District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17-034
TO BE COMPLETED BY COCCC
Grant Agreement No.: CONTACT PAGE Proposal ID No.: Funding Status: Fiscal Year:
Funding Source(s): Funds for Student Success Project Title: Community College MESA Programs Institution: Diablo Valley College Address: 321 Golf Club Road City: Pleasant Hill State: CA Zip+4: 94523 – 1544
College Superintendent/President (or authorized Designee)
Name: Ted Wieden Title: Interim President
Phone Number: (925) 969-2001 Date: 7/11/2017 Fax: (925) 687-2527 E-Mail Address: [email protected]
Responsible Administrator (Appropriate Program Area)
Name: Despina Prapavessi Title: Dean of Math/ CS and Business Divisions
Phone Number: (925) 969-2689 Date: 7/11/2017 Fax: ( ) E-Mail Address: [email protected]
Project Director
Name: Maitreyee Chandra Title: Interim MESA Director
Phone Number: (925) 969-4232 Date: 7/11/2017 Fax: ( ) E-Mail Address: [email protected]
District Chief Business Officer
Name: John Nahlen Title: Vice President, Business & Administrative Services
Phone Number: ( 925 )969-2018 Date: 7/11/2017 Fax: ( ) E-Mail Address: [email protected]
Application/Grant Writer
Name: Maitreyee Chandra Title: Interim MESA Director Phone Number: (925) 969-4232 Date: 7/11/2017 Fax: ( ) E-Mail Address: [email protected]
MESA RFA 17-034, 2017-18 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17-034
TO BE COMPLETED BY COCCC APPLICATION ABSTRACT Grant Amount: $
Project Title: Community College MESA Programs
Project Director: Maitreyee Chandra Organization: Diablo Valley College Address: 321 Golf Club Road City: Pleasant Hill State: CA Zip + 4: 94523 — 1544 Phone: ( 925 ) 689-4232
The Diablo Valley College (DVC) MESA program opened its doors on October 31, 2014 with 47 students as an unendowed program, aiming to serve first generation, financially challenged students and to narrow the achievement gaps in STEM. To date the DVC MESA program has been almost exclusively funded through Equity Funds.
The program was met with high student demand and within a year reached over 100 students. The ethnic composition of the MESA cohort is significantly different from the college’s STEM population in general, displaying 4 times as many Hispanic students and a significant percentage of African American students. In its relatively short tenure, the program has achieved remarkable success that is reflected in its transfer numbers from 2 students in 2015, 25 in 2016 to an estimated 30 in 2017. The program has created a strong culture of student leadership and higher expectations that has led to increased number of internship and scholarship recipients. In 2016, 10% of the DVC MESA students received scholarships and another 10% received internships. The numbers of scholarship and internship recipients are expected to rise for 2017. These students serve as powerful mentors for the new incoming students, and the feedback cycle positively impacts the extended DVC STEM community.
DVC MESA has been operating in the PUMA (Puente, Umoja and MESA Alliance) Center, a large space, where students receive tutoring help, and have access to computers, group study rooms, and smaller study rooms. The PUMA center is a home away from home that offers a comfortable place for students to gather, foster a sense of belonging and most importantly stay connected with their peers. PUMA Center also houses Puente and Umoja learning communities. The three programs share best practices and have successfully collaborated to maximize the use of resources.
MESA RFA 17-034, 2017-18 In addition to regular tutoring and counseling help, the program hosts over 30 events every semester partly because of a successful collaboration with Student and Transfer Services. Some of the commonly held events include workshops on the transfer process, financial aid, and counseling. Academic enrichment events such as conferences, field trips, speaker series, and career and internship information sessions motivate students and provide exposure to careers in industry and academia. Welcome day and student focus group meetings promote social interaction among students and offer them a chance to voice their thoughts.
STEM faculty has been deeply involved with the MESA program right from its inception. The MESA steering committee includes faculty representatives from each STEM discipline. The collaboration has helped create five MESA Sections through which MESA and ASEM students can reserve spaces in some of the most impacted STEM classes. MESA Section students also attend weekly Supplemental Instructional sessions that help develop their problem solving and metacognitive skills.
MESA has worked to establish a strong relationship with underperforming local high schools that have high percentage of students from low‐income families and minorities, underrepresented in STEM. Last year MESA along with STEM Pathway (a pre‐MESA learning community at DVC) hosted a series of academic excellence workshops that were designed to motivate high school juniors and sophomores. MESA also collaborates with DVC Welcome Services, EOPS, Upward bound and CTE programs to expand its outreach efforts. Additionally, the MESA program has also developed relations with community organizations such as the Monument Crisis and Impact Center and presented outreach events at their sites.
DVC MESA is a founding member of the East Bay MESA alliance that includes four MESA community college programs and one MESA school program. The partnership started in the spring of 2015 and has provided regional leadership and other opportunities for our students. MESA activities are built around the 13 components outlined in the annual work plan of this RFA. This proposal details how the outcomes of the activities meet the objectives and benefit our MESA and ASEM students. Internal assessment processes such as the annual college Program Review and equity committee reports provide the necessary feedback to move the program in the right direction and prioritize the funding as needed.
If funded, through this cycle of FSS funding, the DVC MESA program will be able to strengthen its ties with the local community off and on campus, continue to build STEM Pathways for first generation, financially disadvantaged students, and expand its outreach efforts to the local high schools, building a robust pipeline for young talented STEM students.
MESA RFA 17-034, 2017-18 Table of Contents
Existing DVC MESA Program ...... 1 Need for the Project ...... 11 Application Annual Workplan ...... 16 1. Administrative Component ...... 19 2. MESA Student Center ...... 22 3. Student Clustering ...... 24 4. Academic Excellence Workshops ...... 26 5. MESA Counseling ...... 27 6. MESA Orientation Program ...... 29 7. MESA Support Services ...... 30 8. Outreach ...... 32 9. MESA Council ...... 34 10. Professional Development ...... 35 11. Student Organizations ...... 37 12. Local Business & Industry Council ...... 38 13. Liasons with MSP, MCCP, MEP, etc...... 39 Project Management / Institutional Commitment ...... 41 Budget ...... 50 Overall Feasibility of the Project ...... 52 Dissemination Plan ...... 52 EXISTING DVC MESA PROGRAM
Program Description
DVC MESA program has been operating as an unfunded program with the California Community Colleges Chancellor’s Office (CCCCO) approved MOU since fall 2014. The following is a description of the DVC MESA program:
Administrative responsibilities
Annual CCCCO MIS data reporting Overall Error Correction: The district Research office has general error correction reports in SQL Reporting that are run before each term to clean up common errors, such as zip code errors and invalid social security numbers. There are also error reports created by Colleague that aids in error correction, before the data is ever submitted to the Chancellors Office. Review by Units: Depending on the MIS report, either a preliminary report is sent to the department in charge or there is a report available in SQL Reporting for review. Each college corrects errors by unit to correct any mistakes generated by the California Community College Chancellors Office MIS system. Final submission: Once errors are corrected, the MIS reports are run in Colleague.
MESA Program Reporting Process The MESA Director along with the Dean of Math/CS takes the responsibility to track reporting requirements as specified by the Chancellor’s office. The MESA program will work with the district research office to ensure that proper data are collected. The DVC MESA program started its center operation on October 31st, 2014 and is currently an unendowed program. The program has fulfilled all the duties required by the Chancellor’s office. Though not required of an unendowed program, DVC MESA submitted the 2015‐2016 year‐end report on time. Last December DVC MESA submitted the RFA for $15,000.00 grant on time and received the award.
MESA Enrollment and Transfer Statistics for 2014‐15 and 2015‐16
2014‐2015 2015‐2016 Total number of Number of Transfers Total number of Number of Transfers to Students to 4‐year schools Students 4‐year schools MESA 76 2 101 25 ASEM NA NA 57 NA Note: MESA Application is ongoing and the current program enrollment is at 115.
MESA Student Demographic Data The 2016 ‐2017 MESA cohort male to female ratio is 1:1.2 with one student registered as unknown for the gender group. The ethnic composition of the population is split between 37% Hispanics, 3% African American, 1% American Indian, 29% Asian and 20% White. Majority of the students fall in the age group of 18 ‐24 years. 13% of the students belong to 24 ‐28 age group while 10 % are older than 28 years.
MESA RFA 17-034, 2017-18 1 2016‐2017 MESA Cohort Gender Distribution Unknown 1%
Females Females Males 45% 54% Males
Unknown
2016‐2017 MESA Cohort Ethnicity Distribution African American American Indian 3% 1% African American White Asian American Indian 20% 20% Asian
Other/ Filipino Undeclared Filipino Hispanic 2% 6% Multi‐Race Other/Undeclared Multi‐Race White 11% Hispanic 37%
MESA RFA 17-034, 2017-18 2 2016 ‐ 2017 MESA Cohort Age Group Distribution
older than 28 years 10% 18 ‐21 years 24 ‐28 years 47% 18 ‐21 years 13% 22‐24 years 24 ‐28 years older than 28 years
22‐24 years 30%
The ASEM cohort has 39% females and 60% males. 1% students have described themselves as unknown for the gender group. Ethnicity distribution in ASEM cohort is as follows: 34% Hispanics, 2% African American, 16% Asian and 28% White. Most students in the ASEM cohort fall in the 18 ‐ 24 age group. Only 14% of the students are in the 24 ‐28 years age group. An even smaller percentage (11%) of the students belong to the 29 years and above category.
2016 ‐ 2017 ASEM Cohort Gender Distribution Unknown 1% Females 39%
Females
Males Males 60% Unknown
MESA RFA 17-034, 2017-18 3 2016 ‐ 2017 ASEM Cohort Ethnicity Distribution White African American 28% 2% Asian 16%
African American Asian Other/ Filipino Undeclared 3% Filipino Hispanic 10% Multi‐Race Other/Undeclared Multi‐Race Hispanic 7% 34% White
2016 ‐2017 ASEM Cohort Age Group Distribution older than 28 11%
24 ‐28 years 14% 18 ‐21 years 46% 18 ‐21 years 22‐24 years 24 ‐28 years older than 28
22‐24 years 29%
Academic Excellence Workshops or similar interventions
At DVC MESA, Academic Excellence Workshops (AEW) has been incorporated through Supplemental Instructional Sessions (SI). These sessions are tied to selected STEM courses where reserved spaces are set aside for MESA and ASEM students. The students register for MESA Sections that serve as an “Embedded Learning Community” in an existing class. MESA Sections students are required to attend 90 minute weekly Supplemental Instructional Sessions. SI sessions help students reinforce subject matter and develop problem solving and metacognitive skills. The sessions are designed to promote growth mindset and better address student needs. The SI student facilitators go through training in the beginning of the semester and subsequently meet with course instructors and SI faculty leaders on a weekly basis to develop effective lesson plans.
MESA RFA 17-034, 2017-18 4 This semester, MESA is offering 5 spaces in each of the following courses: General Chemistry I and II, Cell and Molecular Biology, and Calculus I, II and III. Many of these gate keeper courses are a part of the student education plans that help the students to complete their course requirements in order to transfer to a 4‐year institution on time.
MESA Sections also help build student study groups and foster collaborative learning. After exposure to this model, students organically form study groups that are posted in the center for all other students to engage in.
Additional MESA AEW’s include boot camp sessions and a focus group workshop called “Getting your head in the game”, which are led by faculty and offered during the week before the semester begins. Commonly offered boot camp sessions include Math, Physics, Chemistry, Biology and Engineering. Extremely popular with the students, the boot camp sessions help them prepare for upcoming courses and form study groups in the beginning of the semester. “Getting your Head in the Game” helps students organize for the first day of school and prepare for the semester.
In addition, MESA tutors actively encourage students to join study groups early in the semester. Tutors use a multipronged approach (such as doodle and emails) to organize students into study groups based on the classes they are taking. Many of the study groups meet regularly in the MESA Center and the members benefit from the collaborative study. This kind of approach has been very successful ands ha motivated students to continue their studies off campus even after the center closes.
MESA and ASEM Facilities
DVC MESA is located in a large building (of 4690 sq. ft. area) called the PUMA (Puente Umoja MESA Alliance) Center which also houses Puente and Umoja Learning communities. The three programs share a common lounge, two group study rooms (that can each accommodate eight people) and 10 quiet study rooms (that can each hold five students) and are equipped with boards and furniture. A total of 12 computers equipped with relevant STEM programs and a printer are available for student use. A large kitchen and storage room is also available for common use. Adjoining the PUMA Center is the Students Veterans Resource Center (SVRC). Puente, Umoja and MESA and SVRC share students, resources and best practices.
MESA tutoring and meeting /activities takes place in the MESA room that is a separate large study room (of 568 sq. ft. area) in the PUMA Center with a kitchenette attached to it. Two white walls in the MESA room are painted with “Idea” paint that serve as white boards which allows for an unrestrictive, visually compelling, creative and collaborative learning environment. The room is equipped with computers, books, supplies and stationary for student use. The bulletin boards in and around the MESA tutoring space highlight important information, upcoming events and student success stories. The offices of MESA Director, Counselor and Assistant are right next to the MESA space and offer easy access to the students.
The MESA center is centrally located to all the STEM departments and is directly across from the library and the English and Math learning Centers. Additionally the Cafeteria, Book Store and Student Services buildings are a minute away from the PUMA Center.
MESA RFA 17-034, 2017-18 5 DVC Foundation donated $50,000.00 to launch the MESA program at DVC. As a new college initiative MESA has been incorporated into the DVC’s equity plan and is being funded with equity funds. In 2017 the program received $15,000.00 grant funds from the Chancellor’s office. In the past two years the program has also benefitted from small fund donations through the UCOP MESA office that were given out to the East Bay MESA Alliance, a regional alliance of five MESA programs of which DVC is a member.
MESA Collaboration
DVC MESA has partnered/collaborated with
Stemovation: Initiated and funded through the student equity plan in the spring of 2015, STEMovation is a college‐wide effort that grew out of STEM faculty participation in Leading from the Middle; it is driven by faculty and based on data, to address equity issues in STEM; it builds on practices tested at the MESA program, the hub for innovation, and brings together collaboration across STEM disciplines and programs. Puente and Umoja Learning Communities: MESA shares common space and best practices with Umoja and Puente Learning communities. The synergy among the programs has resulted in maximized use of resources; student workers from all the three programs assist the PUMA staff in the operations of the center; best practices are shared among the program coordinators; joint events such as financial aid, scholarship and personal statement writing workshops, and tutoring benefit students from all three communities. A number of documents were developed to coordinate the logistics for the three programs. Students Veterans Resource Center (SVRC): Inaugurated on September, 2016, SVRC is located right next to the PUMA Center. MESA plans to host joint workshops, social and volunteering events with the veterans program along with Puente and Umoja communities. DVC Student Services: Successful collaboration with Student Services has led to hosting of Professional Development Workshops, attending University tours and job fairs and sharing of scholarship and internship information. DVC Welcome Services, Upward bound, EOPS and CTE: MESA has collaborated with all the programs in expanding outreach for identifying MESA qualified STEM students and providing volunteering opportunities for MESA students. DVC Community Education: Select MESA students work as Math or Computer Science Teachers or Teaching Assistants for the College for Kids program in DVC. Expand your Horizon (EYH): MESA students present and volunteer in STEM workshops in EYH, an annual conference that promotes and exposes middle school girls for careers in STEM. Mount Diablo Unified School District: Select MESA students work as coaches for the summer girl and boy robotics camps in middle school. MESA students tutor and mentor twice a week in Mount Diablo and Ygnacio Valley High schools.
MESA RFA 17-034, 2017-18 6 MESA Director Position and Assignment
Since Fall 2014, the MESA director’s position has been a 100% interim position. Recruitment for a permanent position is scheduled to take place in the summer 2017.
The director is responsible for the administration and management of the center's operation, including the program budget. Other responsibilities include student recruitment, maintenance of student records and student meetings, hiring student workers and staff, collaboration with STEM faculty, Counseling, Career and Transfer Services, Umoja, Puente and EOPS programs on campus. The director supervises/coordinates field trips, student conferences, university visits, tutoring, speaker series, dissemination of scholarships and internship information, academic and career advising, preparatory and supplemental instructional sessions, and transfer and other professional development workshops. The director is also responsible for outreach to feeder high schools and community organizations.
The MESA director regularly consults with the Math, Science and Engineering department chairs and division deans to plan development and implementation of the program. The director also holds monthly meetings with the MESA Steering Committee members that include MESA counselor, faculty representatives of STEM departments, the Dean of Computer Science and Math, the Dean of Physical and Biological Sciences and Engineering and the Dean of Student Engagement and Equity. The Steering Committee provides guidance and direction to the program.
The MESA Director maintains active liaison with the Chancellor’s office, regularly attends CCCCO led Fall Statewide Training and UCOP led Spring Advocacy training, submits reports on time, and ensures that all components of the program are consistent with the established MESA guidelines. The MESA Director also meets regularly with the MESA state‐wide director to report on the progress of the program and to develop plans for further development and implementation.
MESA Director, founding member of East Bay MESA Alliance (EBMA) coordinates and participates in the alliance meetings and events. EBMA is a strategic partnership among four community college MESA programs and one MESA School Program originating from Cal State University East Bay. The community college members include Los Medanos College, Chabot College and College of Alameda. EBMA allows its members to maximize resources and share best practices.
MESA RFA 17-034, 2017-18 7 Supplementary Resources
DVC is the latest expansion of STEM efforts in the Contra Costa Community College District. While Los Medanos College has an established MESA program that partners with DVC MESA on many fronts, Contra Costa Community College boasts of a successful and award winning STEM program, The Center for Science Excellence that supports STEM students.
Collaboration with DVC Foundations Office, equity programs and MESA UCOP
The DVC MESA Center was started with a $50K fund from the DVC foundation office. As a new college initiative MESA has been incorporated into DVC’s Equity Plan and is being funded accordingly. In 2017 the program received $15K grant funds from the Chancellor’s office. In the past two years the program has also benefitted from small fund donations through the UCOP MESA office that were given out to the East Bay MESA Alliance (EBMA), a regional alliance of five MESA programs of which DVC is a member.
MESA ‐ Hub for STEMovation
Initiated and funded by equity funds, STEMovation is a college wide effort that aims to narrow the achievement gap by broadly engaging the STEM faculty community to integrate best equity practices into their classroom, and all programs and services related to STEM. Involving and engaging MESA students in projects and leadership opportunities, engaging STEM faculty in professional development and using research data to measure project effectiveness, STEMovation is centered on MESA.
Last year the DVC STEMovation team submitted an NSF‐S‐STEM proposal to build the MESA pipeline between high schools of need and DVC. Although the proposal was not funded, it helped strengthen ties with the underperforming schools in our area.
Partnering with DVC Puente, and Umoja Communities
MESA, Umoja and Puente programs share common space and best practices. The programs have developed documents and establish guidelines for the Center Operations. They host joint workshops and extend their tutoring services to one another. Seven student workers from the three programs assist PUMA staff in running the center. The PUMA Steering Committee meets a few times every semester to discuss joint events and ongoing operations of the center.
Collaboration with Student’s Veterans Center Resources (SVRC)
Adjacent to the PUMA Center is the newly created (9/16) Veterans Center. MESA plans to host joint workshops, social and volunteering events with the veterans program along with Puente and Umoja communities.
MESA RFA 17-034, 2017-18 8 MESA STEM faculty Engagement
Ten to twelve STEM faculty from MESA are involved in enhancing pedagogical approaches along with faculty from 4 other universities and community colleges by participating in a year‐long NSF program that is hosted at University of California, Berkeley. They plan to develop pedagogical practices that promote active learning and build metacognitive motivation and persistent learning approaches.
Key STEM deans and faculty from DVC participated in a 2‐year long program called “Learning from Middle” (LFM), an academy hosted by the RP group that focuses on promoting organizational coherence within each college through integration and coordination of college programs including equity, student success, basic skills, and professional development.
Collaboration with Feeder High Schools
DVC MESA has strategically partnered with the feeder high schools that serve high percentage of students coming from low‐incoming and first generation college families. One of these is Mount Diablo High School that started the MESA School Program last year. DVC was actively involved in the conversation with MESA UCOP and Cal State University, East Bay, MESA School Program in promoting Mount Diablo High School for the MESA School Program. DVC MESA plans to have similar conversations for Ygnacio Valley High School, another of our feeder High Schools with similar demographics.
Collaboration with Regional MSP and MCCP Programs
DVC MESA is a member of East Bay MESA Alliance, a regional collaboration of five institutions that consist of one MESA School Program (MSP) and four MESA Community College Programs (MCCP). The MESA programs from Los Medanos College (LMC), Diablo Valley College, Chabot College and College of Alameda and the MESA School program from Cal State East Bay are working together to share resources, reduce redundancy and improve student success. The East Bay MESA Alliance provides MESA students’ opportunities to volunteer at events, participate in regional competitions, and build leadership skills. For example, this semester EBMA students volunteered for MESA Day, participated in “Walk on Water” competition and rallied together for the “March for Science” in San Francisco. Some of the future high priority goals of the alliance include hosting Summer Leadership Conference, writing grants to offer leadership and internship opportunities to students and creating an Industry Advisory Board. LMC and DVC, belonging to the same community college district routinely share resources with students such as offering access to the center and encouraging participation in field trips, speaker series and other workshops.
MESA RFA 17-034, 2017-18 9 Collaboration with Social Organizations
MESA established and developed relationships with local non‐profit community organizations such as the Monument Impact Center (http://monumentimpact.org/) and the Monument Crisis Center (http://www.monumentcrisiscenter.org/). Both organizations are dedicated to support underserved populations. MESA promoted outreach events through their activities (fairs, parent workshops etc.) and offered tabling events and educational workshops and informational sessions for the public. The purpose of this outreach is to raise community awareness about MESA and inform local residents about MESA opportunities and resources.
MESA RFA 17-034, 2017-18 10
NEED FOR THE PROJECT
Addressing DVC Needs
Diablo Valley College, founded in 1949, is a premier 2‐Year College that is known for its excellent academic standards and high transfer rates. The stellar reputation and the wide array of courses offered by DVC attract students from near and far areas of the region. The current student head count in DVC is 28,796 with 16,121 FTES. DVC has an ethnically diverse student population that continues to change in demographic composition specifically with respect to financial aid (33.9%), first‐generation college (23.3%) and Hispanic student (6594 students‐ 23%) populations.
DVC has established a strong pathway for transfer of its students to 4‐year universities. However the transfer rate is not distributed evenly among various population groups. A look at the CSU STEM transfer numbers (see table below) indicates that the underrepresented population groups make a very small percentage of the transfer students. Disparity in the transfer rates illustrates the need for programs like MESA to bring about a positive change in the transfer rates of such students.
DVC underrepresented STEM student demographics and transfer information to CSU
Populations Groups 2011‐ 2012‐ 2013‐ 2014‐ 2015‐ 2012 2013 2014 2015 2016 Total DVC STEM Students Transfers to 120 117 154 135 125 CSU system Hispanic, African American & Native Americans Students STEM Transfers to 20 15 28 23 17 CSU system % of Hispanic, African American & Native Americans Students among all 16.67% 12.82% 18.18% 17.04% 13.60% STEM transfers to CSU % of Hispanic, African American & Native Americans Students in DVC NA 26.7% 27.3% 28.2% 28.9% general student population
MESA RFA 17-034, 2017-18 11
In order to identify and study the STEM population at DVC, and to establish a baseline measure, the college’s Research Office defined STEM students as those who have taken 12 units or more in transfer level Math, Physics, Chemistry, Biology, Engineering and Computer Science Courses.
The graphs below show the STEM cohort distribution by gender and ethnicity as compared to the general population in DVC.
Current DVC STEM vs General Population by Gender and Ethnicity
DVC STEM Cohort Distribution by Gender Unknown 1%
Female 29%
Female Male Unknown
Male 70%
DVC General Student Population by Gender
Unknown
Female Male Unknown
Male Female
MESA RFA 17-034, 2017-18 12
DVC STEM Cohort Distribution by Ethnicity African‐American American Indian African‐American 1% 0% American Indian Asian Asian White Non‐Hispanic 19% 28% Filipino Filipino 4% Hispanic
Hispanic Multi Ethnicity 12% Unknown Pacific Islander 28% Multi Ethnicity 8% Unknown Pacific Islander White Non‐Hispanic 0%
DVC General Student Population by Ethnicity (DVC Student Scorecard) African American Unknown 6% American African American 7% Indian/Alaska Native 0% American Indian/Alaska Native Two or more Races 8% Asian Asian 13% Filipino Filipino 5% Hispanic
White Pacific Islander 38% Hispanic 23% White
Two or more Races Pacific Islander 0% Unknown
Comparing with the overall DVC demographics above, we see that African American, Hispanic, Filipino and American Indian students are underrepresented in the STEM cohort. A large number of these students are coming from underperforming high schools in our service area and often place in remedial math courses. They face many challenges personal, financial and academic and get discouraged from pursuing STEM careers. Most of them are first generation and have no mentors to guide them through the complex community college transfer process.
In order to identify the challenges and road‐blocks in the system, DVC STEM faculty identified the STEM transfer sequences students follow in order to transfer; they surveyed students about their experiences both in the beginning and end of these sequences. It is telling that the demographics change significantly between the beginning and end point of the sequences.
MESA RFA 17-034, 2017-18 13
STEM Student distribution in DVC Terminal STEM Courses
Student Distribution in Final STEM Courses African‐American 0% Asian 25%
African‐American White 29% Filipino Asian 2% Filipino
Hispanic
Multi‐Race Hispanic 7% Other/Underclar ed Other/Underclared White 33% Multi‐Race 4%
It is concerning to note that there was not a single African American student in these courses and the percentages of Hispanics is at 7%.
DVC’s last strategic plan is focused on fulfilling the college’s mission of inclusive excellence through the directive of increasing student success. The college’s Equity plan points to an institutional responsibility to recognize barriers to student success and to intentionally develop programs and practices to provide all underserved students with an equal opportunity to succeed. The college has focused its attention on institutional change to improve success for underserved students.
With this in mind, the DVC MESA program was introduced in the fall of 2014. A team of STEM faculty members along with two STEM Deans formed a MESA steering committee that offered vision and guidance to develop the program. The first cohort had 47 students. Since then, membership in the program has grown to over 100 students. The rise in the number of qualified applicants is a testament to the demand for STEM support for the socio‐economically disadvantaged students in STEM. In the past two academic years, the program has received over 400 applications.
In its relatively short tenure, MESA has taken strides and has already made a difference in many students’ lives and academic successes, as is evident through the transfer numbers from 2014‐2015 and 2015‐ 2016. (2 students in 2015, 25 students in 2016). Projected transfer numbers for 2016‐2017 is expected to be around 30. Additionally, in 2016, 10% of our students received scholarships and another 10% were internship recipients. The numbers for internship and scholarship recipients are currently at last year’s level and is expected to exceed last year’s numbers as students are continuously receiving updates on their status.
Addressing Local and Regional Needs
DVC is located in the Contra Costa County where extreme disparity in income is observed and high schools vary significantly in student achievement and success. There are many regional pockets within MESA RFA 17-034, 2017-18 14 the county that have populations of greater need and many of the students enrolled in DVC come from underperforming local high schools. Among these, the DVC MESA program has worked closely with the Mount Diablo, Ygnacio Valley and Concord High Schools in the last two years, and the college is fully committed at recruiting, supporting and engaging their students.
DVC MESA program is focused on building a pipeline with High Schools serving underrepresented minorities. Facilitated meetings with HS and college STEM administrators and faculty in the last year have provided us with insights to understand the High schools needs and address their concerns such as how to improve math test scores. One of the ways DVC MESA addressed this concern was by offering weekly math tutoring sessions with MESA students at Mount Diablo and Ygnacio Valley High School during after school hours on their campus. Additionally, DVC MESA offers financial aid and academic excellence workshops at high school campuses.
Last year Mount Diablo High School started the MESA School Program (MSP). DVC MESA was actively involved in advocating for the need to launch this program. Similar efforts are underway for the Ygnacio Valley High School. The MSP‐ MCCP corridor will create a natural pipeline for students that plan to pursue STEM majors and help them to transition smoothly from high school to a 2‐year community college setting.
To further support the recruiting effort, a pre‐MESA Learning community called STEM Pathways was created in DVC in 2015. STEM Pathways invites students from Mount Diablo, Ygnacio Valley and Concord High Schools and enrolls them in a one semester STEM Learning Community welcoming them to college in their first semester experience; Supplemental Instructional sessions are also provided for their classes. Many of the STEM Pathways students are eligible for and apply to MESA once they complete intermediate algebra requirement.
Addressing Industry Needs
Economic forecasts of the Contra Costa region predict increase in professional jobs over the next few decades, especially in Engineering and Computer Science fields. DVC MESA strives to enable disadvantaged and underrepresented minorities to pursue opportunities for academic and professional careers in these areas.
Regional Collaboration
DVC MESA is a member of East Bay MESA Alliance (EBMA), a regional collaboration of five MESA institutions that was established in 2015 under the leadership of MESA UCOP. EBMA consist of Cal State University East Bay, MESA School Program and four MESA Community College Programs including DVC, Los Medanos College, Chabot College and College of Alameda. The EBMA members meet regularly to develop goals for the alliance and plan for upcoming events. EBMA has hosted several events and collaborated on existing events such as MESA Day. This platform allows students to participate/volunteer in regional events and develop leadership and networking skills. Some of the future high priority EBMA plans include writing grants and creating an Industry Advisory board.
MESA RFA 17-034, 2017-18 15
APPLICATION ANNUAL WORKPLAN
Objectives
DVC is deeply committed to achieving the MESA program objectives through the successful implementation of the 13 components as described on pages 5 through 9 of the MESA RFA.
Increase the number of economically and educationally disadvantaged students pursuing degrees in Mathematics, Engineering, Science, and Technology who are eligible to transfer to a four‐year college or university.
MESA actively recruits economically and educationally disadvantaged STEM students through outreach as discussed extensively in Section 8 of the Application Annual Work Plan (AAWP). MESA enrollment has continued to increase in the past two and a half years of MESA’s existence from 47 MESA students in fall of 2014 to 101 in 2016 (as officially reported to Chancellor’s office). In 2016 twenty five students successfully transferred to 4 year institutions. DVC MESA continues to grow and is at 114 as of date. MESA plans to increase the MESA membership to 125 students by spring 2018.
Implement efficient processes and practices and utilize existing college transfer Centers to garner greater MESA student transfers to four‐year colleges and universities.
MESA program has collaborated extensively with DVC Career and Transfer Services and Counseling as illustrated in Sections 4 and 5 of the AAWP, in order to prepare students for the transfer process. Students are encouraged to participate in campus tours, transfer workshops, meet university representatives and take advantage of resources such as Transfer Admission Guarantee and Transfer Alliance Project and the Starting Point Mentorship program etc.
Implement strategies to increase the rate at which MESA students are deemed transfer ready in science, technology, engineering and mathematics (STEM) majors.
A strong focus on student success through high effective practices such as Supplemental Instructional Sessions etc. is outlined throughout the AAWP. Counseling, tutoring and student clustering help prepare students for the transfer process. MESA routinely informs students about scholarship and internship opportunities. Many students take advantage of the opportunities and are able to strengthen their application portfolio. A strong collaboration between STEM faculty and MESA allow students to register in impacted STEM classes and get additional out of class weekly help through the Supplemental Instructional sessions which improve their academic success and transfer readiness.
Improve the academic performance of MESA students.
Collaborative learning, study groups, tutoring, boot camp sessions and Supplemental Instructional Sessions are all geared to increase the academic success of MESA students. Timely interventions
MESA RFA 17-034, 2017-18 16
through the early alert process and workshops on time and stress management provide additional help to boost student success rate. For detailed information refer to Sections 3, 4, 5 and 7 in AAWP. Increase the leadership skills and raise the educational expectations of MESA students.
MESA promotes student leadership skills by informing and accompanying them to local professional and leadership conferences such as “Women in Engineering”, Intel Forum Conference and “Kati O Summit”. These experiences empower students to build leadership and networking skills and expose them to latest technological developments.
Ongoing student leadership activities include: student led Supplemental Instructional Sessions (see Section 4 of AAWP), student led focus group meetings, student developed MESA Newsletter, high school tutoring as part of outreach, study group formation by MESA tutors and other regional competitions, volunteering and social activities.
Strengthen the relationships with educators, prospective employers in business and industry to establish student internships, scholarships and other career opportunities for MESA students.
MESA is committed to establishing and maintaining a Local Business and Industry Council as outlined in Section 12 of the AAWP. MESA plans to build on the existing relationships with businesses, engineering firms and National Labs such as Lawrence Berkeley Labs to provide speaker series, field trips and internship opportunities to our students.
Establish partnerships with MESA Engineering Programs (MEP), MESA Schools Programs (MSP), and California Alliance for Minority Participation or similar programs in an effort to provide optimum students support services.
DVC MESA is a member of the East Bay MESA Alliance (EBMA). Section 13 of the AAWP discusses this partnership in details. The alliance serves to empower underrepresented students through regional STEM and social and volunteer activities.
Implement strategies to collaborate with campus programs such as Student Equity (SB 860) and Student Success and Support Act (SB 1456) to leverage additional resources and opportunities for MESA students, and to ensure that MESA is integrated in the campus culture and infrastructure.
The MESA program is currently funded by the equity funds that point to institutional commitment. Section 2 of the AAWP illustrates that MESA is an integral part of the Puente Umoja MESA Alliance (PUMA) team. The three programs share a common space called the PUMA Center and collaborate to share resources and host joint events. Many common documents have been developed for PUMA operations. Adjoining the center is the Students Veterans Resource Center (SVRC). Plans for joint events with MESA and SRVC are underway. MESA also works closely with all STEM departments, Student Services and Counseling as outlined in the entire AAWP.
MESA RFA 17-034, 2017-18 17 Procedures/Activities
AAWP outlines in detail a comprehensive list of activities that DVC MESA has adopted to address the above mentioned objectives. The program has been fortunate to receive equity funding and has successfully leveraged it to design and plan activities that incorporate the 13 MESA components (as listed on pages 5 through 9 of the MESA RFA). The MESA team routinely meets to plan and review the activities and ensure the feasibility and efficacy of the strategies. The program also participates in the college Program Review and Student Equity Committee report on an annual basis. These assessment systems will be used to review, reflect and prioritize RFA funding.
To further enhance and strengthen the MESA program, additional funding is needed to increase counseling hours, provide stipends for student leadership and internship activities, and offer opportunities to attend professional conferences. Creation of a formal MESA orientation course, MESA Council and Industry Advisory Board are some of the much needed activities that will further move the program in the desired direction.
Performance Outcomes/Evaluation Designs
The DVC MESA team has been working with the District Research Office since June 2015 to establish a baseline and document the effectiveness of the program. Research support has been pivotal to date in assisting with the collection and analysis of data. Continued collaboration is needed to further study to clearly define the baseline for STEM at DVC for future planning and improvements to the MESA program.
In order to meet the objectives, the Annual Work Plan outlines the necessary activities to meet both long and short term goals of the program.
The desired outcomes of the program are delineated below:
Increase the number of MESA students to 125 Increase the number of ASEM students to 100 Increase transfer rates Increase the number of scholarship recipients Increase the number of internship recipients Continue to improve outreach strategies to target underrepresented groups that are financial aid and first generation STEM students Continue to improve strategies to target students from disadvantaged feeder High Schools Continue to improve strategies to create pipeline between DVC MESA and UCs and CSUs.
MESA RFA 17-034, 2017-18 18 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (ADMINISTRATIVE COMPONENT) Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 1.0 Maintain an effective 1.1 Staffing Since Fall 2014 the MESA director’s On‐going MESA Director administrative plan for day‐ ●Maitreyee Chandra has been position has been an interim to‐day MESA operations, as serving as the MESA Director, which position. Recruitment for a prescribed by the RFA. is a 100% interim position. permanent position is scheduled to take place in the summer 2017. ●Clarice Adams has been serving as Since December 2015 the MESA On‐going MESA Program Assistant the MESA Program Assistant to offer program assistant has been an clerical and administrative support hourly position. Recruitment for a for MESA. permanent position is scheduled to take place in the summer 2017. ●Despina Prapavessi, Dean of Math Dean holds biweekly meetings Ongoing Dean of Mathematics and and C/S has been the Responsible with the MESA director and Computer Sciences Administrator for the program since attends the monthly MESA fall 2014. Steering Committee to monitor the progress of the program. ●Rosa Armendariz, Dean of Student Dean meets with the MESA Ongoing Dean of Student Engagement and Equity, oversees Director on a weekly basis as well Engagement and Equity the PUMA Center and is responsible as during PUMA and MESA for the center operations. steering Committee meetings to ensure smooth operations of the PUMA Center.
MESA RFA 17-034, 2017-18 19 Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) ●Tish Young, Dean of Physical and In addition to being a founding Ongoing Dean of Physical and Biological Sciences and Engineering, member of the MESA Steering Biological Sciences and offers mentorship and guidance to Committee, Dean Young serves as Engineering develop and improve the program. a mentor and advocate for the program. 1.2 Resources are allocated for the The MESA Director regularly Ongoing MESA Director Director and other appropriate attends CCCCO led Fall Statewide MESA faculty and staff staff/students to attend regional and Training and UCOP led Spring statewide MESA Program trainings Advocacy training (with staff and and meetings. students as appropriate). 1.3 The MESA Director is adequately MESA submitted the 2015‐2016 Ongoing MESA Director trained to create and submit reports. Year‐end report to the MESA administrators and MESA team (staff and Chancellor’s office and the MESA staff administrators) participates in the RFA for the $15,000.00 grant for preparation of the reports. 2016 on time. 1.4 MESA Director will attend the MESA Director and staff will Ongoing MESA Director training for the MESA Software further their knowledge of the MESA administrators and Program that helps with MIS data data collection process. staff collection. 1.5 MESA will maintain a complete Students are better prepared for Ongoing MESA Director student file for each MESA student. transfer as well as scholarship and MESA Counselor internship applications because MESA Program Assistant Each student file contains intake MESA requires them to update agreement form, contact form, their educational plans and resume, other relevant documents resumes every semester. and an updated comprehensive Student Ed Plan. Incoming students also complete a FAFSA form that is submitted to the Financial Aid office.
MESA RFA 17-034, 2017-18 20 Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 1.6 MESA will continue to enroll MESA will increase its cohort size Ongoing MESA Director students. to at least 125 by spring 2018.The program will also increase the number of ASEM students to at least 100. 1.7 MESA assess the program on a MESA Program Review received Ongoing MESA Director regular basis through the Program highest validation scores in the MESA Counselor Review (PR) and Student Equity last two PR cycle. Some of the MESA Program Assistant Committee Reports to the college, needs mentioned in the Program surveys and uses SARS program to Review report have been collect monthly data on student addressed by DVC. Surveys such as SI session survey usage of the MESA center. help MESA track student progress, identify students and address their needs on an individual basis.
1.8 MESA information is accessible The MESA site serves as a Ongoing MESA Director to the DVC community and beyond platform to inform incoming and MESA Counselor through the MESA site on the DVC current DVC students about the MESA Program Assistant homepage. program that leads to increase in MESA and ASEM memberships. MESA site is updated and maintained on a regular basis. The MESA and ASEM students stay site offers information on MESA informed on upcoming eligibility conditions, resources and events/workshops and provides the MESA application link. opportunities. Also linked to DVC website are web platforms D2L and Canvas, which provide important MESA information including upcoming events, opportunities, and schedules to MESA and ASEM students.
MESA RFA 17-034, 2017-18 21 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (MESA STUDENT CENTER)
Objective Procedures/Activities Performance Outcomes Timeline Responsible Person(s) s 2.0 Maintain a MESA Center 2.1 PUMA Center is a large building The center is a hub for student On‐going MESA Director for student quiet time and (of 4690 sq. ft. area) where MESA, collaboration and learning. The MESA Counselor group study, tutorial Puente and Umoja programs share a physical space lends to sharing of MESA Program Assistant services, general common lounge, 2 group study information, flow of ideas and communications and rooms (that can each hold 8 creative and innovative practices. computer work. individuals) and 10 quiet study rooms (that can each hold 5 MESA has promoted a strong individuals). Each of these rooms is culture of leadership and equipped with boards and furniture. mentorship among the students. The center is easy to access from The culture born and cultivated in any of the STEM departments. the space is reflected in the wider Additionally, the library, cafeteria PUMA community. and the Student Services building are a minute away from the Center.
MESA tutoring takes place in a separate large study room (568 sq. ft. area) in the PUMA Center that has a kitchenette attached to it. The offices of the MESA Director, Program Assistant and Counselor are located right next to the tutoring space.
MESA RFA 17-034, 2017-18 22 Objective Procedures/Activities Performance Outcomes Timeline Responsible Person(s) s 2.2 The MESA Center is open from 9 MESA Center is available for Ongoing MESA Director a.m. to 7 p.m. Monday through MESA and ASEM students for MESA Program Assistant Thursday and from 11 a.m. to 4 p.m. academic and social purpose. MESA Counselor on Fridays during fall and spring semester. The center is also open in It is a space that is a home away June though summer hours vary. from home for MESA students. The two walls of the MESA The MESA environment promotes backspace serve as boards that collaborative learning and facilitate collaborative learning. The community building activities. room is equipped with computers, calculators, books, supplies and stationary for student use. The bulletin boards in and around the MESA tutoring space highlight important information and upcoming events. Five MESA tutors offer help in Physics, Chemistry, Math and Computer Science. MESA offers a total of 67 tutoring hours per week. Seven PUMA student workers assist the PUMA staff in maintaining the center.
MESA RFA 17-034, 2017-18 23 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17-034
APPLICATION ANNUAL WORKPLAN (STUDENT CLUSTERING)
Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 3.0 Promote student 3.1 MESA hosts preparatory sessions Boot camp sessions promote On‐going MESA Director clustering to build academic in the week before semester starts. student clustering that lead to STEM Faculty and social skills These are called boot camp sessions stronger social interactions, and are offered for various Math, community building, team work, Chemistry, Physics, Biology and collaborative studying and Engineering classes. Sessions are led improved study habits and by STEM faculty. academic success. 3.2 STEM faculty also host a Focus The workshop promotes student On‐going STEM Faculty group workshop “Getting your Head clustering which improves social in the Game” in the zero week of the interactions, team work, semester that prepares MESA collaborative studying and students for the semester. academic success. 3.3 Tutors help form study groups. Study groups promote student On‐going MESA tutors clustering that leads to stronger social interactions, team work, collaborative studying and improved academic success. 3.4 Student focus group meetings Promotes student clustering that On‐going MESA Director are held few times every semester. builds social and academic and MESA Program Assistant leadership skills. MESA Counselor
MESA RFA 17-034, 2017-18 24 Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 3.5 Supplemental Instructional (SI) Promotes student clustering that On‐going SI Coordinator Sessions for General Chemistry I, II, builds social and academic skills. MESA SI Student Cell and Molecular Biology and Facilitators Calculus II and III are hosted every week for MESA and ASEM students. For details please refer to component 4 on page 24 of the RFA).
MESA RFA 17-034, 2017-18 25 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (ACADEMIC EXCELLENCE WORKSHOPS) Timeline Responsible Objective Procedures/Activities Performance Outcomes s Person(s) On‐going STEM faculty 4.0 Provide Academic 4.1 Supplemental Instructional (SI) SI sessions for General Chemistry I MESA Director Excellence Workshop (AEW) sessions that operate similar to and II, Calculus II and III and Cell MESA Counselor or similar High Effect AEWs are available for MESA and and Molecular Biology courses are practices to improve student ASEM students that register in hosted every week throughout success. challenging STEM classes. the semester. The number of student attendees varies from 5‐ 10 for each session. On‐going STEM faculty 4.2 Since fall of 2015 MESA has been MESA Sections improves student MESA Director offering four to seven reserved access to impacted classes, MESA Counselor spaces (MESA Sections) in each of improve academic success and the following courses: General helps them transfer in timely Chemistry I, II; Calculus I, II, III; and manner. Cell and Molecular Biology. MESA Sections serve as an “Embedded Learning Community” in an existing class. 4.3 The SI student facilitators receive Student facilitators develop Spring SI Coordinator – Math training prior to leading the sessions. valuable teaching and leadership 2017 and Faculty Servando Pineda They meet with course instructors skills. beyond Carranza and SI faculty leaders on a weekly MESA Section Faculty basis to develop effective lesson SI Student Facilitators plans. MESA Director 4.4 SI sessions are evaluated using SI MESA will continue to improve SI On‐going MESA Director session student surveys. sessions. MESA RFA 17-034, 2017-18 26 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (MESA COUNSELING) Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 5.0 A MESA Counselor 5.1 All MESA students are required to MESA counselor will meet with all On‐going MESA Director experienced in working with have a comprehensive educational students to develop/update MESA Counselor STEM students will continue plan on file. Every semester all academic plan as necessary. MESA Program Assistant to provide counseling for all students are contacted to develop Students will transfer in a timely MESA students at least 11 and/or update their educational manner. hours each week. plans The MESA grant will help MESA offer much needed additional counseling hours to create more efficient mechanisms to track student progress and provide timely support. 5.2 All students planning on The number of STEM/ASEM On‐going MESA Counselor transferring are encouraged to students with TAG agreements attend and enroll in the Transfer continue to rise and lead to Agreement Program (TAG). increased transfer rates. 5.3 In future MESA students are Ensure all MESA student Fall 2017 MESA Counselor required to submit an Updated Form education plans are updated every semester that would ensure every semester. students are current with their education plans, resumes, class schedules and transfer progress. This will be completed with the assistance of the MESA counselor.
MESA RFA 17-034, 2017-18 27 Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 5.4 MESA staff/counselor The MESA Sections increase On‐going MESA Counselor encourages students to register for student access to impacted STEM MESA Sections that offer spaces in classes. impacted STEM classes both during one on one and focus group SI sessions are designed to meetings. Students in MESA Sections improve academic success. attend weekly Supplemental Instructional (SI) sessions. 5.5 MESA staff/counselor plan to “Registration workshop” will Fall 2017 MESA Counselor host “Registration workshops” that promote students clustering and will provide a space for students to formation of study groups. register for courses. Furthermore to promote student clusters, MESA will encourage students to enroll in the same classes. 5.6 As part of an early alert system, Students receiving a grade of “C“ On‐going MESA Director MESA students are required to or lower in their progress report MESA Counselor submit progress reports that are are identified and offered reviewed by the counselor in the 5th appropriate counseling that helps week of the semester. increase retention and course completion rates. 5.7 MESA counselor attends student Based on student needs MESA On‐going MESA Counselor focus group meetings and surveys counselor presents/coordinates them to access their needs. professional development workshops. Some of the workshops presented this semester included time and stress management, and resume building. 5.8 MESA Counselor participates in Counseling plans are vetted by the On‐going MESA Counselor MESA Steering Committee meeting Steering Committee and MESA Steering Committee and plans to develop an orientation implemented accordingly. course for the students.
MESA RFA 17-034, 2017-18 28 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (MESA ORIENTATION PROGRAM) Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 6.0 MESA plans to develop a 6.1 MESA hosts Welcome Day in the Welcome Day helps students to On‐going MESA Director formal MESA orientation beginning of the semester that connect with their peers and form program that will inform provides an excellent opportunity study groups that improve their students about MESA for MESA students to connect with academic and social success. responsibilities and help their peers, reminds them of MESA foster a sense of community. requirements, offers relevant information and a chance to form study groups.
Hosted in the beginning of each semester the event is attended by the MESA team and STEM faculty. 6.2 MESA plans to evolve the At the end of the program Fall 2017 MESA Counselor welcome day event into a formal students will learn to build MESA orientation program/course. resumes, write personal statement essays, effectively use MESA and college resources and have a better understanding of the transfer process. 6.3 MESA plans to create leadership The program will also increase Fall 2017 MESA Counselor opportunities for students that will leadership skills in MESA students. help facilitate the orientation program.
MESA RFA 17-034, 2017-18 29 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (MESA SUPPORT SERVICES) Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) On‐going 7.0 Offer extensive support 7.1 The MESA Program works closely MESA/ASEM students meet with MESA Counselor services to MESA students. with the DVC Transfer Center and representatives of four‐year Transfer Center Director MESA/ASEM students are referred institutions and are better to the center for various workshops. informed about their choices and transfer requirements. On‐going 7.2 Students receive information and Strategies help to increase the MESA Counselor assistance regarding college transfer rate of MESA students. MESA Director application and transfer processes. Transfer Agreement (TAG) and Transfer Center Director personal statement workshops help students to this effect. 7.3 DVC MESA will be partnering Avenue E program is designed to with a new program offered by UC eliminate barriers that prevent full Davis called AvenueE that is participation of women and designed to help transfer students underrepresented minorities in smoothly transition to UC Davis, and Engineering and Computer ultimately pursue a career in Science, serving high potential, Engineering or Computer Science. low resource and first generation students. 7.4 Provide Professional speaker Students are exposed to current On‐going MESA Director series including career panels at research developments & MESA Program Assistant least twice a semester in latest STEM opportunities in STEM fields. research/fields.
MESA RFA 17-034, 2017-18 30 Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 7.5 Students visit UCs and state Students are better informed and On‐going MESA Counselor universities that are geo graphically prepared for transfer. MESA Director within reach. More funding is needed to increase and expand the Transfer Center Director number of campus tours. On‐going MESA Director 7.6 MESA offers professional Students are better informed and MESA & DVC Counselors development and academic success prepared for transfer, and workshops such as resume basics, internship and scholarship time and stress management, opportunities. financial aid and scholarships. On‐going MESA Director 7.7 MESA maintains a master Students are well informed about MESA Program Assistant calendar and inventory of activities opportunities and are encouraged MESA Counselor on the MESA Dropbox. Students are to make use of them informed of upcoming events and MESA activities are well attended. opportunities via email, social media and bulletin boards in the center. 7.8 MESA publishes a student MESA activities and success are On‐going MESA student editors developed newsletter every shared and celebrated with the MESA Director semester. MESA activities are entire DVC campus and beyond. highlighted on the DVC STEMovation Also student involvement (a STEM specific) site. promotes leadership skills. 7.9 Every semester, MESA organizes Students are directly exposed to On‐going MESA Director two field trips to national or research and work environments academic labs &/or industry. in STEM fields. 7.10 MESA provides internship Last year 10 students received On‐going MESA Director information sessions and informs internships and 10 received students about internship and scholarships. MESA will continue es. scholarship opportuniti to increase the number of scholarship and internship recipients in MESA.
MESA RFA 17-034, 2017-18 31 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (OUTREACH) Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 8.0 Provide outreach and in‐ 8.1 MESA outreach and recruitment MESA will continue to increase On‐going Dean reach to identify and recruit efforts are conducted at Mount numbers of economically and MESA Director educationally and financially Diablo, Ygnacio and Concord High educationally disadvantaged Outreach Coordinator disadvantaged students who Schools. students in MESA. STEM faculty are pursing degrees in math or science into the MESA MESA Administrators and STEM MESA will continue to Program. faculty met with their high school develop/build relationships with counterparts to assess how to serve schools to create a pipeline to the student needs. Based on which DVC MESA program. outreach activities have been developed. 8.2 Academic Excellence Workshops Increased numbers of On‐going MESA Director on financial aid, college success and economically and educationally STEM pathway Director STEM are held at a high school as disadvantaged students enrolled STEM Faculty part of outreach activity. in MESA. DVC Career and Transfer Services 8.3 Shadow Day pairs MESA and high Increased numbers of On‐going MESA Director school students on DVC campus to economically and educationally MESA Program Assistant experience MESA and DVC for a day. disadvantaged students enrolled in MESA. 8.4 On Cadaver Day, high school Increased numbers of On‐going MESA Director students visit Cadaver lab and MESA economically and educationally Biology Faculty Center and meet with current MESA disadvantaged students enrolled students. in MESA. MESA RFA 17-034, 2017-18 32 Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) Increased numbers of On‐going MESA Director 8.5 MESA participates in most DVC outreach activities such as Welcome economically and educationally Day, Viking Day, EOPS High school disadvantaged students enrolled day etc. in MESA. Increased numbers of On‐going MESA Director 8.6 MESA students tutor math in economically and educationally STEM faculty Mount Diablo and Ygnacio Valley disadvantaged students enrolled MESA students High Schools twice a week. in MESA. MESA raised community On‐going MESA Director 8.7 MESA identified and created awareness and educated relations with non‐profit social members about MESA organizations such as Monument opportunities and resources that Impact Center and Monument Crisis help identify potential MESA Center and shared MESA resources. students. 8.8 MESA tabled events and hosted The events raises community On‐going MESA Director parent outreach workshops in the awareness of MESA and informed above mentioned organizations. members about MESA opportunities and resources. 8.9 MESA collaborated with Genesys alumni Luis Almendarez On‐going MESA Director Genesys, a non‐profit company that and Yaohui Chen are current DVC works with disadvantaged high MESA students. school students by providing technical training, a paid internship and a path to college.
MESA RFA 17-034, 2017-18 33 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (MESA COUNCIL) Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 9.0 Formalize the 9.1 Robust collaboration and partnership exists The collaboration has resulted On‐going MESA Director existing collaboration between MESA and other DVC programs such as in the sharing of resources DVC Carrier and and partnership with Counseling, Career and Transfer Services, Financial and best practices. Student campus services and Aid, EOPS, DVC Welcome Services, and CTE for Services STEM programs to form outreach and program development purposes. MESA Council will be formed a MESA Campus Council. MESA Council will be built on these existing in the fall of 2017. partnerships. 9.2 MESA Director is a member of the PUMA PUMA coordinators On‐going Dean of (Puente, Umoja, MESA Alliance) committee. Under collaborate to maximize Student the leadership of Equity Dean, MESA, Puente, Umoja resources to build a larger and Engagement and Veterans Coordinators meet several times a inclusive community. PUMA and Equity semester to discuss governance and to plan joint committee encourages MESA Director events. diversity and cross pollination Puente and of ideas and values. Umoja Coordinators 9.3 MESA Steering Committee, established in August MESA Sections are a result of On‐going MESA Director 2014, has been one of the guiding forces behind the strong collaboration between MESA program. The committee meets monthly. STEM Departments and MESA. Members include STEM Deans, STEM faculty Since spring 2015, the representatives from individual departments, Dean continued operation of the of Student Engagement and Equity, MESA Director MESA program has been primarily supported by the and Counselor. equity funds.
MESA RFA 17-034, 2017-18 34 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (PROFESSIONAL DEVELOPMENT)
Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 10.0 Provide professional 10.1 MESA Director participates in MESA Director stays informed on On‐going MESA Director development activities for Chancellor’s Office meetings and MESA issues and program MESA staff, faculty, workshop trainings. development strategies. The facilitators, mentors and networking opportunities allow students. sharing of best practices. 10.2 MESA Director participates in MESA Director stays informed on On‐going MESA Director the MESA statewide meetings and MESA issues and program trainings. development strategies, and networking opportunities through regional networking sessions. 10.3 MESA students attend Students develop networks within On‐going MESA Director conferences such as the MESA state‐ their field of study as well as learn wide Student Leadership about recent technological and MESA Students Conference, Intel forum Conference, scientific developments Women in Engineering and other happening in various STEM fields. local bay area conferences. Students explore internship opportunities through networking. 10.4 In 2015 MESA Director The training was used to April 2015 MESA Director attended the National Conference boost/implement equity measures On Race and Ethnicity in 2015. at DVC. MESA team develops better 10.5 MESA Director and staff take On‐going MESA Director advantage of various equity and understanding of student needs to MESA relevant workshops at DVC. help them succeed academically. MESA staff and students
MESA RFA 17-034, 2017-18 35 Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 10.6 Attending CCAMD retreat and Additional training is critical to On‐going MESA Director other professional development enhance and grow the program. workshops is a high priority that is tied to additional funding. 10.7 MESA tutors attend the DVC Tutors develop skills to teach On‐going MESA Tutors tutor training course. diverse group of students. The training promotes leadership skills in tutors. Tutors help student achieve higher academic success.
MESA RFA 17-034, 2017-18 36 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (STUDENT ORGANIZATIONS)
Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 11.0 Foster Student 11.1 Plans to develop MESA related The club will promote leadership Spring Faculty Advisors Organizations on campus. club are underway. and organizational skills. 2017 and MESA and ASEM students beyond The student led club will develop The platform will open up doors and lead STEM team for cultural and other meaningful projects/competitions and other conversations that will empower community building events. students.
It will promote outreach activities. 11.2 With funds from the The activities will empower Fall 2017 MESA Director Chancellor’s office, MESA plans to students as they see role models and provide access to professional STEM that share their backgrounds. It beyond MESA Staff societies such as ‐NSBE, SHPE, AISES, will also help them develop SACNAS, SWE and IEEE. professionally.
MESA RFA 17-034, 2017-18 37 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (LOCAL BUSINESS & INDUSTRY COUNCIL)
Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 12.0 Establish and maintain a 12.1 MESA has been in MESA plans to create the Industry Spring MESA Director Local Business and communication with LinkedIn and Advisory Board by Fall 2018. 2016 ‐ Responsible Program Industry Council Accenture. Plans are underway to Ongoing Administrator identify potential Industry Advisory Board (IAB) members. 12.2 MESA plans to build on its Several MESA students have Spring MESA Director existing partnership with Lawrence received internships at LBL. 2015 ‐ Responsible Program Berkeley labs (LBL) to request their Ongoing Administrator membership in IAB. MESA students MESA will continue to strengthen have made several field trips to existing partnerships with various Berkeley labs. LBL scientists different organizations. have also visited the center to present talks on current research as Students are exposed to different well as internship opportunities. career paths and work environments. 12.3 MESA has been applying for A Longs foundation proposal was Spring MESA Director grants from various sources. The written and is being considered 2016 – Responsible Program funds will support the formation of for resubmission. On‐going Administrator the IAB and create internship and leadership opportunities for the students.
MESA RFA 17-034, 2017-18 38 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17- 034
APPLICATION ANNUAL WORKPLAN (LIASONS WITH MSP, MCCP, MEP ETC.)
Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 13.0 Establish and develop 13.1 DVC MESA is a founding EBMA members share resources. On‐going Juanita Muniz‐Torres, Pro‐Active liaisons with MESA member of the East Bay MESA MESA UCOP School Program (MSP) /MESA Alliance (EBMA), a regional The alliance activities will promote EBMA MESA Directors Engineering Program (MEP) collaboration of four MESA student success and offer and similar programs. Community College Programs leadership opportunities to MESA (MCCP) and one MSP programs. students. MCCPs include DVC, Los Medanos College, Chabot College and College Students get a chance to of Alameda. Cal State University East participate or volunteer at Bay (CSUEB) represents the MSP arm regional events and forge of the alliance. EBMA members connections with MESA students meet on a monthly basis. from other institutions. Some of the joints activities offered this EBMA offers regional perspective year include MESA Day, Walk on and members coordinate to offer the Water, and March for Science. regional and volunteer activities for the alliance. 13.2 EBMA plans to create an IAB‐ will serve as a platform for Fall 2017 EBMA MESA Directors Industry Advisory Board (IAB). speaker series, field trips and internship and job shadowing opportunities.
MESA RFA 17-034, 2017-18 39 Responsible Objective Procedures/Activities Performance Outcomes Timelines Person(s) 13.3 DVC MESA strongly advocated Mount Diablo High School with Fall 2016 CSUEB MSP for Mount Diablo High School, one of 67% Hispanic and 77% low‐ – present Administrators our feeder high schools, to launch income student population has the MSP on their campus. started the MSP program on their Mount Diablo High School campus where DVC MESA Administrators students offer weekly math tutoring. 13.4 Continue to coordinate with UC MESA students attend the events On‐going MESA Director Davis and UC Berkeley for STEM and get familiarized with the Responsible UC Transfer Day and Cal Day events school resources and Administrator respectively. opportunities. 13.5 Coordinate with San Jose State MESA students attend the On‐going SJSU MEP Director University (SJSU) MEP program for conference to keep up with recent MESA Director the annual Women in Engineering technological developments as Conference. well as network with STEM professionals.
MESA RFA 17-034, 2017-18 40 PROJECT MANAGEMENT / INSTITUTIONAL COMMITMENT
41 Management Plan and Commitment of Staff
Responsible Administrator (10% FTE for MESA)
Dr. Despina Prapavessi, Dean of Math and Computer Science at DVC, is the Responsible Administrator for the college’s MESA Program. Prior to her appointment as the Dean of Math/CS and Business Divisions in 2014, Dr. Prapavessi served as a faculty in DVC’s math department for over 20 years, four of which she was the department chair. During her tenure at the college, Dr. Prapavessi was known for her commitment to equity issues and diligently worked to introduce programs such as Math Acceleration and Statway to the college. She initiated the redesign of the Calculus curriculum using student centered pedagogy supported by technology and was the principal investigator and director for two Hewlett‐Packard Technology grants and one National Science Foundation federal grant totaling over $300K, leading an inter‐district team of fifteen faculty to carry out the projects. These projects showed promising results in improving the self‐efficacy, confidence and success of underrepresented students.
It was under her leadership that a group of STEM faculty was invited to convene together for a series of meetings, brainstorming and conversations that resulted in the MESA program to be adopted at DVC. Her strong advocacy for the program and the support of the college President helped secure a physical space for the program. Dean Prapavessi was directly involved in the hiring process of the interim MESA Director, and served as a mentor in developing the program. Currently she dedicates 10% of her time in supporting MESA. As the Responsible Administrator, she will continue to advocate and support the program’s initiatives including institutionalizing the MESA director and staff positions, formation of the Industry Advisory Board, the MESA Advisory Council, and developing the MESA Orientation program and other program related activities.
MESA Director (100% FTE for MESA)
Maitreyee Chandra has continued in the role of MESA Director since the beginning of the program, fall of 2014. Prior to her role as MESA Director, Maitreyee taught as an adjunct DVC Biology faculty for nine years and served as the Biology Tutoring Lab Coordinator from 2012 ‐2016. The DVC MESA Director is currently an interim full time position.
42 MESA RFA 17-034, 2017-18 The MESA Director is responsible for the administration and management of the center's operation and program budget. The Director meets with the MESA Administrator on a biweekly basis to consult and share the program developments. MESA Counselor and Program Assistant meet weekly and assist the Director in implementing the activities that are outlined in the MESA Work plan.
The MESA Director facilitates and leads the MESA Steering Committee meetings once a month. The Steering Committee provides guidance, governance and vision for the program. Committee members include the Dean of Math and CS and, the Dean of Physical and Biological Sciences and Engineering, the Dean of Student Engagement and Equity, MESA counselor, and faculty representatives of STEM departments,. In addition to working with the Steering Committee, the MESA director regularly consults with the Math, Science and Engineering department chairs and division deans to plan and implement different program projects.
Additional responsibilities include student recruitment, maintenance of student records and student meetings, hiring of student workers and staff, conducting evaluations, collaborating with Admissions and Records, Counseling, Career and Transfer Services, and Umoja, Puente, Students Veterans Center and EOPS programs on campus. The director supervises/coordinates field trips, student conferences, university visits, tutoring, speaker series, dissemination of scholarships and internship information, academic and career advising, preparatory and supplemental instructional sessions, and transfer and other professional development workshops. The director is also responsible for outreach to feeder high schools and community organizations.
DVC MESA Director is a founding member of the East Bay MESA Alliance (EBMA), a regional partnership of institutions that includes four MESA Community College programs and one MESA School program. EBMA was created in the spring of 2015 under the leadership of Juanita Muniz‐Torres, from the MESA state‐wide office. EBMA members meet once a month to discuss activities and plan future events and proposals. EBMA hosts multiple events and offer leadership and volunteering regional activities to MESA students.
MESA RFA 17-034, 2017-18 43 Faculty Sponsor
In the fall of 2014, a twelve-member steering committee consisting of key STEM Deans, representatives from STEM faculty along with the MESA Director and DVC Counselors adopted a one- year plan that developed the guidelines to launch the MESA program. Since then, the Steering Committee has expanded to also include Engagement and Equity Dean, MESA Counselor and Program Assistant. The committee has been actively involved in the planning and development of the MESA program. Faculty members also serve as a liaison between MESA and their departments.
Two dedicated math faculty, Servando Pineda‐Carranza and Brian Raymond support the program as Supplemental Sessions Coordinator and Outreach Coordinator respectively.
Many of the faculty members involved with the MESA program are being considered for the MESA Faculty Sponsor position (with a 20% reassigned‐time). The position will be confirmed once the grant is awarded.
MESA Counselor (27.5% FTE)
From the onset of the program, Counseling has played a critical role in the planning and development of the program. Brenda Gonzalez, our latest MESA counselor joined the MESA team in the spring of 2017 and will continue in the same role for the fall semester. A recent DVC alumna, Brenda was an active member of the DVC Puente community during her student years at DVC. Currently, Brenda also serves as the Puente Counselor. She understands the needs of the MESA population and connects with them at many levels. Brenda routinely reaches out to Latino Students Association and Puente students and encourages them to apply for MESA.
The MESA Counselor offers eleven hours of weekly counseling time for the program and is responsible for meeting MESA students on a one on one basis to complete/update a three year Student Educational Plan. Additionally, the counselor participates in student focus group meetings and outreach activities, organizes/coordinates transfer and professional development workshops, participates in Steering Committee meetings, and counsels academically high‐risk students identified through the early alert process. MESA Counselor will also be involved in the development of the MESA Orientation plan. MESA RFA 17-034, 2017-18 44 MESA Program Assistant (100% FTE)
Clarice Adams assists in managing the daily operations and activities of the center. She joined the MESA team in January 2017, and has been extremely valuable addition to the program. Clarice worked as an engineer in the industry for over fifteen years and has also taught in the K‐12 classes for Mount Diablo Unified School District for over a decade and is passionately dedicated to helping students
Dean of Student Engagement and Equity & Manager of PUMA & SVRC Centers
Rosa Armendáriz is the Interim Dean of Student Engagement and Equity at DVC and is responsible for the operations of the PUMA and Student Veterans Resource Center. Before coming to DVC, Rosa served as an Education and Academic and Student Services Manager at Los Medanos College where she also served as Director for two Title V Hispanic‐Serving Institutions Grants from 2006‐2015 and was a strong partner in the development of LMC’s STEM HSI Grant which strengthened the MESA program. As a first‐generation student and proud California, Rosa is a passionate advocate for equitable student success.
Academic Excellence Workshop Facilitators and Tutors
Since the fall of 2015, DVC MESA has incorporated Academic Excellence Workshops (AEW) through Supplemental Instructional Sessions (SI) that is a mandatory component of MESA Sections. These sections allow MESA and ASEM students to reserve spaces in STEM courses which are highly impacted.
SI sessions are led by student facilitators. The facilitators attend a training workshop in the beginning of the semester and meet with course instructors and SI faculty leaders on a weekly basis to develop effective lesson plans. Math faculty, Servando Pineda‐Carranza is the SI coordinator who oversees the program, trains the student facilitators and serves as a liaison between the MESA Section faculty and the program. Professor Carranza received his SI training at San Francisco State University where he also served as an SI Coordinator.
MESA tutor selection is based on STEM faculty recommendations. Tutors are required to complete the DVC tutor training course. A group of five tutors offer 67 hours of weekly tutoring for Math, Physics, Chemistry and Computer Science courses.
MESA RFA 17-034, 2017-18 45 Institutional Commitment
DVC’s Strategic plan includes the following four goals:
1. The college will foster excellence by integrating best practices in academic programs and student support services. 2. The college will align its governance, operational and planning processes to ensure institutional effectiveness. 3. The college will effectively direct and augment its resources to increase student learning and success. 4. The college will develop and implement a human resources plan to maximize employee
The strategic plan is focused on fulfilling DVC’s mission of inclusive excellence through the directive of increasing student success. And the three core values that have emerged of greatest priority and utility toward achieving DVC’s mission are excellence, learning and equity. MESA’s goals align with DVC’s mission, as both strive to bridge the achievement gap by creating an environment that embraces diversity in all forms and supporting student needs.
The MESA program was overwhelmingly welcomed by DVC right from the start‐up phase.
In the fall of 2014, a twelve member Steering Committee consisting of key STEM Deans, Counselors and STEM faculty was formed. The committee adopted a one‐year MESA development plan that included a kick off date on October 31, 2014. Members participated in the student recruitment plan that included faculty visits to STEM classes to recruit students, holding information sessions, making and distributing fliers, and pitching the MESA program in STEM departments. All of which culminated in the formation of the first MESA cohort that had 47 members. Today the MESA membership stands at 114.
Through the generous support of the administration, the former DVC Counseling Center was reopened and remodeled to provide a (4,690 sq. ft.) dedicated space for MESA, Puente and Umoja Learning communities. The space opened on October 31, 2014, and was later named P.U.M.A. (Puente, Umoja, MESA Alliance) Center by the students in the three programs. A large room (568 sq. ft.) within the center is designated for MESA.
In the spring of 2015, a retreat was organized by the college to create synergy among the MESA, Puente and Umoja programs. The partnership among the learning communities has led to successful coordination of services and flow of ideas. PUMA is the hub for Transfer Center Workshops, outreach tours (for EOPS and Upward bound students), tutoring and collaborative learning.
The position of a MESA Director was created in August 2014 and resources were allocated for the director to attend professional development trainings and workshops. The MESA Counselor was
MESA RFA 17-034, 2017-18 46 designated to help the students in fall 2014, and the Assistant position came on line in December 2015. DVC’s college administrations has committed to fully institutionalizing the MESA Director, MESA Counselor, and MESA Assistant positions.
An initial funding of $50,000.00 from the DVC foundations office started the MESA program. hIn Marc 2015, MESA successfully applied for a college innovation grant and became part of the STEM‐Ovation DVC project that is funded by equity money. The other component of STEMovation is STEM pathway, a pre‐MESA learning community that targets outreach and support to the students of Mount Diablo, Ygnacio Valley and Concord high schools all of which are considered as disadvantaged high schools. Many of the STEM pathway students later join the MESA program.
STEM departments have enabled MESA to reserve spaces for MESA students in impacted STEM classes that are called as MESA Sections. STEM faculties also help in identifying potential MESA tutors and facilitators for Supplemental Instructional sessions that are a component of the MESA Section.
Last year MESA State Office started the MSP program in Mount Diablo High School which is located within the college service area. DVC MESA students offer math tutoring at Mount Diablo High School twice a week as part of the MESA outreach activity. Common MESA programs between feeder high school and DVC as well as academic activities (such as tutoring) will result in creating a pipeline of STEM students between the institutions.
MESA students have been proactive in starting the paperwork for the formation of a MESA club that will offer them additional community and academic support.
Several DVC programs, including EOPS, Welcome Services, TRIO and Career and Technical Education (CTE) programs have collaborated with the MESA program in expanding outreach efforts.
The DVC Transfer and Career Center has served as a liaison between the PUMA Center and program representatives from various universities such as the UC Davis Transfer Opportunity Program, UCLA and UC Berkeley’s Center for Educational Partnerships, Starting Point Mentorship Program, and TAG programs at several UC’s.
DVC has transfer agreements with 6 UCs, and Associate Degrees for Transfer (AD‐T) agreements with all CSU transfers.
DVC is committed to fulfill the dollar to dollar match for the budget.
DVC is an emerging Hispanic Serving Institution with 24% Latino students as of fall 2016, and is proactively pursuing strategies for serving first‐generation and under‐represented students, particularly in STEM majors.
DVC’s efutur facilities include a designated space for the MESA center that will provide stability and growth.
MESA RFA 17-034, 2017-18 47 Institutional Commitment (cont’d)
Supplementary Resources
DVC is the latest expansion of STEM efforts in the Contra Costa Community College District. While Los Medanos College has an established MESA program that partners with DVC MESA on many fronts, Contra Costa Community College boasts of a successful and award winning STEM program, The Center for Science Excellence that ssupport STEM students.
Collaboration with DVC Foundations Office, Equity Programs and MESA UCOP The DVC MESA Center was started with a $50,000.00 fund from the DVC foundation office. As a new college initiative MESA has been incorporated into the DVC’s equity plan and is being funded accordingly. In 2017 the program received $15,000.00 grant funds from the Chancellor’s office. In the past two years the program has also benefitted from small fund donations through the UCOP MESA office that were given out to the East Bay MESA Alliance (EBMA), a regional alliance of five MESA programs of which DVC is a member.
MESA ‐ Hub for STEMovation Initiated and funded by equity funds, STEMovation is a college wide effort that aims to narrow the achievement gap by broadly engaging the STEM faculty community to integrate best equity practices into their classroom, and all programs and services related to STEM. MESA is the hub for STEMovation.
Last year the DVC STEMovation team, submitted an unfunded NSF‐S‐STEM proposal to build the MESA pipeline between high schools of need and DVC. Additional funding opportunities will be explored.
Partnering with DVC Puente, and Umoja Communities MESA, Umoja and Puente programs share common space and best practices. The programs have developed documents and establish guidelines for the Center operations. They host joint workshops and extend their tutoring services to one another. Seven student workers from the three programs assist PUMA staff in running the center. The PUMA Steering committee meets a few times every semester to discuss joint events and ongoing operations of the center.
Collaboration with Student’s Veterans Center Resources (SVRC) Adjacent to the PUMA Center is the newly created Veterans Center (inaugurated in September, 2016). MESA plans to host joint workshops, social and volunteering events with the veterans program along with Puente and Umoja communities.
MESA STEM faculty Engagement About a dozen STEM faculty from MESA are involved in enhancing pedagogical approaches along with faculty from 4 other universities and community colleges by participating in a year‐long NSF program that is hosted at University of California, Berkeley. They plan to develop pedagogical practices that promote active learning and build metacognitive motivation and persistent learning approaches.
Key STEM deans and faculty from DVC participated in a 2‐year long program called “Learning from Middle” (LFM), an academy hosted by the RP group that focuses on promoting organizational
MESA RFA 17-034, 2017-18 48 coherence within each college through integration and coordination of college programs including equity, student success, basic skills, and professional development.
Collaboration with Feeder High Schools DVC MESA has strategically partnered with the feeder high schools that serve high percentage of students coming from low‐incoming and first generation college families. One of these is Mount Diablo High school that started the MESA School Program last year. DVC was actively involved in the conversation with MESA UCOP and Cal State University, East Bay, MESA School Program in promoting Mount Diablo High school for the MESA School Program. DVC MESA plans to have similar conversations for Ygnacio Valley High School, another of our feeder High Schools with similar demographics.
Collaboration with regional MSP and MCCP programs DVC MESA is a member of East Bay MESA Alliance, a regional collaboration of five institutions that consist of one MESA School Program (MSP) and 4 MESA Community College Programs (MCCP). MCCP from Los Medanos College, Diablo Valley College, Chabot College and College of Alameda and MSP from Cal State East Bay are working together to share resources, reduce redundancy and improve student success. The East Bay MESA Alliance provides MESA students’ opportunities to work with other community college MESA students, participate in regional competitions, and build leadership skills. This semester EBMA students volunteered for MESA Day, participated in “Walk on Water” competition and plan to rally together for the “March for Science” in San Francisco. Some of the future high priority goals of the alliance include hosting Summer Leadership Conference, writing grants to offer leadership and internship opportunities to students and creating an Industry Advisory Board. LMC and DVC, belonging to the same community college district routinely share resources with students such as offering access to the center and encouraging participation in field trips, speaker series and other workshops.
Collaboration with Social Organizations MESA established and developed relationships with local non‐profit community organizations such as the Monument Impact Center and the Monument Crisis Center. Both organizations are dedicated to support underserved population. MESA promoted outreach events in these organizations through tabling events and workshops. The purpose of this outreach is to raise community awareness about MESA and inform local residents about MESA opportunities and resources.
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50 District: Contra Costa Community College District Chancellor’s Office College: Diablo Valley College California Community Colleges RFA Specification Number: 17-034
APPLICATION BUDGET- Program Year: 2017-18 DETAIL SHEET Source of Funds: Funds for Student Success
Object of Requested Gen. Fund Other Expenditure Classification Funds Dist. Match Sources Instructional Salaries 1100 Supplemental Instructional (SI) Faculty $13,750.00
Project Director (100% FTE) 2120 $71,200.00
Counselors’ Salaries 2130 MESA Counselor (27% FTE) $20,845.00
Classified Salaries (100% FTE) 2140 Program Assistant $5,000.00 $13,284.00
Instructional Aides’ Salaries 2140 MESA Tutors Student Supplemental Instructional Facilitators $17,640.00
Employee Benefits 3000 Project Director Counselor $8,585.00 $35,600.00 MESA Program Assistant MESA Tutors MESA SI Facilitators Supplies and Materials 4000 $1,737.00
Other Operating Expenses and Services (Travel 5000 costs) $2,000.00 (Travel to required trainings, conferences for students and staff) Total Direct Cost $67,557.00 $122,084.00 Total Indirect Cost (4%) $2,693.00
Total Program Cost $70,250.00 $122,084.00
MESA RFA 17-034, 2017-18 51 OVERALL FEASIBILITY OF THE PROJECT
The DVC MESA program has successfully integrated the 13 MESA components as part of its strategic development plan. The program has a solid administrative team in place and enjoys strong faculty support across all STEM disciplines. Collaborations with feeder high schools create a viable opportunity to establish a pipeline for underrepresented students of color and to develop talent in STEM for Latino and African American first generation students.
The program is already on its path to success as is reflected by the transfer rates from 2015‐ 2016 and the increasing number of scholarships and internships awarded to the student MESA cohort. Collaboration with the college’s research office has established a baseline measure against which to assess the program. Lastly, continued support from the college, the commitment of the MESA team and the robust plan that has been put in place, all provide guarantees for the feasibility of the project.
DISSEMINATION PLAN
DVC MESA will disseminate the findings of the funded work through state and regional conferences including, but not limited to meetings of NSF STEM California Includes, Community College League of California, the California Academic Senate, the California Community Colleges Association of Occupational Education, the Hispanic Association of Colleges and Universities, and other STEM related conferences and meetings. DVC MESA will also share the findings and work products with local community organizations and K‐12 school districts either electronically or through meetings.
Grant materials or products to other community colleges, resource libraries, or other organizations will be available electronically.
MESA RFA 17-034, 2017-18 52