Current Higher Education Program Evaluations
City University of New York, Lehman College, Pathways to STEM Success (PTS3) (2016 – 2021)
The Pathways to STEM Success (PTS3), a U.S. Department of Education Title III-funded program aims to recruit, retain, and graduate low-income and Hispanic students in STEM and develop and enhance a model of transfer and articulation agreements between two-year HSIs (i.e., Bronx Community College and Hostos Community College), and Lehman, a four-year institution in STEM fields. The program implements student support, academic, and curriculum innovations intended to build student’s cultural capital, ameliorate administrative barriers to successful transfer, and support student outcomes in STEM.
California State University, San Bernardino Advising 4 Undergraduate Success (A4US) Program (2016-2021)
Advising 4 Undergraduate Success (A4US), a U.S. Department of Education Title III-funded program, aims to (a) increase the number of Hispanic and other low income students, particularly those who are Hispanic attaining STEM degrees, and (b) develop model transfer and articulation alignment (agreements) between two-year community colleges HSIs and CSUSB in the STEM field. To accomplish these goals, the program implements new advising methodology in STEM disciplines, provides technological enhancements to STEM student academic advising, and supports STEM faculty members to develop model articulation agreements in their respective disciplines.
California State University, San Bernardino Coyote First STEP (CFS) Program (2016-2021)
Coyote First STEP (CFS), a U.S. Department of Education Title V-funded program, seeks to (a) reduce the need for a number of developmental math courses incoming freshmen require, and increase the success rate in GE math, and (b) improve institutional identification, sense of belonging, understanding of college life, and academic mastery skills among incoming freshmen with developmental education needs to improve retention and time-to-degree. The program aims to accomplish these goals by implementing an innovative pre-freshman developmental education program and improving academic year course offerings and co-curricular programming.
California State University, San Bernardino Promoting Pre-and-Post-Transfer Success in STEM in Hispanic Serving Institutions (P3-STEM) Program (2017-2021)
The Promoting Pre-and-Post-Transfer Success in STEM in Hispanic Serving Institutions (P3-STEM) program is funded by the National Science Foundation. The goals of the P3-STEM program are to: (a) improve STEM student success at the four participating community colleges, leading to successful preparation for, and transfer to a four-year institution, (b) enhance the STEM transfer student experience at CSUSB, leading to baccalaureate degree candidates who are well prepared for STEM careers or graduate studies, and (c) identify and disseminate which of the factors in this multi-faceted program are most important for the success of these underserved students. To achieve these goals, the program provides financial support for student scholars, academic and curricular support for student scholars at their community college, and academic and curricular support for student scholars at CSUSB.
Santa Monica College STEM Learning and Leadership and Innovation Center (SLLIC) (2016 – 2021)
The STEM Learning and Leadership and Innovation Center (SLLIC) is a U.S. Department of Education Title III-funded program aims to improve the academic attainment of Hispanic students and other low-income individuals at SMC. In partnership with the University of California, Los Angeles (UCLA) and other university and industry partners, SMC will work cooperatively to increase the number of Hispanic and other low-income students who successfully pursue and obtain STEM degrees and careers. The program implements student support. The SLLIC aims to develop comprehensive SMC-wide engineering / computer science program, strengthen student support services for science, engineering, and computer science students, and establish an experiential learning program to increase STEM transfer and career exposure through externships and industry partnerships.
California State University, San Bernardino Here to Career: Improving Student Success in Digital Media Disciplines (Here to Career) Program (2016 – 2021)
Here to Career is a Title V-funded program at California State University, San Bernardino (CSUSB). In partnership with San Bernardino Valley College (SBVC) and Norco College (Norco), the overarching goal of the collaborative program is to improve Hispanic and low-income student success in digital media disciplines. The three main objectives of the program are to (I) Enhance student career readiness in the rapidly growing area of digital media, (II) Increase access, transfer readiness, and transfer student success in digital media programs through outreach to Hispanics and low-income students, and (III) Expand limited institutional resources to help Hispanic and low-income students. To support these objectives Here to Career is implementing five program activities that correspond with the specific, targeted milestones detailed in the project objective status section of this report.
Whittier College, Advancing STEM Academic (ASAP) Program (2015 – 2020)
The Title V-funded program at Whittier College intends to increase the retention and graduation rates of Hispanic STEM majors at Whittier College. This will be achieved through providing an interdisciplinary science course to underprepared freshmen, having a dedicated Advisor for Health and Science Professions, and developing a STEM internship program. Additionally, program funds will assist with renovating and equipping science laboratories with up-to-date equipment that replicates what students will find in their professional workplace. Research opportunities will be expanded for STEM students through the updated science building and facilities.
Hostos Community College, Adelante Program (2015 – 2019)
Funded by the U.S. Department of Education (Title V), the Adelante program aims to improve two-year graduation rates, college transfer rates; accelerate developmental education (DE) instruction and support, and improve institutional/ academic productivity for students. To accomplish these goals, the program implements DE skills workshops, supplemental instruction, capstone courses, student research, and faculty development.
Harvey Mudd College Computer Science for Insight: Strengthening STEM Departments’ Computational Identity through Their Students (CS) Program (2016-2019)
The Computer Science (CS) for Insight program aims to increase the computational identity of non-CS faculty members so there is a deeper integration of computing within non-CS departments at HMC. To achieve this goal, the program offers a CS for Insight course for non-CS majors, supports non-CS undergraduate students’ summer research projects, and provides multiple workshops for non-CS faculty members.
College of New Rochelle, Mentoring, Undergraduate Research, and Augmented Libraries (MURAL) Program (2015 – 2019)
The College of New Rochelle (CNR) School of New Resources (SNR) U.S. Department of Education Fund for the Improvement of Postsecondary Education (FIPSE) First in the World (FITW)-funded grant Mentoring, Undergraduate Research, and Augmented Libraries (MURAL) intervention focuses on increasing access and completion for underrepresented, underprepared, and low-income students. MURAL has employed an embedded librarianship model, a form of academic support that incorporates mentorship and instructional support (with regard to information literacy) to facilitate undergraduate research and ultimately persistence for adult URM learners.
University of California, Los Angeles, Maximizing Access to Research Careers (MARC) U-STAR Program (2014 – 2019)
The University of California, Los Angeles (UCLA) Maximizing Access to Research Careers (MARC) U-STAR program is funded by the NIH National Institute of General Medical Sciences. The program focuses on training underrepresented undergraduate students in academic research in the biomedical science to help prepare them for graduate training at the Ph.D. level. Additionally, MARC aims to help students with academic and social integration, scientific knowledge and skill development, and support and motivation through mentoring and advising.
California State University, San Bernardino Center for Advanced Functional Materials (CREST) Program (2014 – 2019)
The Center for Advanced Functional Materials (CAFM) program, funded by the Center of Research Excellence in Science and Technology (CREST) of the National Science Foundation (NSF), intends to determine new organic ferroelectric materials, which have wide use for electronic components and applications for data storage. Overall program goals are to increase the research productivity of faculty and enhance the research capabilities at multiple minority-serving institutions through the establishment of a sustainable, interdisciplinary and inter-institutional advanced materials research center. This research center will be partnered with three other eminent research centers in the United States. Additionally, the program aims to advance the scientific understanding of organic ferroelectrics and to increase the recruitment, retention, and degree attainment of STEM students, including members of underrepresented groups. The program will support: three distinct research subprojects led by three CSUSB faculty members; the development of new Materials Science and/or Engineering degree program at CSUSB and a new course at COD; undergraduate student research; and the development of winter intersession research enrichment experiences (winternships) at two partnering community colleges, College of the Desert and Victor Valley College.
Discovery Cube Advancing Wellness Education Outreach Program (2016 – 2018)
The Advancing Wellness Education Outreach Program aims to increase science literacy surrounding health issues and increase the number of health professionals from South Los Angeles working to improve the wellness of their community. The program has two main objectives: (1) Develop a curriculum for science education outreach centered around awareness of health issues and the science behind these issues; and (2) Increase student awareness of careers in health professions. In collaboration with local partner schools and organizations, the DCLA aims to develop and implement a curriculum that covers subject matter including health-associated behaviors, science-focused topics, and genetic/health issues that are prevalent in underrepresented minority communities. To increase student awareness of health professions, the program is partnering with local health organizations, hospitals, universities, etc. to secure guest speakers and coordinate field trips for students to visit a local university campus or other site.
California State University, San Bernardino Research Initiative for Scientific Enhancement (RISE) Program (2013 – 2018)
Funded by the National Institutes of Health (NIH), the Research Initiative for Scientific Enhancement (RISE) program aims to increase the number of underrepresented students from California State University, San Bernardino (CSUSB) that pursue and obtain Ph.D. degrees in behavioral and biomedical fields. RISE aims to accomplish this goal by implementing program activities intended to enhance academic performance, and provide biomedical and behavioral research training, professional development, and graduate school preparation.
City University of New York, Lehman College, Overcoming Barriers and Moving Up: The Sophomore Year Initiative (SYI) (2012 – 2017)
The Sophomore Year Initiative (SYI), a U.S. Department of Education Title V-funded program, aims to improve six-year graduation rates of Hispanic students with an emphasis on increasing retention rates of sophomores at Lehman College. To accomplish this overarching goal, the program implements initiatives through an early warning system, career counseling and other academic support, and facilitation of student early selection of a major area of study.
Current Applied Research Studies
California State University, Office of the Chancellor, Service Learning STEM Study (2014 -2017)
Funded by the W. M. Keck Foundation, the research study undertaken by the Center for Community Engagement (CCE) in the California State University, Office of the Chancellor (CO), Cobblestone and California Campus Compact (CAC), a statewide service-learning organization, will document the impact of STEM service-learning (SL) courses on common measures of student academic achievement, career development, and civic engagement. The research aims to uncover the essential elements of high quality SL present in participating CSU courses, determine if SL in STEM disciplines has a positive impact on student success in terms of academic achievement, career development, and civic engagement, and determine if there are differential outcomes for students depending on the quality of the SL course experience.
Harvey Mudd College, Inverted Classroom Study Evaluation (2013-2017)
Funded by the National Science Foundation (NSF), the Inverted Classroom Study at Harvey Mudd College (HMC) seeks to investigate the potential effect of the inverted classroom model on four main areas: Academic Learning Gains; Transfer of Knowledge; Interest in Science, Technology, Engineering and Mathematics (STEM); Metacognitive Gains. The program implements the inverted classroom model in selected mathematics, engineering, and chemistry courses at HMC. The model reverses the paradigm of traditional lecture courses by delivering lectures outside of class – by means such as videos or screencasts – and uses class time for instructor-mediated active learning.
California State University, San Bernardino Diversity-Promoting Institutions Drug Abuse Research (DIDARP) Program (2012 – 2017)
Funded by the National Institutes of Health (NIH) and National Institute on Drug Abuse (NIDA), the Diversity-Promoting Institutions Drug Abuse Research Program (DIDARP) aims to strengthen institutional infrastructure, enhance the capacity of California State University, San Bernardino (CSUSB) faculty to engage in meaningful and fundable research in drug abuse and addiction, and increase the number of disadvantaged students that pursue a career in drug abuse research.
Santa Monica College/University of California, Los Angeles Science and Research Initiative (2012 – 2016)
The Science and Research Initiative (SRI) is a collaboration between SMC and UCLA with an overarching goal to increase the number of students from underrepresented minority groups who successfully transfer to a baccalaureate program in a science, technology, engineering, or mathematics (STEM) discipline. Specifically, Santa Monica College students are provided with program services and activities to encourage and prepare students to transfer to research universities like UCLA. These activities include program funded courses, outreach activities to inform students of the STEM field, faculty workshops, and an SRI Scholars program. The program is funded through the US Department of Education.
San Bernardino Valley College and California State University, San Bernardino PASS GO (2011-2016)
The PASS GO program, a collaboration between CSUSB and SBVC, aims to improve the retention, graduation, and career readiness of Hispanic students and other low-income transfer students in the STEM disciplines. Funded by the United States Department of Education, the program intends to accomplish its goals by using a range of strategies that include career education, counseling, student service programs and articulation agreements to improve STEM transfer student success in their careers of choice.
University of California, Los Angeles, Bridges to the Baccalaureate Program at UCLA (2011-2016)
The Bridges to Baccalaureate Program at UCLA (funded by NIH) seeks to increase the number of students from underrepresented minority groups who successfully transfer to UCLA from local community colleges (i.e., Los Angeles Pierce College, Los Angeles Valley College), graduate with their baccalaureate degrees in the sciences, and pursue more advanced degrees in biomedical sciences. The Bridges Program provides community college students with workshops, courses, and tutoring designed to increase students’ academic and research skills, their understanding of the admissions process, and their interest in biomedical research and/or teaching.
California Polytechnic University, Pomona, Three Strategies to Improve STEM Graduation Rates (STEP) (2013 – 2015)
The STEP program, funded by the National Science Foundation (NSF), aims to increase the number of students who graduate in STEM fields at California Polytechnic University, Pomona (CPP). The STEP program has three primary components designed to accomplish this overarching goal: implementation of Bronco Scholar (an electronic repository); enhanced first-year experiences; and the development of the Office of Undergraduate Research (OUR).
Whittier College, Establishing Centers of Distinction for the Arts and Sciences (2010-2013)
The Establishing Centers of Distinction for the Arts and Sciences program, funded by the W.M. Keck Foundation, aims to maximize students’ learning by advancing the College’s deep commitment to the interdisciplinary curricula, collaborative teaching, undergraduate research and internships, and the integration of students’ learning experiences within local, national and international communities. The program has established two Centers at Whittier College: a Center for Science, Health, and Policy and a Center for Collaboration with the Arts. The program also provides funding for student Fellowships every year.
California State University Chancellor’s Office, Service Learning Transforming Educational Models in STEM (STEM)2 Evaluation (2010-2013)
Funded by Learn and Serve America, the (STEM)2 program uses strategies to encourage service learning and student success in STEM disciplines throughout the California State University (CSU) system. These strategies include supporting innovative programs at five CSU campuses, developing additional service learning courses and engaged department institutes, creating materials based on a replication of a successful program model, and building a network of support for partnership development. To read our final report for this evaluation, please click here.
California State University, San Bernardino CoyoteCareers Evaluation (2007-2012)
CoyoteCareers (funded by Title V) was designed to ameliorate disparities in academic achievement and career preparation for Hispanic and low-income students studying in the Science, Mathematics, and Research for Transformation fields. Program activities included tutoring in hard-to-pass classes, Academic Career Education workshops, alumni involvement, and service learning internships. Please click here to read our Cumulative Report, which covers program Years 1 to 5.
California Polytechnic University, Pomona STEM Pipeline Evaluation (2008-2011)
The STEM Pipeline Project at Cal Poly Pomona (funded by the College Cost Reduction and Access Act) was designed to assist underrepresented minority students in the Science, Technology, Engineering, and Mathematics (STEM) fields. Program activities include developing a formal STEM learning community, enhancing STEM counseling for community college students, creating a seamless transfer process for STEM majors, preparing students for the baccalaureate degree, and expanding tutoring, technology upgrades, and research apprenticeships. Please click here to read our Year 2 Final Report.
City University of New York, Lehman College Supplemental Instruction and Technology Program Evaluation (2006-2011)
The Title V-funded Supplemental Instruction and Technology Program strives to raise academic quality, improve student success, and enhance financial and management effectiveness. The program focuses on establishing a Supplemental Instruction program, increasing student performance in gateway courses, providing faculty development in best practices, and raising endowment funds.