Tag Archive for: College Futures Foundation
CVHEC 2022 Mini Grant Applications Now Open
Applications for the next Central Valley Higher Education Consortium 2022 Mini-Grant cycle are now being accepted and will continue until funds are allocated.
Once funds are allocated, grantees have until May 30, 2023 to finalize expenditures.
The CVHEC Mini-Grants project, currently funded by the College Futures Foundation, provides awards from $5,000 to $7,500 each which faculty from member institutions have creatively used for individual projects that help achieve the consortium’s strategy of increasing degree attainment rates.
Previous Mini-Grants have supported assistance and professional learning associated with Guided Pathways, Math Pathways, implementation of Corequisite English and math, course development and advancement of Pathways for Associate Degrees for Transfer. The grants may also incentivize basic needs and equity, race and social justice work.
Member institutions are encouraged to apply soon to allow enough time for project completion before the expenditure deadline.
The mini-grant application can be found at https://www.cvhec.org/wp-content/uploads/2022/02/CVHEC-Mini-Grant-2022-Application.pdf.
For application details, contact CVHEC Operations Manager Angel Ramirez at email@example.com.
Previous CVHEC Mini-Grants success stories:
CVHEC Director’s Message: Re-imagining the social and economic landscape of our region
Greetings and welcome to our June CVHEC e-newsletter,
Welcome to the end of the semester and to the first summer in two years when we are not shut down. As we emerge from the pandemic, faculty and staff at our Central Valley Higher Education Consortium member colleges and universities have been engaged in providing a great education to our students.
In this issue, please look at this month’s blog that , in light of a recent article regarding University of Californian, speaks to the Central Valley Program Pathways Mapper project that improves transfer of valley students to UC Merced as well as our three California State University campuses, Bakersfield, Fresno and Stanislaus.
We are also delighted to congratulate the Central San Joaquin Valley K16 Partnership (Fresno-Madera Collaborative & Tulare-Kings Collaborative) and the Kern Regional K16 Education Collaborative (Kern County Superintendent of Schools) on receiving $18.1 million in funding each from the state for a four-year effort to improve the educational and economic well-being of the Central Valley. Merced, Stanislaus, and San Joaquin County are pursuing a similar grant opportunity and should hear in early fall. These K16 Collaboratives that will include our CVHEC member institutions can change the very social and economic landscape of our region.
Last year, the Fresno-based K16 Collaborative served as a model for the funding that would eventually be allotted to create similar collaboratives throughout the state.
One of the initiatives funded by Fresno K16 Collaborative was the CVHEC MA Upskilling project which provided funding to support high school English and math teachers in earning their master’s degrees to allow them to teach dual enrollment college courses on their high school campuses to high school students. Dual enrollment is one of the strategies CVHEC is supporting to help move students into and through higher education. By the end of December 2022, there will be 118 new high school teachers in Fresno County holding MA degrees to facilitate the delivery of dual enrollment in our region.
I hope you enjoy the rest of the issue. We wish you a restful and safe summer.
CVHEC Director’s Message: Consortium Summit ’22 Wrap – Recapturing the Magic
CVHEC board members and May 6 summit participants enjoyed the music of Las Hermanas Medina at the Cinco de Mayo reception the day before more than 130 higher education leaders and advocates convened for the Higher Education Policy and Legislative Summit in downtown Fresno.
Greetings and welcome to our May CVHEC e-newsletter,
As the spring semester ends, there is so much to talk about. For the first time in two years, students and their families are enjoying attendance at live commencement ceremonies at colleges and universities throughout the Central Valley – you can feel the magic in the air.
Also, in a very generous gesture, institutions are honoring those graduates in 2020 and 2021 who were deprived of their commencement events by the pandemic by providing opportunities for them to participate in this year’s ceremonies as well. We know the graduates would also want to thank the staff and faculty on their campuses for helping them achieve their educational goals. Congratulations to ALL graduates and to your respective support systems!
As we celebrate our graduates, we hope you enjoy our May issue of the CVHEC Newsletter. You will see this was an exciting month for us as well. On May 5 and 6, CVHEC held its spring Board of Directors meeting and our first CVHEC Legislative and Policy Summit since 2019 live in Fresno. Participants were appreciative of the opportunity to reconnect in-person with colleagues and make new connections.
At the board meeting, the CVHEC Board of Directors was happy to welcome the University of California, San Francisco – Fresno campus as the 30th member institution of the Consortium. CVHEC also invited six newly-appointed CEOs as members of the Board.
This summit marked the 20th Anniversary of CVHEC with over 150 participants celebrating two decades worth of success by our member institutions in increasing the college-going rate for Valley residents. Please view the Summit photo gallery blog for the visual story of this very successful Summit.
Highlights of the summit include a conversation with Dr. John Welty, President Emeritus of Fresno State and founder of CVHEC, in addition to a panel of students from the region sharing how they navigated the pandemic. The annual visit and legislative update by Congressman Jim Costa also added to the day.
These highlights, the information that was shared with attendees about the initiatives in the Central Valley to improve student success, and the ability to network in a live setting were invaluable and welcome.
Enjoy our newsletter and enjoy your summer.
See: PHOTO BLOG
Charting Better Maps to Degrees
Historic UC Merced transfer initiative with Bakersfield, Merced Colleges launches Nov. 4
A hybrid convening at the University of California, Merced Nov. 4, “Charting Better Maps to Degrees,” will launch the historic UC Merced Transfer Pathways initiative between three Central Valley Higher Education Consortium member campuses and demonstrate how the new Program Pathways Mapper can revolutionize positive outcomes across enrollment, completions and equity for students.
UC Merced Chancellor Juan Sánchez Muñoz will be joined by Bakersfield President Sonya Christian, Merced College President Chris Vitelli and CVHEC Executive Director Benjamin T. Duran. Also speaking will be Dr. Craig Hayward, dean of Institutional Effectiveness at Bakersfield College and Wayne Skipper, president of Concentric Sky.
The pilot transfer project and the hybrid in-person/virtual event are the result of a $500,000 grant from the California Educational Learning Lab to Bakersfield College, Merced College, and UC Merced for the development of 2+2 transfer maps that streamline and guide the transfer of community college students to the University of California system.
During the event, which will be from 8:30 a.m. to 3 p.m. in the UC Merced Conference Center, the grant team will unveil the UC prototype of the Program Pathways Mapper that will make online, interactive transfer maps freely available for current and prospective students.
The convening also will be digitally mediated allowing both virtual and in-person attendees to interact and participate together while providing a higher education bridge across the valley floor.
“UC Merced was created in the Valley to help serve the Valley and we are dedicated to fulfilling that mission,” said Chancellor Muñoz, who will welcome the participants at 9 a.m. followed by the community college presidents and Duran. “This project to simplify transfer pathways means that more young people from our region will recognize a UC education as an achievable goal, and will help students, educators and families chart a course to that goal.”
Duran will discuss CVHEC’s support for the regional roll-out of the Program Pathways Mapper for colleges and universities in the Central Valley. CVHEC consists of 29 colleges in the nine-county region from Stockton to Bakersfield with the presidents/chancellors of each member institution serving as the board of directors.
He said this groundbreaking project, which supports CVHEC’s core mission to improve college completion rates while also supporting the valley’s only UC campus in collaboration with member community colleges, is unique in the state.
“Nothing like this is taking place anywhere else in California that I’m aware of,” said Duran a former Merced College president. “This kind of collaboration, especially intersegmentally, just isn’t happening. This is a big win for the Central Valley.”
Work is well underway to implement the same type of partnership transfer agreements between CVHEC’s CSU member campuses at Bakersfield, Fresno and Stanislaus, he said, with the intent to make this new model available for community college transfers in other regions of the valley.
Members and prospective members of the Program Pathways Mapper community are invited to attend the free event that will include breakfast and lunch. Space is limited but registration is available at https://www.eventbrite.com/e/program-pathways-mapper-convening-tickets-168987649609.
For additional information and updates, including details on speakers and breakout sessions, see www.foundationccc.org/ChartingBetterMapstoDegrees.
Additional event questions may be directed to Lori Ortiz, executive secretary for the Office of Institutional Effectiveness at Bakersfield College at firstname.lastname@example.org.
Mini-Grants – COS Equitable Teaching Institute Supports Faculty Learning
Mini-Grant Success Stories
COS Equitable Teaching Institute supports faculty learning
NOTE: For the past three years, Central Valley Higher Education Consortium Mini-Grants have been awarded to member institutions in support of CVHEC’s mission to increase degree attainment rates. We are highlighting how our member institutions’ innovative uses for the grants are positively impacting students.
The Equitable Teaching Institute at College of the Sequoias this summer engaged 10 faculty in an innovative four-week interdisciplinary cohort-based summer learning session that studied equitable pedagogy and how to apply it to gatekeeping courses at COS thanks to a $7,500 Central Valley Higher Education Consortium Mini-Grant.
The CVHEC Mini-Grants project, currently funded by the College Futures Foundation, provides awards up to $10,000 each which faculty from member institutions have creatively used for individual projects that help achieve the consortium’s strategy of increasing degree attainment rates. Previous mini-grants have supported assistance and professional learning associated with Guided Pathways, Math Pathways, implementation of Corequisite English and math, course development and advancement of Pathways for Associate Degrees for Transfer.
The 2021 funding cycle also sought to additionally incentivize basic needs and equity, race and social justice work.
At COS, ten faculty selected a different gatekeeping course and examined ways to reduce equity gaps for that specific course. This occurred in two phases done over four weekly themed sessions led by project coordinators Megan Baptista and Matthew C. Nelson, English professors at COS.
The Equitable Teaching culminated with the ETI Faculty Presentation Showcase Aug. 11 as part of the college’s Faculty Development Workshop Series attended by over 40 faculty colleagues during Fall 2021 Convocation Week.
At the culminating showcase, the ETI participants shared their findings, proposed changes and new pedagogy insights, reported Nicole Bryant Lescher, Far North regional coordinator for the California Community College Success Network (3CSN) who served as observer for the project’s first phase in June.
“The presentations were received well with many staying more than 30 minutes over the scheduled two-hour time slot to engage their colleagues about this work,” reported Lescher, who is a professor of English at the College of the Redwoods. “Faculty who attended this workshop left very positive comments in their evaluations and often remarked on changes they hope to make in their courses as a result of these presentations.”
Dr. Benjamin T. Duran, CVHEC executive director, said the COS Equitable Teaching Institute is “a perfect example of how Mini-Grant funds can support faculty learning toward equitable teaching.”
The faculty participants had three learning outcomes for the institute, Lescher reported: review equity concepts and identify local contexts driving equity gaps; explore culturally relevant teaching pedagogy; and use culturally relevant teaching and other equity frameworks to developed student-centered practices, policies, language and assignments for each cohort member’s identified gatekeeping course.
They also had three deliverables as a result of the program: a detailed reflection on their learning that outlined the changes they intend to make for their gatekeeping course; a proposal for a project inspired by the institute (the deliverables for each project varied, but typically these deliverables were tied to ETI faculty presentations during convocation week); and the final presentation at the ETI Faculty Presentation Showcase.
“One key takeaway many instructors found in the data was that small changes in how we teach can help us reduce and even close gaps,” Lescher said. “For example, in English 1, we observe equity gaps for African-American and Hispanic students.
“Between 2014 and 2021, those students were significantly less likely to succeed in English 1,” she explained. “However, the minimum number of students from those groups who would have needed to pass to shrink the gaps is 13 and 80, respectively. If we could get 31 more African American and 181 more Hispanic students to pass English 1, the equity gap disappears.”
She said there are 116 sections of English 1 being offered in fall 2021 and “each of us, making small changes focused specifically on disproportionately impacted student groups, can help close these gaps. If we can help just one more disproportionately impacted student meet the learning outcomes and pass in each English 1 section, we will have almost closed these gaps.”
The participants observed similarly achievable goals in all the gatekeeping classes examined during the institute, Lescher noted.
Nine out of the ten faculty members who presented and their topics are:
- Randy Villegas – “Students in Political Positions of Power”
- David Jones – “Grading Systems and Income Inequality”
- Jenny Heaton – “Reducing Student Anxiety and Fostering Student Agency”
- Samantha Sousa – “Creating a more equitable syllabus”
- Tracy Redden – “Syllabus Updates for Equity”
- Lisa McHarry – “Freeman, Engaging Diverse Voices with Social Annotation”
- Melissa Myers – “Creating Equitable Math Content Courses for Pre-Service Teachers”
- Courtney Traugh – “Student Learning Teams”
- Victoria Rioux – “Using UDL to Make Fieldwork More Equitable”
The project also provided an additional outcome: faculty participants engaged in learning together and found ways to apply what they learned to their courses, said Baptista.
“The grant money allowed us to pilot a project that engaged faculty in equity work, improving both our understanding of the work and how that work appears in our classrooms,” she said. “In the words of one of the participants, ‘I was unsure of this equity work, but after finishing the course, I am fully onboard.’”
The COS project’s $7,500 funding was proposed in the two phases with two main categories: stipends (6,500) and materials (1,000). For stipends, $1,000 each was earmarked for the two coordinators and $2,250 each for the nine participants.
The remaining $1,000 was used to purchase texts to facilitate continued faculty learning and engagement with equity conversations in their discipline and in their courses.
Applications for the next Mini-Grant cycle will be accepted beginning November 1, said Angel Ramirez, CVHEC operations manager (email@example.com).[/vc_column_text][/vc_column][/vc_row]
Mini-Grants – Reedley College’s Motivational Poster Project
Mini-Grant Success Stories
Reedley College’s Motivational Poster Project
seeks equitable, inclusive spaces on campus
NOTE: For the past three years, CVHEC Mini-Grants have been awarded to member institutions in support of CVHEC’s mission to increase degree attainment rates. We are highlighting how our member institutions’ innovative uses for the grants are positively impacting students.
More than 70 motivational posters profiling a diverse range of student success stories were produced by the Reedley College Academic Senate thanks to funding from Central Valley Higher Education Consortium’s Mini-Grant project.
Currently funded by the College Futures Foundation, the Mini-Grants project provides awards up to $10,000 each which faculty from member institutions have creatively used for individual projects that help achieve the consortium’s strategy of increasing degree attainment rates. Previous mini-grants have supported assistance and professional learning associated with Guided Pathways, Math Pathways, implementation of Corequisite English and math, course development and advancement of Pathways for Associate Degrees for Transfer.
The 2021 funding cycle also sought to additionally incentivize basic needs and equity, race and social justice work.
At Reedley College, Rebecca Al Haider in the Communication and Languages Department undertook the Motivational Poster Project as part of the college’s Academic Senate’s anti-racism action plan “to create campus spaces that are equitable inclusive and diverse” by producing 70 posters that were printed in various languages, framed and displayed on campus.
The posters contained messages in English, Spanish, Arabic and Punjabi representing 33 students and 12 faculty, staff and administrators from various ethnicities/races, genders, sexual orientations, ages, religions, abilities, educational achievements and goals.
One of the posters highlighted Business Administration student Alejandra Reyes Enriquez, who began her higher education at Reedley College in the English as a Second Language program where she earned her high school diploma and enrolled in Business Administration classes. She transferred to Fresno State where she is pursuing a degree in accounting. Al Haider said Alejandra’s posters highlight her great achievements as a mother, immigrant and first-generation college student.
“What started out as a desire to simply learn a new language, turned into a desire to build a better future for myself and my family,” Alejandra said. “It is never too late to achieve your goals and change not only your story, but your family’s story for generations to come.”
In addition to poster printing and frames costs, Reedley College’s $8,100 grant provided two monitors and computers installed in the cafeteria and Math/Science Building to display videos of twelve profiled students and employees sharing their educational experiences and achievements as well as offering advice.
For more information about the Mini-Grant process, contact Angel Ramirez at firstname.lastname@example.org.[/vc_column_text][/vc_column][/vc_row]
Pilot CVHEC/UC Merced Transfer Project improves process for students
Rollout of Program Mapper software app for transfers set for Nov. 4
A pilot program developed between the Central Valley Higher Education Consortium and three member institutions — UC Merced, Merced College and Bakersfield College — is showing promise for outstanding results that can enhance a community college student’s transfer experience including a new web-based software application, Program Mapper.
This new initiative, the CVHEC/UC Merced Transfer Project, was presented to the CVHEC Board of Directors, made up the presidents and chancellors of CVHEC’s 29-member institutions, at its quarterly meeting Sept. 3.
Tom Burke, chancellor-emeritus of the Kern Community College District, has been recruited to serve as the Transfer Project coordinator, Dr. Ben Duran, CVHEC executive director, also announced to the board.
The specific aim of the initial pilot project is to increase the number of successful and timely transfers from the Central Valley member community colleges in CVHEC’s nine-county region to UCM, reports Stan Carrizosa, southern regional coordinator for the consortium.
And work is well underway to implement the same type of partnership transfer agreements between Bakersfield College and CSU Bakersfield with the intent to make this new model available for community college transfers to the region’s other California State University campuses at Fresno and Stanislaus as well, Carrizosa reported. Project resource teams are currently being solicited from each community college with the goal to eventually begin replicating the faculty convenings and admissions/articulation alignments developed through the pilot.
“All of CVHEC’s 17 community college members have accepted our invitation to participate in the process developed by the colleges in the pilot project with the tentative timeline for completion projected for the end of the spring semester and summer,” added Carrizosa, a former superintendent/president with College of the Sequoias. “This tentative timeline would position all final transfer admission pathways to be approved by UC Merced for full implementation beginning in the fall semester, 2023.”
Duran said this groundbreaking project, which supports CVHEC’s core mission to improve college completion rates while also supporting the valley’s only UC campus in collaboration with member community colleges, is unique in the state.
“Nothing like this is taking place anywhere else in California that I’m aware of,” Duran reported to the board. “This kind of collaboration, especially intersegmentally, just isn’t happening. This is a big win for the Central Valley.”
This new initiative builds on the 10-year effort by the state’s community colleges to expedite a successful transfer by implementing the Associate Degree for Transfer (ADT) agreement, specific lower-division course sequences for approval by the California Community College Chancellor’s Office and CSU campuses, to fulfill the 60-unit transfer requirements for various majors offered throughout the colleges in the CSU system.
Specifically for this pilot, UCM faculty were invited to review the CSU-approved ADT’s developed previously, and which are becoming more widely known by Central Valley community college students. They were asked to consider approval of selected ADTs to fulfill the lower division transfer requirements for these same discipline majors at UCM.
“To date, the work of the pilot project colleges is progressing nicely,” Carrizosa reported. “These intersegmental teams have reviewed and approved up to 15 different ADT discipline majors. They adjusted and aligned course syllabi where needed — to be approved by UCM faculty — to fulfill the lower division requirements for successful transfer admissions to UCM.”
In addition to the review and approval of the various ADT discipline majors, Carrizosa said the teams are also identifying the specific upper division courses required for students once admitted to UCM and aligning these with the ADT to show a four-year sequence to be called the “UCM transfer admission pathways for students.”
Once completed and approved, the courses are being uploaded into the new web-based software application Program Mapper.
“This application enables students to select the community college they are attending and identify the ADT they may be interested in being enrolled in,” Carrizosa said. “From there, Program Mapper will automatically display the required community college courses for their ADT and the required upper division courses for that major at UC Merced in the format of a four-year Transfer Admission Plan (TAP).”
Plans are underway to unveil the Transfer Project and Program Mapper application at a special event Nov. 4 at UC Merced. (Event details of the Program Mapper and launch will be forthcoming in the October CVHEC e-newsletter).
Funding for the Transfer Project is provided in part by the Fresno K-16 Collaborative with support from California Governor Newsome’s office and by the College Futures Foundation.
Mini-Grant Success Stories – MJC’s Faculty Mentor Plan Supports AB705
Adjunct Faculty Embedded Into Accelerated/Co-Requisite English, Math
Modesto Junior College recently used its Central Valley Higher Education Consortium Mini-Grant to support compliance with California Assembly Bill 705 by funding a faculty mentor program that embedded adjunct faculty into accelerated/co-requisite English and math courses during the Spring 2021 semester, addressing the key elements of persistence; time to degree; and decreasing equity gap.
“Modesto Junior College’s use of the grant funds is the epitome of the benefits we seek when distributing the mini-grants,” said Dr. Ben Durán, CVHEC executive director. “The grants are intended to spur up creative approaches to institutionalizing equitable systems. Modesto College has done just that.”
Now in its third year, the CVHEC Mini-Grants program, currently funded by the College Futures Foundation, provides awards with a maximum $7,500 each which faculty from member institutions have creatively used for individual projects that help achieve the consortium strategy of increasing degree attainment rates.
Last year, the grants awarded for projects in various amounts provided assistance and professional learning associated with Guided Pathways, Math Pathways, implementation Corequisite English and math course development, and advancement of Pathways for Associate Degrees for Transfer. The 2021 funding cycle also sought to additionally incentivize basic needs and equity, race and social justice work.
With its $7,500 grant, Modesto Junior College eyed a plan to enhance its approach to AB705. The goal of MJC’s project was to expand the courses in highest demand — English 100 (transfer level English) and Math 34 (statistics) — by mentoring adjunct faculty in the pedagogy and andragogy used in the co-requisite and accelerated courses. While being mentored, the adjunct faculty were embedded with an experienced mentor, a faculty member who teaches accelerated and co-requisite courses.
At MJC, changes were made to both English and math using best practices from the California Acceleration Project leading to significant gains in transfer-level completers, and throughput for both departments, reported Dr. Laura Maki, dean of Science, Math and Engineering.
Comparing 1-year throughputs in fall 2017 to fall 2019, English 1 year throughput increased from 45.2 percent to 51.9 and math 1 year throughput more than tripled from 10.7 percent to 34.2, Dr. Maki said in MJC’s final mini-grant report.
In English and in math, two adjunct faculty were embedded into the accelerated composition course (English 100), and into the statistics co-requisite courses (Math 34) respectively in Spring 2021, she reported.
During the semester, each mentee received hands-on experience in the activities and lessons being used in the course, with the goal of increasing their understanding of the acceleration pedagogy and andragogy.
In math, faculty also discussed and reviewed the impact of AB705, equity gaps and disproportionate impact with their mentor adjunct faculty. Adjunct participants were provided with a stipend and FLEX credit during Spring 2021.
In fall 2021, with Modesto Junior College’s high demand for the co-requisite statistics courses, both adjunct faculty mentees will teach a section of Math 34, a 28 percent increase in the number of sections offered.
The co-requisite mentor program has given the instructors the confidence and preparation needed to independently teach the co-requisite statistics course emphasizing the ability to identify equity gaps and provide support for students with a variety of academic and social backgrounds, Dr. Maki reported.
Save the Date — CVHEC Higher Education Legislative and Policy Summit May 6, 2022
UPDATE – the CVHEC Legislative and Policy Summit 2022 has been rescheduled to May 6. Additional details will be available in future issues of the CVHEC e-newsletter. See Announcement.
The Central Valley Higher Education Consortium Legislative and Policy Summit 2022 will be held May 6, 2022, with the theme “Recovering with Equity and Inclusion in the Central Valley in a Post Pandemic World” at the DoubleTree by Hilton Hotel Fresno – Convention Center (2233 Ventura St.) in Fresno.
Dr. Benjamin Duran, executive director of CVHEC, announced this week the return of the regional event – which was on pandemic hiatus in 2020 – on behalf of the presidents and chancellors of the consortium’s 29 member colleges and universities.
The summit will feature conversations on:
- Looking at Recovery Through a Lens of Equity and Inclusion
- Dual Enrollment as an Equity Strategy to Level the Playing Field for Valley High School Students
- Creating the Central Valley Transfer Model – A Pathway for Valley Students
- Broadband for All Legislative Panel – Taking Broadband to the Final Mile in the Central Valley
Sponsored by the College Futures Foundation, the summit draws between 250-300 higher education officials and educators, legislators, and partner representatives. Register here.