to review of institutional policy and procedures, identify opportunities to enhance 

services for HLI STEM students, and develop an Action Plan to sustain project activities beyond 

the funding period. Importantly, the proposed project is an innovative and unprecedented 

collaboration with other CSUs throughout the state to coordinate and integrate project data into 

one of the largest and most comprehensive evaluations of best practices found in thenation.

Therefore, CSUC will play a crucial role in creating systemic change for our diverse and 

underserved population.
Eastern New Mexico University- Roswell P031C160126 NM

PROJECT ABSTRACT

This HSI STEM and Articulation initiative, the Senderos Project, represents a systemic and 

sustainable effort by Eastern New Mexico University-Roswell (ENMU-Roswell) to make 

dramatic improvements in student success outcomes for Hispanic and/or low-income STEM 

students. Senderos responds directly to significant challenges, such as large numbers of 

underprepared students that enter the institution but don’t complete STEM programs, 

academically weak secondary schools in the region, and inadequate resources for professional 

development and diversity initiatives. The Project is driven by three major goals: (1) Increase 

Access and Success in STEM for Hispanic and Low-Income Students; (2) Increase the Number 

of Hispanic and Low-Income Students Attaining STEM Degrees; and (3) Develop Articulation 

and Transfer Agreements in STEM with Four-Year Institutions.

Specifically, the Project will This project is designed to: (a) improve college readiness of high 

school students for STEM education; (b) accelerate student progression through transfer-level 

math; (c) integrate academic support system with high-impact practices to keep students on track 

to graduation and transfer to baccalaureate STEM program; (d) establish a faculty professional 

development focusing on the learning needs of Hispanic and low-income students and students 

in STEM disciplines; (e) develop articulation agreements in STEM with four-year institutions, 

and (f) create a culture of evidence for informed decision-making. Specific outcomes will 

include: increase the percentage of Hispanic students in developmental math who successfully 

complete the transfer-level math course in their first year from 24% in 2015 to 50%; increase the 

percentage of Hispanic full-time STEM degree-seeking students from 9% in 2015 to 20%; 

increase in the first- to second-year persistence rate of Hispanic full-time STEM degree seeking 

student from 7% in 2015 to 15%; increase the number of articulated STEM programs with 

regional four-year institutions; and increase the percentage of Hispanic students who 

successfully transferr to baccalaureate STEM programs.

The Project’s overall five-year budget of $2,810,214 drives systemic reform and capacity 

building by investing in highly qualified staff ($1,702,4449 or 60.6% of the budget supports 

salaries and fringe benefits), in instructional infrastructure and professional development 

($457,400 or 16.3% of the request).

The Senderos Project addresses both Absolute Priorities and the Competitive Preference Priority 

for this competition. The proposed strategies and activities are supported by the following 

research evidence that meets the Moderate Evidence of Effectiveness standard of What Works 

Clearinghouse: Schrivener, S., Weiss, M., Raatledge, A., Rudd, T., Sommo, C., & Freques, H. 

(2015). Doubling Graduation Rates: Three-Year Effects of CUNY's Accelerated Study in 

Associate Programs (ASAP) for Developmental Education Students. New York: MDRC. 

http://mdrc.org/publication/doubling-graduation-rates.
Borough of Manhattan Community College (CUNY) P031C160132 NY

Project: Abstract: BMCC DigitalPathways Project

CUNY Research Foundation on behalf of Borough of Manhattan Community College 

199 Chambers Street, New York, NY 10007

Two-Year Public

STEM education is vital to the ability of the United States to maintain its position of global 

leadership and economic competitiveness. With more than 8.6 million STEM-related jobs 

anticipated by the year 2018, preparing and encouraging students to pursue technical careers is 

critical. Unfortunately, these developments are occurring at time when the nation’s largest pool of 

potential workers (Latinos and low-income groups) continue to be isolated from STEM related 

careers. Although the lack of diversity in the sciences is not a new problem, the educational 

achievement gap among Latinos, coupled with recent demographic and labor supply trends, point to 

a serious challenge which will adversely impact not only Latinos but the nation’s economic future.

The partnership between Borough of Manhattan Community College (BMCC), New York 

City College of Technology (City Tech) and John Jay College of Criminal Justice responds to this 

national need by developing a series of comprehensive reforms aimed at addressing the educational 

achievement gap among Latinos through its HSI Digital Pathways Program. Evidence suggests that 

the lack of structure in many community colleges is likely to result in less-than-optimal decisions 

by students about whether, and how to persist towards a degree. Guided pathway programs, which are 

tightly and consciously structured, is a promising strategy which could have a positive impact on 

academic persistence among Latinos and low-income students.

The BMCC HSI Digital Pathway initiative is a departure from existing practices by promoting 

changes which are both structural (by creating STEM pathways) and curricular (by developing relevant 

STEM content and student-based learning) in order to close the educational achievement gap among 

Latino and low-income students enrolled in traditional STEM courses (Absolute Priority 2). The fiveyear project will implement a summer bridge program (to accelerate academic progress), blocked 

scheduling, create student cohorts (to ensure students are integrated in the life of the program) and 

deliver timely and relevant support services (such as supplemental instruction, mentored research and 

experiential learning activities) to foster student success and facilitate senior college transfer for Latino 

and low-income students. Incoming students will be supported in choosing a STEM program of study, 

and develop an academic plan based on program guidelines created by faculty and advisors. (Absolute 

Priority 1).

The comprehensive evaluation plan and data generated by the BMCC project will shed light on 

successful practices and provide evidence to assist other postsecondary institutions seeking to adapt the 

guided pathway model. The proposed BMCC Digital Pathway Project will infuse elements of the Guided 

Pathways and ASAP models in two of the college’s largest IT departments, Computer Information 

Systems and Media Arts and Technology. This model is based on research by 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 Associates Programs (ASAP) for developmental education 

students. New York: MDRC and responds to Competitive Preference Priority 2 meeting the 

“moderate evidence of effectiveness” standards.
St. Mary’s University (San Antonio, TX) P031C160134 TX

ABSTRACT

Description of Target Area to Be Served and Need being Addressed:

St. Mary’s University (StMU) is a private, four-year institution located in San Antonio, TX 

about 150 miles from the Mexico border. Offering graduate and undergraduate programs, 

StMU’s total Fall 2015 enrollment was 3,695, with 2,305 undergraduate students. StMU 

embraces diversity—78% minority and 70% Hispanic undergraduate population—and serves a 

local area, Bexar County, marked by disadvantage for a predominantly Hispanic population 

(59%), up to 22% of whom live in poverty. Despite static enrollment, the University has 

experienced significant enrollment gains in undergraduate STEM programs since 2010, 

especially among Hispanic students (up 37%). At the same time, San Antonio has embarked on a 

mission to build STEM industry in the city. Historically a liberal arts institution, StMU is 

primed to strengthen and expand its STEM pipeline in order to connect students with growing 

professional opportunities while building enrollment, but to do so, StMU will have to address 

several institutional challenges: outdated and inadequate STEM lab facilities and resources, 

underdeveloped STEM programming, and insufficient services for STEM students.

Title of Project: Excellence in STEM Education

Description of Services/Activities, Partner Institutions, and Population to be Served:

StMU’s proposed activity has two main initiatives and several components selected in 

response to institutional gaps and weaknesses that prevent StMU from meeting the needs of our 

disadvantaged target population (addressing both Absolute Priority 1 and 2 as noted below):

1) Strengthen and Expand STEM Programming to include the development of core courses for a 

new Bioinformatics concentration, the redesign of StMU’s existing Forensic Science program, 

and the revision of gateway chemistry and biology courses to include updated capabilities and 

resources following the renovation and equipping of key chemistry and biology facilities (AP2). 

StMU will develop new coaching services for entering Hispanic STEM majors (AP1). StMU will 

also work with the five Alamo Community College District colleges (all HSIs) to establish 

model articulation agreements to promote a seamless transfer of ACCD students into StMU’s 

Bioinformatics and Forensic Science programs (AP2).

2) Increase Capacity for Connecting Students to STEM Education Opportunities to include the 

development of STEM transfer services at five local two-year HSI partners—Northwest Vista 

College, San Antonio College, Palo Alto College, St. Philip’s College, and Northeast Lakeview 

College (AP2). A new system for connecting STEM students with internship and research 

opportunities will also be developed, targeting all six of StMU’s STEM departments (AP2).

Five-Year Total Budget Request: $5,359,145

Goals and Expected Outcomes:

By project-end, StMU will increase enrollment in STEM programs by at least 6% with at 

least 50% of new students being Hispanic and/or low income. StMU will double the number of 

students transferring into its STEM programs. StMU will also increase the number of undergraduate STEM degrees awarded overall (at least 8%) and to Hispanic students (at least 9%).

Citation for Response to Competitive Preference Priority #2:

The Effects of Student Coaching in College: an Evaluation of a Randomized Experiment in 

Student Mentoring, Bettinger and Baker (2011) available 

at https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf.
Lee College P031C160135 TX

Project Abstract

Lee College located in Baytown, Texas, a Hispanic and Minority Serving Institution, has been 

effectively serving East Harris, Chambers, and Liberty counties for 82 years. Lee College is a 

comprehensive, public two-year community college with a Texas Gulf Coast service area 

covering 2,500 square miles and a suburban/rural population of 220,000 residents. The college 

serves a diverse student body of 6,150 students and is accredited by the Southern Association of 

Colleges and School, Commission on Colleges (SACS-COC).

A large geographical area, high poverty rate, and low educational attainment describe the four 

counties and 13 school districts that Lee College serves. In Baytown, the largest population 

center of the service area, 42% of the population is Hispanic, 16% are African-American, and 

39% are white according to the 2014 American Community Survey of the U.S. Census Bureau 

and the college’s student population mirrors its largest community. 33% of the population lives 

below the poverty line and 91% have an educational attainment less than a baccalaureate degree 

indicating a high number of low-income, first generation students residing in the college’s 

service area.

The LC STEM Project is summarized as follows:

• Serve Hispanic and low-income students pursuing STEM degrees

• The project will be comprised of two interventions: 1) Concurrent Enrollment and 2) 

Intrusive Transfer Experience.

• Project goal is to increase STEM degree completion and transfer.

• Project objectives are tied to the ED Performance Measures that focus on increasing the 

number of Hispanics seeking, persisting and completing STEM degrees

• Project Outcomes

o Higher STEM program completion rate

o Serve 200 Hispanic and low-income students earn a degree in Instrumentation and 

Pre-engineering

o Higher rate of Hispanic and low-income students transferring to a four yearIHE

• Lee College in partnership with Lamar University, a four year IHE, will develop a 

concurrent enrollment model for engineering students.

In the response for Competitive Preference Priority #2 the following research from What 

Works Clearinghouse was used:

1. The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment 

in Student Mentoring –

http://www.nber.org/papers/w16881

2. Closing the Social-Class Achievement Gap: A Difference-Education Intervention 

Improves First-Generation Students’ Academic Performance and All Students’ College 

Transition”

http://ies.ed.gov/ncee/wwc/pdf/single_study_ reviews/ wwc_stephens_102814.pdf

3. Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and 

College Persistence”

http://ies.ed.gov/ ncee/ wwc/pdf/single_study_reviews/wwc_castleman_121614.pdf.

4. The Impact of Dual Enrollment on College Degree Attainment: Do Low-SESstudents 

Benefit?”
Passaic County Community College P031C1600140 NJ

Project Applicant: Passaic County Community College (PCCC)

Project Title: PCCC Pathways 2 STEM Degrees

Target Population: 500 Hispanic and low-income high school students, 580 newly-enrolled 

STEM majors, and 2,125 new and continuing STEM majors

Project Goals: The project will pursue three major program goals and 11 corresponding 

objectives: 1) Hispanic and low-income students will enter college prepared to succeed in 

postsecondary STEM; 2) Hispanic and low-income students will complete their STEM degree 

program on time; and 3) STEM graduates will transfer into Baccalaureate STEM programs.

Project Partners: Rutgers University-Newark, Paterson Board of Education, Passaic County

Technical Institute, Latinas in STEM Foundation, and Society of Hispanic Professional 

Engineers.

Project Description: PCCC Pathways 2 STEM Degrees will ready Hispanic and low-income 

students for postsecondary STEM enrollment; provide them with the knowledge and skills 

needed to complete their STEM degrees; and propel them into Baccalaureate STEM degree 

programs. Components include promoting interest in STEM; engaging students in the STEM 

Pathway; and facilitating student transfer into Baccalaureate STEM Degree programs.

Priorities Addressed: Absolute Priority 1 and Absolute Priority 2. PCCC will partner with 

Rutgers University-Newark to address the articulation/transfer model absolute priority.

Competitive Preference Priority 2. PCCC’s student success coaching activity is based on the 

following study which meets the definition of moderate evidence of effectiveness: Bettinger, E.

P. & Baker, R. (2011). The Effects of Student Coaching in College: An Evaluation of a 

Randomized Experiment in Student Mentoring. Pages 1-21.

https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf
Universidad Politécnica de Puerto Rico P031C160141 PR

ABSTRACT

Puentes Para Èxito: Bridges to STEM Success

Applicant: Universidad Politécnica de Puerto Rico; 377 Av. Ponce de Leon; San Juan PR 00918

AREA AND POPULATION: UPPR is a private, non-profit institution and USDE-designated 

HSI in Hato Rey, PR, in metropolitan San Juan, enrolling approximately 3,500 undergraduates 

each semester. Nearly 100% of students are Hispanic, and more than 80% of first-time, full-time 

students receive need-based aid. Enrollment has declined approximately 30% since 2008, due to 

population loss and economic distress in Puerto Rico. UPPR remains an essential educational 

resource for Puerto Rico, offering opportunity to low-income and other non-traditional students.

PROJECT GOALS are to: 1. Improve access to STEM degree programs and expand UPPR 

enrollment base via distance learning. 2. Offer programs reflecting current needs and opportunity 

using current equipment, tools and resources. 3. Facilitate student mobility and progress working 

with partners to articulate programs and align curricula. 4. Increase retention and academic 

success, with emphasis on junior-senior progress toward completion. 5. Offer opportunities for 

all students to successfully pursue educational goals and realize personal potential. 6. Increase 

graduation rates and number of STEM degrees earned by Hispanic and low-income students.

UPPR proposes to improve its practices and capacity for increasing access, retention, and 

graduation for Hispanic and low-income students in STEM, with emphasis on junior and senior 

engineering students. ACTIVITIES AND SERVICES TO BE DEVELOPED are as follows:

(1) Increased Access Through Technology. UPPR has invested in online/hybrid learning, 

with positive results in enrollment and student success. UPPR must convert senior engineering 

curricula in order to offer complete, ABET-accredited degree programs in online/hybrid format. 

A virtualized computing environment will offer digital resources to campus and distant students.

(2) Improving Curricula, Equipment and Engineering Application Software. UPPR will 

develop courses to support an optional emphasis in Healthcare/Life Science for engineering 

students. The project will also improve equipment and software to ensure high quality programs.

(3) Increasing Retention, Success, and Degree Completion. Challenges for upper division 

students include family and work responsibilities, inadequate study time and resources, and high 

failure rates in key courses. These will be abated through tutoring, tracking and coaching, goal 

setting, and transfer student services. An honors option responds to a need for enriched curricula.

With HSI partners, Colegio Universitario de San Juan and Humacao Community College, 

UPPR will create model articulation agreements and assist students with processes of academic 

planning, transition to UPPR, and academic success leading to a STEM baccalaureate degree.

Expected outcomes: (1) 3% gain in fall undergraduate enrollment; (2) 20% gain in online/ 

hybrid enrollment; (3) 30 students complete a healthcare/life science option; (4) gain of 10% in 

transfers; (5) reduced failure rates in key courses; (6) 412 engineering degrees awarded annually, 

and (7) a 30% six-year graduation rate, for an 8 percentage point gain over a baseline of 22%.

The proposal addresses Competitive Preference Priority 2, and is supported by “moderate 

evidence of effectiveness.” Studies cited: (1) Bettinger and Baker (2011). The Effects of Student 

Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring. (NBER 

Working Paper 16881). http://www.nber.org/papers/w16881; and (2) Morisano, D. et al, (2010). 

“Setting, Elaborating, and Reflecting on Personal Goals Improves Academic Performance.” 

Journal of Applied Psychology 95:2, 255–264. http://www.selfauthoring.com/JAPcomplete.pdf.

Universidad Politécnica de Puerto Rico requests HSI STEM and Articulation Program 

funds totaling $5,999,576, with first year funding of $1,199,803.

1
Miami Dade College North Campus P031C160143 FL

STEM EngInE

ABSTRACT

Miami Dade College North Campus proposes to establish the STEM Engage, Intern, and 

Educate (STEM EngInE) project to increase the numbers of Hispanic and low-income minorities 

attaining STEM degrees. This educational program will attract promising Miami-Dade County 

students to STEM studies, ensuring their attainment of a two-year college credential, and transfer 

to four-year colleges and universities. STEM EngInE has the following goals: (1) increase the 

enrollment of Hispanics and underrepresented minorities in STEM programs; (2) increase the 

retention of Hispanics and underrepresented minorities in STEM programs; (3) increase the 

graduation rates in STEM fields and decrease the time to graduation for Hispanics and 

underrepresented minorities; and (4) increase the rates of transfer and articulation to STEM 

programs for Hispanics and underrepresented minorities.

Project objectives are: (1) increase enrollment in STEM related programs of study by 5%;

(2) Participants in STEM EngInE will show retention rates of 70% or more; (3) at least 70% of 

the STEM participants will graduate within three years of enrollment with an associate’s degree 

in a STEM program, or six years in a bachelor’s degree program; (4) at least 80% of program 

participants who complete a STEM program will transfer to four-year programs of study. The 

project will offer high school summer camps, peer mentoring, student supports, service learning, 

research internships at four-year institutions, and an endowment fund. STEM EngInE addresses 

Competitive Preference Priority 2, implementing mentoring or “coaching”1 and integrated 

student supports2 to meet moderate evidence of effectiveness standards.

1Bettinger, E.P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a randomized 

experimentin studentmentoring.https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf 2Scrivener, 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. http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf
Schreiner University P031C160145 TX

HSI STEM and Articulation Program Application 

Schreiner University - Kerrville, Texas

Project Title: A-STEM (Accelerating STEM Success: Expanding Enrollment, Retention, and 

Graduation of Hispanic and Low Income Students in STEM Fields)

Applicant Institution: Schreiner University is private, four-year liberal arts university located in

the "Texas Hill Country," 60 miles northwest of San Antonio. The University enrolled 1230 

students in 2015, 97% of whom are from Texas and 75% live outside of major metropolitan 

statistical areas. In Fall 2015, 39.8% of the freshman class was Hispanic.

Challenges Addressed: (1) Fragmented/underdeveloped STEM support services; (2) No STEM,

Hispanic, or transfer-focused Learning Communities or Bridge programs; (3) Weak capacity for 

student research. Instrumentation and lab space inadequate; (4) Faculty development needed in 

success interventions, effective STEM strategies and technologies;(5) Underdeveloped transfer 

services and articulation to support STEM transfer programs from two-year HSIs.

Activities Responding to Challenges: (1) Effective & Coordinated STEM Support Services and

Center for Quantitative Literacy (CQL); (2) Learning Communities and Summer Bridge 

targeting Hispanic students; (3) Student Engagement in STEM through Undergraduate Research;

(4) Faculty Development in Evidence-Based Success Strategies & Technologies; (5) Articulation 

of STEM Courses Programs & Services for Transfer Pathways from Two-YearHSIs.

Two-Year HSI Transfer Partners: Schreiner has a signed agreement with Alamo Colleges

District in San Antonio, but as detailed in project narrative, will also work to build transfer 

pathways from other urban and rural two-year HSI institutions.

Competitive Preference Priority #2

The Study: Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An 

evaluation of a randomized experiment in student mentoring.

The Link: https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf
Eastern New Mexico University P031C160150 NM

PROJECT ABSTRACT

DEVELOPING A STEM SUCCESS PLAN at EASTERN NEW MEXICO UNIVERSITY

Eastern New Mexico University (ENMU) Station 1, 1500 S. Ave K, Portales, New Mexico

Eastern New Mexico University, a public, comprehensive four-year and graduate 

Hispanic–Serving Institution, proposes to increase enrollment, retention, and graduation in 

baccalaureate STEM programs for Hispanic and low-income students by improving access to 

programs and quality academic opportunities leading to students’ educational and career success.

Over the five years of the project, ENMU will accomplish three initiatives to increase 

STEM enrollment, success, and program completion. (1) Strengthen the STEM Pipeline Early 

Engagement—with oureach to pre-college, entering STEM freshmen and transfer students; (2) 

Pathways to STEM—designing dynamic articulation programs with area two-year colleges to 

smooth the transition for transfer students through well-designed 2+2 articulations and support, 

responding to Absolute Priority 2; (3) Enhance Undergraduates’ Self-Identification with STEM 

Fields through Unique Programs and Opportunities including research, mentoring and tutoring 

initiateives to support students’ engagement and persistence throughout their STEM educational 

careers, including supplemental instruction, research mentoring, and internship experiences for 

undergraduate students.

By September 2021, ENMU’s STEM Success Project will have increased (by 6%) 

the number and persistence of Hispanic and low-income students enrolled in STEM programs. 

The project will increase number of Hispanic/low income student transfers into STEM programs 

(+3% over baseline year; 6% by end of project) and will improve Hispanic/low-income 

students’ graduation rates in STEM fields by 5%. Participants will be positively impacted by 

project initiatives in terms of retention, success and degree completion. By blending cognitive 

and non- cognitive elements, reaching out to new and transfer students, providing professional 

opportunities to STEM students, project has the potential to contribute new or refined strategies 

to enhance STEM success for low-income and Hispanic students.

ENMU’s STEM Success Project addresses both Absolute Priorities and has identified 

two studies (Stephens, 2014)1 and (Bettinger, 2011)2 that meet the “moderate evidence of 

effectiveness” standard of the What Works Clearinghouse (Competitive Priority 2). This 

research informs ENMU’s project activities relating to the orientation of incoming students and 

mentoring strategies.

1 Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A differenceeducation intervention improvesfirst-generation students’ academic performance and allstudents’ college transition. 

Retrieved from http://www.psychology.northwestern.edu/documents/destin-achievement.pdf 2Bettinger, E. P., & Baker, R. (2011). The effects ofstudent coaching in college. An evaluation of a randomized 

experiment in student mentoring. Retrieved 

from https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf.
California State University, Fullerton P031C160152 CA

Project Abstract- Project RAISE (Regional Alliance in STEM Education)

California State University, Fullerton (CSUF), Orange County, CA’s only four-year public 

comprehensive university that is also a Hispanic-Serving Institution (HSI) —in partnership with 

eight of its feeder community colleges (Citrus, Cypress, Fullerton, Golden West, Mount San 

Antonio, Orange Coast, Santa Ana and Santiago Canyon), also HSIs—has created the Regional 

Alliance in STEM Education: Raising the Bar in Transfer, Retention and Graduation Rates 

(Project RAISE). Project RAISE has the overarching aim of constructing a replicable and 

scalable regional model to increase the number of Hispanic and low-income community college 

transfer students who complete bachelor’s degrees in science, technology, engineering and 

mathematics (STEM) and enter careers in STEM fields. Leveraging proven interventions and 

incorporating new and innovative opportunities that are supported by the research literature, it 

will target Hispanic and low-income community college students at the eight participating 

community colleges and CSUF who are interested in pursuing STEM bachelor’s degrees. In the 

process, it will create a regional consortium made up of CSUF and the participating community 

colleges and empower students to streamline their own transfer process.

The student program components include: Undergraduate Research Experience (URE); RAISE 

Transfer Program (RTP), a series of co-curricular interventions (including an orientation for 

families) to ease the transition to the university for STEM majors and support them in their first 

year after transferring; and a Summer Internship Program (SIP). In addition, Project RAISE will 

provide the community college students with a free web-based articulation resource called 

Transferology, while a Transfer Resource Center will assist the transferred students in the 

transition period to CSUF and give them a “home” on campus. CSUF peer advisors will conduct 

outreach workshops at the partner community colleges and be matched up with students in the 

URE and RTP to advise and mentor. At the institutional level, CSUF will host a STEM 

Articulation Conference for partner community college representatives to share up-to-date 

information on STEM transfer requirements and develop draft articulation agreements.

Two studies from the What Works Clearinghouse provide further evidence of the merits of the 

Project RAISE model and the value of the Undergraduate Research Experience as an essential 

part of this model.

1. The first examined the impact of undergraduate research as a high-impact practice at 

CSUF (Moon, Hershey, & McMahan, 2014).

http://www.fullerton.edu/analyticalstudies/presentations/AIR_UndergResearch_HIPS_Su

nny_vFinal.pdf

2. The second study examined the impact of participation in the University of Michigan 

undergraduate research program on retention (Nagda, Gregerman, Jonides, von Hippel & 

Learner, 1998). http://www-personal.umich.edu/~jjonides/pdf/1998_6.pdf)
Bergen Community College P031C160154 NJ

ABSTRACT

Organization: Bergen Community College, 400 Paramus Road, Paramus, NJ 07652

Project Title: STEMatics Target Audience: 2,500+ STEM students annually; 20% or2,000 

first-time full-time degree seeking STEM students, particularly at-risk, low-income and/or 

Hispanic students (30% or 600) during the five year grant period.

Articulating Institutions of Higher Education: William Paterson University, Ramapo College, 

Montclair State University, Vaughn College, NJ Institute of Technology, New Jersey City 

University, Stevens Institute of Technology, Rutgers University

Industry Partners for internships and employment: Triangle Manufacturing, Stryker 

Manufacturing, United Parcel, Orange & Rockland Utilities, Public Service Electric & Gas

Building on success of Bergen’s HSI STEM GPS project, this proposed effort integrates multiple 

supportive strategies to improve academic success and college completion for high-need 

Hispanic and low-income students. The previous HSI project increased STEM student 

enrollment by 67%. However, only 27% graduate and 8% transfer within 3 years. Furthermore, 

withdrawal and failure rates in college-level gateway courses still range upward to 50%.

STEMatics will alleviate barriers to success by using the City University of New York ASAP 

model1 that meets the moderate evidence of effectiveness standard, as indicated by the below 

citation. STEMatics will also conduct a randomized controlled trial to assess causal validity of 

learning and completion impacts associated with Supplemental Instruction in gatekeeper courses. 

The overarching purpose is to implement and permanently integrate proven student academic 

and support service practices. Bergen proposes to do so by attaining three goals.

Goal 1: Strengthen the Learning Engagement of 3,500+ STEM students, particularly among the 

30% or 440 (annual cohort) at-risk, first time full time degree seeking low-income and/or 

Hispanic students. Outcomes: 1) Improved Academic Performance (Decrease failure rates by 

30% in gateway courses, (2) Enhance Academic Skills & Motivation, (3) Raise Faculty/Staff 

Sensitivities & Involvement. Goal 2: Broaden the role of 20 partners from four-year colleges, 

industry and government agencies, to become joint stewards of student success. Outcome: 

Strengthened and expanded engagement of academic, industry and government partners in 

promoting student success, (2) increased student access to barrier free pathways for internships, 

employment, further education. Goal 3: Equip STEM students with the financial tools necessary 

to persist through degree completion. Outcomes: (1) Heightened commitment to and capacity

for academic success, (2) increased resources and ability to overcome financial challenges to 

college completion. External assessment will support this initiative.

1Scrivener, 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. Scrivener, Susan, Michael J. Weiss, Alyssa Ratledge, Timothy Rudd, Colleen Sommo, and 

Hannah Fresques.
New Jersey City University P031C160155 NJ

Proyecto STEM: Evidence-Based Approachesto STEM Enrollment, Retention and Graduation At an

Urban Public Hispanic-Serving Institution

New Jersey City University will undertake a $5.8 million program of interventions intended to 

increase the number of Hispanic and low-income students attaining degrees in six STEM fields 

at NJCU. This goal will be achieved by improving the 6-year graduation rate for first-time, fulltime students and the 3-year graduation rate for first-time, full-time students. 56% of NJCU’s 

undergraduate students belong to underrepresented minority groups, and 52% of NJCU’s 

undergraduates are transfer students, largely from six nearby minority-serving community 

colleges. Like many of its peer institutions, NJCU works to retain more of its undergraduates.

Activity 1: Promotion of retention & graduation via academic interventions. Activity 1 will 

overcome challenges experienced by Hispanic and high-need students and ineffective instruction 

through three strategies: 1) The STEM Success Academy for rising sophomores and incoming 

transfer students; 2) The improvement of STEM course design and pedagogy; 3) Innovative 

dual-admit articulation agreements with minority-serving community colleges.

Activity 2: Improvement of instruction and increased retention and graduation through robust 

learner support and faculty development. Activity 2 will improve the persistence and retention 

rates of under- graduate students in NJCU’s STEM programs through four strategies: 1) A robust 

system of high-touch interventions, including intrusive advising, peer mentoring, career 

exploration, and self-service technologies; 2) Supplemental Instruction and peer tutoring in 

gateway courses; and 3) Networked Improvement Communities of faculty to inform pedagogy, 

curricular design, and advising capabilities.

Proyecto STEM Objectives include:

• Increased 6-year graduation rate from 25% to 45% for first-time, full-time STEM majors

• Increased 3-year graduation rate from 46% to 56% for STEM transfer students

• Increased 2nd-year retention rate from 67% to 82% for first-time, full-time STEM majors

• Increased 2nd-year retention rate from 77% to 87% for STEM transfer students

• Increased STEM majors population from 18% to 20% of undergraduates

• 60 rising sophomores complete STEM Success Academy and remain in STEM programs

• 1% annual increase in community college transfers to NJCU STEM programs

• Pairing of 60 at-risk STEM majors with College Life Coaches annually

• Supplemental Instruction/Peer mentoring for 500 students in 45 STEM sections annually

• 5 Annual Networked Improvement Communities of 7 faculty convened

• Revision of 20 STEM courses to include inquiry-basedlearning

• 3 Model transfer articulation agreements executed with community college partners

• Gamified Orientation, Online Process Maps, Transfer Wizards, Transfer Guides

Evaluation of the STEM Success Academy will be conducted as a Quasi-Experimental Design 

according to the “evidence of promise” standards of the What Works Clearinghous
Norco College P031C160157 CA

Organization Name: Norco College

Organization Address: 2001 Third Street Norco, CA 92860

Project Title: Strengthening Transfer in Engineering and Matriculation, STEM2 Pathways 

Goals and Expected Outcomes: (1) Accelerate success and completion in mathematics course 

sequences; (2) Goal 2: Strengthen engineering pathways and increase enrollment in engineering 

transfer degrees for underrepresented populations including Hispanic and low-income students.;

(3) Increase retention, transfer and career preparation of students in engineering pathways;and

(4) Increase collaboration with middle and high schools, 4-year colleges/universities and STEM 

industry partners.

Populations to be Served: Hispanic, low-income, and other disadvantaged populations. 

Partner Institutions: Alvord Unified School District (USD), Corona-Norco USD, University of 

California, Riverside

Competitive Preference Priorities Citations of Evidence:

1. Student Coaching. Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in 

college: An evaluation of a randomized experiment in student mentoring.

2. Multiple Measures Assessment Program. Bahr, P., Hayward, C., Hetts, J., et. al. Multiple 

Measures Assessment and Placement – White Paper, 2014.

3. Completion by Design (CBD). Nodine, T., Jaeger, L., Venezia, A., and Bracco, K. R., with 

research support from Public Agenda (2012). Connection by Design: Students’ Perceptions 

of Their Community College Experiences. San Francisco, CA:WestEd.
Miami Dade College P031C160161 FL

ABSTRACT

Miami Dade College School of Science offers an innovative project to enroll, retain, and 

graduate Hispanic and low- income students in STEM via STEM Strategic Pathways to 

Academic Completion and Excellence (STEM SPACE). STEM SPACE uses high-impact 

strategies and integrated academic and student supports to advance completion and transfer to 

upper-division programs, or the STEM workforce. The project has three main goals: (1) increase 

the number of Hispanics and low-income students attaining degrees in STEM; (2) promote the 

attainment and transfer of Hispanic and low-income STEM students by building upon existing 

articulation agreements with four-year institutions (3) establish the School of Science 

Endowment fund, matched by Miami Dade College Foundation.

STEM SPACE will meet these objectives: 1)10% increase in the number of full-time 

degree-seeking Hispanics and low-income students enrolling in a STEM program of study; 2) 

75% increase in the number of full-time degree-seeking Hispanic and low-income students 

retained from fall-to-fall; 3) 12% of Hispanic and low-income students will participate in 

Summer Research Institutes; 4) 30% increase in the number of first-time full-time degreeseeking students transferring to a four-year institution to pursue STEM studies; and 5) establish 

School of Science endowment. Services include academic pathways, communities of interest, 

academic/career advisement, peer mentoring, tutoring, professional development, and research 

experiences. MDC will address Competitive Preference Priority 2, implementing mentoring or 

“coaching”1 and academic pathways2 to meet moderate evidence of effectiveness standards.

1Bettinger, E.P., & Baker, R. (2011). The effects ofstudent coaching in college: An evaluation of a randomized 

experiment in studentmentoring.

https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

2Scrivener, 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.NewYork:MDRC. http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf
Moreno Valley College P031C160162 CA

Project Abstract 

Organization Name: Moreno ValleyCollege

Organization Address: 16130 Lasselle Street, Moreno Valley, CA 92551

Project Title: Advancing STEM through CTE (ASC).

Goals and Expected Outcomes: (1) Accelerate success and completion in mathematics course 

sequences for all students; (2) Create New STEM Pathways; (3) Provide integrated support for 

STEM pathways; (4) Expand STEM Outreach and Education.

Population to be Served: Hispanic, low-income, and other disadvantaged populations. 

Partner Institutions: Val Verde Unified School District, California State University, San 

Bernardino, Loma Linda University.

Competitive Preference Priorities Citations of Evidence:

1. Student Coaching. Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in 

college: An evaluation of a randomized experiment in student mentoring.

2. California Acceleration Project. Hayward, C. & Willett, T. (2014). Curricular Redesign and 

Gatekeeper Completion: A Multi-College Evaluation of the California Acceleration Project.

3. Innovation Center/Makerspace. Sheridan, K, et. al. (2014) Learning in the Making: A 

Comparative Case Study of Three Makerspaces; and Kurti R. et. al. (2014) The Philosophy 

of Educational Makerspaces.
Inter American University of Puerto Rico – Bayamón P031C160165 PR

Inter American University of Puerto Rico – Bayamón

ABSTRACT

Institution: Inter American University of Puerto Rico-Bayamón

#500 Dr. John Will Harris Road, Bayamón P.R. 00957

Proposed Project: Expanding and Inspiring Through Opportunities in STEM (EXITOS)

Institution / Target Area / Population Served: Inter American University of Puerto Rico –

Bayamón (IAUPR-B) is a private, nonprofit, four-year, HSI located on the fringes of the San 

Juan metro area. IAUPR-B serves residents from Bayamón and neighboring cities/towns, an 

economically distressed area. The median household income for area residents is less than half 

that of the U.S. ($24,597 vs. $53,482) and more than one third live in poverty (35%). IAUPR-B 

students (Fall 2015 enrollment: 4,630 overall / 2,671 STEM) are 98% Hispanic, 94% Pell grant 

eligible (low-income), and 32% first generation in college.

Project Activities and Services: IAUPR-B proposes the following activities and services:

(1) Establish Comprehensive Student-Centered Support Services – Through these services, 

IAUPR-B will infuse support strategies associated with persistence and success (Tutoring, 

Success Coaching, and Academic Excellence Workshops) – addresses Absolute Priority 1.

(2) Create New STEM Programs – Three new academic options (Agricultural Engineering, 

Agricultural Biotechnology, and Agricultural Chemistry) will create new STEM pathways.

(3) Improve STEM Instructional Facilities – Modern, industry-standard equipment will support 

the new programs, while providing dynamic learning opportunities for STEM students.

(4) Develop Online Credit-Bearing Curricula – Making engineering courses available in online 

format will expand access to STEM curricula for Hispanic, low-income students.

(5) Develop Transfer Partnerships – Developing partnerships with 2-year HSIs (Instituto 

Tecnologico de PR-San Juan and Humacao CommunityCollege) will result in replicable, 

model transfer and articulation agreements – addresses Absolute Priority2.

Goals and Expected Outcomes: Overarching goals are to increase enrollment and program 

completion in STEM fields, improve transfer and articulation processes for Hispanic, lowincome students, and increase student success/persistence in STEM programs. Five-year 

outcomes related to those goals include increased enrollment, to include new transfer students 

(+185); increased retention rate (+8 perc. pts.); and increased graduation rate (+11 perc. pts.).

Absolute Priorities and Competitive Preference Priority: The proposed project responds to 

Absolute Priority 1, Absolute Priority 2, and Competitive Preference Priority 2 (CPP 2) 

(supported by evidence of effectiveness that meets the definition of “moderate evidence of 

effectiveness”). The citation of the study used to support the evidence requirement for CPP 2 is:

Bettinger, E.P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of 

a randomized experiment in student 

mentoring. http://cepa.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

Year 1 Budget Request: Inter American University of Puerto Rico – Bayamón requests

$1,199,021 for Year 1 of this HSI STEM and Articulation Program project.
PALO ALTO COLLEGE P031C160167 TX

Palo Alto College (PAC) requests $775,000 annually to fund its proposed Title III Part F 

HSI STEM & Articulation project for a five year period (October 1, 2016 – August 31, 2021) to 

serve at least 1,000 students with a targeted emphasis on Hispanic and low-income students in San 

Antonio. The SEEDS of Excellence in STEM Project (Support, Engagement, Experiential, and 

Development Systems of Excellence in Science, Technology, Engineering, and Math) is designed 

to establish college-wide best practices and support systems related to STEM that aim to 

increase the number of Hispanic and low-income students pursuing and graduating with 

STEM degrees by: 1) developing comprehensive and collaborative academic and student 

service programs, 2) strengthening the STEM pipeline, and 3) increasing professional 

development tools to support STEM student success. Expected outcomes include integrated 

student support services, awareness of STEM fields and support on-campus, robust support for 

faculty and staff, enhanced transfer and articulation agreements with thirty-one partner institutions, 

and increases in STEM enrollment, persistence, course completion, transfer, and project 

participation. SEEDS addresses Competitive Preference Priority 2: Moderate Evidence of 

Effectiveness and cites two studies on student coaching and moderated panels:

Bettinger, E., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a 

randomized experiment in student mentoring (Working Paper No. 16681). National Bureau 

of Economic Research. Retrieved from http://www.nber.org/papers/w16881.pdf

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.

doi: 10.1177/0956797613518349

1
Saint Mary’s College of California P031C160168 CA

ABSTRACT: Caminos a Las Ciencias (CALC)

Saint Mary’s College of California

1928 Saint Mary’s Road | Moraga, CA 94575 | www.stmarys-ca.edu

Saint Mary’s College of California (SMC) seeks a U.S. Department of Education

Title III, Part F HSI STEM grant to significantly enhance and expand its curriculum and

resources offered to Hispanic students and low-income students (HLI students). SMC is a 

comprehensive university serving 2763 (FTE) undergraduates and 781 (FTE) graduate 

and professional students. SMC received designation as an eligible Hispanic-Serving 

Institution under Federal Title V and Title III programs beginning July 1, 2015.

With HSI STEM funding, SMC will enhance services for HLI students through 

Caminos a Las Ciencias (CALC): Pathways to Science, a comprehensive, strengths-based 

project designed to yield improvements based on seven measures, all relating to STEMdegree seeking HLI students: first-year retention; six-year graduation; number of student 

participants; percent of participants successfully completing gateway courses; percent of 

participants in good academic standing; percent of transfer students on track to complete a 

STEM degree within three years of transfer; and graduation in a STEM major of all 

participants. SMC will also measure differences in perceived scientific identity and in 

campus climate. STEM disciplines at SMC are allied health sciences, biology, 

biochemistry, chemistry, earth and environmental science, math, and physics, with a 

secondary focus on psychology. Each year during the grant cycle, CALC will serve 91 

first-year HLI students and 171 STEM majors, for a total of 262 HLI STEM students.

CALC pursues five interrelated paths, or strategies, to achieve its goals: 1) STEM 

Center, 2) Transfer Articulation and Support, 3) Faculty Development, 4) Curriculum 

Development, and 5) Ongoing Evaluation. Objectives were developed within a contextual 

framework that considers cognitive, non-cognitive, and climate/environmental factors.

Services include tutoring, mentoring, career development, faculty workshops, curricular 

innovations such as flipped classroom and research-based courses, and qualitative and 

quantitative evaluation. SMC will partner with Los Medanos College, a two-year HSI, to 

develop STEM articulation agreements, advising materials, and partnership activities; 

create a working group of local HSIs; and pilot a transfer bridge and Transfer Year 

Cohort, services designed to improve HLI transfer students’ STEM graduation rates.

SMC has addressed Competitive Preference Priority 2 by utilizing two studies to 

support how CALC will positively affect the target population's non-cognitive 

experiences and how CALC outlines pedagogical interventions, academic activities and 

strategies, and psychosocial supports that have demonstrated effectiveness when working 

with HLI students. SMC administrators and faculty used an evidence-based approach to 

design CALC. They will continue to improve it using evaluation results as well as 

emerging research: 1) Lee, A., Poch, R., & Shaw, M. (2012). Special issue: Engaging 

diversity in undergraduate classrooms: A pedagogy for developing intercultural 

competence. ASHE Higher Education Report, v38 n2 p1-132 2012. 

(2012), http://onlinelibrary.wiley.com/doi/10.1002/aehe.v38.2/issuetoc and

2) 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.

http://www.psychology.northwestern.edu/documents/destin-achievement.pdf
Reedley College P031C160169 CA

PROJECT TITLE: Student Transfer, Engagement, and Mentoring For Science, Technology, 

Engineering, Math (STEM-4-STEM)

PARTNER INSTITUTION(S):Reedley College, Madera Community College Center, &California 

State University, Fresno

TARGET AREA TO BE SERVED: Fresno and Madera Counties, California

POPULATION TO BE SERVED: Hispanic and Low Income students

SERVICES TO BE PROVIDED: Reedley College STEM-4-STEM will establish comprehensive student-centered 

services and curricular programs that will increase the rates of remediation, retention, degree completion, and 

transfer in STEM fields of study. This will be accomplished through three primary activity components: Student: 

Success Services; Faculty: Curriculum and Alignment; and Expanding Educational Capacity.

ASSOCIATED SERVICES

Students Tutorial and counseling, mentoring, course placement & acceleration

Faculty Curricular alignment (between community college and four year partner), professional

development

Capacity Improved laboratory sciences (number of course offered , instrumentation, and space)

Based on these activities and services, these goals and expected outcomes will be achieved:

GOALS OUTCOMES

Success services 

through 

intensive 

interventions

• Increased the number of Hispanic and Low Income stds in STEM degrees 

seeking majors by 25%

• First time, full-time STEM major, Hispanic and low-income students retention 

will increase by 25% from Fall toFall

• Increased the annual number of STEM related degrees awarded by 50%

Increased 

curriculum and 

discipline 

alignment

• Beginning 2018, increase the number of transfers in STEM fields by 30% over 

the 2014-15 baseline.

• Develop 2 new STEM degree programs, articulated for transfer/minimum of 

20 new articulated courses.

CCC H.S.I. STEM will address Competitive Preference Priority 2 –

Cited Study for Project Development

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.

Link: http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=20155
Santa Barbara City College P031C160173 CA

Applicant:

Santa Barbara CityCollege

721 Cliff Dr.

Santa Barbara, CA 93109

Santa Barbara City College has developed an innovative project called Removing Barriers to 

STEM Success for this Title III Part F competition. It includes a comprehensive non-cognitive 

structure that weaves through three components: math acceleration and course redesign; 

Supplemental Instruction; and articulation and transfer. A total of $5,152,085 is requested over 

the five-year period. The projects objectives and outcomes are:

Objective Expected Outcomes

Objective 1: By September 30, 2021, SBCC will 

increase by a minimum of 15% the number of 

Hispanic and low-income full-time STEM degreeseeking undergraduate students enrolled.

• 153 studentssuccessfully complete basic skills 

classes

• SI offered in 656 sections of STEM courses

• 150 studentstake part in non-cognitive activities

Objective 2: By Sept. 30, 2021, SBCC will increase 

by 8% the retention rate (fall-to-fall) of Hispanic and 

low-income first-time, full-time STEM field degreeseeking undergraduate students.

• At least 200 faculty complete the Escala Institute 

or non-cognitive training

• 100% of Hispanic and low-income STEM 

studentsin gatekeeper classesreceive services.

Objective 3: By September 30, 2021, document a 

20% higher retention (or success rate) for students

participating in our faculty mentor program over 

students who do not have faculty mentors.

• 200 students assigned to 20 faculty mentors

• Retention rate for mentored students will be 20% 

higher than for non-mentoredstudents

Objective 4: By Sept. 30, 2021, SBCC will serve at 

least 7,500 Hispanic and low-income students through 

grant-funded student support programs or services.

• 1,900 students will participate in Supplemental 

Instruction

• 5,685 students willreceive instruction through 

non-cognitive methods

Objective 5: By September 30, 2021, SBCC will 

decrease the percentage of Hispanic and low income 

students participating in grant-supported services who 

are on some form of academic progress or

disqualification at the end of an academic year.

• The number of students not on academic good 

standing will decrease by at least 90 students

Objective 6: By Sept. 30, 2021, SBCC will increase 

the percentage of Hispanic students who graduate in a 

STEM program or complete the requirements to 

transfer by 63%.

• 19 articulation agreements created, reviewed or 

revised

• 170 studentsreceive transfer counseling from 

four-year partners

• 294 students complete transfer requirements

• 75 students assigned to a faculty mentor will 

complete transferrequirements

Santa Barbara City College will form partnerships with California State University at Channel 

Islands and Arizona State University. SBCC is responding to Competitive Preference Priority 2. 

The studies being used for this are:

• “Doubling Graduation Rates: Three-Year Effects of CUNY’s Accelerated Study in Associate 

Programs (ASAP) for Developmental Education Students,” The link for the study can be 

found at: http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=20155.

• “The Impact of Supplemental Instruction on Students in STEM Courses: Results from San 

Francisco State University,” Link found

at: http://www.csupueblo.edu/propel/Documents/Impact_of_SI_STEM_2008.pdf
The Regents of the University of California, Santa Cruz P031C160179 CA

ABSTRACT

The purpose of the UC Santa Cruz SEMILLA Project (Science Education & Mentorship In 

Latino Lives in Academia) is to cultivate equity-minded reforms designed to challenge and 

overcome institutional barriers so that STEM-intended Latino and low-income students increase 

their rates of STEM transfer, persistence and degree attainment. STEM fields are among the 

most popular majors for all UCSC students, including Latino and low-income students, who 

arrive at UCSC as STEM-intended. As these students begin their STEM foundational course 

work in mathematics, chemistry, biology and computer programming, we begin to see disparities 

in achievement for Latino and low-income students, which results in STEM attrition and fewer 

students declaring STEM majors. The SEMILLA project is designed to interrupt STEM attrition 

patterns and social reproduction rooted in both the under-preparation of students and the underpreparation of UCSC to serve Latino and low-income STEM students. The SEMILLA project 

will serve as focal point and catalyst for a comprehensive set of interventions guided through 

analysis of student outcomes and inquiry teams to address barriers both in and outside the 

classroom.

SEMILLA Logic Model End Outcomes/Goals:

1. Reduce attrition of STEM-intended Latino and low-income students at the major declaration 

milestone by 20% over baseline;

2. Increase the number of Latino and low-income STEM students who graduate in 6-years to 

587 students (a 10% increase from currentrates);

3. Increase the number of Latino and low income STEM transfer students from partner 

community colleges by20%;

4. Increase the 3-year graduation rate for Latino and low-income students from community 

college partners in STEM majors by20%.

SEMILLA Grant Components: a) STEM Equity Analysis, Reporting and Engagement, b) STEM 

Learning Center, c) Faculty Professional Development, d) Holistic STEM Counselors/Early 

Alert, e) STEM Sense of Belonging, f) STEM Transfer Academy, g) Articulation of STEM 

majors/course maps serving local partner community colleges: Cabrillo College, Monterey 

Peninsula College, Hartnell College and San Jose City College.

Competitive Preference Priorities: The SEMILLA grant activities are based upon relevant 

research directly aligned to STEM persistence and degree completion for disadvantaged students 

at research universities. Two key research studies guided the design and are referenced below:

Toven-Lindsey, B.; Levis-Fitzgerald, M.; Barber, P.H.; Hasson, T. (2015) “Increasing 

Persistence in Undergraduate Science Majors: A Model for Institutional Support of 

Underrepresented Students,” Life Sciences Education, Vol. 14, 1-12.

Maton, KI; Hrabowski, FA and Schmitt, CL (2000) “African American College Students 

Excelling in the Sciences: College and Post-college Outcomes in the Meyerhoff Scholars 

Program,” Journal of Research in Science Teaching, 37 no. 7, 629-654.
Hillsborough Community College Dale Mabry Campus P031C016186 FL

ABSTRACT

CC-Dale Mabry (HCC-DM), 4001 W. Tampa Bay Blvd., Tampa, Florida 33614-7820, is a 

two-year, public, comprehensive HSI serving those who live in the heart of Tampa’s Hispanic 

community. Unlike more affluent coastal neighborhoods, this area is severely disadvantaged, 

yet Tampa offers tremendous opportunity especially in STEM and related fields.

HCC-DM proposes Math Success, whose Goals are to serve area residents seeking greater 

opportunity by

strengthening the STEM-preparatory pipeline and increasing students’ enrollment in higherlevel math, success, re-enrollment, degree completion, and transfer to four-year institutions.

In 2013, legislative action ended mandatory college placement testing and developmental 

course enrollment for Florida high school graduates, so enrollment in college-credit math courses 

has grown. However, not all students are “college-ready,” and many others still do not have the 

math skills on which to build success. HCC-DM therefore proposes Math Success, a project that 

will revise eight key math courses enrolling nearly 3,500 students each semester; high failure 

rates reflect outdated instructional technology that limits learning. Supplemental Instruction 

(SI) will support all revised courses with enrollment by career cohort for gateway Algebra 

courses. The project will renovate and equip nine math classrooms and a Math Resource 

Center for increased interactivity and college-level support. Services will include Math 

Assessment; Advising/Transfer Advising including Outreach; Academic Alert/Intervention; 

Non-cognitive Skill Development (a project emphasis) with text message-based “nudging”; a 

STEM Website with links to services like Online Exam Review; a STEM version of HCCDM’s College Success course; Transfer Success Skills; and Post-Degree Skill Development. 

New Longitudinal Tracking will support real-time advising, analysis of project interventions’ 

effects, and enhanced tracking of students’ progress to graduation, transfer, and beyond. IT fees 

and equipment will support increased internet use. The project will also evaluate Academic 

Alert/Intervention in College Algebra according to What Works Clearinghouse standards.

Last, the project includes a transfer/articulation partnership with the University of South 

Florida (USF), our students’ most frequent transfer destination and a noted STEM research 

institution. Partners will collaborate on course revision for transfer, articulation processes, and 

joint faculty development to increase student success. The project thereby addresses both 2016 

HSI STEM Absolute Priorities for student-centered services and programs and transfer/ 

articulation partnerships. The budget includes a line item for Endowment, which will be 

matched, invested, and used for STEM student scholarships according to Title III regulations.

Outcomes (increased enrollment, math course success, re-enrollment, graduation, transfer) 

respond to ED STEM Performance Measures #1, #6, #7, and #10. Math Success also 

addresses Competitive Preference Priority 2 for moderate evidence of effectiveness by 

focusing on Non-cognitive Skill Development as demonstrated in Closing the Social-Class 

Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ 

Academic Performance and All Students’ College Transition, Stephens et al. (2014),

at http://www.psychology.northwestern.edu/documents/destin-achievement.pdf. and Closing 

the Social-Class Achievement Gap for First-Generation Students in Undergraduate Biology, 

Harackiewicz et al. (2013), at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4103196/.
Springfield Technical Community College P031C160187 MA

ABSTRACT

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. 153,991; 

61.1% Hispanic or African-American). The City suffers from high unemployment and poverty 

(77% higher/160% higher than state average) and poor education – the Class of 2015 had a fouryear graduation rate of 66.7%, and nearly 25% of residents have less than a high school degree.

STCC offers the education needed to access high-paying jobs. The College serves 6,286 

students annually, 27.6% Hispanic; additionally, 56% of STCC students receive federal Pell 

grants. Only 11.4% of Hispanic students major in STEM; similarly, only 14% of low-income 

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 Hispanic and Low-Income Transformed Education in STEM (HiLITES) 

Project activity and expected outcome is to increase the percent of Hispanic and low-income 

students entering, progressing, completing, and transferring in STEM disciplines. There are 

four 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 by 35% through 

pre-enrollment advisors doing hands-on STEM outreach in schools and joint admissions 

programs with local four-year institutions, including Western New England University

• Goal 2: Increase pass rates in developmental (by 14%) and gateway (by 58%) STEM courses 

(through the redesign of every level of developmental math and entry-level chemistry classes, 

the introduction of multi-factor placement for math, and a summer boot camp to bring hightech degree students up to college-level)

• Goal 3: Provide student supports to encourage progression (retention increase of 4% pts.) and 

completion in STEM (by 50%) through pre-enrollment advisors who will advise STEM 

students and ensure early registration and connection to campus as well as the creation of a 

STEM Center that houses central tutoring, group study and presentation space, and more

• Goal 4: Provide high-quality professional development to STEM faculty (increase by 50%) 

through College and external experts providing training on teaching at an HSI and topics 

specific to STEM classrooms, the creation of a regional Hispanic student success in STEM 

conference, and training on an assessment software package to encourage widespread 

adoption of student learning outcomes assessment

Competitive Preference Priority 2 Citation: Zimmerman, B.J., Moylan, A. Hudesman, J., White, 

N., & Flugman, B. (2011). Enhancing self-reflection and mathematics achievement of at-risk urban 

technical college students. Psychological Test and Assessment Modeling, 53. Retrieved from 

https://www.gc.cuny.edu/CUNY_GC/media/CUNY-Graduate-Center/PDF/Centers/CASE

/enhancing_self_reflection.pdf
California Lutheran University P031C160190 CA

California Lutheran University - ALLIES in STEM - Project Abstract

California Lutheran University (Cal Lutheran), a private liberal arts 4-year institution 

located in Ventura County of Southern California, proposes to address barriers to STEM degree 

attainment among Hispanic and other low-income students with a plan that addresses 

institutional gaps while elevating personal and academic traits within students. Cal Lutheran has 

developed Access, Learning & Leadership Initiatives to Elevate Students in STEM (ALLIES 

in STEM) to strengthen Cal Lutheran’s capacity to serve Hispanic and other low-income 

students majoring in STEM, attending Cal Lutheran and 2-year institutions in the region. Also, 

K-12 students, attending partner schools in Los Angeles and Ventura counties, will benefit from 

outreach activities. The project addresses both absolute priorities by providing student centered 

services including tutoring, advising, mentoring, and career development services and by 

providing opportunities for Hispanic and other low-income STEM majors to participate in a 

summer bridge program, faculty-mentored research and STEM internships, and access positions 

as academic leaders within STEM departments. Faculty and staff will benefit from training 

focused on delivering culturally competent instruction and advising. Articulation agreements are 

in place with two 2-year Hispanic-Serving Institutions - Oxnard College and Ventura College.

Special efforts to serve transfer students include a dedicated Transfer Coordinator and a bridge 

program, special orientation programs, and access to faculty-mentored research and internships 

in STEM. The project also seeks to establish an endowment for STEM research fellowships and 

provide dedicated space to centralize student services and build community among students.

The goals of ALLIES in STEM are to 1) Institutionalize infrastructure, systems, and 

strategies to increase enrollment, retention, and completion of Hispanic and other low-income 

students in STEM; 2) Establish comprehensive strategies intended to cultivate academic 

mindsets, thus increasing self-efficacy and academic performance of targeted students; 3) 

Establish evidence-based support systems designed to increase persistence of targeted students 

from year to year; 4) Increase the number of targeted students, currently enrolled in Kindergarten 

through community college, who pursue pathways to STEM; and 5) Determine and disseminate 

the effectiveness of intervention strategies for retaining and graduating targeted students.

Expected outcomes for Cal Lutheran’s Hispanic and other low-income students in STEM include

increased self-efficacy, increased utilization of academic behaviors, feeling socially and 

academically integrated, and self-identification as future scientists and mathematicians. Longterm outcomes include 80% retention of first-year and transfer students who are Hispanic and 

low-income students in STEM and a 60% graduation rate for first-year students within six years 

and transfer students within three years.

Competitive Preference Priority Two: The project incorporates academic mindset 

development as a non-cognitive intervention strategy found to meet WWC’s standards of 

moderate evidence of effectiveness. See: Walton, G. and Cohen, G. 2011. A brief socialbelonging intervention improves academic and health outcomes of minority students. Science, 

331:6023, 1447-1451. At: http://science.sciencemag.org/content/331/6023/1447.full
Humboldt State University Sponsored Programs Foundation P031C150193 CA

Humboldt State University

Hispanic-Serving Institutions STEM and Articulation Program 

Abstract. Humboldt State University (HSU) is the most isolated of the 23 campuses of 

the California State University, and the demographic of the local population (75% nonHispanic White) is different than the rest of the state. Undergraduate enrollment in STEM 

disciplines is much higher than is average for the CSU system (36% vs. 23%), with life 

and natural resource sciences especially popular. Since 2010, there has been a 98% 

increase in Hispanic students. In 2013 we became one of the most northerly Hispanic 

Serving Institutions (HSI) on the west coast. Graduation and retention rates for 

underrepresented students in STEM disciplines are unacceptably low. The 4-year 

graduation rate for incoming STEM freshmen is 10% overall, 5% for Hispanic students, 

and 7% for low-income students, and by students’ second years, there is a 14% gap in 

retention rates of Hispanic and low-income students compared to all STEM students.

Though improved, the 6-year graduation rates are still unsatisfactory (38% and 40% for 

Hispanic and low-income students).

The ultimate purpose of Humboldt State University’s proposal to the HispanicServing Institutions STEM and Articulation Program is to increase the number of 

Hispanic and/or low-income students attaining Bachelor of Science degrees in Science, 

Technology, Engineering, and Math (STEM) fields. Reviews of the published literature 

and institutional data suggest our four core program components, (1) place-basedlearning 

communities, (2) enhanced and integrated tutoring services, emphasizing retrieval 

methods, (3) a new co-curricular approach to math developmental instruction, and (4) 

strengthened relationships and streamlined articulation agreements with three 2-year HSI 

institutions (Reedley College, College of the Canyons, and Santa Rosa Junior College), 

will result in a 5% increase in the 6 year graduation rate of Hispanic and low-income 

freshmen, a 5% increase in the enrollment and graduation of transfer students, and will 

cut gaps between student groups in half. Meeting these objectives will yield an 18-20% 

increase in the number of Hispanic and low-income freshmen and a 17-18% increase in 

the number of Hispanic and low-income transfers earning STEM degreesannually.

Therefore, our proposal addresses Absolute Priority 1 by involving student centered 

services designed to improve academic success, retain students in STEM fields, and 

move them efficiently through degree completion. The components also address 

Absolute Priority 2, by increasing the number of Hispanic and low-income students 

attaining STEM degrees, and developing model transfer and articulation agreements 

between two-year HSIs and HSU in STEM fields. Two of the core components also 

align with Competitive Preference Priority 2. Specifically, we show that our plans for

(a) place based learning communities and (b) tutoring with retrieval practices are rooted 

soundly in studies meeting conditions set out in the definition of “moderate evidence of 

effectiveness” (Sommo et al. 20121

, Karpicke and Blunt 20112).

Amount Requested: The project requests $3,949,145 over the 5 year funding period.

1Sommo, C., Mayer, A. K., Rudd, T., & Cullinan, D. (2012). Commencement day: Six-year effects 

of a freshman learning community program at Kingsborough Community College. New York, NY: 

MDRC.

2 Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative

studying with concept mapping. Science, 331(6018), 772-775.
California State University, Dominguez Hills P031C160199 CA

California State University, Dominguez Hills 

HSI-STEM – Abstract

Organization: California State University, Dominguez 

Hills Address: 1000 E. Victoria Street, Carson, CA90747 

Partner Institutions: El Camino, Los Angeles Harbor, and West Los Angeles colleges

Goal: To increase the number of Hispanic and low-income students attaining degrees from 

CSUDH in the STEM fields. Outcomes include a) larger percentage of CSUDH’s Hispanic and 

low-income STEM students graduate, b) larger number of Hispanic and low-income STEM 

students enrolled at CSUDH, c) increased first-to-second year retention of new STEM students,

d) more meaningful articulation and stronger transfer practices between CSUDH and the colleges,

e) increased use of high-impact practices in education by STEM faculty, f) more students pass 

gateway and bottleneck courses.

Population: CSUDH and the colleges enroll high percentages of first-generation, low-income 

students of color, especially Latino students. Many graduated from high-poverty schools and need 

remediation before proceeding to credit courses. Fewer STEM students graduate from CSUD

H in six years vs. non-STEM, and their first-to-second year retention is lower. First-time 

freshmen STEM students take 5.7 years to earn a degree and transfer STEM juniors 3 years. Also, 

a substantial group of students have temporarily left the university with the intention to return.

Services and Activities: CSUDH and the colleges will create STEM Scholars to recruit 250 

total incoming freshmen, transfer juniors and CSUDH juniors to participate, plus Second Chance 

students who were STEM majors but left CSUDH and are no longer enrolled in higher education. 

Scholars will commit to participating in core activities: Proactive advising to monitor students’ 

attitudes, study skills, time management and academic performance in order to provide timely, 

appropriate assistance. Advising in the major to plan a rapid pathway to a degree. Saturday and 

weekday tutoring. Intensive two-week bridge programs before fall and spring semesters for all 

scholars to review skills and knowledge required for upcoming STEM classes. Financial aid 

counseling that is proactive for scholars, and at partner community colleges for potential transfer 

students. Supplemental activities will increase engagement: participation in faculty research, 

seminars on careers, Women in STEM Education program, workshops for parents.

STEM faculty from CSUDH and the community colleges will participate in faculty 

development on high-impact practices in college education and incorporate them, particularly in 

gateway courses, and study their impact in Faculty Inquiry Committees.

CSUDH and the colleges will share data on students and strengthen articulation agreements. 

Faculty from CSUDH and the colleges will collaborate to align curricula for prerequisite STEM 

courses with upper-division courses to eliminate redundancies and fill gaps in student knowledge. 

The institutions will improve the processes for transfer students.

Competitive Preference Priority 2: STEM Scholars will address CPP 2 by implementing 

proactive advising for scholars. The relevant study is The Effects of Student Coaching in 

College: An Evaluation of a Randomized Experiment in Student Mentoring by Eric P. Bettinger 

and Rachel Baker (2011). The study meets What Works Clearinghouse’s moderate evidence of 

effectiveness. Link: https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf
Santa Monica College P031C160203 CA

ABSTRACT

Project Title: Santa Monica College STEM Learning and Leadership Innovation Center 

Applicant: Santa Monica College

1900 Pico Blvd.

Santa Monica, CA 90405-1628

Collaborative Partners: University of California, Los Angeles

The purpose of the STEM Learning and Leadership Innovation Center is to increase the number 

of Hispanic and other low-income community college students who pursue, graduate, and 

transfer to a baccalaureate program in a STEM discipline. Santa Monica College (SMC) will 

work with the University of California, Los Angeles, and other education and industry partners 

to increase enrollment, improve student success, and strengthen articulation and transfer in 

STEM through the following activities:

• Increase enrollment in STEM through the development of an Engineering Program at SMC 

that includes new coursework, degrees, and certificates in Engineering. The Center will 

provide a program of study for the highest demand STEM major on campus and establish 

new articulation agreements with regional Engineering Programs;

• Improve student success by strengthening student support services for STEM students, 

focusing on Engineering and Computer Sciences. The Center will establish a permanent 

home for the STEM Scholars Program and expand the focus of STEM supportive resources 

to include non-cognitive skill development and a sense of belonging in addition to 

strengthening student skills in math and science.

• Strengthen articulation and transfer through partnerships with UCLA and industry thatwill:

1) Establish the SMC/UCLA URC/AAP STEM Transfer Bridge Program to include yearround transfer advising and support, honors coursework, and expanded research 

opportunities; and 2) Create the SLLIC Career and Applied Learning Program to offer 

industry-based experiential learning opportunities, including internships, for students.

In doing so, the Center will achieve the following outcomes by Year Five of the project:

• 60% of STEM Scholars will graduate within 3 years of enrollment in the program;

• 45% of STEM Scholars will transfer within 3 years of enrollment in the program;

Competitive Preference Priority 2: SMC will incorporate effective practices that meet the 

definition of moderate level of effectiveness and will positively impact student success 

outcomes, including GPA, course completion, and graduation/ transfer rates. These practices 

include peer coaching and social belonging. Overviews of these studies can be found at:

• Peer

Coaching: http://ies.ed.gov/ncee/wwc/pdf/single_study_reviews/wwc_studentcoaching_ 080712

.pdf

• Social

Belonging: http://ies.ed.gov/ncee/wwc/pdf/single_study_reviews/wwc_walton

_012616.pdf
South Florida State College P031C160206 FL

Re-Engineering OurFuture

South Florida State College is requesting $4,854,615 in funding to launch the ReEngineering Our Future project, which will revolutionize postsecondary STEM educational 

opportunities for Hispanic and low-income students in rural, central Florida. The project will 

primarily serve students from Highlands, Hardee, and DeSoto counties in Florida’s 

economically-depressed Heartland region.

Re-Engineering Our Future will focus on four major project activities: A) Developing a 

High-Tech degree pathway with transfer into the University of South Florida and Florida 

Polytechnic University; B) Improving pre-collegiate services to better prepare low-income 

Hispanic students for these programs; C) Improving college academic support and student 

services to better support low-income Hispanic college students; and D) Creating a more 

culturally-sensitive campus culture to increase student engagement and success at South Florida 

State College. Under these project activities, SFSC will create new degree programs in 

Engineering, Mechatronics, and Biomedical Science; launch a robust pre-collegiate program to 

develop a pipeline of prepared students for STEM studies, including a new MathSteps summer 

program that will utilize the highly-effective UChicago Solutions mathematics curriculum; create 

culturally-sensitive support services within the college environment; and establish financial 

support for long-term success of Hispanic and low-income students.

Re-Engineering Our Future addresses both Absolute Priorities as well as Competitive 

Preference Priority #2 as follows. Absolute Priority #1 is addressed through the culturallyresponsive student services and pre-collegiate programming, which will improve the academic 

success of Hispanic and low-income students. Absolute Priority #2 is addressed through the new 

degree programs and transfer articulation agreements in Engineering, Mechatronics, and 

Biomedical Science. UChicago Solutions Math Curriculum and Inside Track College Coaching 

are part of the project design, which address Competitive Preference Priority #2. UChicago 

Solutions Math Curriculum will be used to provide math acceleration through the MathSteps 

program. Inside Track College Coaching will be used to provide transfer students with ongoing 

support after leaving SFSC. The following studies provide evidence of effectiveness of the 

chosen interventions:

Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of 

a randomized experiment in student mentoring (Working Paper No. 16881). Retrieved 

from: http://www.nber.org/papers/w16881

Peters. K.G. (1992). Skill performance comparability of two Algebra on an eighth grade 

population. (Doctoral Dissertation) Available at Proquest Dissertations and Theses 

database (UMI 9314428).

Thompson, D.R.; Senk S.L., Witonsky, D., Usiskin, Z., Kaele, G., (2006). An evaluation of the 

second edition of UCSMP. Chicago, IL. University of Chicago School Mathematics 

Project.

Re-Engineering Our Future will result in an increase in Hispanic and low-income student 

enrollment, persistence, and graduation in STEM degree programs.
University Enterprises Corporation at CSUSB P031C160207 CA

Abstract

Advising 4 Undergraduate Success (A4US): CSUSB’s STEM & Articulation Initiative

Target Area: Inland region of Southern California, encompassing the metropolitan area of San 

Bernardino and Riverside Counties (Ontario-San Bernardino-Riverside).

Services Provided: California State University, San Bernardino (CSUSB) is proposing to 

implement an innovative, technologically enabled academic advising program within the STEM 

disciplines in the College of Natural Sciences (Absolute Priority 1). The advising model 

outlined in this proposal is designed to directly and significantly contribute to the retention and 

graduation of Hispanic and socioeconomically disadvantaged students. A particular focus is 

given both to first time freshman and upper division transfer students. CSUSB faculty will work 

closely in a professional learning community model with student services staff and peer faculty 

members from our major feeder community colleges to develop and implement the advising 

model, as well as improve curricular alignment and articulation between CSUSB and our 

community college partners (Absolute Priority 2). The new advising process will provide 

students with the skills they need to maximize their academic success. Becoming engaged in the 

university both academically and socially is perhaps the most important step for students to take 

toward assuming responsibility for their education.

Activities to be Conducted: We will develop and implement a comprehensive developmental 

advising program tailored to the unique needs of first time freshman and upper division transfer 

students in STEM. The advising model will be implemented via collaborative professional 

learning communities comprised of CSUSB and community college faculty and student support 

staff. We will also acquire leading-edge advising and predictive analytic technologies that will 

enable effective, proactive academic advising. Finally, through the PLCs the faculty from 

CSUSB and our feeder community colleges will work to improve curricular alignment between 

the four-year and two-year institutions, and develop model articulation agreements within STEM 

disciplines. The creation of a dedicated student advising structure within the College of Natural 

Sciences, and the implementation of robust technological solutions will allow CSUSB to identify 

at-risk STEM students and plan for intervention in a timely and effective manner. The goal is to 

empower Hispanic, low-income and other underrepresented students to succeed academically 

and ultimately to improve persistence and graduation rates in STEM disciplines. Empowered 

students are more likely to achieve academic success and graduate in a timely manner. Finally, 

this project involves rigorous research and evaluation utilizing a randomized controlled 

experiment of the new advising model to produce new strong evidence of effectiveness for the 

educational literature and promote replication of best practices at Hispanic Serving Institutions.

Citations for Competitive Preference Priority 2: Walton, G. W. & Cohen, G. L. (2011). A Brief 

Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students. 

Science (www.sciencemag.org), Vol, 331, 1447-1451.

Stephens, N., 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, Vol. 25(4) 943-953.
CUNY Queens College P031C160208 NY

STEM Bridges Across Eastern Queens

Queens College, City University of New York • HSI-STEM Program Application FY 2016

Abstract

The United States is not producing college graduates with majors in science, technology, engineering, and mathematics (STEM) in sufficient numbers to meet workforce demands. We address this problem through a project targeting the disproportionate attrition in STEM among traditionally underrepresented students and linked to current inefficiencies in transferring from two-year to four-year institutions. Our goals are (1) to graduate more Hispanic and low-income students with Baccalaureate degrees and (2) to develop two-year to four-year articulation agreements.

Our partnership will build STEM bridges across the New York City area of eastern 

Queens, affecting students at Queens College (four-year) and Queensborough Community College (two-year), both in the City University of New York (CUNY), the nation’s 

largest urban public university. Our project will involve approximately 24,000 students 

over four years of implementation, preceded by one year of program planning. The evaluation uses a multi-site block Randomized Control Trial design with treatment and control conditions. The project’s activities will influence treatment group students in their entry into STEM at two institutions that serve significant numbers of Hispanic (26% at QC, 

32% at QCC) and low-income (39% at QC and 49% at QCC) students.

Three interrelated activities will improve access, improve learning, and create bridges 

for STEM students at QC and QCC. First, a course-redesign activity will improve access, by redesigning courses that “land” students into STEM majors. Second, peer-led 

instruction and mentoring will improve learning through learning collectives that will foster intellectual growth outside of the classroom (Absolute Priority 1). Third, a cross-campus group of faculty and administrators, dedicated to improving programs, policies, and 

practices in STEM education, will bridge our two institutions through articulation agreements and shared assessment practices (Absolute Priority 2). The project is infused 

with evidence-based components, that will direct services to students (particularly Hispanic and low-income students), while also involving faculty in every aspect of the design and implementation. Planned activities draw from up-to-date research on learning 

communities (Sommo et al., 2012; Weissman et al., 2012) and have been influenced by 

models of effective practice (Competitive Preference Priority 2).

Project outputs include faculty preparation and improved courses (course redesign), a 

peer-led infrastructure to support learning (learning collectives), and an institutionalized 

infrastructure for handling cross-campus articulation and assessment (bridge building). 

Aligned with the overarching goals of the project (increasing Hispanic and low-income 

STEM graduates and increasing articulation agreements), outcomes to measure our effectiveness include: data related to academic achievement, credit accumulation, and attainment, and data related to institutional practices.

We stand to make significant contributions that will advance knowledge in a number of 

areas, including how faculty development and peer-led support and mentoring impact 

student learning. Our project also holds high promise of triggering widespread system 

change, given our status as an HSI-eligible four-year institution, and our recognition of 

faculty as primary agents of change.
Northeastern Illinois University P031C160209 IL

PROJECT ABSTRACT

Target Area to be Served: Northeastern Illinois University (NEIU), a federally designated 

Hispanic-Serving Institution (HSI), is a comprehensive public state university located in 

Chicago; it serves over 12,000 commuter students in 37 undergraduate and 23 graduate 

programs. Just over 37% of NEIU’s undergraduates are Hispanic, and 63% of its freshmen 

receive Pell Grants. NEIU’s partner institution, Triton College, is 33% Hispanic and serves a 

predominantly low-income population, with 54% of its first-time, full-time freshmen receiving 

Pell Grants.

NEIU’s proposed project, EXITO, or Exit On Time in STEM, is intended to serve 

Hispanic and low-income students who need developmental academic support, particularly in 

mathematics; Hispanic and low-income STEM majors needing success coaching; and Hispanic 

and low-income students participating in STEM research.

Activities and Services by Absolute Priority:

Absolute Priority 1: This proposal was developed to meet Absolute Priority 1 by offering 

additional supports to Hispanic and low-income students at NEIU and Triton. NEIU and Triton 

will implement an innovative, modular, co-requisite mathematics enrichment; the enrichment 

will take place in peer-led team learning (PLTL) communities. Faculty from Triton and NEIU 

will be offered development opportunities in mathematics teaching and in STEM student 

pedagogy. NEIU Students will also receive success coaching and will have increasedopportunity 

for faculty-led research in modern environmental science laboratory facilities. All services are 

designed to increase retention of Hispanic and low-income students, move them rapidly into core 

courses and through program completion in STEM majors.

Absolute Priority 2: The proposal meets Absolute Priority 2 by forging stronger links 

between 2-year feeder Triton College NEIU through development of an articulation process 

model by which agreements and course maps will be generated. The model will align 

introductory courses taught at Triton and NEIU and will be replicable across appropriate NEIU 

STEM majors. The model and its resultant agreements will increase the number of Hispanic and 

low-income students attainting bachelor’s degrees in the STEM fields. The model articulation 

developed will also serve to create similar STEM articulation agreements with other 2-year 

feeders such as the City Colleges of Chicago.

Competitive Preference Priority 2 Citation:

Bettinger, E., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a 

randomized experiment in student mentoring (Working paper No. 16881). National Bureau 

of Economic Research. Retrieved from http://www.nber.org/papers/w16881.
LaGuardia Community College P031C160210 NY

STEM-CONNECT: Building a Guided Pathway to STEM Success

LaGuardia Community College (CUNY), 31-10 Thomson Ave. Long Island City, NY 11101 

Strengthening STEM education at community colleges and building effective transfer pathways 

is crucial to engaging the talents of Hispanic and other Under-Represented Minorities (URMs) 

and meeting America’s STEM needs. In STEM-CONNECT, LaGuardia Community College will 

collaborate with CUNY partners York College and New York City College of Technology 

(CityTech) to build a “guided pathway” to advanced STEM degrees, improving STEM education 

at LaGuardia and supporting students from admission to transfersuccess.

Addressing both Absolute Priorities for this initiative, STEM-CONNECT will strengthen and 

unify LaGuardia’s STEM guided pathways with interventions in three areas:

1) Expand access with “productive persistence” advisement and STEM Bridge programs;

2) Accelerate progress, using digitally-enhanced academic support to strengthen STEM 

learning, unify a set of proven High Impact Practices, and speed students to completion;

3) Improve transfer effectiveness with model articulation programs and active transfer 

partnerships with two vital STEM destination campuses.

Serving all LaGuardia STEM students, these interlocking tasks will strengthen STEM success 

for more than 14,500 Hispanic and other URM students. Systematically transforming STEM 

education at LaGuardia, STEM-CONNECT will spur change across CUNY and the broader field.

LaGuardia is well positioned to address this task. A national leader in community college 

innovation, LaGuardia serves a student population that is significantly Hispanic and 

overwhelming minority, low-income, and first generation. LaGuardia has already built such 

high impact practices as STEM First Year Seminars and undergraduate research. But its STEM 

pathway is still partial and fragmented. STEM-CONNECT will empower LaGuardia to work with 

transfer partners to create a more cohesive STEM pathway to transfer and careersuccess.

Addressing Competitive Priorities #1 and #2, STEM-CONNECT draws on research that meets 

the evidence standards of the What Works Clearinghouse. Our “productive persistence” 

strategies will build on Castleman’s research showing how this approach improves enrollment 

effectiveness. MDRC research demonstrating the ways effective learning communities advance 

student progress towards the degree will guide our work with STEM learning communities.1

STEM-CONNECT is designed to grow deeper and increasingly effective over the course of the 

project. Evaluation, including a rigorous RCT study, will inform the field while guiding 

continuous improvement. Building broad, clear and well-guided STEM pathways, STEMCONNECT will advance success for thousands of Hispanic and URM students, contribute to the 

knowledge in the field, and create models for replication nationwide.

1 Castleman, Benjamin L., and Lindsay C. Page. Summer Nudging: Can Personalized Text Messages and Peer 

Mentor Outreach Increase College Going Among Low-Income High School Graduates? Charlottesville: University 

ofVirginia,2014;http://curry.virginia.edu/uploads/resourceLibrary/9_Castleman_SummerTextMessages.pdf;

Weiss, MichaelJ., Alexander Mayer, Dan Cullinan, Alyssa Ratledge, Colleen Sommo and John Diamond. A Random 

Assignment Evaluation of Learning Communities at Kingsborough Community College. Report. NewYork: MDRC, 

2014. http://www.mdrc.org/publication/random-assignment-evaluation-learning-communities- kingsboroughcommunity-college
The Research Foundation CUNY - The City College P031C160214 NY

CUNY Initiative to Promote Academic Success in STEM

The City College of New York – 160 Convent Ave, New York, NY 10031 

The City College of New York (CCNY) will develop and implement the CCNY 

Initiative to Promote Academic Success in STEM (CiPASS). The main goals of this 

initiative are to improve CCNY graduation and retention rates and increase the number 

of students receiving STEM degrees, particularly those from underrepresented groups.

CCNY is the only senior STEM campus of the City University of New York

(CUNY)system, the largest urban campus of United States. CCNY hoststhe Grove School 

of Engineering, the only public school of engineering in the New York City (NYC), and is

an eligible Hispanic (36% Hispanic) and Minority (17% African American) Serving 

Institution serving 16,000 students (84% are undergraduates). 33% of the undergraduate

population are enrolled in STEM disciplines, but only 20% of STEM students are Hispanic. 

Despite a history of providing an excellent, affordable education in STEM for NYC

residents, CCNY STEM retention and graduation lag behind national trends. Through deep

analysis of data that reveal the challenges ourstudentsface,specific areasfor improvement 

are identified: (a) academic readiness prior to entering degree programs; (b) academic 

performance in STEM courses in the first two years; (c) career engagement opportunities;

(d) supporting the transition from 2-year to 4-year college; and (e) and student advising 

The CiPASS will mobilize five activities as a unified set of continuous intervention

strategies: i) STEM Summer Bridge program to improve readiness; ii) online instruction 

to support math skills development; iii) real-time performance assessment with 

individualized academic intervention; iv) experiential and entrepreneurial learning; and v) 

recruitment and support for transfer students in partnership with CUNY Community 

Colleges. CIPASS will focus on the first two years of college, when the risk of STEM 

attrition is highest, and will address Competitive Priority #2 based on reported studies.1

Our quantifiable is goal to increase graduation and retention rates by 25%, and 

increase the number of students seeking STEM degrees by 30%, from the present 

benchmarks.

1 Getting Ready for College (Wathington and Barnett, 2011); A Brief Social Belonging Intervention (Walton and 

Cohen 2011).
Alvin Community College P031C160219 TX

ABSTRACT: Alvin Community College

Alvin Community College (ACC), a two-year, publicly-supported college 20 miles south 

of Houston, serves more than 5,000 students (32% Hispanic) in a 421-square-mile service region 

in Brazoria County. The majority of students are at high risk of failure because of various 

characteristics, such as low-income status, first-generation college status, and underpreparedness, which limit their chances for degree attainment (NCES, 2011). These factors are 

particularly limiting in the region’s economic environment, with the exponential growth of the 

petrochemical industry and its need for high-skilled employees (GCWB, 2015).

The ability of ACC students to succeed in STEM programs, however, has been 

hampered by weak math skills, as evident in the large number of students (approximately 50% of 

entering students) who require remediation in the College’s two Basic Math courses and often 

fail College Algebra. In addition, student persistence in ACC’s key STEM program (Process 

Technology) is weak and transfer rates into STEM baccalaureate programs are unacceptably low.

The proposed project, “Engaging Students: The Path to STEM Success,” addresses the 

two Absolute Priorities and has three major goals: (1) To improve the achievement of at-risk 

math students, particularly Hispanic and low-income students, and accelerate their progress to 

degree completion through enhanced support; (2) To increase STEM degree completions through 

strategies under Goal #1 and by strengthening Process Technology to include new active learning 

strategies and supporting technologies; and (3) To increase STEM transfer rates by

completing STEM articulation agreements with Brazosport College, Lamar University, and the 

University of Houston and introducing a new transfer assistance service for students.

Activities will include piloting two new programs for at risk math students: (1) ModMath, 

aimed at helping students accelerate and improve achievement in Basic Math, and (2) Persist, 

offering new support services - a STEM Bridge program, proactive advisement, and math 

tutoring – to increase math success rates. This project also includes integrating new strategies to 

motivate students and improve persistence in Process Technology and providing new transfer 

assistance to help students transition into baccalaureate degree programs.

The proposal also addresses Competitive Preference Priority #2, showing “moderate 

evidence of effectiveness” by modeling our proposed Persist program after a successful support 

program implemented by the City University of New York and analyzed in the WWC-vetted 

study, Doubling Graduation Rates: Three Year Effects of CUNY’s Accelerated Study in 

Associate Programs (ASAP) for Developmental Education Students (Scrivener, et al, 2015, NY: 

MDRC). In addition, ACC’s extensive evaluation plan includes a quasi-experimental study of 

student persistence and success in the proposed ModMath program.

The expected, overall outcome of the project is to significantly increase 3-year STEM 

Associate Degree completion rates, particularly among Hispanic and other low-income students, 

and to significantly increase transfer rates into STEM baccalaureate programs.

The applicant is Alvin Community College, 3110 Mustang Rd., Alvin, Texas, 77511. 
University Corporation at Monterey Bay P031C160221 CA

Research-based Interventions to Increase STEM Degree Attainment

University Corporation at Monterey Bay on behalf of California State University, Monterey Bay 

100 Campus Center; Seaside, CA 93955

California State University, Monterey Bay’s Research-based Interventions to Increase STEM 

Degree Attainment project will address the needs of Hispanic and low-income students in 

Science, Technology, Engineering, or Mathematics (STEM). The project will achieve four 

overarching goals: 1) Increase core courses and program completion, 2) Increase bachelor’s 

degree attainment in STEM, 3) Strengthen Community College articulation and transfer services, 

and 4) Create system change and increased understanding of interventions that increase the 

retention and graduation of Hispanic and low-income students in STEM. To accomplish these 

goals, the project will:

• Transform the first and second year experience with revisions to gatekeeper course 

content and sequencing, thematic First-Year Seminar (FYS) courses that integrate 

foundational skillsets, linked learning communities, and tutoring and Supplemental 

Instruction (SI).

• Increase the STEM identity of our students through innovative course-based research, 

internships and undergraduate research, the development of 21st century skillsets, and the 

creation of lasting peer network structures.

• Develop a transfer-receptive culture in STEM with enhanced articulation, communication 

about majors and careers, counseling, and engagement opportunities for transfer students. 

These efforts will begin with Hartnell College, an HSI less than ten miles from our 

campus, then expand to three additional regional HSI communitycolleges.

• Foster faculty development and communities of practice that lead to systemicchange.

• Conduct research, which meets What Works Clearinghouse (WWC) evidence standards. 

This research will lead to increased knowledge and understanding of the interventions 

that lead to increased graduation rates of Hispanic and low-income students in STEM.

The project interventions of first-year seminar courses and linked learning communities are 

supported by “moderate evidence of effectiveness” (Competitive Preference Priority 2), as is 

evident in the work by Rutschow, Cullinan, and Welbeck (2012), Stephens, Hamedani,

and Destin (2014) and by studies in the WWC Intervention Report on Linked Learning 

Communities (2014). Curriculum enhancement through course-based undergraduate research 

experiences is also supported by research that would meet the WWC’s standards of evaluation 

and evidence of effectiveness (Russell & Weaver 2011). Additionally, out of class, hands-onlearning including undergraduate research has also demonstrated significant impact in student 

success for traditionally underrepresented students (Toven-Lindsey, Levis-Fitzgerald, Barber, 

& Hasson, 2015).

The project is appropriately scaled to address the needs of our target population, create system 

change, and, importantly, result in statistically significant research results that are transferrable to 

other intuitions, particularly Hispanic Serving Institutions with large undergraduate populations.
The University of Texas at Arlington P031C160222 TX

Universidad del Este

Address:PO Box 2010, Carolina PR 00984-2010

PROJECT ABSTRACT

Universidad del Este (UNE) proposes a HSI-STEM and Articulation Program entitled 

“Competency Development Approaches: Increasing STEM Awareness and Retention to 

Narrow the Achievement Gap of Hispanic Students” to improve and expand our capacity to 

serve Hispanic and other low-income students. The proposed Project addresses Absolute 

Priorities 1 and 2, and meets the Competitive Preference Priority 2 as indicated in 34 CFR 

75.105(c)(2)(i). The proposed project has been designed to address the needs of students in our 

region and help them to enroll, persist and complete degrees in STEM fields. Instituto Tecnológico 

de Puerto Rico-Manatí an eligible Hispanic Serving Institution, will serve as a collaborative 

partner and will participate in various aspects of the articulated activities. All proposed activities 

and student centered services, can be linked to positive academic outcomes. Researchers have 

confirmed that active, learner-centered instructional approaches are associated with enhanced 

learning. A seamless transfer articulation agreement will be develop with the ITEC-Manatí for a 

smooth transition between the college to the University. The goals and objectives are intended to 

provide better access and support services to Hispanic and other low-income students. The 

expected outcomes are: 1) Increase enrollment of full-time STEM fields degree seeking 

undergraduate students by 10%; 2) Increase retention of freshmen, sophomore and upper level 

STEM majors to at least 69.8%; 3) Increase STEM graduation rates by 5%; 4) Decrease by 10% 

failure rates for targeted STEM courses. 5) Increase access to student support services; 6) Develop, 

offer and monitor faculty development activities; 7) Strengthen the teaching and learning process;

8) Provide tutoring, advising, and supplemental instruction opportunities to students in general 

education and specialization courses; and 9) Establish a Seamless Transfer Model. The percentage 

of students who transfer from a 2-year institution will be increased by 10% over the grant period; 

and 10) The percentage of students who transfer from a UNE’s 2 year Engineering Program to a 

BS in Engineering and BS in Electronic Engineering Technology will be increased by 15% and 

25%, respectively over the grant period. The Project addresses Competitive Preference 

Priorities 2. Proposed Pre-college Summer Immersion programs (US Department of Education, 

Institute of Education Sciences, What Works Clearinghouse. (2015, March). WWC review of the 

report: Does the offer of college counseling after high school mitigate summer melt among 

college-intending, low-income high school graduates?: Analysis of the Boston Program. Retrieved 

from http://whatworks.ed.gov); Faculty and Peer Advising (Campbell, TA, & Campbell DE. 

(1997) Faculty/student mentor program: Effects on academic performance and retention. 

Research on Higher Education, 38(6), 727-742.

Doi:10.1023/A:1024911904627 http://whatworks.ed.gov), and Undergraduate Research 

experiences Nagda BA, Gregerman SR, Jonides J, von Hippel W, & Lener J. (1998) 

Undergraduate student faculty research partnerships affect student retention. Review of Higher 

Education, 22(1), 55072 http://whatworks.ed.gov) are strategies supported by Moderate 

Evidence of Effectiveness that has been proven to help minority low-income, first-generation or 

individuals complete undergraduate education in STEM fields.
Saint Mary’s College P031C160226 CA

ABSTRACT: Caminos a Las Ciencias (CALC)

Saint Mary’s College of California

1928 Saint Mary’s Road | Moraga, CA 94575 | www.stmarys-ca.edu

Saint Mary’s College of California (SMC) seeks a U.S. Department of Education

Title III, Part F HSI STEM grant to significantly enhance and expand its curriculum and

resources offered to Hispanic students and low-income students (HLI students). SMC is a 

comprehensive university serving 2763 (FTE) undergraduates and 781 (FTE) graduate 

and professional students. SMC received designation as an eligible Hispanic-Serving 

Institution under Federal Title V and Title III programs beginning July 1, 2015.

With HSI STEM funding, SMC will enhance services for HLI students through 

Caminos a Las Ciencias (CALC): Pathways to Science, a comprehensive, strengths-based 

project designed to yield improvements based on seven measures, all relating to STEMdegree seeking HLI students: first-year retention; six-year graduation; number of student 

participants; percent of participants successfully completing gateway courses; percent of 

participants in good academic standing; percent of transfer students on track to complete a 

STEM degree within three years of transfer; and graduation in a STEM major of all 

participants. SMC will also measure differences in perceived scientific identity and in 

campus climate. STEM disciplines at SMC are allied health sciences, biology, 

biochemistry, chemistry, earth and environmental science, math, and physics, with a 

secondary focus on psychology. Each year during the grant cycle, CALC will serve 91 

first-year HLI students and 171 STEM majors, for a total of 262 HLI STEM students.

CALC pursues five interrelated paths, or strategies, to achieve its goals: 1) STEM 

Center, 2) Transfer Articulation and Support, 3) Faculty Development, 4) Curriculum 

Development, and 5) Ongoing Evaluation. Objectives were developed within a contextual 

framework that considers cognitive, non-cognitive, and climate/environmental factors.

Services include tutoring, mentoring, career development, faculty workshops, curricular 

innovations such as flipped classroom and research-based courses, and qualitative and 

quantitative evaluation. SMC will partner with Los Medanos College, a two-year HSI, to 

develop STEM articulation agreements, advising materials, and partnership activities; 

create a working group of local HSIs; and pilot a transfer bridge and Transfer Year 

Cohort, services designed to improve HLI transfer students’ STEM graduation rates.

SMC has addressed Competitive Preference Priority 2 by utilizing two studies to 

support how CALC will positively affect the target population's non-cognitive 

experiences and how CALC outlines pedagogical interventions, academic activities and 

strategies, and psychosocial supports that have demonstrated effectiveness when working 

with HLI students. SMC administrators and faculty used an evidence-based approach to 

design CALC. They will continue to improve it using evaluation results as well as 

emerging research: 1) Lee, A., Poch, R., & Shaw, M. (2012). Special issue: Engaging 

diversity in undergraduate classrooms: A pedagogy for developing intercultural 

competence. ASHE Higher Education Report, v38 n2 p1-132 2012.

(2012), http://onlinelibrary.wiley.com/doi/10.1002/aehe.v38.2/issuetoc and

2) 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.

http://www.psychology.northwestern.edu/documents/destin-achievement.pdf
San Diego Mesa College P031C160227 CA

ABSTRACT

Applicant:

San Diego Mesa College

7250 Mesa College Drive

San Diego, CA 92111

San Diego Mesa College is proposing for this Title III Part F grant competition STEM 

Conexiones. The project will develop and implement a variety of supportive services for STEM 

students and faculty at this Hispanic Serving Institution in San Diego, Calif., including 

mentoring, access to state-of-the-art facilities and improved teaching through professional 

development. The project has will be done through three distinct components: Student 

Connections, Faculty Connections and Pathways. The population to be served are the Hispanic 

and low-income students attending the institution. A total of $5,043,486 is requested over the 

five-year period to successfully implement STEM Conexiones.

The overall goal of the project is to improve STEM student success at by developing support 

services for students. The objectives to meet the goal are:

Objective 1: By Sept. 30, 2021, the number of Hispanic and low-income full-time STEM

field degree-seeking undergraduate students enrolled at SD Mesa will increase by 20%.

Objective 2: By Sept. 30, 2021, the percentage of Hispanic and low-income first-time, fulltime STEM 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 field degree/credential program will increase by 10%.

Objective 3: By Sept. 30, 2021, the percentage of Hispanic and low-income STEM majors at

San Diego Mesa transferring successfully to a four-year institution will increase by 10%.

Objective 4: By Sept. 30, 2021, The percent of Hispanic and low-income students who 

participated in grant-supported services or programs who successfully completed STEM

gateway courses will be at 70%.

Objective 5: By Sept. 30, 2021, The percent of Hispanic and low-income students who 

participated in grant-supported services or programs in good academic standing will be at

60%.

To ensure success through this project, San Diego Mesa will partner with the University of 

California San Diego, San Diego State University and the University of San Diego.

San Diego Mesa is responding to Competitive Preference Priority 2. The studies being used for 

this are:

• “The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment 

in Student Mentoring” by Eric Bettinger and Rachel Baker, found at the following

link: https://ed.stanford.e du/sites/default/files/bettinger_baker_030711.pdf

• “Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support 

of Underrepresented Students” By B. Toven-Lindsey, M. Levis-Fitzgerald, P.H. Barber and

T. Hasson, found at the following link: http://www.lifescied.org/content/14/2/ar12.full
Florida Atlantic University Board of Trustees P031C160228 FL

An Articulated State College-University Framework For Increasing Graduation Rates of 

Hispanic and Low-income Students in Computer Science

Abstract

This project will involve a multi-faceted collaboration between two large, 2-year state colleges 

(Broward (FL) College - 68,000 students and Palm Beach State (FL) College - 49,000 students) 

and the College of Engineering and Computer Science at the 4-year Florida Atlantic University. 

The overall project objective is to increase the number of degrees awarded to Hispanic and lowincome students in the areas of Computer Science (CS), Computer Engineering and Electrical 

Engineering (CS for simplicity), and, upon graduation, to facilitate the rate of successful student 

post-degree CS/STEM employment or graduate school enrollment in CS.

Absolute Priority 1. An intermediate project objective is to increase student success rate 

in passing three lower-division (years 1-2) and two upper-division (years 3-4) gateway courses 

(Algebra, Calculus, Introduction to Programming in C, Foundations of Computer Science, 

Introduction to Logic Design) which are requirements for completion of the CS degree. The 

project intervention consists of three components. The first is the curricular analysis/ refinement 

of the five key gateway courses whose high failure rates serve as barriers to students entering or 

remaining in CS programs. The second is providing student academic support facilitating course 

mastery through course-specific, mentor-led peer learning teams and concurrent development of 

student proficiency in self-regulated learning skills that allow them to become more effective 

independent learners in their future CS courses. The third provides motivational support through 

a Computer Learning Community which includes presentations by industry partners and faculty 

in order to amplify student awareness of opportunities and interests associated with CS degrees.

Absolute Priority 2. The project Articulation and Transfer Model will coordinate the 

collaborative intervention and recruitment activities to be implemented by the three institutions. 

The Articulation Model is a key component because of the project’s focus on facilitating the 

success of students who begin their CS degrees at 2-year state colleges and then transfer as 

Juniors/Seniors to the 4-year university where the CS degree is offered. The project will 

document the Articulation Model in a form that is transportable to other settings and validate its 

effectiveness in increasing the graduation rates in CS of the Hispanic and low-income students. 

These outcomes address and contribute to issues of institutional policy and practice.

Competitive Preference Priority 2. The relevant literature cited addresses both the 

theoretical and conceptual background in terms of an interdisciplinary framework. With this in 

mind, a study by Scrivener et al. (2015) (http://www.mdrc.org/sites/default/files/

doubling_graduation_rates_fr.pdf) is both relevant to the present intervention and has been 

designated as meeting What Works Clearinghouse WWC 3.0 Standards Without Reservations 

(see- http://ies.ed.gov/ncee/wwc/ quickreview.aspx?sid=20155).

Evaluation Design. The evaluation plan will include assessing the effectiveness of the 

project by comparing the academic success of (N=500) project participants vs. comparison 

students in meeting its major objectives and has been designed to meet WWC 3.0 Standards with 

Reservations.
Los Rios Community College District, Sacramento City College P031C160230 CA

Abstract – Sacramento City College STEM Equity and Success Initiative (SESI)

The STEM Equity and Success Initiative (SESI) is a comprehensive, multifaceted program 

intended to increase the participation and success rates of Hispanic and low-income students in 

STEM fields and careers. It addresses key challenges, as identified in educational research, 

experienced by underrepresented minorities (URM) in STEM training. The project will be 

located in Sacramento, California’s capital city, and serve that community as well as much of the 

central California valley from which Sacramento City College’s students are drawn.

The overall objective of the SESI project is to increase the number of Hispanic students and 

other low-income students who enter into and complete educational opportunities in STEM 

fields of study, and to develop model programs for Hispanic and low-income students’ 

successful degree completion and transfer from two-year HSIs to four-year institutions in STEM 

fields of study. The two primary goals are as follows:

1. By September 2021, the number of STEM degrees and certificates completed annually by

Hispanic and low-income students will have increased from 198 to 243 (a 23% increase).

2. By 2021, there will be a 50% percent increase in the number of Hispanic STEM students 

transferring to a CSU campus, an increase from a three year average of 22 per year to 33 per

year.

SESI project plans parallel the elements of City University of New York’s Accelerate Study 

in Associate Programs (ASAP) initiative but are contextualized to the issues particular to URMs 

in STEM. The case management approach of the project will extend from first contact to 

graduation or transfer and includes the following: targeted outreach within the Hispanic 

community, multi-measure assessment of current STEM acumen, a summer transition program, 

individualized and proactive counseling and advising, individualized education plans for 

participants, learning community courses and general education courses linked through 

authentic, hands-on STEM-related assignments, peer mentors and tutors, curriculum revision, 

and professional development for faculty, staff, and administrators through a professional 

learning community structure. The ASAP project provided solid evidence that a multifaceted 

approach to student success can produce dramatic results for students (increased numbers 

completing developmental education, persisting semester to semester, experiencing academic 

success, and graduating in three years [Scrivener et al, 2015]). It is anticipated that the SESI 

project will produce similar outcomes for Hispanic and low-income students of the central 

California valley. The primary partnering institutions for transfer programming are The 

University of California at Davis and California State University at Sacramento.

The study utilize in project planning, cited in evidence for the project, and employed as the 

basis of the Competitive Preference Priority statement addressing priority #2, moderate evidence 

of effectiveness is:

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 students. New York: MDRC. (Full study on the MDRC

website: http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf and the 

WWC listing at http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=20155).

Institution’s Address

Sacramento CityCollege

3835 Freeport Blvd.

Sacramento, California 95822
Cuyamaca College P031C160231 CA

PROJECT: STEM Guided Pathways and Transformational Teaching Practices

Cuyamaca College (El Cajon, California) is one of two public, two-year colleges in the 

Grossmont-Cuyamaca Community College District in San Diego East County. Sharing 40 miles 

of international border with Mexico, the County has a diverse population of 427,711 residents 

(59% White, 26% Hispanic, 15% Other). During Fall 2015, among 9,144 students enrolled, 

about one-third (30%) were Hispanic and almost half of first-entering students were low-income 

(49%). Among first-entering Hispanic students, almost half (48%) were first-generation college.

The Project Design proposes student-centered, research-based interventions to promote 

increased STEM participation, academic success and persistence to degree and transfer for both 

Hispanic and low-income students. The interventions will be designed as research experiments 

following What Works Clearinghouse standards, comparing treatment and matched comparison 

control groups, to verify that outcomes are statistically significant.

STEM Guided Pathways and Support: Pre-Fall STEM Guided Pathways summer boot camp 

will target a first-entering cohort of first-generation and academically at-risk students each year 

of the project, prior to the students’ first fall of coursework to build study skills, strengthen basic 

competencies, and provide hands-on research activities and mentoring. STEM Guided Pathways 

Success Courses for first entering STEM majors will be contextualized by STEM discipline with 

the goal of reinforcing learning objectives in specific STEM fields. STEM Student Coaching will 

support degree completion and transfer by providing individualized mentoring services for a

first-entering cohort of STEM majors each year they progress through their studies to completion. 

STEM Model Articulation and Transfer supports increased STEM participation and transfer to 

four-year STEM programs of study. The College will articulate seven Associate Degrees for 

Transfer with partner transfer institutions: California State University system and University of 

California San Diego. Also, STEM transfer activities will immerse STEM majors in a four-year 

college experience at the partner articulation institutions, including visits to campuses for

transfer information and guidance and authentic lab research activities and mentoring. 

STEM Transformational Teaching and Learning will provide faculty training for adopting 

effective teaching practices and provide students supplemental support (embedding learning

assistants in high-risk courses) to address low academic performance and retention. New STEM 

learning spaces and resources will support active learning and course-based authentic research. 

Absolute Priorities: All three Project components have student-centered interventions for 

improving success and STEM degree completion and transfer to four-year institutions.

Competitive Preference Priority #2: The STEM Student Coaching intervention is modeled on a 

random-control trial reviewed in Bettinger, E. P., & Baker, R. (2011). The effects of student 

coaching in college: An evaluation of a randomized experiment in student mentoring (Stanford 

University, Working Paper No. 16881). http://www.nber.org/papers/w16881.
University of Texas-El Paso P031C160235 TX

ABSTRACT

University of Texas-El Paso (UTEP) and El Paso Community College (EPCC) 

500 W. University Avenue, El Paso, TX 79968

915-747-5680 (orsp@utep.edu)

Project Title: STEMGROW Program

The STEMGROW Program is a STEM pathway initiative tailored to the needs of Hispanic, low 

income, minority, and first generation students, and driven by a commitment from faculty, 

students, and parents, to ensure that students graduate with STEM degrees and pursue STEM 

careers. The partnership is between the University of Texas-El Paso (UTEP-23,397 students), and 

El Paso Community College (EPCC-29,676 students). Both are public, urban, Hispanic Serving 

Institutions (HSIs) with high enrollments of minorities (UTEP-87.5%; and EPCC-91%).

While in the most recent year (2014-15) students with EPCC transfer credit constituted 74% of all 

UTEP graduates, within STEM fields the EPCC transfer is much more limited, with EPCC only 

contributing 26% of UTEP STEM graduates. The largest fraction of STEM student enrollees at 

EPCC is in fields of Biological, and Engineering Sciences (81%), with attrition in Biology (29%) 

and Engineering Sciences (24%) and growing. EPCC’s 10% 3-year graduation rate, and UTEP’s 

35% 6-year graduation rate, for STEM major students indicates a major problem that needs an 

urgent solution. It is thus imperative for us to address this need: focusing together on increasing 

minority and low-income student growth rates in retention, transfer between, and graduations from 

EPCC to UTEP, in the major fields of Biology and Engineering, which is the central focus of our 

STEMGROW Program. The program isrooted in a co-curricular research-to-practice logic model.

The STEMGROW Program uses the conceptual and operational frameworks or major elements of the 

CUNY’s Accelerated Study in Associate Programs (ASAP), recently evaluated by MDRC, and assessed 

by WWC as meeting “WWC group design standards without reservations” (May 2015).
University of Illinois at Chicago P031C160237 IL

HSI STEM Competition: Abstract

Project title: Increasing Latin@s Access to Networks for Advancement in Science 

Population to be served, goals, and expected outcomes: The Latin@s Gaining Access to 

Networks for Advancement in Science (L@S GANAS) program at the University of Illinois at 

Chicago (UIC) will support Latin@ undergraduates who have an interest in STEM fields. The

L@S GANAS program will support the whole student—both their strong ties to their heritage as 

Latin@s as well as their emerging identities as scientists. The two overarching goals for the L@S 

GANAS program will be to: (1) improve outcomes for Latin@ STEM students, including 

academic performance as well as persistence and graduation rates; and (2) increase enrollment of 

Latin@ STEM students. In order to achieve these goals, we will expand our recruitment efforts 

and pilot an innovative program that includes five evidence-based components: (a) opportunities 

for students to engage in undergraduate research with faculty mentors; (b) holistic supports and 

advising for students; (c) supportive networks of faculty and peers; (d) active and collaborative 

learning opportunities in STEM courses; and (e) financial support.

Absolute Priority 2 proposed partner institution: City Colleges of Chicago, Malcolm X 

campus

Competitive preference priority 2 citations: Full references available in the “Other 

Attachments” file (Abelman & Molina, 2001; Campbell & Campbell, 1997; Castleman & Long, 

2013; Moon, Hershey, & McMahan, n.d.; Nagda, Gregerman, Jonides, von Hippel, & Lerner, 

1998; Stephens, Hamedani, & Destin, 2014).
National Louis University P031C160241 IL

Abstract

Project CREST ( CoenRollmEnt for STem) will serve students in the large urban area of Chicago, Illinois focusing 

specificallyonthecityitselfandthesuburbantownofCicero,Illinois. Chicagohas a Hispanicpopulationof21.5%, 

andthegreatmajority,89.6%,ofCicero’spopulationisHispanic. InCicero,only10%oftheadultpopulationover25 

has completed a bachelors, so that many of the students served through CREST will be first generation college 

attendeesandcompleters.

National Louis University and Morton Community College are partnering to deliver a comprehensive set 

of services designed to create systemic change at the levels of institutional curricular offerings, student 

services, and faculty capacity for effective support of Hispanic students in STEM. The services include 

enhanced recruitment into STEM programs, with recruitment reaching into the community and within 

current community college students; a clearly defined, vertical co-enrollment curricular pathway in 

Computer Information Sciences (CIS); intensive student support services coordinated between the two 

partners and using the approaches of appreciative advising and culturally responsiveness; tutoring 

services specifically focused on STEM; summer bridge experiences using a cultural sustainability model 

to develop students’ identity and capacity as academic readers and writers, and professional development 

for faculty and staff on serving students of color.

The project activities will include intensive recruitment into STEM programs; the development of the CIS 

vertical co-enrollment program, the hiring of a success coach to coordinate supportservices across the two 

partners, the delivery of tutoring and a summer bridge program, and the delivery of professional 

development workshopsfor faculty and staff. With this comprehensive approach, CREST expects to reach 

the following goals:

 Goal 1: Increase enrollment of Hispanic students into computer science degree pathways by 20% 

at Morton and to a total of 60 at NLU to result in 100 students enrolled in the B.S. in Computer 

Information Sciences by Year5

 Goal 2: Increase retention and graduation. Sub-Goal 2a: Increase year-to-year student retention 

to 80% in computer information science degree pathways at community colleges and NLU and 

Sub-Goal 2b: Increase graduation rates to 80%within 3 years at community colleges

 Goal 3: Increase faculty and staff understanding and use of culturally relevant teaching and 

coaching strategies by20%.

Citations supporting Competitive Preference Priority 2:

Wang, X. x., & Wickersham, K. (2014). Postsecondary co-enrollment and baccalaureate completion: A 

look at both beginning 4-Year college students and baccalaureate aspirants beginning at 

community colleges. Research In Higher Education, 55(2), 166-195. doi:10.1007/s11162-013-

9317-4.

Stern,J. B. (2016). The effect of articulation agreements on community college transfers and bachelor’s 

degree attainment. Community College Journal Of Research & Practice, 40(5), 355-369. 

doi:10.1080/10668926.2015.1065209

Scrivener, S., & Weiss, M. J. (2009, August). More guidance, better results?: Three-year effects of an 

enhanced student services program at two community colleges. New York: MDRC. Retrieved 

from http://www.mdrc.org/publication/more-guidance-better-results
University of Houston P031C160242 TX

PROJECT ABSTRACT

University of Houston-Clear Lake

STEM Career Pathways: A University-Community College-Industry Partnership 

In response to Absolute Priorities 1 and 2 of the U.S. Department of Education’s Hispanic 

Serving Institution STEM and Articulation program, the University of Houston-Clear Lake 

(UHCL) aims to increase the number of Hispanic and other low-income students attaining 

degrees in STEM fields. The main goals of the project are to increase attainment of STEM 

degrees through student service programs focusing on academic success, as well as to develop 

model transfer and articulation agreements to facilitate and increase the transfer of STEM 

students. Supporting initiatives will include the creation of a learning community which will 

increase student engagement and persistence through the development of face-to-face and 

technology-enhanced learning networks. To further prepare students for a successful future in 

STEM fields, this project also proposes the creation of a Computer Science 7-12 Teacher

Certification degree plan to place more role models in the classroom with expertise in computer 

science to prepare the next generation.

In response to Competitive Preference Priority 2, the primary activities selected for this 

project are based on research that meets the “moderate evidence of effectiveness”: Sommo, C., 

Mayer, A.K., Rudd, T., & Cullinan, D. (2012). Commencement day: Six-year effects of a 

freshman learning community program at Kingsborough Community College. New York: 

MDRC. Retrieved from http://www.mdrc.org and Weissman, E., Butcher, K. F., Schneider, E.,

Teres, J., Collado, H., Greenberg, D., & Welbeck, R. (2011). Learning communities for students 

in developmental math: Impact studies at Queensborough and Houston Community Colleges.

New York: National Center for Postsecondary

Research. http://files.eric.ed.gov/fulltext/ED516646.pdf.
Amarillo College P031C160244 TX

Abstract for Amarillo College’s Engaging in STEM Project 

Amarillo College 2201 S. Washington St, Amarillo, TX 79109

Amarillo College (AC), in Amarillo, Texas, is a Hispanic-Serving, public, open-door, 

comprehensive community college located in the center of the vast Texas Panhandle. AC serves 

a 9-county, 9,363 square-mile primarily rural service area, with most of its 310,000 residents 

concentrated around Amarillo (pop. 196,429), the largest city in a 120-mile radius. AC is the 

largest college in the area with four city sites, two branch campuses, and outreach centers to 

extend postsecondary educational access throughout the region. Residents in AC’s service area 

have per capita incomes (avg. $23,356) 16.6% lower than that of the U.S. (avg. $28,184). In 

Amarillo, 17.4% of all residents live in poverty, compared to 15.4% nationally. Bachelor degree 

levels (adults age 25+) within the region are low (21%), lagging below those of Texas (27%) and 

the U.S. (29%). Disadvantage is even greater among the area’s Hispanic population; only 7% of 

Hispanic adults (age 25+) have completed a bachelor’s degree, and more than one in four (27%) 

service area Hispanic residents live in poverty. Mirroring the demographics of our service area, 

AC students are high need: of Fall 2015 students, 38% were Hispanic; 74% are first-generation 

college students (77% of Hispanic students); 70% enroll part-time; and 86% come from homes 

with incomes low enough to make them Pell Grant –eligible (91% for Hispanic students).

Even as an increasing number of AC students seek STEM majors, institutional gaps and 

weaknesses, including limited STEM programs, insufficient support, and inadequate STEM 

facilities and resources, are keeping AC from meeting the needs of its target population.

AC’s proposed project includes several initiatives in support of two project goals:

Goal 1: Increase access to and participation in STEM degree pathways.

 Develop new certificate and transferable associate of science (AS) options: Certificate and 

AS in Horticulture; AS in Environmental Science, AS in Plant Biotechnology, AS in 

Sustainable Resources, articulated for transfer to Texas Tech University STEM programs

 Modify key curricula in Engineering (ENG), Biology (BIOL), and Chemistry (CHEM) to 

incorporate research and project-based learning

 Provide Summer Research opportunities for high school graduates and AC STEM 

majors Goal 2: Increase Hispanic and low-income student transfer to baccalaureate degree 

programs in STEM

 Develop/pilot STEM pathway advising

 Develop/pilot STEM mentoring system

 Develop/pilot STEM internships

 Develop articulation agreements for new AS degree programs with Texas TechUniversity

AC’s project addresses both Absolute Priority 1 and 2. AC is also responding to Competitive 

Preference Priority 2, citing the following study: The Effects of Student Coaching in College: an 

Evaluation of a Randomized Experiment in Student Mentoring, Bettinger and Baker (2011) 

available at https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

By the end of the project, AC expects to see increases in the number of STEM majors, the 

number of STEM degrees awarded within three years of enrollment, and the number of students 

transferring to baccalaureate STEM degree programs within three years of enrollment.

Year 1 Budget Request: $994,819
New Mexico Highlands University P031C160248 NM

ABSTRACT

New Mexico Highlands University (NMHU), established in 1893, is a leading academic, cultural, 

and economic institution across the rural and small town communities of northern New Mexico 

(NM). NMHU is designated as a Hispanic Serving Institution (HSI) since the 1960s and prides 

itself on providing an affordable, accessible education to populations that have

traditionally been underserved in higher education.

The target population to be served utilizing STEMfast initiatives is Hispanic, low-income and 

full-time STEM field majors and secondary mathematics education degree seeking 

undergraduate students enrolled at NMHU and those transferring from partner institutions. Over 

the past decade, the College has expanded its services to this population. In fall 2013, over 70% 

of NMHU undergraduates were identified as underrepresented groups including Hispanics 

(56%), American Indians (7%) and African Americans (7%). Other demographic data show 

that NMHU undergraduates are an educationally inexperienced population of which 

53.3% are first generation, and 60% low income NM residents.

Hayward and Willett’s (2014) findings demonstrated that statewide efforts to train community 

college faculty to offer redesigned, accelerated pathways in English and math that decreased time 

in remedial instruction significantly impacted completion rates for college-level gateway courses 

for all students assigned to remedial courses. Since this intervention meets Moderate standards, 

in terms of impacting outcomes in developmental math and English for disadvantaged 

community college students, STEMfast will use this model to increase the number of Hispanic 

and low-income students (traditional and transfers) who graduate with STEM degrees and in 

secondary mathematics education. Stephens, Hamedani and Destin (2014) also found such 

strategies to be effective for closing achievement gaps for disadvantaged students. Therefore, 

NMHU STEMfast is proposing two primary activities:

Activity One is designed address Absolute Priority 1, which aims to significantly increase the 

quality of teaching and learning in STEM and secondary mathematics education courses for 

Hispanic and low-income undergraduate students in the following ways: (a) increasing student 

support through developmentally appropriate concrete learning and inquiry-based instruction; (b) 

implementing a series of faculty development services to STEM, English, and secondary 

education faculty encouraging the use of best practices found to impact students’ content and 

pedagogical knowledge in STEM, English, and secondary mathematics education; and (c) 

updating software, textbooks, laboratories and instructional equipment to enhance STEM, 

secondary math education, and English language learning.

Activity Two is designed to address Absolute Priority 2, and aims to improve student transfer, 

retention, graduation rates through: (a) developing a Highlands University Center for Academic 

Quality Coordinator position to bridge a connection to all NMHU student services offices; (b) 

implementing a PLATO, self-paced mathematics software modules that will be connected 

seamlessly to four existing NMHU mathematics courses to provide self-paced developmental 

math lab instruction; (c) peer tutoring services through the existing NMHU ARMAS Tutoring 

Office; (d) dual enrollment agreement with two community colleges; (e) restructuring four 

existing mathematics courses to include developmental mathematics components; and (f) 

enhancing ENG 111 and 112 to provide instructional support to English Language Learners.
East Las Angeles College P031C160 CA

ABSTRACT

East Los Angeles College, Monterey Park, California

 GOALS: The goals of Jardin de STEM are: (a) to support rapid completion of remedial 

coursework; (b) help Hispanic, low-income and first-generation students navigate college decisions; (c) develop a supportive summer academy and cohort 

design to accelerate progress through the initial year of STEM study; and (d) 

deliver sustainable pathways for STEM careers for Hispanic students.

EXPECTED 

OUTCOMES

Academic and non-academic outcomes are anticipated. Year One focus is on 

preparing 80 new students to succeed in transfer-level math courses, and become calculus-ready in a single year. Activities: (a) Supplemental Instruction 

(a well-documented group tutoring method); (b) a cohort-based accelerated sequence of math courses (c) peer counseling to support students’ cognitive and 

non-cognitive challenges. (d) a counselor to work exclusively with STEM students: (e) a Coding Academy to present modeling, machine languages and 

problem-solving using computer code; (f) training in Reading Apprenticeship, 

a strategy to reinforce students’ comprehension of difficult texts and writing 

assignments; and (f) an Aquaponics lab, built and maintained by students, used 

as a thematic core in all STEM disciplines to teach the biology, chemistry and 

physics of food science. Two years of intensive coursework will culminate in 

research at major research laboratories in the region, and workshops to help 

students navigate the complex process of transfer to a four-year university.

CONTRIBUTIONS FOR 

RESEARCH 

AND 

PRACTICE

The project will contribute to knowledge of challenges that affect postsecondary education of Hispanic and low-income students—specifically to practices 

that benefit those who struggle in STEM courses. Research confirms that enrollments and transfers to undergraduate STEM majors are growing, and that 

many who transition from two-year to four-year institutions experience “transfer shock.” `Project staff will report the results of Jardin de STEM in publications and at conferences, to ensure that effective practices will be replicated in 

other colleges whose student profiles similar to East Los Angeles College.

TARGET 

POPULATION

East Los Angeles College (ELAC) has the largest Hispanic enrollment in California; 80% of the 28,673 credit students are Latino/a. Approximately 2,000 

students per term are enrolled in STEM classes; 75% (1,500) are Hispanic.

About 300 high-achieving STEM students belong to an organization (MESA) 

that provides services to transfer students. The Jardin de STEM project targets students who are interested in STEM, have strong potential, but lack confidence in their ability to succeed, or a clear pathway toward a STEM career.
Los Angeles City College PR P031C160251 CA

ABSTRACT

Los Angeles City College is partnering with its feeder high schools and the 

California State University, Los Angeles (CSULA) to implement the STEM Pathways 

Program. The program will develop a robust STEM pipeline and transfer culture and achieve 

the following goals:

1. Increase the number and percentage of Hispanic and other low-income students 

attaining certificates and degrees in science, technology, engineering, and mathematics 

(STEM);

2. Increase the number and percentage of Hispanic and other low-income students who 

complete a certificate and/or degree in STEM within two years;and

3. Increase the number and percentage of Hispanic and other low-income students 

transferring to baccalaureate programs inSTEM.

STEM Pathways has developed a student-centered program that addresses Absolute 

Priorities 1 and 2 and incorporates strategies that have been identified by research to increase 

success among underrepresented students. Strategies that meet the What Works Clearinghouse 

(WWC) Moderate Evidence of Effectiveness standard (Competitive Preference Priority 2) are 

cited below.

1. Math Preparation and Support – The program will provide an accelerated math 

pathway for STEM majors, math summer bootcamps and tutoring, as well as instruction at 

high schools to promote rapid progression and completion of college-level math and core 

STEM courses.

2. Peer-Led Team Learning – The program will establish a STEM Learning Center

to provide centralized resources to participants, including peer facilitated study groups, 

tutoring, and supplemental instruction in STEM gateway courses.

3. STEM-Specific Individualized Counseling and Peer Mentoring – A dedicated 

STEM Counselor and Peer Mentors will develop and monitor individual education plans, 

provide transfer activities, and academic and nonacademic support to promote success. 

Studies have shown that students who receive peer advising coupled with professional 

counseling are more likely to persist and graduate (Bettinger, E. P., & Baker, R. (2011) –

meets WWC’s evidence standards without reservations 

(http://ies.ed.gov/ncee/wwc/SingleStudyReview.aspx?sid=179).

4. Faculty Mentoring – Faculty Mentors will provide discipline-specific guidance 

and STEM exposure activities (STEM Workshop/Speaker Series, field trips, professional 

networks).

5. Early Undergraduate Research Experiences – Students will have access to coursebased and summer research experiences. Research indicates that students who take part in 

early undergraduate research are more likely to transfer and attain degrees in STEM.

6. STEM Fast Track to Baccalaureate – High school students will take

prescribed college courses, participate in STEM exposure activities, and have access to 

undergraduate research opportunities. Studies have shown that dual enrollment significantly 

increases the likelihood of attaining college degrees (An, B. P. (2012) - meets WWC’s evidence

standards with reservations 

(http://ies.ed.gov/ncee/wwc/singlestudyreview.aspx?sid=20004).

7. Los Angeles City College | 855 North Vermont Avenue, Los Angeles, CA 9002