U. S. Department of Education 

 Project Abstracts for 

 New Grantees for FY 2009 

Title V, Developing HispanicServing Institutions (HSI) Program 

(CFDA Number: 84.031S) 

Office of Postsecondary Education 

Washington, DC 20006-8517
Introduction 

The Developing Hispanic–Serving Institutions (HSI) Program is authorized under Title V of the Higher 

Education Act of 1965, as amended (HEA). The purposes of the program are to expand educational 

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

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

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

students complete postsecondary degrees. 

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

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

Eligible Institution was published in the Federal Register on January 21, 2009 (74 FR 3579). In addition, 

to basic eligibility requirements, an institution must have at least 25 percent enrollment of undergraduate 

full-time equivalent (FTE) Hispanic students at the end of the award year immediately preceding the date 

of application. 

The Hispanic-Serving Institutions Program awards Individual Development Grants (one eligible 

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

Institution in cooperation with one or more institutions of higher education). 

The Hispanic-Serving Institutions Program supports many institutional activities including: purchase of 

equipment for education and research; improvement of instruction facilities (construction, maintenance, 

renovation); faculty and staff development; curriculum revision and development; purchase of 

educational materials; improvement of telecommunication capacity; enhancement of student services; 

enhancement of administrative and funds management systems; establishment or improvement of a 

development office; creation or enhancement of community outreach programs for elementary and 

secondary students; and establishment or increase of an institutional endowment fund. 

Note: The Higher Education Opportunity Act of 2008 (HEOA) amended section 503(b) of the HEA by 

expanding the list of authorized activities. This list was expanded to also include: activities to improve 

student services, including innovative and customized instruction courses designed to help retain students 

and move the students into core courses; articulation agreements and student support programs designed 

to facilitate the transfer of students from two-year to four-year institutions; and providing education, 

counseling services, and financial information designed to improve the financial and economic literacy of 

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

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

The Notice Inviting Applications for new awards for fiscal year (FY) 2009 was published in the Federal

Register on May 15, 2009. The deadline for the transmittal of applications was June 15, 2009. 

As required by the Department of Education, applications for grants under the FY 2009 Hispanic-Serving 

Institutions grant competition were submitted electronically using the department’s Internet-based 

application system (e-Application) via http://e-grants.ed.gov. 

As our nation’s population becomes more vibrant and diverse, the Developing Hispanic-Serving 

Institutions program remains committed to ensuring that underrepresented students have equal access to 

optimal education and training. In a global economy, future contributions of these students will be 

significant to the overall competitiveness of our nation. This paper summarizes the abstracts for new 

awards funded under the FY 2009 appropriation. 

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Table of Contents 

Grants are listed in state order for each grant type. 

Cooperative Development Grants 

Grant Number Applicant Name State Page

P031S090043 College of the Desert CA 7 

P031S090042 Northeastern Illinois University IL 6 

P031S090058 Union County College NJ 8 

P031S090081 Eastern New Mexico University NM 5 

P031S090064 Big Bend Community College WA 4 

 Individual Development Grants 

Grant Number Applicant Name State Page 

P031S090050 GateWay Community College AZ 23 

P031S090057 Riverside Community College-Moreno Valley Campus CA 9 

P031S090061 Los Angeles Mission College CA 10 

P031S090082 Riverside Community College- Norco CA 11 

P031S090088 Modesto Junior College CA 12 

P031S090089 Citrus Community College CA 13 

P031S090084 Cabrillo Community College CA 15 

P031S090007 Hartnell College CA 16 

P031S090008 Los Angeles Harbor College CA 18 

P031S090029 Cerritos College CA 22 

P031S090014 California State University – Bakersfield CA 24 

P031S090040 College of the Sequoias CA 27 

P031S090016 Antelope Valley College CA 30 

P031S090128 California State University - Dominguez Hills CA 32 

P031S090015 Otero Junior College CO 29 

P031S090125 Carlos Albizu University – Miami Campus FL 28 

P031S090069 Regents of New Mexico State University - Grants NM 25 

P031S090109 City University of New York for Borough of Manhattan 

Community College NY 14 

P031S090047 Universidad del Este – Carolina Campus PR 19 

P031S090031 Universidad Politecnica de Puerto Rico PR 26 

P031S090012 South Plains College TX 17 

P031S090114 Mountain View College TX 20 

P031S090139 Victoria County Junior College TX 21 

P031S090035 Our Lady of the Lake University TX 31 
P031S090064

Big Bend Community College, WA 

(Heritage University), WA 

Grant Type: Cooperative Development Grant 

ABSTRACT

Big Bend Community College (BBCC) is the lead institution in the Title V Cooperative project in 

partnership with Heritage University (HU). The institutions are located in adjoining areas and have 

complementary goals—to improve access for Hispanic, low-income, rural students. 

Over the life of the grant, Big Bend Community College and Heritage University propose a twocomponent activity: 

1) Component one increases student access through curricular development of three online programs and 

joint professional development of Big Bend Community College and Heritage University’s faculty in 

online distance learning strategies, and 

2) Component two develops on-campus and online support services for transfer students in newly 

created Transfer Centers. Online distance delivery of programs in Interdisciplinary Studies (Associate 

and Baccalaureate), Early Childhood Education (Associate and Baccalaureate) and Applied Technology 

(Baccalaureate) will be developed and supported by in-person and online distance delivery of registration, 

virtual office hours, financial/career planning and transfer oriented programming in renovated Transfer 

Centers’ space. 

Activity objectives center on increasing the graduation and transfer rates of Hispanic students at each 

institution by at least five percentage points over 2009-2010 rates and more than tripling the number of 

students enrolled in Big Bend Community College/Heritage University’s dual enrollment baccalaureate

admission program from the 2009-2010 number. 

 

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P031S090081 

Eastern New Mexico University, NM 

(Clovis Community College), NM 

Grant Type: Cooperative Development Grant 

ABSTRACT

Eastern New Mexico University (ENMU) is the lead institution in the Title V Cooperative project in 

partnership with Clovis Community College (CCC). While Eastern New Mexico University enrolls 

students from across the whole state and beyond, its primary catchment area overlaps substantially with 

Clovis Community College’s and comprises an isolated rural area of small towns surrounded by ranching 

and other agricultural enterprises, characterized by low educational attainment and poverty. While they 

offer different levels of education, Eastern New Mexico University and Clovis Community College share 

a focus on meeting the educational needs of their students, the region, and the state. They also share 

similar challenges: high percentages of underprepared students (52.4 percent at Eastern New Mexico 

University, over 80 percent at Clovis Community College) and high failure rates in developmental 

courses, translating to low retention and completion rates. 

Over the life of the grant, both strands of the project will address issues identified by the State of New 

Mexico as priority concerns for its institutions of higher education: providing effective remediation to 

increase retention of underprepared students and increasing the number of Bachelor of Science in Nursing 

(BSN)-prepared nurses. 

Strand 1: Enhancing Student Success in Developmental Education. Revise developmental

 curricula and supporting academic services, revise freshman seminar courses, develop Center for 

Reading and Writing at Clovis Community College and Math Learning Centers at both campuses, 

 develop learning communities at Eastern New Mexico University. 

Strand 2: Pipeline to Nursing Careers. Add capacity to Clovis Community College’s nursing 

 programs (Licensed Practical Nursing and associate-degree Registered Nursing); develop services 

 to increase transfer to Eastern New Mexico University’s Bachelor of Science in Nursing program; 

 improve preparation for the Bachelor of Science in Nursing. 

 

For both strands, selected courses will be redesigned for online delivery, and faculty will learn how to use 

classroom technology (Smart Classrooms, etcetera.) to enhance student success. 

 

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P031S090042 

Northeastern Illinois University, IL 

(College of Lake County), IL 

Grant Type: Cooperative Development Grant 

ABSTRACT

Northeastern Illinois University (NEIU) is the lead institution in the Title V Cooperative project in 

partnership with College of Lake County (CLC). The two institutions propose a cooperative partnership 

based on their geographic proximity, similar student populations and mutual commitment to improving 

postsecondary retention and graduation for Hispanic students. 

 

Recognizing their common service area, similar students, and complementary goals and objectives, the 

two institutions propose one activity consisting of three components: 

1) Intercampus Processes will streamline transfer with online, student-accessible systems. By 

developing major-specific articulation agreements, degree completion will improve at both institutions. 

Collaborative efforts related to transfer advisement and on-site degree completion will facilitate the 

transition from two- to four-year institutions and increase the number of students who attain two-year and 

four-year degrees. Faculty development activities at College of Lake County will improve student 

academic outcomes by integrating problem-based and active learning into the curriculum. By the end of 

the grant period, eighteen majors will have specific articulation agreements and four baccalaureate 

degree- completion programs will be offered on-site at College of Lake County, which will improve 

timely degree attainment and reduce the cost of a baccalaureate education. 

2) Intercampus Programs will improve academic success, retention, transfer and graduation of students 

at both schools. Support services such as mentoring, advising, college visits, orientation programs and 

financial literacy workshops for transfer students and veterans will address the needs of at-risk students, 

transfer students, veterans and their families. Many elements will be available in Spanish and English. 

3) A Transfer Center will be established and centralized on Northeastern Illinois University’s campus 

and a Coordinator of Transfer Enrollment will be located at College of Lake County. By September 

2014, transfer enrollment of College of Lake County students to Northeastern Illinois University will 

increase five-fold; College of Lake County degree-seeking students’ retention rate will increase five 

percent; College of Lake County degree-seeking students’ graduation rates will increase 10 percent; and 

Northeastern Illinois University transfer students’ graduation rate will increase 10 percent, all over Fiscal 

Year 2009 baseline. 

Both Northeastern Illinois University and College of Lake County have established institutional goals to 

improve academic performance, maintain open lines of communication, and engage in enhanced 

articulation efforts. This project is aligned with those common goals and aims to improve programs and 

services at both institutions. Strengthening Northeastern Illinois University as a Hispanic-Serving 

Institution and College of Lake County as an emerging Hispanic-Serving Institution will have significant 

impact on Latino students throughout the communities they serve. By the end of the grant period, 

activities at both institutions will be fully institutionalized. 

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P031S090043 

College of the Desert, CA 

(California State University, San Bernardino), CA 

Grant Type: Cooperative Development Grant 

ABSTRACT

College of the Desert (COD) is the lead institution in the Title V Cooperative project in partnership with 

California State University, San Bernardino (CSUSB) to effectively and efficiently implement a 

Hispanic-Serving Institutions, Title V Cooperative Grant. This grant has a single integrated activity that 

represents an assertive approach to improving student learning and student success with a focus on 

Hispanic, low-income, and first-generation students. 

Over the life of the grant, the project will be implemented through three integrated components. 

1) The first component will focus on providing counseling/advising and academic support 

services to assist more students, especially Hispanic, low-income and first-generation 

students, to transfer from a community college to a university, to succeed at the university 

level and to graduate in a timely manner. 

2) The second component of the project creates a Faculty Development Center to assist faculty 

and related staff to develop more appropriate strategies and methodologies in and out of the 

classroom to increase student learning and success. 

3) The third component will aim at developing improved structural mechanisms for increasing 

external support and funding for both institutions. This grant will commit 20 percent of the 

grant funds, half to each institution, to provide a financial aid endowment for Hispanic, low 

income, and first generation students to foster university transfer and graduation. 

 

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P031S090058 

Union County College, NJ 

(New Jersey City University), NJ 

Grant Type: Cooperative Development Grant 

ABSTRACT

Union County College (UCC) is the lead institution in the Title V Cooperative project in partnership with 

New Jersey City University. Through the project--Improving the Pipeline in STEM (Science, 

Technology, Engineering, and Math) Education--Union County College seeks to increase the number and 

the academic success of Hispanic and other low-income students who are enrolled in STEM (Science, 

Technology, Engineering, and Math) majors and STEM (Science, Technology, Engineering, and Math) 

teacher education majors while developing a strong model of transfer and articulation in higher education. 

Union County College and New Jersey City University seek to address the lack of Latino student success 

in STEM (Science, Technology, Engineering, and Math) education. The project responds to the 

following needs: 

• Low numbers of low-income and underrepresented students enrolled in STEM (Science, 

Technology, Engineering, and Math) programs and STEM (Science, Technology, Engineering, 

and Math) teacher education majors; 

• The need for alignment of courses, seamless articulation, and strong advisement to increase the 

rate and the success of students transferring to four-year institutions for science, math and 

education programs, eliminating needless repetition of courses or the taking of extra courses; and 

• Poor performance in science and mathematics by low-income and underrepresented students 

which leads to low retention rates among Hispanic and other low-income students, with 

alarmingly low numbers of students graduating with science and education degrees. 

Over the life of the grant, the project will consist of two primary activities: 

1) Activity 1 will improve transfer options and experiences in STEM (Science, Technology, 

Engineering, and Math) Teacher Education through the following: (1) Development of 

model articulation and transfer agreements to align academic programs and courses for 

STEM (Science, Technology, Engineering, and Math) Teacher Education from two-year to 

four-year colleges; (2) Improved career pathway counseling and information strategies; and 

(3) Expanded distance learning opportunities. 

2) Activity 2 will improve academic achievement through (1) Comprehensive Faculty 

Professional Development in Science, Mathematics, and Teacher Education Pedagogy; (2) 

Expanded and updated learning resources, lab materials and technology equipment; and (3) 

Increased student support through individualized tutoring and Web-based support modules 

for math. 

The overarching goal of the project is to increase Union County College’s institutional capacity to serve 

the needs of Hispanic and other low-income students. 

 

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P031S090057 

Riverside Community College - Moreno Valley Campus, CA 

Grant Type: Individual Development Grant 

ABSTRACT

The Moreno Valley Campus (MVC) of the Riverside Community College District, in Moreno Valley, 

CA, is a public, open-door, two-year college serving Southern California’s Riverside County, east of Los 

Angeles. Moreno Valley Campus is part of California’s “Inland Empire,” comprised primarily of the 

rapidly-growing Riverside-San Bernardino-Ontario Metropolitan Statistical Area (population: 4.1 

million, 42 percent Hispanic). Moreno Valley Campus provides programs in General Education, Allied 

Health, Technology, Business, Vocational programs, and Basic Skills, creating pathways to occupational 

certificates, associate degrees, and baccalaureate transfer. 

Moreno Valley Campus’s public safety programs are challenged to meet student need and industry 

demand. Riverside County Sheriff’s Department projects the hiring of 1,500 uniformed deputies by 2011, 

necessitating a 42 percent increase in Moreno Valley Campus’ Peace and Corrections Officer Programs. 

Over the same period, Riverside and its adjacent San Bernardino County project a need for at least 1,610 

more fire service personnel. To accommodate the demand, Moreno Valley Campus proposes to: 

 

 1) redesign Fire Academy, Peace Officer, and Corrections Officer curricula to incorporate 

 hands-on simulation training supported by industry-standard tools and instructional 

 technology, while expanding program capacity; 

 2) develop a Part-Time Fire Academy to meet the training needs of time-bound, at-risk 

 students; 

 3) develop a Basic Skills Law Enforcement Pre-Academy, contextualizing Basic Skills 

 instruction to prepare students for law enforcement employment and subsequent enrollment in 

 our Law Enforcement programs; and 

 4) develop dynamic 24/7 online student support, built upon a robust technological infrastructure. 

 Riverside County has committed to constructing a $3million, 20-acre Scenario Training Village 

 at Ben Clark Public Safety Training Center (BCTC), facilitating public safety training for a 

 variety of settings, including residential, high-rise, and jail facilities. 

The initiatives of Moreno Valley Campus will work in conjunction with the Scenario Village to expand 

educational opportunities for Moreno Valley Campus’ Hispanic and at-risk students. 
P031S090061 

Los Angeles Mission College, CA 

Grant Type: Individual Development Grant 

ABSTRACT

 

Los Angeles Mission College is a public two-year college located in the Northeast San Fernando Valley 

of Los Angeles, California. Low success rates in English and science courses, which are required for 

transfer and degree programs, prevent students from attaining their educational goals. Los Angeles 

Mission College serves a steadily growing number of students. The largest rate of growth is among 

Hispanic students. Currently the student population is 76.5 percent Hispanic and this percentage is 

projected to increase during the next ten years. 

To accommodate the educational needs of the increased Hispanic student population, Los Angeles 

Mission College proposes the following activity: Improving Student Success and Access

 

This Activity is comprised of three components, each proposing strategies designed to increase the 

capacity of Los Angeles Mission College to support, retain and successfully graduate a greater proportion 

of its Hispanic students: 

1) The first component will focus on strengthening academic support for English; 

2) The second component will focus on strengthening academic support for science; 

3) The third component will focus on increasing access, especially for part-time students. 

Key measures of success include: 

 a) increased progression and success rate in English and science; 

 b) increased academic programs and online services for part-time and evening students; 

 c) revised curricula with supplemental instruction; and 

 d) faculty development. 

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P031S090082 

Riverside Community College - Norco Campus, CA 

Grant Type: Individual Development Grant 

ABSTRACT

Norco Campus (Norco), Riverside Community College (RCC), Norco, California, is an open-door, twoyear college serving Southern California’s Riverside County, east of Los Angeles. Norco is located in the 

rapidly growing “Inland Empire” of California and serves a population that is approximately 47 percent 

Hispanic and 30 percent low-income. Norco provides programs in General Education and Career and 

Education Technology Programs (CTE) such as Health, Business, Manufacturing and a recently 

introduced Certificate and Associate’s degree program in Computer Game Art Simulation. Norco is the 

designated “Technology Campus” for Riverside Community College, and the campus focuses on 

developing technical education programs that prepare students for employment in the region’s growing 

industry sectors as well as Associates of Science degrees that allow for direct transfer. 

 

Norco has conducted extensive analysis of institutional strengths, weaknesses, and opportunities, and has 

identified a comprehensive academic program with high demand and employment potential - Computer 

Game Art, Design and Programming Simulation- that is not available through public institutions in 

our region. California’s computer game simulation industry has expanded rapidly into the Norco region 

and has a predicted annual growth rate of nine percent, despite the current economic environment. With 

attractive entry-level salaries, the industry has indicated preference for students with Associate of Science 

degrees, and has a demonstrated desire for diversity in its workforce. 

Over the life of the grant, Norco Campus (Norco), Riverside Community College proposes the following 

activity: 

El Portal a tu Futuro: Portal to Your Future 

The activity involves the development of a comprehensive Computer Game Design and Programming 

curriculum that will support employment opportunities for Norco’s Hispanic and low-income residents 

while providing long-term fiscal enrollment stability to the campus. The activity also involves increasing 

student success in the Career and Education Technology Programs of computer information systems, 

business administration, accounting and manufacturing through faculty development in support of two 

student engagement strategies--e-portfolios and the use of computer simulations. 

 

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P031S090088 

Modesto Junior College, CA 

Grant Type: Individual Development Grant 

ABSTRACT

Modesto Junior College proposes a project with a single central activity: Strengthening Student Success 

through Student Learning Resources, Professional Development, and Grant Resource Development. 

Over the life of the grant, this single activity develops essential resources that will improve the ability of 

Hispanic students and other low-income individuals to complete postsecondary degrees through three 

coordinated and integrated strategies for developing Students, Staff and Resources. 

1) Student Learning Resources Objective: To provide a proven solid support structure to Hispanic, 

first-generation and low-income students. A First Year Experience program will be established 

to improve learning, build support relationships, and coordinate faculty, counselor and student 

services efforts. Establishment of a Peer-Led Learning support program in gatekeeper math 

courses will improve student success. 

2) Professional Development Objective: To strengthen institutional support for college faculty and 

staff as its primary resource: A comprehensive Staff Resource Center will be established to 

coordinate training that will increase student success. Discipline-focused training opportunities 

will be offered, as well as specific workshops on diversity and equity issues in and out of the 

classroom, interactive student technology, leadership, technology, and communication skills. 

3) Grant Resource Development Objective: To create a campus-wide support structure that will 

train faculty and staff in the development of project proposals for new educational programs. A 

Grant Resource Development Center will be established to provide training for project developers 

and project managers, alignment between grant opportunities and college priorities, current 

writing best practices, boiler plate templates, project development planning, and project 

sustainability. 

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P031S090089 

Citrus College, CA 

Grant Type: Individual Development Grant 

ABSTRACT

Citrus College is a public two-year college located twenty-five miles northeast of metropolitan Los 

Angeles, in a community with a rapidly growing Hispanic population. Over the past decade the college 

has served an increasing influx of students with diverse needs that severely test its ability to reach and 

maintain the levels of student progression and goal completion that it strives to achieve. 

Over the life of the grant, Citrus College proposes the following activity: 

Bridge to Success: IMPROVING DEGREE COMPLETION, STUDENT SUPPORT SERVICES AND 

RESOURCE DEVELOPMENT CAPACITY 

Bridge to Success will increase the success, persistence, degree completion and transfer rates of Hispanic 

and other underrepresented students by providing a strengthened and articulated pathway from Basic 

Skills to the associate degree, and the associate degree to transfer. Strategies to be initiated include: 

career learning communities; supplemental instruction; expanded articulation agreements; new 

certificates leading to the associate degree; new degrees leading to transfer; a faculty/peer mentoring 

program and a parent ambassador program. 

1) Component One: Assist students to progress from Basic Skills to college-level courses to 

degree completion and transfer. 

2) Component Two: Develop strategies to strengthen academic and support services for 

underrepresented students. 

3) Component Three: Strengthen the fiscal stability of the college by developing resource 

development capacity to better serve underrepresented students. 

The proposed activity will allow Citrus College to address the problem of technological and financial 

literacy of underrepresented students. 

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P031S090109 

City University of New York for Borough of Manhattan Community College, NY 

Grant Type: Individual Development Grant 

ABSTRACT

Borough of Manhattan Community College (BMCC) is the largest of the twenty-three units comprising 

the City University of New York. Currently serving more than 30,200 students in its credit (22,100) and 

non-credit (8,000) programs, Borough of Manhattan Community College is the only community college 

in Manhattan. Nearly 90 percent of Borough of Manhattan Community College’s student population is 

comprised of minorities and groups historically underrepresented in collegiate programs and more than 

two-thirds are women. 

As greater numbers of tech-savvy students are attracted to Borough of Manhattan Community College, 

the demand for distance learning will continue to increase. To accommodate demand, Borough of 

Manhattan Community College will implement a single comprehensive activity; Strengthening 

Academic Programs and Improving Student Achievement Through the Development of a 

Comprehensive e-Learning Center, which focuses on eight integrated strategies critical to improving the 

success of Hispanic and low-income students and consisting of the following: 

 a) establishing of an e-Learning Center; 

 b) creating e-Learning networks; 

 c) integration of online support services; 

 d) faculty certification; 

 e) establishing a new course approval process; 

 f) proving greater technical support for faculty (Instructional Designers); 

 g) establishing a Faculty Resource Center; and 

 h) supporting faculty research in the field of online education. 

Combined, these reforms will introduce systems and services which will increase the persistence and 

retention of Hispanic and low-income students enrolled in online learning. 

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P031S090084 

Cabrillo Community College, CA 

Grant Type: Individual Development Grant 

ABSTRACT

Cabrillo College is a public, open-door community college and Hispanic-Serving Institution located in 

Aptos, California (population - 251,747). Cabrillo College offers general education courses for transfer to 

four-year institutions and certificates and degrees for Career Technical Education (CTE) programs in 

occupational fields of study, as well as Basic Skills classes to prepare students for college-level courses. 

Cabrillo College serves approximately 24,000 students annually at the main campus in Aptos and two 

outlying centers in Watsonville and Scots Valley. Cabrillo College draws students from Santa Cruz 

County and parts of Northern Monterey and San Benito Counties Over a quarter (28 percent) of the 

population in Santa Cruz County is Hispanic, while in Watsonville, the population is majority Hispanic 

(79 percent). The mission of Cabrillo College is to “enhance the intellectual, cultural, and economic 

vitality of our diverse community by assisting all students in their quest for lifelong learning and success 

in an ever-changing world.” 

The goal of the project is to strengthen the college by developing high engagement practices to 

successfully transition at-risk Basic Skills/ESL students to college and to completion. 

Over the life of the grant, there will be several key project activities: 

1) First Year Experience Learning Communities [+Supplemental Instruction]: Develop (1) FYE 

communities of learning for greater student engagement and networking with peers and (2) 

course-specific Supplemental Instruction for Basic Skills/ESL students; 

2) Redesign Basic Skills/ESL courses: Develop linked/content-based Basic Skills-Math/ESL to 

make learning more meaningful for students (on four different education/career tracks); 

3) Summer Bridge to Success Program for Transitioning Cohorts: Develop (1) a summer fourweek curriculum to include math, writing, self-efficacy, information literacy, study skills; (2) 

“feeder & receiver” system with high schools and “home” departments (Allied Health, Early 

Childhood Education, Teacher Education; General Transfer); and, (4) logistical processes 

(facilities, assessment & orientation, registration) with the goal of transitioning the cohorts into 

FYE Learning Communities the following fall; 

4) SMART Classrooms and Instructional Resources for Basic Skills and ESL Instruction: 

Provide faculty with technology-enhanced tools (smart lectern and electronic projection) and with 

a computer-aided learning lab environment to more effectively engage Basic Skills and ESL 

students in learning and to address different learning styles; and 

5) A Faculty Inquiry System (Timely Access to Data) at the Program Level: Provide faculty with 

the tools to (1) evaluate effectiveness of curriculum and teaching methods for continuous 

improvement of teaching and learning and (2) identify what works for specific subsets of students 

at the Basic Skills/ESL program level to promote student success and persistence. 

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P031S090007 

Hartnell College, CA 

Grant Type: Individual Development Grant 

ABSTRACT

Hartnell College is a two-year, public college with a student enrollment of 10,495 as of the fall semester 

2008. 52 percent of the FTE students are Hispanic. In accordance with the U.S. Department of Education 

goals for Title V, Hartnell College will measure the increase in the number of Hispanic students who 

attend the college, the number who graduate, and the number who transfer. Particular attention will be 

given to students in Science, Technology, Engineering and Mathematics (STEM) programs. 

Over the life of the grant, one activity, supported by three sub-activities, is proposed: 

 

1) Sub-Activity One: Retention and Persistence in Mathematics – will revamp the entire 

 Math curricula from pre-collegiate/pre-credit entry levels to higher-level calculus for Physics 

 program applications. Attention will focus on a fully matriculated vertical model where each class 

 builds on the previous one, and synchronized with Science, Technology, and Engineering 

 programs. Between session “Boot Camps”, seminars, workshops, supplemental learning tools and 

 directed learning programs will be developed and piloted; students on academic probation will be 

 mandated to attend some form of supplemental instruction. 

2) Sub-Activity Two: Retention and Persistence in the Sciences – will revamp the science courses 

with a focus on direct employment at graduation or transfer to a baccalaureate Science, 

Technology, Engineering and Mathematics related program. In addition to the curriculum 

changes noted under Sub-Activity Two, students will be provided work internships with area 

businesses and research laboratories, and selected as ambassadors to area middle and high 

schools. On the theory that one learns by teaching, sophomore students will be hired to tutor 

lower level classes. 

3) Sub-Activity Three: Career Counseling, Education Plans, Early Alert Intervention – will 

provide successful Science, Technology, Engineering and Mathematics program student 

ambassadors to area Middle and High Schools; prepare a 2+2+2 Science, Technology, 

Engineering and Mathematics career track and the mechanics of providing students with an 

education plan; provide faculty and students with technical assistance about Web-based 

instruction and Early Alert/Degree Audit. Hartnell College’s counseling staff will inform 

counterpart counseling staff in service area school districts of the targeted Hispanic-Serving 

Institutions- Science, Technology, Engineering and Mathematics programs. 

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P031S090012 

South Plains College, TX 

Grant Type: Individual Development Grant 

ABSTRACT

South Plains College is a public, community college and Hispanic-Serving Institution. The college 

provides 53 certificate and 36 associate degree programs from its main campus in Levelland. More than 

9,200 students enroll each semester at South Plains College. 29.4 percent are Hispanic and 46 percent are 

economically disadvantaged. South Plains College serves a vast 15-county service area of more than 

13,000 square miles (larger than five states in the United States) with a 2008 population estimate of 

408,511. Surrounding rural counties are now close to being a majority minority; 46% of residents are 

Hispanic. 

The mission of South Plains College is to provide educational opportunities through academic, technical 

education, continuing education, workforce development and community service programs that are high 

quality, accessible and affordable to all who can benefit from them. 

Over the life of the grant, the following development activities are proposed: 

1) Develop new Wind/Solar Energy, Physical Therapy Assistant, and Engineering Technology 

associate degree programs to tap new enrollment markets; 

2) Develop supportive resources for new programs (renovating available space and providing hightech equipment for technical labs and upgrading a chemistry lab to support the Physical Therapy 

Assistant and Engineering Technology prerequisites); 

3) Expand access to the newly developed programs by converting nine courses to the hybrid format 

(on-campus + ITV) and adding an ITV classroom at the Plainview Center; and 

4) Retool technical/health occupations programs to meet current industry standards and provide 

faculty training in current industry standards relevant to their program areas. 

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P031S090008 

Los Angeles Harbor College, CA 

Grant Type: Individual Development Grant 

ABSTRACT

Los Angeles Harbor College (LAHC) is a comprehensive, two-year public community college offering a 

broad spectrum of transfer, vocational, and community services programs. Located near the bustling Port 

of Los Angeles, the college’s service area is ethnically and economically diverse, with a majority 

minority population. Transportation, international trade, and high tech/defense drive the area’s 

employment. Significant opportunities for individuals with college educations exist; however, 

educational attainment is surprisingly low. Harbor College is energetically working to prepare students 

for this rapidly changing workplace. Our faculty includes highly motivated professionals for whom 

student success is the highest priority. Occupational projections for Business occupations are expected to 

grow 10-23 percent, and Engineering occupations are expected to grow 21-25 percent over the next 5-7 

years. 

Los Angeles Harbor College should be a conduit to Bachelor’s degrees in these fields for area residents 

who need and want to begin at the community college level. Yet these are the programs that are 

struggling at Harbor College, with low enrollments, low graduation rates, and low rates of transfer. 

Over the life of the grant, Los Angeles Harbor College proposes the following activity as a solution to the 

problem: Accelerating Success at Harbor College 

Los Angeles Harbor College proposes to streamline degree completion in the high-demand fields of 

Engineering and Business, based on a successful model and best practices, by re-designing the curricula 

to (a) allow student cohorts to complete Associate Degrees in 18-months, (b) incorporate cutting-edge 

“green technologies,” and (c) provide support for success and completion with contextualized English and 

Math, Learning Coaches, and technology solutions, such as e-portfolios, e-Live interactive content 

delivery, student portals, and virtual communities. We will secure successful transfer to bachelor’s 

degrees in Engineering and Business at California State University - Dominguez Hills and Long Beach 

through faculty exchanges culminating in curriculum alignment and articulated transfer agreements. We 

will strengthen support for success for all students through intensive faculty development and for firstyear students with comprehensive assessment, early alert, and technology solutions that mirror those 

noted above to ensure successful transitions and promote retention. 

18
P031S090047 

Universidad del Este – Carolina Campus, PR 

Grant Type: Individual Development Grant 

ABSTRACT

Universidad del Este at Carolina (UNE-Carolina) is located in the northeastern region of Puerto Rico. It 

is a 4-year private, non-profit institution with an enrollment of 7,089 as of fall of 2008. 

Over the life of the grant, Universidad del Este at Carolina proposes the following activity: 

The Multi Language Laboratory Center: Road to Academic Success 

Through the proposed Title V Activity aims at improving the academic attainment of Hispanic students 

and other low income individuals by: 

1) enhancing the academic quality of students’ educational experiences; 

2) lowering the DFW rates in high-risk courses to increase GPA, retention and graduation rates 

through tutoring and supplemental instruction; 

3) strengthening curricular offerings through development of structured academic activities targeting 

English and Spanish Language skills in a lab setting; 

4) strengthening academic programs through comprehensive faculty professional development 

activities, service learning, technology and research; 

5) increasing physical and technological infrastructure to support the teaching of Spanish, English, 

and World Language high-risk courses; and 

6) increasing scholarship revenues through matched endowment funds. 

The Title V Activity is designed to provide the Universidad del Este at Carolina’s student population 

with: 

a) academic support services to include tutoring and supplemental instruction; 

b) faculty development including learning community approaches, service learning activities, and 

other effective teaching strategies; and 

c) matched endowment funds to provide scholarships. 

19
P031S090114 

Mountain View College, TX 

Grant Type: Individual Development Grant 

ABSTRACT 

Mountain View College, one of only two Hispanic-Serving Institutions in North Texas, is a 

comprehensive two-year public community college in southwest Dallas County, Texas. Mountain View 

College is making special efforts to increase the college-going rates and economic and educational 

attainment levels of the area. 

Over the life of the grant, Mountain View College proposes the following activities: 

Activity One: Programs to Encourage College Readiness initiates programs to encourage student 

success before college enrollment. The activity focuses on increasing partnerships and enrollments by 

reaching out to underserved communities and developing a more welcoming environment for Hispanic 

and low-income students. The activity has three components: a high school liaison program, the 

development of community linkages, and a spring-summer bridge program. 

Activity Two: Improved New Student Success Through Instructional Innovations and Support 

After College Enrollment will include the development of a Center for the Success of New Students to 

enhance academic and social support for new students entering the college. The Center and its key 

components will centralize services for new students to encourage their success and it will offer a central 

location for new students to easily access the services they need. Moreover, the Center will ensure that 

Mountain View College advisors, counselors, and faculty can use a case-management approach to 

provide early intervention to students who need additional help. A broad faculty professional 

development program will promote learner-centered strategies that will address the needs of our primarily 

Hispanic and low-income students. 

20
P031S090139

Victoria County Junior College, TX 

Grant Type: Individual Development Grant 

ABSTRACT

Victoria College (VC) proposes to establish a College Partnership Program and a Comprehensive 

Transitions Initiative aimed at keeping the educational pipeline open and easily navigable for Hispanics, 

low-income, and other traditionally underrepresented students in the Golden Crescent region of South 

Texas. 

Over the life of the grant, the Victoria College Title V project will include two, specific interrelated 

activities aimed at increasing: 1) the number of full-time degree seeking undergraduate students enrolled 

at Victoria College; 2) the number of first-time, full-time degree-seeking undergraduate students who 

persist term-to-term and year-to-year; and 3) the percentage of first-time, full-time degree-seeking 

undergraduate students enrolled at Victoria College graduating within three years of enrollment. The 

project incorporates several phases addressing four distinct problems identified in the Victoria College 

Comprehensive Development Plan and aligned with Victoria College’s institutional strategic priorities 

and goals—college readiness and college-going rates, outreach capacity, transition support, and 

partnership: 

 

Activity I - The College Partnership Program ( CPP) will establish comprehensive partnerships with 

three area school districts in order to implement College Access Resource and Success (CARS) Centers on 

the partnering high school campuses. This Activity will lead to two major outcomes: 

a) An increase in the number of students from the targeted high schools who meet the Texas Success 

Initiative Higher Education Readiness standard; and 

b) an increase in first fall participation levels of graduates from the targeted high schools. 

Activity II – The Comprehensive Transitions Initiative (CTI) will enhance the system of support for 

first-time-in-college (FTIC) students and others who struggle with the academic rigors of college. The 

initiative includes: 

 1) enhancement of the Victoria College First Year Experience (FYE) project; 

 2) expansion of Supplemental Instruction (SI) and tutorial services; 

 3) development of an intervention program for students on scholastic probation; and 

 4) development and enhancement of targeted transition services. 

The emphasis of this activity is on helping students make successful transitions from one level of 

educational endeavor to the next. Services will assist students in making connections to people, 

resources, and skills that will empower them to persist towards achieving their educational goals. This 

activity will lead to four major outcomes: 

a) Higher rates of student persistence fall-to-fall; 

b) Higher rates of academic success for students transitioning from developmental coursework to 

college level studies; 

c) Higher rates of transfer form VC to 4-year institutions; and 

d) Higher rates of students earning associate’s degrees. 

21
P031S090029

Cerritos College, CA 

Grant Type: Individual Development Grant 

ABSTRACT

At a time when a college degree is ever more important finding a job, 93 percent of Cerritos College 

(CC) students are assessed as lacking basic skills, and almost 40 percent fail to succeed in their 

coursework. Of Cerritos College’s Hispanic students, who comprise 54 percent of the student body, only 

36 percent achieve their stated educational goals. In Fall 2009, more stringent graduation requirements 

will take effect, and the consequences for these students will be severe. To address this, Cerritos College 

proposes to broaden the application of a successful campus pilot initiative: “Habits of Mind” (HOM). 

The “habits” are traits identified through faculty research as essential to student success: Focus, 

Advance, Link Up, Comprehend, Organize, and New Ideas (these traits are centered on the memory peg 

of the Cerritos College falcon mascot). 

Over the life of the grant, “Habits of Mind” concepts will be infused throughout the curriculum and 

within student services by implementing four activity strategies: 

1) Strategies to Help Students Develop the Six Habits of Mind 

2) Faculty and Staff Development to Support HOM for Student Success 

3) Infusing HOM Across Developmental Education Program 

4) Coordination of Institutional Services and Programs to Support HOM Initiative. 

The project is managed by those who created “Habits of Mind” – experienced faculty, with a plan for 

future sustainability. A highly committed administration and a strong evaluation component will ensure 

success. 

22
P031S090050

GateWay Community College, AZ 

Grant Type: Individual Development Grant 

ABSTRACT

GateWay Community College in Phoenix, Arizona serves a highly diverse population of 6,800 students 

from communities throughout the Phoenix area and Maricopa County. GateWay Community College 

seeks to improve student outcomes in higher education, especially among Hispanic and low-income 

populations, by establishing and improving capacities to increase access and achievement in college 

programs. The project will focus on improving developmental education programming, improving 

student tracking, and integrating services with enrollment and registration processes. 

Over the life of the grant, GateWay Community College proposes to implement a comprehensive faculty 

development program, promote the development of innovative curriculum strategies for developmental 

education, and establish a student tracking and assessment system to help students move forward toward 

completion. 

Outcomes emerging from successful completion of project goals will include an increase in the number of 

students successfully entering, progressing, and completing programs leading to academic degrees and 

certificates.

23
P031S090014

California State University - Bakersfield, CA 

Grant Type: Individual Development Grant 

ABSTRACT

California State University, Bakersfield (CSUB) is located in Bakersfield, CA. The California State 

University system has identified a serious and growing system-wide problem in graduation rates, 

particularly among Hispanics. There is strong evidence that this problem will be exacerbated with the 

expected tidal wave of demographic changes, recent enrollment surge, and losses in state funding tied to 

the severe, unexpected economic downturn. California State University, Bakersfield was founded to 

provide accessible high quality public education to one of the most challenging service areas in America – 

the southern San Joaquin valley of California. This valley has historically had the lowest levels of 

education aspiration and attainment in California. 

Over the life of the grant California State University, Bakersfield proposes a project that will address 

significant current obstacles to California State University, Bakersfield achieving its goal of student 

success. The following project has one Activity which consists of two strategies: 

Project Activity: Achieving Academic Excelencia at California State University, Bakersfield as an 

Hispanic-Serving University: Building a Foundation of Excellence and Clear Pathway to Degree 

Completion for all Students

1) Strategy One: Giving students an excellent running start by developing a supportive and 

effective first year learning environment (FYE) for all students, including: strengthening of 

existing FYE programs and services; integrating these programs and services into an improved, 

cohesive FYE; faculty and staff development to achieve excellence in producing more learning in 

CSUB; curriculum development to embed established benchmarks of student learning excellence; 

and establishing a “One Stop Center” to make all needed student services more accessible as well 

as effective. 

2) Strategy Two: Strengthening capability to remove roadblocks along the pathway to degree 

completion for Hispanics students by: establishing communities of practice for cross-functional 

collaboration to address obstacles requiring university-wide cooperation and solutions; 

strengthening the Teaching and Learning Center; and developing a culture of evidence in which 

continuous evidence-based evaluation informs planning and resource allocation. 

24
P031S090069

Regents of New Mexico State University – Grants Campus, NM 

Grant Type: Individual Development Grant 

ABSTRACT

New Mexico State University-Grants Campus (NMSU-Grants) in Grants, New Mexico, is a two-year 

public community college within the New Mexico State University system, offering transfer-oriented 

Associate of Arts and Science degrees, Associate in Applied Science degrees, and occupational 

certificates. New Mexico State University-Grants Campus serves Cibola County (population 27,285) in 

Western New Mexico, a rural, isolated area with a majority-minority population (34 percent Hispanic, 41 

percent Native American). With just 10 percent of adults holding bachelor degrees and family poverty 

rate of 31percent, area residents look New Mexico State University-Grants as a first step out of hardship. 

Subsequently, institutional enrollment has nearly doubled since 2004, with particular increases in Webbased courses. Despite area demand for professionals in Science, Technology, Engineering and Math 

(STEM) fields, and Science, Technology, Engineering and Math transfer opportunities at our parent 

institution New Mexico State University-Las Cruces, just 3.6 percent of our Hispanic students have 

declared Science, Technology, Engineering and Math majors (fall 2008). Since 2003, only 21 of our 

Hispanic students have transferred into New Mexico State University-Las Cruces Science, Technology, 

Engineering and Math degree programs. While students increasingly look to the Web for educational 

access, New Mexico State University-Grants faculty have not been systematically trained in Web-based 

instruction and tools. As a result, haphazard development of Web-based courses has depended upon a 

few faculty with expertise, leaving gaps in online and blended courses (online didactic content, on-ground 

laboratory instruction) leading to Science, Technology, Engineering and Math degrees. Meanwhile, 

infrastructure deficiencies, including outdated science instrumentation, technology limitations, and 

inadequate facilities, undermine the University’s ability to connect Hispanic, low income students to 

effective Science, Technology, Engineering and Math learning environments. 

Over the life of the grant New Mexico State University-Grants proposes the following activity: 

Connecting To STEM (Science, Technology, Engineering and Math): Identifying the Path. 

The activity will deliver extensive faculty development in Web-based instruction, supported by Faculty 

Studio tools and resources and resulting in the redesign/conversion of a host of core General Education 

and Science, Technology, Engineering and Math courses to highly-effective online and blended (online 

didactic content coupled with on-ground lab instruction) formats. Newly developed online services – 

including Online Advising, Online Orientation, Online Quick Connect (academic Early Alert), Online 

Library Resources, and Online Career/Transfer Resources, built upon improved technological 

infrastructure, will be accessible wirelessly and from updated computer labs on campus, as well as from 

outreach center labs throughout the region. Updated science instrumentation and a newly-developed 

Environmental/Chemistry Lab will support blended Science, Technology, Engineering and Math 

curricula, including newly developed introductory courses in Environmental Technology, Energy 

Technology, and Engineering Technology–areas of Science, Technology, Engineering and Math career 

growth in New Mexico. 

25
P031S090031 

Universidad Politecnica de Puerto Rico, PR 

Grant Type: Individual Development Grant 

ABSTRACT

The Universidad Politecnica de Puerto Rico Title V Individual project for the San Juan Campus, is 

directed towards two activities that will profoundly strengthen the university. Together, these two 

activities will impact over 5,000 Hispanic students and will serve to strengthen the undergraduate 

engineering academic programs, the fiscal sustainability of the university, and strengthen institutional 

management. 

 Activity 1: Engineering Curriculum Revision

 The overall goal of this activity is to increase the enrollment of Hispanic engineers in pursuing 

 degrees in Mechanical Engineering with a Minor in Aerospace. This new minor is developed in 

 response to market demands to increase the workforce with engineers educated and trained in this 

 area of local, national, and international importance. 

Activity 2: Upgrading Technology Infrastructure

 This activity will provide for a university-wide overhaul of its outdated network cabling system 

 and electronic communications. As per industry standards, all buildings and facilities in support 

 of academic and research endeavors will receive a much needed new cabling system and 

 upgrades that will bring the university in line with current information technology usage and 

 exchanges with other universities, industry, and government. 

26
P031S090040 

College of the Sequoias, CA 

Grant Type: Individual Development Grant 

ABSTRACT

The College of the Sequoias (COS) Community College District serves both Kings and Tulare Counties. 

The college is located in the San Joaquin Valley in central California. The philosophy of the college of 

the Sequoias is based upon a belief that all individuals are innately valuable and entitled to develop their 

full potential; that a healthy and vigorous society benefits from an informed appreciation of the cultural, 

racial and socioeconomic variations among its members; that a democracy depends upon a critical, 

questioning and informed citizenry; and that through its programs the college serves the individual, the 

community and society. In fall 2008, The College of the Sequoias had a population of 13,438 students, 

with 32.8 percent enrolled full-time. In spring 2008, 46 percent of the student population at The College 

of the Sequoias was Hispanic. Concurrently, the college is also experiencing a trending growth of 

students who are extremely underprepared for college coursework, even at the Basic Skills level. 

Over the life of the grant, the College of the Sequoias proposes the following activity: The Student 

Excellence, Quality, Opportunity, Initiative, and Success (SEQUOIAS) Program to better meet the 

needs of Hispanic and other low-income students in its service area, help ensure their learning success, 

and bridge the disparity between student academic preparation and their academic goals. This activity will 

be achieved through three primary, inter-connected components: 

1) Student Connections – Through the proposed centralized Student Success Center, COS proposes 

to augment our First Year Experience program, including enhancing Learning Communities (LCs), and 

initiating a Second Year Experience , inclusive of Learning Communities and support services designed 

to cultivate persistence, graduation, and transfer to 4-year institutions. An improved system for 

Orientation/Assessment/Placement will also be implemented, designed to target students with 

undiagnosed learning disabilities primarily due to language and learning barriers; 

2) Faculty Development – Through the Teaching and Learning Center (TLC), COS proposes the 

formation of faculty communities to share instructional strategies and curriculum innovations, continuing 

work begun in developmental education, then expanding to transfer level courses. Faculty Inquiry 

Groups (FIGs) will be used to address diverse learning/teaching styles that will improve student retention 

and persistence; and 

3) Management and Evaluation – Improvements to information systems and annual standardized 

surveys will allow for structured tracking of student outcomes. A contracted Grant Manager will be 

retained for the duration of the Title V grant. 

College of the Sequoias is committed to the success of this Title V Project, and has accordingly 

committed the resources of its faculty, administration, staff and facilities to this end. The activity 

proposed, including the components and objectives, will be fully institutionalized and integrated into the 

College of the Sequoias strategic plan of increasing student access and success. 

27
P031S090125

Carlos Albizu University – Miami Campus, FL

Grant Type: Individual Development Grant 

ABSTRACT

Carlos Albizu University (CAU)-Miami, located in one of the most highly populated Hispanic 

communities in the nation, is an open-access, private, nonprofit university that serves nearly 500 

undergraduate students each year. In recent years the university has undergone a transformation unlike 

most higher education entities: it has gone from providing only graduate education to expanding the 

higher education pipeline through the addition of undergraduate programs (Bachelor degrees and a newly 

approved Associate degree). This has been a logical progression for an institution located in a 

metropolitan area that ranks third in number of immigrants with legal permanent resident status and first 

in percent of foreign-born residents, with the vast majority being of Hispanic origin. This demographic 

portrait points to the growing need for entry-level higher education opportunities founded on sensitivity to 

the needs and socio-cultural characteristics of the area’s Hispanic population—the very principles upon 

which Carlos Albizu-Miranda founded the university that bears his name. 

Over the life of the grant, Carlos Albizu University proposes to: 

 1) Redesign English as a Second Language (ESL) and Developmental English with a computer 

 lab component and Basic Algebra/Arithmetic with a computer lab component; 

 2) Develop new general education science courses (biology, anatomy and physiology, 

 fundamentals of physics and chemistry); 

 3) Develop two Bachelor’s of Science concentrations (Health Psychology and Forensic 

 Psychology); and 

 4) Expand instructional facilities, adding five classrooms, two science labs, a prep lab, a language 

 lab for English Language Learners, and a math/open computer lab. 

28
P031S090015 

Otero Junior College, CO 

Grant Type: Individual Development Grant 

ABSTRACT

Otero Junior College in La Junta, Colorado, is a public, Hispanic-serving, two-year degree granting 

college that serves approximately 1,600 students in rural southeastern Colorado. Otero Junior College’s 

service area is among the most economically-depressed in Colorado, with median incomes far below the 

state average. Based on the most recent estimates from the U.S. Census Bureau, the Hispanic population 

in Colorado is at 19.5 percent. Otero Junior College caters to local area residents who either cannot 

afford to leave the area to pursue schooling or who choose to stay in the area because of family or other 

obligations. Otero Junior College has an open admissions policy, which means that many of our students 

have deficits in their academic skills when they enroll. The most recent figures show that 60 percent of 

our students require some type of remediation assistance. 

Over the life of the grant Otero Junior College proposes a single activity - “Improving Student Success.” 

The activity is designed to help eliminate many problems identified at Otero Junior College, including a 

need for an expansion of outreach, intervention and recruitment; a need to keep up with rapidly-evolving 

technology; and a need for additional faculty professional development. These problems, identified 

through a self-study and a 10-year accreditation review, will be addressed through the development of 

support activities that will enable Otero Junior College to increase the services provided to students, 

especially our minority and low-income students. This will be done in part through the hiring of key staff 

members. 

The project will produce clear outcomes, addressed through three components: 

 Component 1: Developing the Student Success Center to provide tutoring, advising and support 

 services to students; 

 Component 2: Improving professional development activities for faculty; and 

 Component 3: Improving access to technology and technology support on campus. 

29
P031S090016 

Antelope Valley College, CA 

Grant Type: Individual Development Grant 

ABSTRACT

Antelope Valley College (AVC) is a public; two-year Hispanic-serving institution located in Lancaster, 

California. The Antelope Valley College service district is approximately 2,000 square miles, one of the 

largest in the nation. 

Over the life of the grant, Antelope Valley College will embark on the following activity: Developing a 

Foundation for Student Success through a Comprehensive Basic Skills Program. Through one wellplanned Activity, Antelope Valley College will address deficiencies in programs that have the greatest 

impact on the success of Hispanic and other underprepared students. Through this activity the Antelope 

Valley College proposes the development of a comprehensive Basic Skills Success Center that will be 

charged with coordinating the Antelope Valley College developmental program. In addition the project 

proposes the development of improved articulation agreements with feeder high schools in order to align 

their math and English curriculum with college level coursework. Internal research has pinpointed serious 

problems in this program that adversely affect student success that have not been addressed to date due to 

funding limitations. These specific problems will be addressed systematically–following 

recommendations from an internal task force based upon researched best practices, student input, and 

community needs–using the following strategies: 

 1) Develop outreach methods to better prepare high school graduates for college enrollment; 

 2) Address identified problems with assessment and curriculum; 

 3) Integrate more comprehensive and responsive student support services with instruction; and 

 4) Develop a tracking and evaluation capability to support continuous improvement of student 

 outcomes. 

 Antelope Valley College English as a Second Language and developmental education instructors will be 

engaged fully in developing learning outcomes, new and redesigned curriculum, alternative delivery 

systems and valid assessments to improve the effectiveness of their programs with Hispanic and other 

nontraditional underprepared students. Counselors will work with faculty in cross-functional teams to 

integrate support services and instruction following best practice. Since helping underprepared students is 

a big part of the college’s mission, all faculty across the curriculum will be involved in development to 

identify learning outcomes for their courses and adapt their pedagogy to address Hispanic student 

engagement issues and improve learning outcomes and retention for all at-risk students. All these 

components are necessary for an effective program according to national research and will be added and 

fully integrated into the program following best practices. 

30
P031S090035 

Our Lady of the Lake University, TX 

Grant Type: Individual Development Grant 

ABSTRACT

The purpose of the proposed Science and Mathematics Renovation, Retention, and Research Program 

is to affect long-range improvement in science and mathematics education to increase the opportunities 

for students, particularly Hispanic students, primarily Mexican-American, to complete undergraduate 

degrees and pursue careers in these disciplines or continue graduate studies. 

Over the life of the grant, Our Lady of the Lake University proposes a program that has two components. 

The components address the needs of undergraduate students (including transfer students): 

 1) Component One - a seven-week summer enrichment and academic support services program 

 to strengthen science and mathematics skills; and 

 2) Component Two - independent “hands-on” undergraduate research experiences for high 

 achieving students on high quality industry standard equipment. 

Title V funds will allow the university to renovate and upgrade laboratories and ancillary storage 

facilities, retrofit traditional classrooms to “smart” classrooms, upgrade and add computer capacity, 

acquire new equipment, revise science and mathematics curriculum and provide professional 

development activities for Our Lady of the Lake University faculty in technology-based teaching and 

experiences using modern industry standard instrumentation. Successful elements of the program will be 

integrated into the undergraduate science and mathematics curriculum. It is expected that graduation 

rates in the sciences and mathematics will increase by 45 percent by the end of the five-year grant period. 

Finally, over 170 science and mathematics majors and over 500 non-majors will benefit annually from the 

Science and Mathematics Renovation, Retention, and Research Program and the improved academic 

support services provided by this grant. 

31
32

P031S090128 

California State University - Dominguez Hills, CA 

Grant Type: Individual Development Grant 

ABSTRACT

California State University, Dominguez Hills (CSUDH) is a comprehensive, four-year public, 

Hispanic-serving University. The most diverse campus west of the Mississippi, the campus services the 

communities of South Central Los Angeles County, which include a large number of lower-income 

families, endemic poverty, and significant immigrant populations. California State University, 

Dominguez Hills is located on the historic Rancho San Pedro, the oldest Spanish land grant in the Los 

Angeles area. California State University Dominguez Hills is one of 23 institutions in the California State 

University System. The student body at CSUDH is one of the most diverse and multi-ethnic in the 

western United States, with 81.6 percent of students reporting an ethnicity other than White, and female 

students outnumbering males two to one. The largest ethnic group is Hispanic, comprising 39.5 percent 

of undergraduate enrollment in 2008, growing from just 15 percent in 1991. 

The University’s academic organization consists of Colleges of Liberal Arts, Natural and 

Behavioral Sciences, Professional Studies, Business and Public Policy. The academic program includes 

44 baccalaureate programs, 25 master’s degree programs, and a full range of teaching and service 

credentials. California State University, Dominguez Hills’ mission is to provide education, scholarship 

and services that are, by design, accessible and transformative. 

Despite the institution’s success, California State University, Dominguez Hills has faced an 

unprecedented set of challenges in recent years as the composition of the student population has 

dramatically shifted coupled with severe state-wide education budget cuts that have disproportionately 

impacted first-generation educated Hispanic students. 

 

Over the life of the grant, California State University, Dominguez Hills proposes one main 

Activity to address recent challenges: 

ENCUENTRO HACIA EL EXITO (ENCOUNTER TO EXCELLENCE) 

The activity has two components which are uniquely designed to solve the two significant problems – 1) 

Academically underprepared Hispanic students who qualify for admittance to California State University, 

Dominguez Hills and 2) An oversubscribed student success services infrastructure. The Encuentro Hacia 

el Exito Activity will be recognized for its unique and progressive practices for incoming Hispanic 

freshmen. 

Component 1: Strengthen Developmental Education Capacity 

Strategy 1: Encuentro Academy Summer Bridge 

Strategy 2: Education Academy Learning Community and Supplemental Instruction 

Strategy 3: Education Academy Faculty Development 

Component 2: Strengthening Success Support 

Strategy 4: Technology Assisted Student Progress Tracking and Advising 

Strategy 5: Advisor Training & Peer Mentor Training 

Strategy 6: Outreach to Families and Community