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UCR-SEED Joseph Childers, Ph.D.
University of California Riverside Narrative-1 U.S. Dept. of Education FIPSE Special Focus Competition
NARRATIVE
PROJECT 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 undergraduate
institutions to graduate institutions and into sectors of the economy that demand a highly-skilled
workforce. A disproportionate amount of this leakage is comprised of under-represented groups
whose untapped talent represents foregone leadership, creativity, expertise, and contributions to
societal advancement. The report advocates greater attention to the participation and success of
these under-represented groups in graduate education because they constitute such a large and
underutilized resource.
Underutilization of this talent pool also results in persistent socio-economic disparities in
American society. As of 2007, 52% of Asian/Pacific Islanders, 29.1% of whites, 18.5% of
African Americans, and 12.7% of Hispanics had college degrees or higher2. Not surprisingly,
this lower level of educational attainment among African Americans and Hispanics correlates
with 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 the
population as a whole4. Indeed, Hispanics, who constitute approximately 15.4% of the US
population5, represent only 5.8% of Master degree recipients6 and 3.4% of doctoral degree
recipients7 nationwide.
UCR-SEED Joseph Childers, Ph.D.
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Graduate education therefore is an avenue that can effectively advance our common well-
being while also addressing social disparities within American society. However, currently there
is very limited consensus on how to most effectively promote successful attainment of advanced
degrees 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 focused
on under-represented groups, only one-third engages in retention activities. Furthermore, nearly
all of these retention activities -- peer and faculty mentoring, professional development
opportunities, campus visits and receptions -- generally are perceived by respondents to be
ineffective, even though at least one previous study of African-American doctoral students9 finds
that “positive relationships with faculty, increased peer interaction, and assistance with
adjustment issues” (p.232) are valued by students. Poock (2007) concludes that there remain
obvious needs for research and implementation of effective means to promote the success of
under-represented groups in graduate education.
The goals of this project are to address these needs by using innovative means to
encourage socio-economically and educationally disadvantaged (SEED) students to consider
graduate school as an attractive and accessible path towards a professional career and to assist
SEED students at the University of California at Riverside (UCR) in advancing to candidacy in a
timely manner, successfully completing their advanced degrees, and obtaining academic or other
professional appointments. UCR, whose undergraduate population ranks among the most
diverse in the nation, and which is designated as an Hispanic Serving Institution, is also
committed to diversity at the graduate level. In accordance with California Proposition 209,
UCR-SEED Joseph Childers, Ph.D.
University of California Riverside Narrative-3 U.S. Dept. of Education FIPSE Special Focus Competition
which prohibits discriminating against or granting “preferential treatment to, any individual or
group on the basis of race, sex, color, ethnicity, or national origin,” the university defines
diversity broadly. Thus, we are attentive to the potential of those students whose backgrounds
exhibit socio-economic need, who have faced educational challenges, such as limited access to
educational resources, and/or are from the first generation in their families to achieve a college
degree (i.e., SEED students). Under-represented minority students --African-Americans,
Hispanics, and Native Americans--constitute, on average, approximately 15% of our domestic
graduate student enrollment in each of the past four years. It has been our experience that the
majority of SEED students also are members of these under-represented groups. By expanding
our efforts to make graduate education a viable option for students from diverse backgrounds, we
will 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, and
ultimately how to increase the diversity of our skilled workforce and the professoriate. We
anticipate that implementation of the proposed innovative programs will benefit all students who
participate by providing them with tools they need to succeed in graduate school and by giving
them career development guidance so that, upon graduation, they are likely to seek, obtain, and
succeed in faculty and other professional appointments.
PROPOSED PROGRAMS We propose to undertake innovative new efforts in four major areas to increase the
number of SEED students pursuing advanced degrees as well as the retention and successful
career development of these students.
UCR-SEED Joseph Childers, Ph.D.
University of California Riverside Narrative-4 U.S. Dept. of Education FIPSE Special Focus Competition
1. Enhanced exposure of undergraduate SEED students to graduate education opportunities.
Traditional retention efforts begin only after students arrive on campus, even though
cultivation of graduate school success by SEED students should begin well before they
matriculate into a graduate program. Students who demonstrate the potential and desire to
pursue advanced degrees should be identified as undergraduates and educated about applying to
and attending graduate school. By developing partnerships between area CSU undergraduate
programs and graduate programs at UCR, we anticipate that we can encourage more SEED
students to enter doctoral programs at UCR and elsewhere. Given the large number of Hispanic
students educated in the CSU system, we expect this aspect of our program to have particular
impact upon that group of potential graduate students. The CSU system educates almost twice as
many undergraduates10 as does the UC system11, and a high proportion of the CSU student body
is Hispanic. For example, Hispanics constitute 42.3% of the student population at CSU Los
Angeles and 34% of that of CSU San Bernardino12, the CSU in closest proximity to UCR. With
few exceptions (primarily for Ed.D. degrees), the CSUs do not offer doctoral degrees, and
therefore CSU students must go elsewhere if they are to earn doctorates. Students who have not
considered pursuing a doctoral degree might do so if they learn about and are encouraged to
apply 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 to
visit UCR to learn about specific graduate programs and possible career paths, to become aware
of the financial aid that is available to graduate students, to meet with and talk to our current
UCR-SEED Joseph Childers, Ph.D.
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graduate students about their studies and what life is like as a graduate student, and to meet with
faculty to learn about ongoing research projects. We will also inform students from our
partnership CSUs who are in their sophomore or junior years about our summer research
program which is designed to engage students in research and prepare them to apply to graduate
school. We will encourage each CSU student whom we meet through these partnership
programs to apply to graduate schools, and for those who apply to UCR, we will assist them by
guiding them through the application process. We expect that direct interactions with these
students 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 programs
that primarily benefit SEED students, have queried them as to their interest in forging such ties
between our campuses, and have received very positive responses (see email correspondence in
Appendix). As one example, Professor Margaret Jefferson, who directs the Louis Stokes
Alliance for Minority Participation (LSAMP) Program at CSU Los Angeles, has indicated
interest in forging ties with us. The NSF-sponsored LSAMP program “… is aimed at increasing
the quality and quantity of students successfully completing science, technology, engineering
and mathematics (STEM) baccalaureate degree programs, and increasing the number of students
interested in, academically qualified for and matriculated into programs of graduate study.
LSAMP supports sustained and comprehensive approaches that facilitate achievement of the
long-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 are
accomplished through the formation of alliances”.13 We will facilitate formation of such an
UCR-SEED Joseph Childers, Ph.D.
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alliance between graduate programs in the STEM fields at UCR and the LSAMP Program at
CSU Los Angeles. We will formalize similar partnerships between specific graduate programs
at UCR and various programs within all interested area CSUs. In addition to inviting students to
visit UCR, we will encourage faculty from UCR to form research partnerships with CSU faculty
and their students. Such partnerships should allow us to reach a large group of students, who
might only come to consider themselves graduate school material as a result of direct interaction
with 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 an
enriched orientation program to ensure that SEED students have a smooth entrance into graduate
school. Students from our CSU partnerships who are admitted to UCR for graduate school and
elect to come here, as well as all other SEED students matriculating into our participating
graduate programs, will be invited to come to campus two weeks prior to the beginning of the
academic year, where they will undergo a more extensive orientation than will other newly
admitted students. We will provide the students who come for the two-week orientation with
workshops and seminars on various topics designed to help students acclimate to and understand
the expectations of graduate school. Topics will include balancing school and personal life,
balancing classes, research and teaching, choosing a faculty adviser, preparing applications for
outside funding, becoming effective teaching assistants, and understanding what the ethical
UCR-SEED Joseph Childers, Ph.D.
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conduct of research entails. We will involve our current graduate students from disadvantaged
backgrounds as leaders for discussions with these students about the challenges presented by
being from a socio-economically or educationally disadvantaged background. We will introduce
these students to campus support groups and have them participate in team building exercises so
they get to know one another and create their own support systems. We anticipate that students
who participate in this enriched orientation program will be less likely to drop out of graduate
school and will be less likely to encounter academic difficulties than will students who do not
participate.
3. Program-specific group mentoring with faculty-student mentor teams.
It is not sufficient simply to increase the number of SEED students seeking advanced
degrees; these students must successfully complete their degrees if their entry into graduate
school is to materialize into successful professional careers. Of our current SEED students, a
large portion is Hispanic, so data on that group provide some insight into the issues surrounding
retention. An analysis of the retention rate for domestic students who entered UCR PhD
programs between the years 1998 and 2003, most of whom would have now completed their
PhDs, reveals that 50% of Hispanic students did not complete their programs and dropped out of
graduate school. These numbers are comparable to the retention rates for non-Hispanic students
at UCR. However, of the Hispanic students who did not complete their degrees, a preponderance
withdrew before advancing to candidacy (i.e., completing their course work and passing their
qualifying examinations), while non-Hispanics who failed to achieve their degree objectives
tended to withdraw after successfully completing their coursework and exams. Along with
UCR-SEED Joseph Childers, Ph.D.
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severely damaging their professional prospects both inside and outside of academia, this practice
among Hispanic graduate students also indicates that a large number of these promising students
are not being acculturated to academia and the demands of graduate school, and thus not only are
failing to complete their Ph.D. but also are not succeeding in their early years in their graduate
programs when the groundwork for strong academic careers is established. An attrition rate of
50% represents enormous lost potential and wasted effort and resources, both on the part of the
student and the university. Effective programs to increase retention should have broad positive
repercussions 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 increase
retention of graduate students in all programs on campus.
As mentioned previously, recent research suggests that traditional one-on-one peer and
faculty mentoring are perceived to be ineffective methods for student retention, despite the
evidence that students appear to appreciate acculturation efforts. We believe that the perception
of ineffectiveness is largely due to two factors that tend to undermine the overall quality of
mentoring activities: (1) not everyone is a good mentor, yet many people must serve as mentors
under 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 teams
consisting of one faculty member and two current graduate students or post-doctoral fellows in
each of our participating programs, with training, structure, content, and oversight provided by
the Graduate Division. Both faculty and student mentors will be compensated for their time and
must demonstrate experience with, interest in, and compassion toward issues faced by incoming
UCR-SEED Joseph Childers, Ph.D.
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SEED students before being appointed as a mentor. Mentoring teams will meet regularly and
will be required to cover a basic syllabus provided by the Graduate Division, as well as to
allocate time for additional topics of particular relevance to their individual programs.
Mentoring will not only benefit students early in their graduate careers but will also
benefit the student mentor who will be called upon to articulate why s/he is in graduate school
and how s/he managed to survive courses, qualifying exams, advancement to candidacy, and
periods in which research seemingly encountered dead-ends. Faculty and student mentors also
will be asked to conduct mock exams for students approaching their qualifying exams so that the
students gain experience answering questions and thinking on their feet, and the student mentors
gain experience relevant to their future careers. To further enhance a sense of community across
student cohorts, the Graduate Division will host a monthly “Get Connected” lunch where we will
have 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 be
accompanied by effective professional and career development activities so that, upon
graduation, these students will successfully apply and compete for academic and other
professional positions. As of 2007, the most recent year for which data are available, 3.1% of
full-time faculty who held the rank of professor, associate professor, or assistant professor at
degree granting institutions were Hispanic and 5% were African-American14. If these
percentages are to rise, PhD recipients from these and other under-represented groups must
understand what faculty and other professional careers entail.
UCR-SEED Joseph Childers, Ph.D.
University of California Riverside Narrative-10 U.S. Dept. of Education FIPSE Special Focus Competition
As with traditional mentoring efforts, Poock (2007) finds that traditional professional
development efforts also are perceived by graduate schools to be ineffective retention tools. Our
own experience supports this notion and therefore we have been engaged in the design of a new
approach for delivering this content which we call Grad-PREP (Graduate Professional Education
and Placement). Grad-PREP is envisioned as a campus-wide initiative, coordinated through the
Graduate Division, on graduate student professional development and successful career
placement. Importantly Grad-PREP is not a series of courses or workshops offered by a
singularly responsible campus unit. Rather it is a fundamental broadening of the prevailing
graduate education philosophy on campus, and the consequent manifestations of that
philosophical change.
Accordingly we anticipate Grad-PREP initiatives to take varied and contextually
dependent forms. Therefore some responsibility for Grad-PREP content and delivery will be
appropriately devolved to individual programs and units. Such decentralization will help
stimulate a campus-wide cultural shift while also allowing each program to determine how to
best meet the unique needs of its students.
Programs and units will receive guidance and support from the Graduate Division when
developing and delivering Grad-PREP content. Moreover the Graduate Division will actively
foster Grad PREP initiatives in certain core areas expected to be most beneficial to students. In
addition to the mentoring activities presented previously, three such areas were identified
through 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 teaching
UCR-SEED Joseph Childers, Ph.D.
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training, and 3) job market preparation. Our SEED students will receive training in each of these
areas.
Grant and fellowship writing. We will conduct hands-on workshops to help students
prepare predoctoral fellowship grant applications to be submitted to NSF, Ford Foundation, and
other 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 applying
for postdoctoral fellowships. Students who have demonstrated an ability to obtain outside
funding will be more competitive in the job market. Moreover, having experience in applying
for outside funding will be an asset for individuals who obtain faculty positions in institutions in
which tenure and promotion are dependent on success in obtaining outside funding.
Advanced teaching training. With funding from a separate grant application, we will
work with our CSU partners and other area colleges to secure short-term lecture positions for
advanced SEED students who express interest in an academic career with a greater teaching
emphasis. Not only will these students receive classroom experience at a teaching college, but
they also will work closely with highly experienced CSU faculty and receive guidance from our
own faculty who are members of the UCR Academy of Distinguished Teachers.
Job market preparation. Most students learn about career paths through interactions
with their faculty advisor during the regular course of progress towards their degrees. However
the information received and impressions gained by students are likely highly dependent on each
faculty member’s own personal views and experiences in the professoriate. Accordingly, to
provide a broader perspective, we will conduct an annual forum for our students to discuss with
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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, such
as Pomona College, and from Riverside Community College. This forum will allow students to
learn 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 a
component of a job interview--are one of the most important vehicles by which one can make an
impression on others, we will utilize the Get Connected meetings both to discuss what makes a
good research presentation and to provide a forum for practice talks for those students who are to
present 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 been
implemented nationwide using some of the methods we have identified (mentoring, community
building, workshops for academic success), this project breaks new ground by modifying these
techniques for the development of graduate students. In establishing formal mechanisms for
preparing students to face the academic and cultural demands of pursuing a graduate degree, we
provide 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 the
culture of academia completely alien, learn to understand and navigate the demands of that
culture. Rather than relying on individual advisors or programs to meet this challenge, we intend
to work toward creating a campus-wide (and ultimately nationwide) culture of success for such
students choosing to pursue advanced degrees. We also recognize the importance of individual
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contact; thus, rather than looking toward larger institutional efforts (by Graduate Divisions or
colleges within universities) to promote the opportunities of graduate education for SEED
students, we will be forging connections at a more immediate level—between undergraduate
programs at area CSUs and their corresponding graduate programs at UCR. The advantage in
this approach is that the students will begin to learn about graduate possibilities much earlier in
their undergraduate careers, participating faculty will identify promising undergraduates and
alert graduate programs, and the students will have an opportunity to visit UCR early enough in
their education to learn what sorts of possibilities exist for them at the graduate level in terms of
programs, funding, and careers. If this program succeeds, as anticipated, we can foresee it being
adopted and implemented at research universities across the nation.
The FIPSE grant will be instrumental for us in implementing the changes we believe
necessary to enhance the likelihood of this success, and in achieving the critical mass and
momentum needed to sustain these initiatives indefinitely into the future. The program we
foresee emerging will necessarily engage students for their entire time as graduate students and
not just for the two years during which the grant is funded. Ultimately, we expect many of the
students who go through the first two years of the program, who are successful, and who advance
to degree candidacy, in turn, to become student mentors for incoming graduate students. In this
way, we hope to forge a culture of cooperation and academic community building which will
engage students at all levels of their studies together with their faculty advisers.
The primary objectives and desired outcomes of our proposal are relatively
straightforward and should be easily measured. First, we hope to increase appreciably the
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population of SEED students seeking advanced degrees. To that end, we will work to grow both
the number of applications and the number of admissions of these students to Ph.D. programs at
UCR, and will be in communication with our sister University of California campuses to monitor
any increase in applications and admissions to their graduate programs. We also hope to
augment the success of these students in pursuit of their degrees by increasing retention of these
students and increasing the number who advance to candidacy. To assess the viability of our
recruitment efforts, we will be tracking increases in the number of applications by SEED
students to the programs participating in the project, the quality of those applications, which
include numeric and subjective indicators, the admission rate of those who have applied, and the
acceptance rate of those offered admission. To appraise the efficacy of the enriched orientation
programs and the mentoring program, we will be tracking a number of indicators of student
progress: students’ grade point averages per term; progress toward advancement to candidacy;
performance on qualifying exams (which in some instances will take place after the grant
expires); and we will request narrative analysis of each student’s progress by both faculty and
peer mentors. Finally, we will be enlisting external evaluators from the Institute of Organizations
and Program Evaluations Research, Claremont Graduate University to assess our learning
outcomes and the overall organization of the project.
WORK PLAN AND DISSEMINATION
In order to achieve our FIPSE project goals and objectives, we will collaborate with our new
Grad-PREP Program and with the Graduate Division’s office of Academic Preparation and
Outreach, which focuses on recruiting minority students to graduate programs and in helping
UCR-SEED Joseph Childers, Ph.D.
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them to succeed once they matriculate. The Project Director and two co-investigators will serve
as the guiding leadership for the project and develop efforts aimed at dissemination. One
Project Co-Coordinator will implement the project including partnering with mentoring faculty,
overseeing relations with our partner programs at the CSUs, establishing seminars for the
training 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, including
on-line material for mentoring curriculum and training and best practices, and will assist with
overall dissemination efforts.
Project Director Dr. Joseph Childers
Dean, Graduate Division
Project Co-Investigator Dr. Leah Haimo Associate Dean,
Graduate Division
External Evaluators
Institute of Org. and
Program Evaluation, Claremont Graduate
University.
Project Co-Investigator Dr. Ken Baerenklau
Associate Dean, Graduate Division
Project Leadership
Project Co-Coordinator Ms. Maria Franco-Aguilar
Director Academic Preparation and Outreach
Graduate Division
Faculty-Student Mentor Teams
Project Co-Coordinator Ms. Linda Scott
Director Enrolled Student Services
Graduate Division
The work plan for the project will take place in a number of stages. We have begun to establish
contacts with each of the area CSUs and will work toward solidfying formal partnerships with
specific CSU programs. Each term (quarter), the participating UCR graduate programs will host
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a seminar day, in which students and faculty from their partner programs will be invited to share
research and to visit the campus to meet UCR faculty and tour labs and facilities. These
seminars 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 staff
members as the Project Co-Coordinators. Maria Franco-Aguilar is our Director of Academic
Preparation and Outreach and has extensive experience in both minority recruitment and on-site
mentoring programs. Linda Scott is Director of Enrolled Student Services and is our senior
staff person in charge of Teaching Assistant Development and enrolled student issues. Project
Co-coordinator Franco-Aguilar will assist in identifying and training faculty on the goals and
outcomes of the project; she will also oversee the training of peer mentors, drawing from our
current “Get Connected” under-represented minority graduate students in the STEM fields. She
will hold twice-monthly sessions with the peer mentors and the participating students to evaluate
outcomes and progress toward goals. She will also recruit and train peer mentors from
participating programs in the humanties and social sciences. Ms. Scott will oversee the
development of our web presence and resource materials.
Both co-coordinators will participate in dissemination of our findings among the
University of California Council of Graduate Deans and at the UC/CSU Conference which takes
place 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, UCR
interacts regularly with other AGEP alliances nationwide, with whom we will be sharing our
findings. We will also present our results and findings to SACNAS (Society for Advancement of
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Chicanos and Native Americans in Science, HACU (Hispanic Association of Colleges and
Universities), the National Association for Equal Opportunity in Higher Education, Council of
Graduate Schools, and other important national entities that are engaged in promoting the
success of SEED students in pursuit of graduate degrees. The Project Co-coordinators will be
instrumental in planning a Dissemination Conference at UCR, to be held upon completion of the
grant’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-Coordinator
Scott will be involved in developing information sharing for the participating programs. The
Project Director and Co-Investigators will oversee the collection of data regarding progress
toward our goals and objectives and will also help to coordinate efforts to disseminate our results
nationally. In addition to those venues already noted, we plan to publish articles detailing the
results of our new programs in outlets such as The Journal of Hispanic Higher Education, The
Journal of Blacks in Higher Education, the Newsletter of the Council of Graduate Schools, and
The Chronicle of Higher Education. We will also evaluate our program for possible expansion
to all entering graduate students, with the idea that, if successful, it could become a model for
preparing students for careers in academia and the professoriate. We intend ultimately to use this
FIPSE grant to establish enduring best practices for graduate student success across our entire
graduate 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 institutional
coordination through the Graduate Division, and with the potential to be replicated across the
country.
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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)
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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)