Key Strategies

Grant Activities

1. Expand and adapt dual enrollment programming to more optimally serve Hispanic and low-income students.

Year 1: Develop a comprehensive dual enrollment strategic plan, designed to increase participation and completion among Hispanic and low-income students;

Year 2: Increase dual enrollment participation by 5% above baseline among the target population students;

Year 3: Increase dual enrollment participation by 10% above baseline among the target population students;

Year 4: Increase dual enrollment participation by 20% above baseline among the target population students;

Year 5: Operationalize and institutionalize all aspects of comprehensive dual enrollment strategic plan.

2. Implement a Welcome Center that provides onboarding support for new students.

Year 1: Design a recruitment plan to increase Hispanic and low-income student participation;

  • Evaluate and improve upon cultural relevancy of the SRJCReady (Welcome Center’s signature activity)
  • Increase faculty mentoring component
  • Increase participation of activities and service engagement among Hispanic and low-income students by scaling up and focused recruitment
  • Grow participation of SRJCReady from 200-300

Year 2: Continued evaluation and improvement upon providing culturally relevant content offerings in SRJCReady and Welcome Center services;

  • Continue Welcome Center first-year program participation through first term including faculty mentoring opportunities
  • Increase participation of activities and service engagement among Hispanic and low-income students by scaling up and focused recruitment
  • Grow SRJCReady participation from 300-350

Year 3: Continued evaluation and improvement upon providing culturally relevant content offerings in SRJCReady program;

  • Continue Welcome Center first year program participation through first term including faculty mentoring opportunities
  • Increase participation of activities and service engagement among Hispanic and low-income students by scaling up and focused recruitment
  • Grow SRJCReady participation from 350-400

Year 4: Continue SRJCReady program participation through first year, including high touch peer coaching services and faculty mentoring opportunities;

  • Increase participation of activities and service engagement among Hispanic and low-income students by scaling up and focused recruitment
  • Grow SRJCReady participation from 400-450

Year 5: Operationalize and institutionalize Welcome Center programs for first year students.

3. Develop and implement Financial Wellness trainings and activities to be shared in a variety of settings to more optimally serve Hispanic and low-income students.

Year 1: Create comprehensive financial wellness presentations including 5 Minute Financial Aid, 15 to 30-minute overview, to 60-minute comprehensive Financial Wellness;

  • Make available to counselors and other faculty to gain interest/invitations for classroom presentations. Present in minimum of five settings

Year 2: Create an additional 8 - 10 financial wellness presentations in classrooms and other areas of student engagement;

  • Topics to include budgeting, credit and responsible borrowing

Year 3: Add a minimum of 8 financial wellness presentations in classrooms and other areas of student engagement;

  • Topics to include budgeting, credit and responsible borrowing

Year 4: Add a minimum of 8 financial wellness presentations in classrooms and other areas of student engagement;

  • Topics to include budgeting, credit and responsible borrowing

Year 5: Partner with faculty to include comprehensive financial wellness presentations in their course syllabi and with other District program areas to institutionalize the program.

4. Organize and host District-wide Financial Wellness events focusing on learning and practicing financially responsible decisions.

Year 1: Develop and implement Financial Aid Awareness Week (October) - a District-wide event focusing on increasing awareness and completion of FAFSA applications and promoting institutional scholarship opportunities;

Year 2: In addition to implementing Financial Aid Awareness Week (October), and Financial Wellness Week (February);

  • This will be a District-wide event focusing on learning and practicing financially responsible decisions, including budgeting, credit, and responsible borrowing

Year 3: Increase awareness and attendance of both Financial Aid Awareness and Financial Wellness Weeks;

  • Measured by the number of FAFSA applications completed and increased attendance of Financial Wellness activities

Year 4: Increase awareness and attendance of both Financial Aid Awareness and Financial Wellness Weeks;

  • Measured by the number of FAFSA applications completed and increased attendance of Financial Wellness activities

Year 5: Operationalize and institutionalize these activities.

5. Develop a complement of HSI- designated course sections with faculty cross-collaboration, embedded student support, thematic, cross-disciplinary exploration, and field- based learning.

Year 1: Implement 10 HSI-designated course sections designed to serve the target population;

Year 2: Implement 15 additional HSI-designated course sections designed to serve the target population;

Year 3: Implement 15 additional HSI-designated course sections designed to serve the target population;

Year 4: Implement 10 additional HSI-designated course sections designed to serve the target population;

Year 5: Institutionalize 50 HSI-designated course sections with faculty cross-collaboration, embedded student support, thematic, cross-disciplinary exploration, and field-based learning.

6. Hold Communities of Practice (CoP) to inquire into enhanced curricular pathways and instructional approaches rooted in educational research and best practices.

Year 1: Implement two CoPs within the English Department, including 30 faculty members;

  • Coordinate with other academic disciplines to begin designing CoPs

Year 2: Continue CoPs within the English Department and implement CoPs in two additional disciplines, including 60 faculty;

  • Coordinate with other academic disciplines to begin designing CoPs

Year 3: Continue with prior-year CoPs and implement CoPs in two additional disciplines, including 90 faculty;

  • Coordinate with other academic disciplines to begin designing CoPs

Year 4: Implementation of a robust CoP model at SRJC with at least 8 disciplines participating, including 120 faculty;

Year 5: Institutionalize the following:

  • Full implementation of CoP model at SRJC with designated program coordination, logistical support, and broad multi-disciplinary participation.
7. Enhance and expand the PALS embedded peer tutoring program by infusing new tutor training segments, aligning tutoring sessions with area learning centers, and increasing the number of PALS by 60 course sections to more optimally serve Hispanic and low-income students. Ensure PALS represent the diversity of students in courses being served.

Year 1: Redesign PALS training activities to include new culturally relevant practices geared toward serving the target population;

  • Incorporate the Peer Assisted Learning Program as components of the English Writing Center, Math Lab, and multi-disciplinary Tutorial Center
  • Embed PALS within 20 new course sections in math and English
  • Where possible hire PALS to reflect the diversity of the student population being served
  • Embed 2 Teaching Fellows to participate in 2 HSI designated courses, add annually as HSI designated sections increase

Year 2: Expand PALS program to include academic ESL and other transfer disciplines;

  • Embed PALS within 20 new course sections of ESL and other academic disciplines

Year 3: Reassess PALS training activities with respect to culturally relevant practices geared toward serving the target population and adapt as appropriate;

  • Embed PALS within 10 new course sections of ESL and other academic disciplines

Year 4: Embed PALS within 10 new course sections incorporating new academic disciplines;

Year 5: Institutionalize the following:

  • Systems for ongoing PALS training, incorporating culturally relevant practices geared toward serving the target population
  • Full alignment of the PALS Program within the English Writing Center, Math Lab, and multi-disciplinary Tutorial Center
  • Embedded PALS within 60 course sections, including Math, English, ESL, and other academic disciplines
8. Enhance the Success Coach Program by infusing new training segments, incorporating an automated student referral system, and increasing the number of Success Coaches to more optimally serve Hispanic and low-income students.

Year 1: Redesign Success Coach training activities to include new culturally relevant practices geared toward serving the target population;

Year 2: Enhance the Success Coach Program by infusing new training segments, incorporating an automated student referral system, and increasing the number of Success Coaches to more optimally serve Hispanic and low-income students;

Year 3: Redesign Success Coach training activities to include new culturally relevant practices geared toward serving the target population;

Year 4: Enhance the Success Coach Program by infusing new training segments, incorporating an automated student referral system, and increasing the number of Success Coaches to more optimally serve Hispanic and low-income students;

Year 5: Redesign Success Coach training activities to include new culturally relevant practices geared toward serving the target population.

9. Redesign Library support services to more closely align with the needs of Hispanic and low-income student populations.

Year 1: Provide Course-integrated instruction for 10 HSI-designated course sections;

Year 2: Provide Course-integrated instruction for 25 HSI-designated course sections;

Year 3: Provide Course-integrated instruction for 40 HSI-designated course sections;

Year 4: Provide Course-integrated instruction for 50 HSI-designated course sections;

Year 5: Institutionalize provision of Course-integrated Instruction for 50 HSI-designated course sections.

10. Expand and adapt mental health services in both English and Spanish to more optimally serve Hispanic and low-income students.

Year 1: Develop a comprehensive mental health plan, inclusive of both individual therapy as well as workshops, all designed to increase participation and completion among Hispanic and low-income students;

Year 2: Implement new mental health services in English and Spanish – individual psychotherapy, workshops, and support groups - covering topics such as immigration, identity/family, stress related to sexual activity/health, all designed to serve the target population;

Year 3: Continue to implement new mental health services, including collaboration also with community agencies, all designed to serve the target population;

Year 4: Refine new mental health services, based on success of work in previous year, serving the target population;

Year 5: Operationalize and institutionalize these mental health services for this target population.

11. Redirect and leverage Transfer Center resources and activities to better serve Hispanic and low-income students.

Year 1: Summer: Basic transfer information provided in Summer Bridge program. Bring in reps from SSU and UCD to start talking about opportunities at 4-year campuses;

  • Fall Semester: Conduct “Transfer 101” workshop to provide students with a basic understanding of the transfer process
  • Spring Semester: Offer “Create Your College List” workshop so students can research options and narrow down schools they are considering for transfer

Year 2: Summer: Provide “Transfer Boot Camp” for students who will be applying to transfer the following fall semester;

  • The Boot Camp will provide students with a better understanding of the application process, including essays, financial aid and scholarships as well as the actual applications
  • Fall Semester: Conduct “Transfer Check-up” workshop for students to verify they are on track for transfer. Students applying for transfer can also attend application and UC Insight Question workshops
  • Spring semester: Provide assistance to complete supplemental application requirements. Attend Transfer Transitions workshop and Transfer Celebration as well as “Next Steps” workshops conducted by university reps at SRJC

Year 3: Provide ongoing support for students who are still moving toward the goal of transfer in the form of counseling and workshops;

Year 4: Provide ongoing support for students who are still moving toward the goal of transfer in the form of counseling and workshops;

Year 5: Operationalize and institutionalize these activities.

12. Enhance campus tour programming for students pursuing goals of transfer to four-year universities.

Year 1: Fall Semester: Tour of Sonoma State University with panel discussion featuring transfer students, working lunch, and ropes course team activity;

Year 2: Fall Semester: Tour of San Francisco State University, San Jose State University, Sacramento State or Chico State, based on student interest;

Year 3: Spring Semester: Discover Davis which includes specialized programs for Northern California transfer students;

Year 4: Spring Semester: UC Berkeley’s Cal Day. 5. Spring Semester: Southern California campus tour during spring break.

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