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UCR's FIPSE Grant Narrative

UCR's FIPSE Grant Narrative

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    Grant Narrative Grant Narrative Document Transcript

    • UCR-SEED Joseph Childers, Ph.D. NARRATIVEPROJECT GOALS A recent report1 from the Council of Graduate Schools (CGS) argues that, although U.S.graduate education remains the envy of the world, there is a “leaky pipeline” from undergraduateinstitutions to graduate institutions and into sectors of the economy that demand a highly-skilledworkforce. A disproportionate amount of this leakage is comprised of under-represented groupswhose untapped talent represents foregone leadership, creativity, expertise, and contributions tosocietal advancement. The report advocates greater attention to the participation and success ofthese under-represented groups in graduate education because they constitute such a large andunderutilized resource. Underutilization of this talent pool also results in persistent socio-economic disparities inAmerican society. As of 2007, 52% of Asian/Pacific Islanders, 29.1% of whites, 18.5% ofAfrican Americans, and 12.7% of Hispanics had college degrees or higher2. Not surprisingly,this lower level of educational attainment among African Americans and Hispanics correlateswith lower earning power and under-representation within professional careers. For example,the mean Hispanic household income is 76% of that of the mean national household income3;only 19% of Hispanics are employed in professional or managerial jobs compared to 38% of thepopulation as a whole4. Indeed, Hispanics, who constitute approximately 15.4% of the USpopulation5, represent only 5.8% of Master degree recipients6 and 3.4% of doctoral degreerecipients7 nationwide.University of California Riverside Narrative-1 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D. Graduate education therefore is an avenue that can effectively advance our common well-being while also addressing social disparities within American society. However, currently thereis very limited consensus on how to most effectively promote successful attainment of advanceddegrees by under-represented groups. A recent survey8 of graduate schools conducted by Poock(2007) finds that while over three-fourths of respondents engage in recruitment activities focusedon under-represented groups, only one-third engages in retention activities. Furthermore, nearlyall of these retention activities -- peer and faculty mentoring, professional developmentopportunities, campus visits and receptions -- generally are perceived by respondents to beineffective, even though at least one previous study of African-American doctoral students9 findsthat “positive relationships with faculty, increased peer interaction, and assistance withadjustment issues” (p.232) are valued by students. Poock (2007) concludes that there remainobvious needs for research and implementation of effective means to promote the success ofunder-represented groups in graduate education. The goals of this project are to address these needs by using innovative means toencourage socio-economically and educationally disadvantaged (SEED) students to considergraduate school as an attractive and accessible path towards a professional career and to assistSEED students at the University of California at Riverside (UCR) in advancing to candidacy in atimely manner, successfully completing their advanced degrees, and obtaining academic or otherprofessional appointments. UCR, whose undergraduate population ranks among the mostdiverse in the nation, and which is designated as an Hispanic Serving Institution, is alsocommitted to diversity at the graduate level. In accordance with California Proposition 209,University of California Riverside Narrative-2 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.which prohibits discriminating against or granting “preferential treatment to, any individual orgroup on the basis of race, sex, color, ethnicity, or national origin,” the university definesdiversity broadly. Thus, we are attentive to the potential of those students whose backgroundsexhibit socio-economic need, who have faced educational challenges, such as limited access toeducational resources, and/or are from the first generation in their families to achieve a collegedegree (i.e., SEED students). Under-represented minority students --African-Americans,Hispanics, and Native Americans--constitute, on average, approximately 15% of our domesticgraduate student enrollment in each of the past four years. It has been our experience that themajority of SEED students also are members of these under-represented groups. By expandingour efforts to make graduate education a viable option for students from diverse backgrounds, wewill address an important issue currently bedeviling higher education in the United States:namely, how to increase the diversity of those who choose to pursue graduate degrees, andultimately how to increase the diversity of our skilled workforce and the professoriate. Weanticipate that implementation of the proposed innovative programs will benefit all students whoparticipate by providing them with tools they need to succeed in graduate school and by givingthem career development guidance so that, upon graduation, they are likely to seek, obtain, andsucceed in faculty and other professional appointments.PROPOSED PROGRAMS We propose to undertake innovative new efforts in four major areas to increase thenumber of SEED students pursuing advanced degrees as well as the retention and successfulcareer development of these students.University of California Riverside Narrative-3 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D. 1. Enhanced exposure of undergraduate SEED students to graduate education opportunities. Traditional retention efforts begin only after students arrive on campus, even thoughcultivation of graduate school success by SEED students should begin well before theymatriculate into a graduate program. Students who demonstrate the potential and desire topursue advanced degrees should be identified as undergraduates and educated about applying toand attending graduate school. By developing partnerships between area CSU undergraduateprograms and graduate programs at UCR, we anticipate that we can encourage more SEEDstudents to enter doctoral programs at UCR and elsewhere. Given the large number of Hispanicstudents educated in the CSU system, we expect this aspect of our program to have particularimpact upon that group of potential graduate students. The CSU system educates almost twice asmany undergraduates10 as does the UC system11, and a high proportion of the CSU student bodyis Hispanic. For example, Hispanics constitute 42.3% of the student population at CSU LosAngeles and 34% of that of CSU San Bernardino12, the CSU in closest proximity to UCR. Withfew exceptions (primarily for Ed.D. degrees), the CSUs do not offer doctoral degrees, andtherefore CSU students must go elsewhere if they are to earn doctorates. Students who have notconsidered pursuing a doctoral degree might do so if they learn about and are encouraged toapply to doctoral programs and if they better understand how graduate studies are funded. As part of our education and outreach, we will invite groups of CSU undergraduates tovisit UCR to learn about specific graduate programs and possible career paths, to become awareof the financial aid that is available to graduate students, to meet with and talk to our currentUniversity of California Riverside Narrative-4 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.graduate students about their studies and what life is like as a graduate student, and to meet withfaculty to learn about ongoing research projects. We will also inform students from ourpartnership CSUs who are in their sophomore or junior years about our summer researchprogram which is designed to engage students in research and prepare them to apply to graduateschool. We will encourage each CSU student whom we meet through these partnershipprograms to apply to graduate schools, and for those who apply to UCR, we will assist them byguiding them through the application process. We expect that direct interactions with thesestudents will result in CSU students applying and gaining admission to more graduate programs. We have made a number of preliminary contacts with CSU faculty who direct programsthat primarily benefit SEED students, have queried them as to their interest in forging such tiesbetween our campuses, and have received very positive responses (see email correspondence inAppendix). As one example, Professor Margaret Jefferson, who directs the Louis StokesAlliance for Minority Participation (LSAMP) Program at CSU Los Angeles, has indicatedinterest in forging ties with us. The NSF-sponsored LSAMP program “… is aimed at increasingthe quality and quantity of students successfully completing science, technology, engineeringand mathematics (STEM) baccalaureate degree programs, and increasing the number of studentsinterested in, academically qualified for and matriculated into programs of graduate study.LSAMP supports sustained and comprehensive approaches that facilitate achievement of thelong-term goal of increasing the number of students who earn doctorates in STEM fields,particularly those from populations underrepresented in STEM fields. The program goals areaccomplished through the formation of alliances”.13 We will facilitate formation of such anUniversity of California Riverside Narrative-5 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.alliance between graduate programs in the STEM fields at UCR and the LSAMP Program atCSU Los Angeles. We will formalize similar partnerships between specific graduate programsat UCR and various programs within all interested area CSUs. In addition to inviting students tovisit UCR, we will encourage faculty from UCR to form research partnerships with CSU facultyand their students. Such partnerships should allow us to reach a large group of students, whomight only come to consider themselves graduate school material as a result of direct interactionwith us. 2. Enriched orientation for students who enter UCR graduate programs from our CSU partnerships. Typical orientation sessions for new graduate students are very brief and impersonal --ours takes place in a large lecture hall and lasts one afternoon. Therefore we will initiate anenriched orientation program to ensure that SEED students have a smooth entrance into graduateschool. Students from our CSU partnerships who are admitted to UCR for graduate school andelect to come here, as well as all other SEED students matriculating into our participatinggraduate programs, will be invited to come to campus two weeks prior to the beginning of theacademic year, where they will undergo a more extensive orientation than will other newlyadmitted students. We will provide the students who come for the two-week orientation withworkshops and seminars on various topics designed to help students acclimate to and understandthe expectations of graduate school. Topics will include balancing school and personal life,balancing classes, research and teaching, choosing a faculty adviser, preparing applications foroutside funding, becoming effective teaching assistants, and understanding what the ethicalUniversity of California Riverside Narrative-6 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.conduct of research entails. We will involve our current graduate students from disadvantagedbackgrounds as leaders for discussions with these students about the challenges presented bybeing from a socio-economically or educationally disadvantaged background. We will introducethese students to campus support groups and have them participate in team building exercises sothey get to know one another and create their own support systems. We anticipate that studentswho participate in this enriched orientation program will be less likely to drop out of graduateschool and will be less likely to encounter academic difficulties than will students who do notparticipate. 3. Program-specific group mentoring with faculty-student mentor teams. It is not sufficient simply to increase the number of SEED students seeking advanceddegrees; these students must successfully complete their degrees if their entry into graduateschool is to materialize into successful professional careers. Of our current SEED students, alarge portion is Hispanic, so data on that group provide some insight into the issues surroundingretention. An analysis of the retention rate for domestic students who entered UCR PhDprograms between the years 1998 and 2003, most of whom would have now completed theirPhDs, reveals that 50% of Hispanic students did not complete their programs and dropped out ofgraduate school. These numbers are comparable to the retention rates for non-Hispanic studentsat UCR. However, of the Hispanic students who did not complete their degrees, a preponderancewithdrew before advancing to candidacy (i.e., completing their course work and passing theirqualifying examinations), while non-Hispanics who failed to achieve their degree objectivestended to withdraw after successfully completing their coursework and exams. Along withUniversity of California Riverside Narrative-7 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.severely damaging their professional prospects both inside and outside of academia, this practiceamong Hispanic graduate students also indicates that a large number of these promising studentsare not being acculturated to academia and the demands of graduate school, and thus not only arefailing to complete their Ph.D. but also are not succeeding in their early years in their graduateprograms when the groundwork for strong academic careers is established. An attrition rate of50% represents enormous lost potential and wasted effort and resources, both on the part of thestudent and the university. Effective programs to increase retention should have broad positiverepercussions on our campus. We will focus new retention programs on these SEED students,and, if these retention efforts are successful, we will adopt them as the means to help increaseretention of graduate students in all programs on campus. As mentioned previously, recent research suggests that traditional one-on-one peer andfaculty mentoring are perceived to be ineffective methods for student retention, despite theevidence that students appear to appreciate acculturation efforts. We believe that the perceptionof ineffectiveness is largely due to two factors that tend to undermine the overall quality ofmentoring activities: (1) not everyone is a good mentor, yet many people must serve as mentorsunder the traditional one-on-one model; (2) mentoring tends to be unstructured, unsupervised,and unrewarded. Therefore, we will utilize group mentoring with faculty-student mentor teamsconsisting of one faculty member and two current graduate students or post-doctoral fellows ineach of our participating programs, with training, structure, content, and oversight provided bythe Graduate Division. Both faculty and student mentors will be compensated for their time andmust demonstrate experience with, interest in, and compassion toward issues faced by incomingUniversity of California Riverside Narrative-8 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.SEED students before being appointed as a mentor. Mentoring teams will meet regularly andwill be required to cover a basic syllabus provided by the Graduate Division, as well as toallocate time for additional topics of particular relevance to their individual programs. Mentoring will not only benefit students early in their graduate careers but will alsobenefit the student mentor who will be called upon to articulate why s/he is in graduate schooland how s/he managed to survive courses, qualifying exams, advancement to candidacy, andperiods in which research seemingly encountered dead-ends. Faculty and student mentors alsowill be asked to conduct mock exams for students approaching their qualifying exams so that thestudents gain experience answering questions and thinking on their feet, and the student mentorsgain experience relevant to their future careers. To further enhance a sense of community acrossstudent cohorts, the Graduate Division will host a monthly “Get Connected” lunch where we willhave ongoing discussions on topics of particular concern to all graduate students. 4. Programs to enhance professional and career development of SEED students. Efforts to increase the number of SEED students who receive their PhDs must beaccompanied by effective professional and career development activities so that, upongraduation, these students will successfully apply and compete for academic and otherprofessional positions. As of 2007, the most recent year for which data are available, 3.1% offull-time faculty who held the rank of professor, associate professor, or assistant professor atdegree granting institutions were Hispanic and 5% were African-American14. If thesepercentages are to rise, PhD recipients from these and other under-represented groups mustunderstand what faculty and other professional careers entail.University of California Riverside Narrative-9 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D. As with traditional mentoring efforts, Poock (2007) finds that traditional professionaldevelopment efforts also are perceived by graduate schools to be ineffective retention tools. Ourown experience supports this notion and therefore we have been engaged in the design of a newapproach for delivering this content which we call Grad-PREP (Graduate Professional Educationand Placement). Grad-PREP is envisioned as a campus-wide initiative, coordinated through theGraduate Division, on graduate student professional development and successful careerplacement. Importantly Grad-PREP is not a series of courses or workshops offered by asingularly responsible campus unit. Rather it is a fundamental broadening of the prevailinggraduate education philosophy on campus, and the consequent manifestations of thatphilosophical change. Accordingly we anticipate Grad-PREP initiatives to take varied and contextuallydependent forms. Therefore some responsibility for Grad-PREP content and delivery will beappropriately devolved to individual programs and units. Such decentralization will helpstimulate a campus-wide cultural shift while also allowing each program to determine how tobest meet the unique needs of its students. Programs and units will receive guidance and support from the Graduate Division whendeveloping and delivering Grad-PREP content. Moreover the Graduate Division will activelyfoster Grad PREP initiatives in certain core areas expected to be most beneficial to students. Inaddition to the mentoring activities presented previously, three such areas were identifiedthrough literature searches, comparisons of peer institutions, and surveys of UCR faculty, post-docs, and graduate students. These are: 1) grant and fellowship writing, 2) advanced teachingUniversity of California Riverside Narrative-10 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.training, and 3) job market preparation. Our SEED students will receive training in each of theseareas. Grant and fellowship writing. We will conduct hands-on workshops to help studentsprepare predoctoral fellowship grant applications to be submitted to NSF, Ford Foundation, andother agencies for which students are eligible to apply early in their graduate careers. Similarly,we will provide grant writing assistance for students completing their degrees who are applyingfor postdoctoral fellowships. Students who have demonstrated an ability to obtain outsidefunding will be more competitive in the job market. Moreover, having experience in applyingfor outside funding will be an asset for individuals who obtain faculty positions in institutions inwhich tenure and promotion are dependent on success in obtaining outside funding. Advanced teaching training. With funding from a separate grant application, we willwork with our CSU partners and other area colleges to secure short-term lecture positions foradvanced SEED students who express interest in an academic career with a greater teachingemphasis. Not only will these students receive classroom experience at a teaching college, butthey also will work closely with highly experienced CSU faculty and receive guidance from ourown faculty who are members of the UCR Academy of Distinguished Teachers. Job market preparation. Most students learn about career paths through interactionswith their faculty advisor during the regular course of progress towards their degrees. Howeverthe information received and impressions gained by students are likely highly dependent on eachfaculty member’s own personal views and experiences in the professoriate. Accordingly, toprovide a broader perspective, we will conduct an annual forum for our students to discuss withUniversity of California Riverside Narrative-11 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.faculty various career paths in community colleges, undergraduate colleges and in universities.We will include faculty from UCR, from our CSU partnerships, from a liberal arts college, suchas Pomona College, and from Riverside Community College. This forum will allow students tolearn about the roles and responsibilities of faculty members at each type of institution.Furthermore, because research presentations--both at meetings in one’s discipline and as acomponent of a job interview--are one of the most important vehicles by which one can make animpression on others, we will utilize the Get Connected meetings both to discuss what makes agood research presentation and to provide a forum for practice talks for those students who are topresent their research at meetings and for those who are applying for jobs.ASSESSMENT OF THE PROPOSED PROGRAMS While projects for undergraduate success and timeliness to degree have beenimplemented nationwide using some of the methods we have identified (mentoring, communitybuilding, workshops for academic success), this project breaks new ground by modifying thesetechniques for the development of graduate students. In establishing formal mechanisms forpreparing students to face the academic and cultural demands of pursuing a graduate degree, weprovide institutional support that is traditionally met by ad hoc means at individual, or at best,departmental or program levels. We envision helping students, who might otherwise find theculture of academia completely alien, learn to understand and navigate the demands of thatculture. Rather than relying on individual advisors or programs to meet this challenge, we intendto work toward creating a campus-wide (and ultimately nationwide) culture of success for suchstudents choosing to pursue advanced degrees. We also recognize the importance of individualUniversity of California Riverside Narrative-12 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.contact; thus, rather than looking toward larger institutional efforts (by Graduate Divisions orcolleges within universities) to promote the opportunities of graduate education for SEEDstudents, we will be forging connections at a more immediate level—between undergraduateprograms at area CSUs and their corresponding graduate programs at UCR. The advantage inthis approach is that the students will begin to learn about graduate possibilities much earlier intheir undergraduate careers, participating faculty will identify promising undergraduates andalert graduate programs, and the students will have an opportunity to visit UCR early enough intheir education to learn what sorts of possibilities exist for them at the graduate level in terms ofprograms, funding, and careers. If this program succeeds, as anticipated, we can foresee it beingadopted and implemented at research universities across the nation. The FIPSE grant will be instrumental for us in implementing the changes we believenecessary to enhance the likelihood of this success, and in achieving the critical mass andmomentum needed to sustain these initiatives indefinitely into the future. The program weforesee emerging will necessarily engage students for their entire time as graduate students andnot just for the two years during which the grant is funded. Ultimately, we expect many of thestudents who go through the first two years of the program, who are successful, and who advanceto degree candidacy, in turn, to become student mentors for incoming graduate students. In thisway, we hope to forge a culture of cooperation and academic community building which willengage students at all levels of their studies together with their faculty advisers. The primary objectives and desired outcomes of our proposal are relativelystraightforward and should be easily measured. First, we hope to increase appreciably theUniversity of California Riverside Narrative-13 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.population of SEED students seeking advanced degrees. To that end, we will work to grow boththe number of applications and the number of admissions of these students to Ph.D. programs atUCR, and will be in communication with our sister University of California campuses to monitorany increase in applications and admissions to their graduate programs. We also hope toaugment the success of these students in pursuit of their degrees by increasing retention of thesestudents and increasing the number who advance to candidacy. To assess the viability of ourrecruitment efforts, we will be tracking increases in the number of applications by SEEDstudents to the programs participating in the project, the quality of those applications, whichinclude numeric and subjective indicators, the admission rate of those who have applied, and theacceptance rate of those offered admission. To appraise the efficacy of the enriched orientationprograms and the mentoring program, we will be tracking a number of indicators of studentprogress: students’ grade point averages per term; progress toward advancement to candidacy;performance on qualifying exams (which in some instances will take place after the grantexpires); and we will request narrative analysis of each student’s progress by both faculty andpeer mentors. Finally, we will be enlisting external evaluators from the Institute of Organizationsand Program Evaluations Research, Claremont Graduate University to assess our learningoutcomes and the overall organization of the project.WORK PLAN AND DISSEMINATIONIn order to achieve our FIPSE project goals and objectives, we will collaborate with our newGrad-PREP Program and with the Graduate Division’s office of Academic Preparation andOutreach, which focuses on recruiting minority students to graduate programs and in helpingUniversity of California Riverside Narrative-14 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.them to succeed once they matriculate. The Project Director and two co-investigators will serveas the guiding leadership for the project and develop efforts aimed at dissemination. OneProject Co-Coordinator will implement the project including partnering with mentoring faculty,overseeing relations with our partner programs at the CSUs, establishing seminars for thetraining of student mentors, and assisting with disseminations efforts. The other Project Co-Coordinator will collaborate with the project’s staff to create resources and materials, includingon-line material for mentoring curriculum and training and best practices, and will assist withoverall dissemination efforts. Project Leadership Project Co-Investigator Project Director Project Co-Investigator External Dr. Leah Haimo Dr. Joseph Childers Dr. Ken Baerenklau Evaluators Associate Dean, Dean, Associate Dean, Institute Graduate Division Graduate Division Graduate Division of Org. and Program Evaluation, Claremont Graduate University. Project Co-Coordinator Project Co-Coordinator Ms. Maria Franco-Aguilar Ms. Linda Scott Director Director Faculty-Student Academic Preparation and Outreach Enrolled Student Services Mentor Teams Graduate Division Graduate DivisionThe work plan for the project will take place in a number of stages. We have begun to establishcontacts with each of the area CSUs and will work toward solidfying formal partnerships withspecific CSU programs. Each term (quarter), the participating UCR graduate programs will hostUniversity of California Riverside Narrative-15 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.a seminar day, in which students and faculty from their partner programs will be invited to shareresearch and to visit the campus to meet UCR faculty and tour labs and facilities. Theseseminars will be organized by the faculty mentors and peer mentors in each program. As seen in the organizational chart, above, we will be using two of our our current staffmembers as the Project Co-Coordinators. Maria Franco-Aguilar is our Director of AcademicPreparation and Outreach and has extensive experience in both minority recruitment and on-sitementoring programs. Linda Scott is Director of Enrolled Student Services and is our seniorstaff person in charge of Teaching Assistant Development and enrolled student issues. ProjectCo-coordinator Franco-Aguilar will assist in identifying and training faculty on the goals andoutcomes of the project; she will also oversee the training of peer mentors, drawing from ourcurrent “Get Connected” under-represented minority graduate students in the STEM fields. Shewill hold twice-monthly sessions with the peer mentors and the participating students to evaluateoutcomes and progress toward goals. She will also recruit and train peer mentors fromparticipating programs in the humanties and social sciences. Ms. Scott will oversee thedevelopment of our web presence and resource materials. Both co-coordinators will participate in dissemination of our findings among theUniversity of California Council of Graduate Deans and at the UC/CSU Conference which takesplace at a host UC campus every two years through the sponsorship of the NSF-funded AGEP(Alliance for Graduate Education and the Professoriate). As a member of the UC AGEP, UCRinteracts regularly with other AGEP alliances nationwide, with whom we will be sharing ourfindings. We will also present our results and findings to SACNAS (Society for Advancement ofUniversity of California Riverside Narrative-16 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.Chicanos and Native Americans in Science, HACU (Hispanic Association of Colleges andUniversities), the National Association for Equal Opportunity in Higher Education, Council ofGraduate Schools, and other important national entities that are engaged in promoting thesuccess of SEED students in pursuit of graduate degrees. The Project Co-coordinators will beinstrumental in planning a Dissemination Conference at UCR, to be held upon completion of thegrant’s term, so that we may share our outcomes with our CSU partners and other UC campuses,and so that we may plan for broader implementations of this program. Further, Co-CoordinatorScott will be involved in developing information sharing for the participating programs. TheProject Director and Co-Investigators will oversee the collection of data regarding progresstoward our goals and objectives and will also help to coordinate efforts to disseminate our resultsnationally. In addition to those venues already noted, we plan to publish articles detailing theresults of our new programs in outlets such as The Journal of Hispanic Higher Education, TheJournal of Blacks in Higher Education, the Newsletter of the Council of Graduate Schools, andThe Chronicle of Higher Education. We will also evaluate our program for possible expansionto all entering graduate students, with the idea that, if successful, it could become a model forpreparing students for careers in academia and the professoriate. We intend ultimately to use thisFIPSE grant to establish enduring best practices for graduate student success across our entiregraduate student population. Our intention is to create a new culture of support, information,and mentoring that will be adopted at individual, program, and college levels, with institutionalcoordination through the Graduate Division, and with the potential to be replicated across thecountry.University of California Riverside Narrative-17 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D.Citations: 1. Council of Graduate Schools, 2009. Broadening Participation in Graduate Education. (http://www.cgsnet.org/Default.aspx?tabid=365) 2. US Census Bureau, 2009 Statistical Abstract: Educational Attainment by Race and Hispanic Origin, Table 221. (http://www.census.gov/compendia/statab/cats/education/educational_attainment.html) 3. US Census Bureau, 2009 Statistical Abstract: Income, Expenditures, Poverty and Wealth: Household Income, Table 669. (http://www.census.gov/compendia/statab/cats/income_expenditures_poverty_wealth/hou sehold_income.html). 4. US Census Bureau, 2009 Statistical Abstract: Labor Force, Employment and Earnings, Table 599. (http://www.census.gov/compendia/statab/cats/labor_force_employment_earnings.html) 5. US Census Bureau, Population Estimates, National-Characteristics: Annual Estimates of the Resident Population by Sex, Race, and Hispanic Origin for the United States: April 1, 2000 to July 1, 2008 (NC-EST2008-03). (http://www.census.gov/popest/national/asrh/NC-EST2008-srh.html). 6. National Center for Education Statistics, Digest of Education Statistics, 2008, Table 297. (http://nces.ed.gov/programs/digest/d08/tables/dt08_287.asp) 7. National Center for Education Statistics, Digest of Education Statistics, 2008, Table 290. (http://nces.ed.gov/programs/digest/d08/tables/dt08_290.asp)University of California Riverside Narrative-18 U.S. Dept. of Education FIPSE Special Focus Competition
    • UCR-SEED Joseph Childers, Ph.D. 8. Poock, M.C. 2007. “A Shifting Paradigm in the Recruitment and Retention of Underrepresented Graduate Students.” J. College Student Retention 9(2): 169-181. 9. Lewis, C.W., R. Ginsberg, T. Davies, and K. Smith. 2004. “The Experiences of African American Ph.D. Students at Predominantly White Carnegie I-Research Institutions.” College Student Journal 38(2): 231-245. 10. 2009 Facts about the CSU (http://www.calstate.edu/PA/2009Facts/) 11. University of California Office of the President, Statistical Summary and Data on UC Students, Faculty, and Staff. (http://www.ucop.edu/ucophome/uwnews/stat/statsum/fall2008/statsumm2008.pdf) 12. Hispanics at the California State University (calstate.edu/impact/documents/Hispanics_EN.pdf) 13. National Science Foundation LSAMP program synopsis. (http://www.nsf.gov/pubs/2003/nsf03520/nsf03520.htm) 14. National Center for Education Statistics, Digest of Education Statistics, Table 249. (http://nces.ed.gov/programs/digest/d08/tables/dt08_249.asp)University of California Riverside Narrative-19 U.S. Dept. of Education FIPSE Special Focus Competition