1. HSI Full Task Force California State University San Bernardino Site Visit – October 9, 2007

2. HSI History CSU-San Bernardino  For many years, CSUSB already had 24.7% Latino. Became HIS by default due to demographics: San Bernardino’s affordable housing costs attract many from San Diego & LA; 29% of San Bernardino residents = below poverty line; 45% of San Bernardino=Latino (18.4%, AA; 28.23%, White); 75% of CSUSB student population qualify for financial aid  CSU-San Bernardino serves both San Bernardino & Richmond = huge area  California, per AB540, provides resident tuition for un- documented immigrants; CSUSB does not track or distinguish documented/undocumented status  Average age of students has lowered (in 1980’s, 28-29 = average; now 23-24)

3. Transition to HSI at CSU-SB  Senior leadership made the decision that it was best for the university and the community to apply since they already qualified  Asked themselves “What should it mean to be an HSI?” Won resistant faculty one by one.  Wrote a statement of commitment to diversity—going beyond tolerance to celebration; renamed centers, after Latinos (to send a message of honor)  Advocate for bills, etc, that relate to well-being of Latinos; advocated for farm bill & land grant  Required a general multicultural plus two diversity classes w/in major department

4. How met recruitment needs  Close collaboration, partnering, improved articulation agreements, & good “feeder system” from local community college: students tend to transition from area cc into same area CSU.  Programs for middle school and high school students College: Making It Happen Day in English & Spanish for families of middle school children Programs for 6-7 graders, 8-9 graders & high school

5. How met recruitment needs continued  Area demographics & resident tuition for undocumented students  Although by law cannot specifically recruit students of color & must be careful to not use exclusive terminology, by setting a “tone” they attract students of color.

6. How met retention needs  Follow similar admissions index as Metro; require similar high school requirements as HEAR; as a result, 60% transfer in  Establish deadlines for admission and registration  College/department-based advising system  First year seminar course (University Studies 100A)=2-credit elective quarter hours: students are not required but are “urged”; about ½ take it. Those who complete it have a slightly higher persistence rate.

7. Retention, continued…  In 1997 Cali required remediation; CSUSB fought the mandate & now require all students to complete develop- mental work within the first year (3 quarters). 70% of their students (non-transfer) are deficient in math and English; 10% do not make it through the developmental phase.  The University provides remediation (without labeling it “remediation”) on campus, overseen by a team,  Also provides a free, two-week intensive math & reading prep in summer  Tutoring & Writing Center  With Title 5, added 72 more tutoring hours per week by increasing tutoring in “gatekeeper” general studies classes, especially math & science & added tutoring in Arabic, Mandarin Chinese, & Turkish

8. Retention, continued…  With Title 5:  expanded Career Services by adding 10 modules focusing on soft skills (resume writing, inter-view conduct), using alumni presenters & mentors; added more service learning & improved service learning in sciences for graduate students, who get $1,000 stipend per quarter,  improved alumni data base in order to more effectively use alumni

9. Retention, continued…..  Believe strong faculty support results in better retention  Provide research opportunities for faculty and created Faculty Resource Center, which hosts professional development seminars on grant writing, undergrad research to both adjunct and tenure track; housed under Academic Affairs, has a director, & is overseen by HR  During recruiting stage, counterpart groups to LFSA and AAAC take candidate to dinner & help acclimate to campus  Mentoring for new faculty Monthly lunch with President of CSUSB Orientations twice monthly by HR to acclimate them to campus & introduce policy information Provide faculty mentor

10. Recommendations for HSI  Partner intensively with community colleges  Create faculty mentoring program: serious, intensive, on-going  Perform cultural competency assessment of faculty/staff  Provide intensive series of cultural competency workshops for faculty & staff  Advocate to provide in-state tuition for Colorado residents who are undocumented immigrants (See Lee Combs)

11. Recommended Practices  Establish deadlines for admissions and registration  Alter the admissions application (reflect ethnicity)  English/Spanish brochures  Provide parent orientation in Spanish  Require developmental work completed within one year  Provide intensive tutoring prep to replace developmental when appropriate  Establish family college awareness days in Spanish in collaboration with middle schools  Advocate for Dream Act (based on legal guidelines—see Lee Combs)