DatePrepared for

Post-Title V Grant:

Retrospective and Prospective

Assessment of Capacity as an HSI

October 10, 2016HACU 30th Conference

Eugene J. Cornacchia, Ph.D., President David Surrey, Ph.D., Professor of Sociology and Title V DirectorVirginia Bender, Ph.D., Special Assistant to the President for Institutional Planning 1

PART I - Pre-grant Perspective: Barriers impacting capacity Identify institutional challenges to advancing opportunities for Hispanics

Part II - Present Perspective: Successes & ongoing challengesExamine impact of Title V strategies to overcome barriers

Part III - Future Prospective: Post-Title V institutional capacity Appraise institutional changes, capacity and effectiveness for future planning

Session Format and Learning Outcomes

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Institutional Profile

• Founded in 1872; Catholic, Jesuit• Urban campus in NJ located 5.4 miles from New York City• Hispanic Serving Institution since 1999• Fall 2016 students: 3,500 (3100 at time of Title V

submission)Undergraduate students: 2,600Graduate students: 900

• Average undergraduate class size: 22• Percentage of full-time undergraduates living on campus: 38%• Geographic Origin: 87% of FT undergraduates from New Jersey,

11% other states, and 2% international• Diversity of Undergraduates: 40% Hispanic, 26% Black, 8%

Asian 26% Hispanic prior to Title V grant

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Title V Experience

First Title V Grant: 1999-2004Development of a Unified Academic, Administrative and Student

Support System

Second Title V Grant: 2010-2015Strengthening Achievement Among Hispanics ad Other minority

Students

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Barriers impacting capacity

Identify institutional challenges to advancing opportunities for Hispanics

PART I - Pre-grant Perspective

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MISSION

• Alignment of Title V and Institutional Mission and Goals

STRENGTHS

• Identification of institutional capacity and strengths

CHALLENGES

• Challenges (and opportunities): Demographics, Student Outcomes, Institutional Resources, Technology, Curricular, Cultural

Pre-Grant Planning & Assessment

Cultural, programmatic and resource challenges impacting capacity 6

Mapping Institutional and Title V Missions

Institutional Mission Title V MissionSaint Peter’s University, inspired by its Jesuit, Catholic identity, commitment to individual attention and grounding in the liberal arts, educates a diverse community of learners in undergraduate, graduate and professional programs to excel intellectually, lead ethically, serve compassionately and promote justice in our ever-changing urban and global environment.

The Developing Hispanic-Serving Institutions (DHSI) Program provides grants to assist HSIs to expand educational opportunities for, and improve the attainment of Hispanic students.

Pre-Grant Planning: MISSION

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Mapping Institutional and Title V Goals

Institutional Goals Title V GoalsLinkages to the wider community through the programs of outreach and public service. Opportunities for leadership in urban education.

Expand educational opportunities for Hispanic students.

Intensified student engagement with service and Jesuit values.Increased student engagement in research, internships, service, etc.Enhanced academic support services for all student populations.Expanded instructional support through ongoing technological upgrades and training.Improved retention and graduation rates across programs.

Improve the educational attainment of Hispanic students.

Innovative programs to build enrollment.Effective programming for adult learners.

Expand and enhance institutional academic offerings.

Pedagogical innovation through faculty development.Professional development to foster appreciation for diverse cultures.

Expand and enhance institutional program quality.

Greater fiscal capability and stability.Support the development of programs that will expand revenue opportunities.Utilize assessment data effectively to improve student learning and institutional effectiveness.

Expand and enhance institutional stability.

Pre-Grant Planning: MISSION

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Pre-Grant Planning: STRENGTHS• Solid First Year retention: 72% pre-grant• Growing programs speaking to minority identities• Five year strategic plan• Culture of shared governance and transparency• Inclusive budgeting process • Successful fundraising • Student satisfaction with support (CSS, 2008)

Saint Peter’s 4-Yr Priv. Colleges

Tutoring or other academic assistance

70.7% 66.6%

Academic advising 75.8% 66.0%

Career counseling and advising 71.4% 55.5%

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Demographic Factors

• New Jersey: Most densely populated state and county• Jersey City most ethnically diverse city in country my

many lists• Majority of student population drawn locally from Hudson

(35.7%) and Essex County (14.8%)• Hudson County: 63% Hispanic, 7% African American, 12%

Asian• Essex County: 30% Hispanic, 57% African American, 2%

Asian• 25% of freshmen from homes where English was not first

language compared to 7% for private colleges nationally • 42% listed Spanish as first language• 51% first generation college: neither parent graduated

from college 10

Pre-Grant Planning: CHALLENGES

Student Outcomes

Hispanic and African–American graduation rates were low: Hispanics and African-American graduation rates were respectively 13% and 26% below that of their White, non- Hispanics fellow students

Retention after sophomore year was challenging: Losing 15-20% of rising juniors

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Pre-Grant Planning: CHALLENGES

Pre-Grant Assessment

Financial Resources

• Tuition-driven• Vulnerable to enrollment fluctuations• Limited discretionary funding• Faculty workload• Deferred maintenance• Lagging technology

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Pre-Grant Assessment

Technology & Infrastructure

59% satisfied with IT (68% for private four-year colleges)

55% satisfied with laboratory facilities (63% for private four-year colleges)

65% satisfied with library (72% for private four-year colleges)

Institution not meeting student expectations (Source: CSS, 2008)

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Pre-Grant Assessment

Curricular Limitations

25% of incoming class from homes where English was not first language

For the entire undergraduate population in which English was not first language, 49.7% listed Spanish as first language

Absence of an English Language Learning/English as a Second Language Center/specialists in this area

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Pre-Grant Assessment

Cultural

Racial/ethnic divide between students & faculty. 88.5% of FT faculty White non-HispanicLess than 9.6% of FT & 33% of PT faculty from minority groups.

Limited development for faculty and staff in cultural competency & pedagogy

Limited programs tailored to strengths and challenges of students and families

Limited engagement in community outreach to Hispanic high schools and community organizations

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PART II - Present Perspectives

Successes & ongoing challenges

Examine impact of Title V strategies

to overcome barriers

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Title V Overall Goals and Strategies

• Establish ESL/ELL program/lab

• Conduct faculty /staff development to support cultural competency & pedagogy

• Develop and coordinate support & programs tailored to strengths and challenges for students and families

• Engage in community outreach-high schools and community organizations

• Create activities on campus tailored to Hispanic students to create a more welcoming presence

• Make technology enhancements

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Title V Activities

• Oscar Romero Faculty Curriculum Inclusion• Center for Learning and Culture (ESL/ELL)• CHiSPA • Summer Research Scholars• Campus Programming• Technology Upgrades• More Direct Resources for Students• Bonus Grant – William E. Simon Latin@

Engagement in Education Program

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Oscar Romero, S.J. Faculty Curriculum Inclusion Workshops

It is not just about the curriculum

• Week long immersion for faculty• Interactive Panels: curriculum, diversity,

learning styles, ESL/ELL Strategies, issues facing the Hispanic Community, students, and faculty from previous years

“Was so nice to learn about our wonderful & vibrant students. Many have dealt with cultural identity issues I never realized.” Faculty participant

Best Experts of All: Our Students!

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CELAC - Center for English Language Acquisition and Culture

• Special Curriculum with lab support

• Safe space• Tutors of similar background • Indirectly help initiative for

Undocumented Center• Special Admission consideration• Serving ESL-ELL Students

Fall 2012 - 9 Fall 2016 - 183

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CHiSPA - College & High School Partnership for Achievement

• Partnerships with 5 local high schools, beginning in 9th grade

• Curriculum: Workshops for students and teachers

• Programming: Educational trips and Family support

• College Prep: 2nd year eligibility for summer course for credit and special admissions category for Saint Peter’s University

Romero Summer Research Interns• Up to 20 students each year

• GPA requirement: 3.0 and above

• Paired with faculty mentor• 3-6 weeks of work

• Student and faculty stipends

• Leads to presentations at conferences and publications

• Range of disciplines: Biology, Business, Education, LALS, Political Science, Sociology, Health and Physical Education

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Title V: Academic ConferencesEastern Psychological Association 71 students from 2012-2015

Eastern Sociological Society

49 students from 2011-2015

Society for Applied Anthropology

70 students from 2012-2015

Campus Community Programming

Creative expressions series• Family/Community Dinner Theaters: Platanos and Collard Greens ; Yo Soy Latina• Latin Expo: Dance, Music &

Historical Explanations• Poetry SlamsWorkshops and Speakers• Relationship 101 series• Latin@ Health/AIDS awareness day• Domino Tournaments • Migration as a Human Right lecture• Banned Books Exhibit• Financial Aid workshops• College 101 series for high school students and parents

Technology

• CELAC Center • Two smart classrooms per year• New computer labs in two residence halls• Library Resources

•Databases specifically oriented for Hispanics•Book and Journals•Library Workshop Orientations•Language Lab•Enhanced wireless

Student Resources

For Families•Pre-college workshops in Spanish and English:

Financial Aid, The College Experience, Value of College Degree

•Education around loans and working off-campus•Adult ESL classes

For Students•Over 70 Loaner Laptops per year •Book Vouchers Per Year •Research and Work Study Jobs•Some scholarships for undocumented

Title V Grant Major Outcomes

14-point gain in retention and 7-point gain in graduation rates for Hispanic

students

• Hispanic 1st year retention from 71% to 85.4%• Hispanic 6-year graduation rate from 41% to

48%

First year retention increased from 72% to 81.6%and

graduation rate increased from 45% to 53%

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Outcomes

Objective Base 9/10 9/11 Projected

9/11Actual

9/15Projected

9/15Actual

Increase overall first-year retention

72% 72% 74.2% 75% 81.6%

Increase Hispanic first-year retention

71% 71% 69% 75% 85.4%

Increase overall six-year graduation rate

45% 45% 51% 48% 53%

Increase Hispanic six-year graduation rate

41% 41% 49% 47% 48.0%

Direct Accomplishments

• ESL/ESL Center institutionalized and integrated with academic support services.

• Pedagogical innovation/curriculum inclusion.

100 of 115 FT faculty have infused multicultural values into curriculum • Slight increase in minority student immersion in faculty/staff development.

• New pipeline programs from feeder schools.

• Increased graduate school admission rates.

• Expanded student research, internships, service, and other high impact

experiential learning opportunities.

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Remaining Challenges

• Retention and graduate rates disparities with other minority groups (but now we have a model)

• Limited institutionalization of all aspects of program: -high school feeder

partnerships-cultural programming for Hispanic and other

minority students -cultural immersion of faculty-summer research or funding for conference

presentations

• Limited progress on faculty diversity hiring

• Challenges to maintaining technology improvements White, non FT faculty from 88.55 to 82.8%

Hispanic FT faculty from 3.55 to 6.9%30

Part III - Post-Title V Prospective Assessment of Post-Title V Capacity: • More effective use of data and analytics• Evidence-based programming• Strengthened situational analyses for planning• Improved methodologies to track progress• Expanded capacity for grant applications and

other funding sources • New partnerships and initiatives

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Title V Connection to

Campus Planning and

Future Capacity- Building

Title V and Institutional Planning

↓↑

Accreditation

Strategic Plan

Enrollment Plan

Financial Plan

Technology Plan Facilities Plan

Academic Plan

Grant Planning ↓↑

↓↑↓↑

↓↑

↓↑↓↑

↓↑

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Evidence of Strengthened Institutional Capacity

• Enrollment Growth: Overall enrollment has increased 18% from 3010 in 2010 to 3550 in 2016

• Hispanic Students: From 26% pre-grant to 40%

• Strengthened Finances: Improved retention and graduation rates and subsequent financial stability: successive years of balanced, surplus budgets

• Program development: 15 new undergraduate and graduate programs

• Expanded Feeder Schools: New partnerships with community colleges and doubled transfer enrollment

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Enhanced Capacity from Indirect and Related Outcomes

• Permanent enhanced admission screening for ESL students• Enhancements to other student support services and reorganization of

Student Affairs and Academic Services• Opening of Center for Undocumented Students • Creation of Office for Diversity, Equity & Inclusion• Community ESL Program• Improved reputation as a community partner in Hudson County

(3 out of 5 partner schools are now top feeders)• Improved curriculum in feeder schools• Pluralism curriculum requirement

• Opening of Center for Undocumented Students

• Creation of Office of Diversity, Inclusion and Equity

• Expanded grants capacity

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Expanded Grant Capacity

• Grant Planning Task Force • Enhanced campus collaboration• More effective grant-writing culture• Several successful major grants

Three $1 million grants in the last year• TRIO• Give Something Back Foundation• Building Our Future Bond Act

And on September 27, 2016Awarded Title III HSI STEM Grant for $3.9

Million

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Summary Assessment: Elements of Title V Success

• Student-focused• Strong alignment with mission and strategic

plan• Data-informed • Grounded in research and best practices, but

tailored to distinct institutional culture and needs

• Campus-wide engagement• Ongoing assessment with student feedback• Linked to institutional planning, assessment,

effectiveness and renewal 36

Questions &

Discussion

Thank You

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