The Citrus College STEM Summer Research Experience (SRE) program was established in 2012 with support from a federal grant aimed at increasing the number of Hispanic STEM majors. Prior to 2012, data showed that Hispanic students were not selecting STEM majors at rates proportional to their enrollment at the college, and those enrolled in STEM were not succeeding or transferring at rates consistent with their peers.

The Yakima Valley College (YVC) TRiO staff created the Scaffolds to Success (SsS) program to increase the persistence, graduation, and transfer rates of incoming students who are low-income, first-generation, and academically under-prepared. All qualifying students are informed about the program; approximately one-third of qualifying students self-select into the program each fall quarter.

LEAP (Learning Enhanced through Accelerated Paths) was established in fall 2012 to address a challenge faced by 75% of incoming Hispanic students at Union County College — the requirement of developmental courses that delay degree completion. LEAP encourages timely graduation by providing first-time students the opportunity to complete accelerated developmental courses in English, mathematics or ESL.

The Equity Mentoring Program was developed in the Math Department as a result of the Equity in Excellence Project, which brought the Equity Scorecard from USC’s Center for Urban Education (CUE) to Community College of Aurora (CCA). The scorecard uses inquiry as a strategy to identify and change the practices and beliefs of institutions that lead to inequitable outcomes for students in terms of race/ethnicity.

Design for Completion (D4C) is a system-wide redesign of educational pathways, a reinventing of institutional roles, and a re-imagining of the vision of Odessa College. Two main interlocking initiatives under D4C are the Drop Rate Improvement Program and AVID. The first initiative, introduced in 2011, focuses on keeping Hispanic students in the classroom through four faculty commitments that target student-faculty connection.

The Bridge Program was initiated in 1998 to address the educational and support needs of incoming, first-time freshmen who place into the lowest basic skills levels at Mt. SAC. The program supports basic skill students to successfully progress to college level courses. The majority of students are Latino (91%), first generation, and low income.

The San Antonio College (SAC) Department of Services for Women & Non-Traditional Students (SWANS) provides a one-stop, comprehensive system of quality, support/retention services for SAC students and the community in its Empowerment Center.

The Lawrence Campus Student Success Center (SSC) was created in 2011 to address the multiple needs of Latino students using a holistic, personal case management approach to connect students to programs and services to strengthen their academic and leadership skills, reinforce positive behaviors, and build strong support networks that promote student success.

The LUCERO Program creates a positive connection for Latino/a students to develop exceptional academic, leadership, and professional skills while celebrating culture. “Lucero” means morning star and brilliance, which describes their students’ journey at Lansing Community College (LCC) from their first day to graduation or transfer to a 4-year university.

In 2006, South Texas College (STC) partnered with Progreso ISD (a small rural district with a high school student population of approx. 300 students) to develop an Early College High School (ECHS) Program. Schools in this program are designed under a “small school model” wherein 100 to 125 9th grade students start the program every year.

Pages