Hispanic students are severely underrepresented in institutions of higher education at the undergraduate, master, and doctoral degree levels, evidencing an opportunity and equity gap in America's education pipeline. Project VISTA exists because of this reality. Its purpose is to positively impact this reality at CI.

Table of Contents

  1. Background and Demographics
    1. References
  2. Committees
    1. Project VISTA Advisory Committee
    2. Scholarship Committee

Background and Demographics

The 2009 United States Census ranks Ventura County as having the 28th largest population of Hispanic people among the nation's 3,141 counties. Hispanics comprise 38% of the Ventura County population, higher than the statewide Hispanic population at 36.6% and well over the national average of 14.6%.

Roughly 16% of postbaccalaureate students at CI are Hispanic, less than the university's population of Hispanic undergraduates (e.g., nearly 26% of CI first-time freshmen are Hispanic), and far less than Ventura County's Hispanic population. This accessibility gap is significant and troublesome for CI as the only public graduate school opportunity for an increasingly Hispanic service area.

Nationwide, of 100 Hispanic students who enter the school system:

  • 26 enroll in college
  • 8 graduate from BA granting institutions
  • 2 earn graduate degrees

Project VISTA's Title V funding presents a timely and unique opportunity for CI to significantly strengthen its graduate culture and enhance the capacity of its graduate programs to better serve and retain Hispanic and low-income students.

In 2009, Hispanic representation in CI post-bac programs was as follows:

  • 16% of CI's postbac students were Hispanic
  • 52% of these students were enrolled in teacher credential programs
  • 48% were enrolled in one of five graduate degree programs: Biotechnology & Bioinformatics, Business, Computer Science, Education (Educational Leadership; Special Education), and Mathematics

CI, in partnership with the Hispanic community, will continue to work towards its goal of enrolling a student body that reflects the demographics of the region by:

  1. strengthening the infrastructure for the graduate student support services through the creation of a Graduate Studies Center,
  2. enhancing the quality and online accessibility of postbaccalaureate programs and
  3. developing innovative approaches to student learning and research that support opportunities for both students and faculty.

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References

Allison, M. T. and Zatz, M. S. (2005). Punto final! Hispanic students and the pathway to graduate education. The Hispanic Outlook in Higher Education 16(2):92.

Ansoff, H.I. (1987). The new corporate strategy. Indianapolis, IN: Wiley, John & Sons.

Berg, G.A. (2002). Why distance learning? Higher education administrative practices. Westport, CT: ACE/Praeger.

Berg, G. A. (2010). Low-income students and the perpetuation of inequality: Higher education in America. UK: Ashgate.

Daniel, J. S. (1998). Mega-universities and knowledge media: Technology strategies for higher education. London: Kogan Page.

Dealtry, R. (1992). Dynamic SWOT analysis. Birmingham: DSA Associates.

Gándara, P. (2010). The Latino education crisis: Rescuing the American dream. WestEd. Retrieved from http://www.wested.org/cs/we/view/rs/1024 on August 17, 2010.

Gándara, P. and Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Boston: Harvard University Press.

Grossman, L. (2004). Challenges to improving Latino college enrollment: Opportunities for systemic change. Proceedings of the 2004 Tomás Rivera Policy Institute (TRPI) Education Conference, Los Angeles, CA. Retrieved from http://www.trpi.org on August 17, 2010.

Habley, W. R. & McClanahan, R. (2004). What works in student retention: All survey colleges. ACT Inc.

Kahlenberg, R.D. (ed.) (2010). Rewarding strivers: Helping low-income students succeed in college. New York, NY: The Century Foundation.

Kuh, G.D., Kinzie, J., Schuh, J.H., and Whitt, E.J. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: John Wiley & Sons.

Latimer, H. (2005). Literature review on graduate student supervision. Prepared for the Dean of Graduate Studies Task Force on Graduate Student Supervision. Retrieved from www.sfu.ca/uploads/page/06/lit_review_.pdf on August 17, 2010.

Learn & Serve America. (n.d.) President's higher education community service honor roll: 2009 honor roll. Retrieved from http://www.learnandserve.gov on August 21, 2010.

Quinn, S. M. F. (2006, Feb.). Facilitating service-learning for the first time with advanced graduate students: A mentoring perspective. Mentoring & Tutoring, 14(1): 97-110. DOI: 10.1080/13611260500432848

Richlin, L. (2001), Scholarly Teaching and the Scholarship of Teaching. New Directions for Teaching and Learning, 57–68. doi: 10.1002/tl.16

Richlin, L. and Essington, A. (2004, Spring). Faculty learning communities for preparing future faculty. New Directions for Teaching and Learning, no. 97, pp. 149-157.

Rutnik, T. A. and Campbell, M. (2002). When and how to use external evaluators. Retrieved from http://www.irvine.org/assets/pdf/evaluation/when_how_external_evaluator.pdf on August 20, 2010.

Saettler, P. (1990). The evolution of American educational technology. Englewood, CO: Libraries Unlimited, Inc.

Santiago, D. A. (2008). The condition of Latinos in education: 2008 factbook. Excelencia in Education. Retrieved from http://edexcelencia.org/research/conditions-latinos-education-2008-factbook on August 17, 2010.

Santiago, D. Andrade, S. and Brown. S. (2004). Latino student success at Hispanic-Serving Institutions. Findings From a Demonstration Project Supported by the Fund for the Improvement of Postsecondary Education (FIPSE) U.S. Department of Education.

Seidman, A. (2005). College student retention: Formula for student success. Westport, CT: American Council on Education/Oryx Press Series on Higher Education.

Simpson, O. (2004, Feb.). The impact on retention of interventions to support distance learning students. Open Learning: The Journal of Open and Distance Learning, 19(1): 79-95.

Tollefson, K. (2008). Volatile knowing. Lexington, MA: Lexington Press.

Turner, S. (2002). Tools for success: A manager's guide. London: McGraw-Hill.

Weihrich, H. (1982). The Tows Matrix: A tool for situational analysis, Long Range Planning, April (60).

Weiss, J. A. (2008). How to get the mentoring you want: A guide for graduate students at a diverse university. Retrieved from www.rackham.umich.edu/downloads/publications/ mentoring.pdf on August 22, 2010.

Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N., and McAllister, P. (2010). The path forward: The future of graduate education in the United States. Princeton, NJ: Educational Testing Service.

Wheelan, T.L. and Hunger, J.D. (1998). Strategic management and business policy (5th Edition). Reading, MA: Addison-Wesley.

Yorke, M. (2004, Feb.). Retention, persistence and success in on-campus higher education, and their enhancement in open and distance learning. Open Learning: The Journal of Open and Distance Learning, 19(1): 19-32.

Zack , M. H. (1999) Developing a knowledge strategy. California Management Review, 41(3): 125-145.

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Committees

Project VISTA Advisory Committee

Gary Berg, Dean of Extended University
Michael Berman, Chief Information Officer
AJ Bieszczad, Computer Science MS Program
Bill Cordeiro, Sr. Associate Dean & Director of the MVS School of Business
Manuel Correia, Multiple Subject Program Coordinator
Andrea Grove, Director of the California Institute for Social Business
Tiina Itkonen, Education MA Program, Special Education
Alex McNeill, Interim Sr. Associate Dean and Director of the School of Education
Dan Wakelee, Associate Dean of the Faculty
Ching-Hua Wang, Biotechnology and Bioinformatics MS Program
Cindy Wyels, Mathematics MS Program

Scholarship Committee

A.J. Bieszczad, Computer Science MS Program
Kathleen Contreras, Bilingual Authorization Program
Manuel Correia, Multiple Subject Program Coordinator
Rudolph Estrada, MVS School of Business
Jeanne Grier, Single Subject Program Coordinator
Tiina Itkonen, Education MA Program, Special Education
Jill Leafstedt, Education Specialist Program Coordinator
Tim Rummel, Education MA Program, Educational Leadership
Ching-Hua Wang, Biotechnology and Bioinformatics MS Program
Cindy Wyels, Mathematics MS Program

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