Title III Part A
P382B080007 – City College of San Francisco
With the requested funds, City College of San Francisco (CCSF) will create the Asian/Pacific Islander STEM Achievement Program (ASAP), designed to increase the number of degrees and transfers for disadvantaged Asian/Pacific Islander and other underserved students in the disciplines of science, technology, engineering, and mathematics (STEM).
Founded in 1935, CCSF is among the oldest and largest community colleges in the nation, enrolling roughly 100,000 students and provides educational access and opportunity to an extremely diverse student population, including over 18,000 (38 percent) Asian and Pacific Islander students each year.
A close examination of Asian and Pacific Islander students at CCSF reveals a complex and heterogeneous picture, with many students struggling in the critical areas of science, technology, engineering, and mathematics. Education in STEM is a crucial component of the K-16 pathway, preparing students to compete in one of the most important sectors of the global economy.
Unfortunately, challenges such as under-preparedness for college coursework, lack of financial resources, responsibilities outside of school, and difficulties in mastering mathematics inhibit the success of Asian/Pacific Islander and other disadvantaged students in these key disciplines.
In September 2007, CCSF launched a series of investigations to improve the participation and academic outcomes of disadvantaged, underrepresented students in STEM disciplines. This comprehensive, nine-month long effort has shaped the Asian/Pacific Islander STEM Achievement Program, which will build on proven, successful models; leverage existing infrastructure and programs; and respond to the specific needs of CCSF’s disadvantaged students, as articulated by the data and the students themselves. ASAP will employ three key strategies in order to achieve its goal:
Each of the three strategies lead to increased STEM degrees and transfers by 10 percent.
P382B080004 – Seattle Community Colleges
Performance Period: October 2008 to September 2010 - South Seattle Community College, Seattle, Washington, a public community college serving the southwest area of Seattle will implement a two-year project to improve the retention, transfer and graduation rates of under-served Asian Pacific Islander (API) community colleges.
Activity One: Improve API Freshman Experiences - A culturally relevant, family oriented student success orientation for API students and their families will improve first- year retention rates by providing students with success strategies and their families with support strategies. Students will then enter clustered learning communities to improve progression through remedial, developmental coursework.
Activity Two: Increase API English as Secondary Language (ESL) Transition Rates to College Courses – ESL instructors will learn how to teach ESL students to transition to college courses and new courses will be developed to this same end.
Activity Three: Improve API retention rates – A Virtual API Resource Center will become an electronic hub for collecting and distributing API retention best practices to other API-serving institutions and the higher education community. Service learning courses and faculty development will also be used to improve retention rates. The University of Maryland is a four-year public research university that has attained eligibility as an Asian American Native American Pacific Islander serving institution. It has 2,896 full-time faculty and 856 part-time faculty. P382B080001 – Foothill – De Anza Community College District Guam Community College (GCC), a two-year public higher education institution, is a multi-cultural, multi-ethnic career and technical educational institution created by Public Law 14-77 in 1977. Guam Community College, Guam’s only community college, is accredited by the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges through spring 2012. Guam Community College’s grant proposal is to affect student enrollment, retention, and graduation by students’ use of a permanent concrete Learning Resource Center (LRC) building outfitted to withstand Guam’s volatile weather environment (e.g., typhoons). The construction of an LRC building will improve academic quality and student learning outcomes by having learning resource materials continuously accessible and at a level (quantity) comparable with peer colleges (College & Research Libraries News, Association of College & Research Libraries, March 2000, Vol.61 No. 3). Data reveals that Windward Community College, a peer college, has a larger number of print materials (49,004) compared to GCC’s LRC (23,275) to support the students’ educational services. GCC’s primary population is 92 percent Asian and Pacific Islanders (Spring 2008) – of students in GCC’s programs of study (e.g., transportation, health science, information technology, etc.). The student profile for postsecondary full-time enrollment is 403 (151 males and 252 females); Asian/Pacific Islander (360); non-alien resident (18); white (12); African American (6); Other (6); and Hispanic (1), respectively. The target population will benefit since this project will have continuous access to the LRC building with a wide number of learning resource materials (books, magazines, reference materials, etc.). This project will serve approximately 15,000 secondary and postsecondary students, community, faculty, staff and administrators.