INSPIRE is a mentoring and applied research program designed for first-generation, underrepresented high school students. < Back Influence Student Potential and Increase Representation in Education (INSPIRE) Institution: Rosalind Franklin University of Medicine and Science State: Illinois Academic Level: Graduate Issue Area: Access Program Focus: Career/Workforce, College Prep, STEM Website: https://www.rosalindfranklin.edu/about/diversity-inclusion/inspire/ Key Personnel: Hector Rasgado-Flores Contact Info: hector.rasgado@rosalindfranklin.edu .| 847.578.3525 Overview Influence Student Potential and Increase Representation in Education (INSPIRE) is a mentoring and applied research program designed for first-generation, underrepresented high school students interested in pursuing a career in science and biomedical research. The program aims to increase the number of qualified students from underrepresented populations completing advanced degree health programs and serving the community as practicing health professionals. Program Description INSPIRE provides participants eight weeks to engage in original biomedical research under the direction of a graduate student mentor and faculty advisor. Students participate in an introductory laboratory course similar to classes students might take during the first couple years of an undergraduate biology degree. Students also receive career development courses, weekly presentations on the related careers in the health sciences, and academic/professional enrichment sessions to improve their performance in language arts, mathematics, science, and work etiquette. Outcome Increased college enrollment: As of 2020, 100% of participants enroll in college. Improved Sciences GPA: As of 2020, 74% of participants improve or maintain their high school GPA in the sciences. Increased knowledge of the biological sciences: Tests taken by participants before and after program participation show significant improvement in student knowledge of the biological sciences relative to the biomedical field. Gained research experience: 100% of participants gain a basic understanding of research as demonstrated through research presentations and program mentor evaluations. Return To Growing What Works Database Related Programs in Illinois Filter by Issue Area Access Community Health Worker Access Hispanic Center of Excellence Access Influence Student Potential and Increase Representation in Education (INSPIRE) Access Latin American Recruitment and Educational Services (LARES) Program Access Noble College Access and Persistence Program Access Transitional Bilingual Learning Community (TBLC) Access Waukegan to College (W2C) Access

The combined BA/MD Program's mission is to address New Mexico’s physician shortage, particularly in rural areas. < Back The Combined BA/MD Degree Program Institution: University of New Mexico-Main Campus State: New Mexico Academic Level: Graduate Issue Area: Academic Program Program Focus: Health, Pathway/Pipeline Website: https://hsc.unm.edu/medicine/education/ba-md/ Key Personnel: Hillary Pineda Contact Info: hilpineda@salud.unm.edu Overview The combined BA/MD Program's mission is to address New Mexico’s physician shortage, particularly in rural areas. BA/MD advisors help students navigate through their degree program and guide the transition from home to University, high school graduate to adult, small town to a major city, undergraduate to a medical student, and beyond. Program Description The Combined BA/MD Degree Program addresses the physician shortage in New Mexico by admitting a class of diverse students committed to becoming doctors and practitioners of medicine in underserved communities across New Mexico. Each year 28 diverse students from New Mexico and the Navajo Nation are admitted as freshmen into the program through a holistic review process, with a conditional placement reserved for them at The University of New Mexico School of Medicine. Students are provided with: full-cost scholarships for the first four years at UNM, academic advisement (with low student to advisor ratios, and program-specific counselors. They receive cohort-only math and science courses in state-of-the-art active learning classrooms, a summer Foundations in Science course required of incoming BA/MD freshmen with an ACT score of 25 or less; low-class size for BA/MD students in core; program-dedicated pre-med classes; and a Summer Practicum (service learning) requirement between students’ second and third years, where they live and work in a rural community, shadow local physicians and work on a community engagement project with local health organizations. Additionally, a specialized curriculum entitled Health, Medicine, and Human Values was also developed to educate students on the healthcare needs of New Mexico and the social aspects of medicine. Faculty also attend workshops focused upon the specific needs of BA/MD students. Outcome The Combined BA/MD Program has been successful in recruiting underrepresented students, 44% of students identifying as being Hispanic. 41 students from their first three cohorts have graduated from medical school, of that 30 % were Hispanic. 26 graduates are now completing post-medical school graduate training in New Mexico, and upon completion, the majority of the BA/MD physicians will return to the state to practice. Return To Growing What Works Database Related Programs in New Mexico Filter by Issue Area Academic Program The Combined BA/MD Degree Program Academic Program

This brief identifies top institutions graduating and preparing Latinos for education careers, highlighting evidence-based practices increasing their success. < Back Finding Your Workforce: Latino Talent in Education Excelencia in Education March 2024 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview For 20 years, Excelencia in Education has served its mission to accelerate Latino student success in higher education in order to address the country’s need for a highly educated workforce and civic leadership. Finding Your Workforce: Latino Talent in Education represents the latest extension of Excelencia’s hallmark work of bringing national attention to higher education institutions and practices advancing Latino talent, strengthening our economy, and ensuring America’s future. Latinos are shaping the nation’s population–inside and outside of the classroom. Occupations in education disciplines are projected to increase in the next decade. While Latinos have increased their representation in education related occupations, they are more likely to be in education occupations with lower salaries. This brief is Excelencia’s roadmap for both employers and institutions to take action to ensure America’s future by advancing Latino talent in education. The top institutions awarding credentials to Latinos at each level in education are: Miami Regional University in Florida (Certificate) South Texas College in Texas (Associate) Florida International University in Florida (Baccalaureate) Grand Canyon University in Arizona (Master’s) Nova Southeastern University in Florida (Doctorate) Strategies for institutions and employers to link Latino graduates to the workforce include: Invest in high-wage, high-demand career pathways by developing stackable credentials in collaboration with employers and funding short-term career programs. Provide transition services between completion and employment or graduate school, including financial and mental health support. Connect the Latino talent pipeline to employers by recruiting graduates for internal employment opportunities and leveraging partnerships with employers. Suggested Citation: Santiago, D., Labandera, E., Arroyo, C., & Nour, S.R. (February 2024). Finding Your Workforce: Latino Talent in Education . Washington, D.C.: Excelencia in Education. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Leah Bornstein is President of Aims Community College and a President for Latino Student Success. < Back to P4LSS Main Page Aims Community College Leah Bornstein President Institution website: https://www.aims.edu/ Bio Page: https://www.aims.edu/employee-directory/leah-bornstein Leah Bornstein is President of Aims Community College and a President for Latino Student Success.

BUSP was initiated to increase the performance and persistence of underrepresented minorities, disadvantaged, and disabled students in biology majors at UC Davis. < Back Biology Undergraduate Scholars Program (BUSP) Institution: University of California-Davis State: California Academic Level: Baccalaureate Issue Area: Academic Program Program Focus: First Year Support, Undergraduate Research Website: https://eeop.ucdavis.edu/busp-overview Key Personnel: Connie Champagne Contact Info: cechampagne@ucdavis.edu | 530.754.8727 Overview The Biology Undergraduate Scholars Program (BUSP) was initiated to increase the performance and persistence of Underrepresented Minorities, disadvantaged, and disabled students in biology majors at the University of California Davis (UCD). Over time, BUSP goals have evolved to include preparing students to pursue post-baccalaureate programs, such as doctoral studies and/or human and veterinary medicine studies. Program Description BUSP is a large-scale, professional development program for underrepresented minorities, socio-economically disadvantaged, and disabled students in life sciences majors. The program takes a holistic approach to assist students to thrive academically and personally through supplemental education in chemistry, calculus, and biology. Through sound academic and personal advising by experienced professional staff and faculty advisors, and, through practical experience in the discipline afforded by internships in research laboratories. Outcome BUSP students significantly out-persist and out-perform their majority group peers (MGPs) in foundational courses (Introductory Calculus, Chemistry, and Biology). BUSP students who entered the College of Biological Sciences (CBS) between 2010 and 2014 persisted in the foundational courses at a rate of 77%, compared to their MGPs at 61%. BUSP students also achieve 3.21 mean GPA in these courses, compared to their MGPs at 2.98. BUSP students (2002-2005 and 2006-2009 entrants) were retained to graduation at a 72% graduation rate, compared to 58% of CBS students. The incoming 2017 cohort consists of 59 students, of whom 81.4% are Hispanic. Return To Growing What Works Database Related Programs in California Filter by Issue Area Academic Program Bachelor of Architecture Academic Program Biology Undergraduate Scholars Program (BUSP) Academic Program Institute for Behavioral and Community Health Studies (IBACH) Academic Program Master of Science in Higher Education (MSHE) Academic Program Math Jam – Cañada College Academic Program Math Jam – Pasadena City College Academic Program Mathematics, Engineering, and Science Achievement Program (MESA) Academic Program NASA Community College Aerospace Scholars (NCAS) Academic Program Show More

The program was initiated to strive for a workforce of highly trained engineers and scientists with demographics reflective of the national population. < Back Educational and Research Internship Program (ERIP) Institution: University of Puerto Rico-Mayaguez State: Puerto Rico Academic Level: Graduate Issue Area: Support Services Program Focus: Pathway/Pipeline, Undergraduate Research Website: https://www.uprm.edu/inci/erdc-erip/application/ Key Personnel: Ismael Pagan Trinidad Contact Info: ismael.pagan@upr.edu | 787.832.4040 Ext. 3559 Overview The program was founded under a U.S. Army Corps of Engineers Engineer Research and Development Center (ERDC) and the University of Puerto Rico Mayaguez Educational and Research Partnership Agreement initiated by federal policy to strive for a workforce of highly trained engineers and scientists with demographics reflective of the national population. Recruitment strategies were needed for all government organizations to improve representation of traditionally underrepresented groups, including Latinos in engineering fields. For three decades, both UPRM and ERDC have maintained an educational and research relationship for the purpose of: 1. Providing underrepresented Latin-American students a pipeline program that provides them with experiences required to pursue graduate programs and terminal degrees 2. Promoting the professional, educational, and research development of world-class engineers and scientists in Puerto Rico 3. Becoming a source of qualified scientist and engineers for the U.S labor force Program Description The UPRM- US Army Corps of ERDC Educational and Research Internship Program (ERIP) was created with the vision of providing Latinos the opportunity of participating in a Summer Internship alternative learning experience that helps them be motivated to pursue graduate studies and become part of the available research labor force in the nation. The internship experience is a 3 credit-hour course requirement. While at ERDC, students are required to write a formal technical proposal, submit progress reports, a final technical paper, a technical poster, a formal oral presentation, an abstract to an NSF sponsored conference, and the submission of an essay focusing on values obtained during this cultural journey. Research mentors from the ERDC directly supervise their work and progress. Students at UPRM are provided with research assistantship based on the federal government wage scale, transportation, and faculty mentoring. The academic mentor assigned at UPRM monitors their classwork. Outcome Since inception, the program has been able to provide 586 internship opportunities and valuable professional experience to students in STEM fields, of which about 33% of the students are females. All students in the internship program complete their undergraduate degree, resulting in a 100% undergraduate graduation rate. Of the 586 interns served, 77% pursue graduate school following their internship. The program has resulted in 72 permanent hires for the ERDC. Of those hires, 65% remain with the ERDC and 87% of them are pursuing or completed a graduate degree. As part of the United States Army Corps. of Engineers Emergency operations for Hurricanes Irma and Maria in Puerto Rico, 25 of the 230+ ERDC deployments were UPRM alumni bringing leadership, expertise, and manpower to the recovery and reconstruction of the devastated island. Return To Growing What Works Database Related Programs in Puerto Rico Filter by Issue Area Support Services Educational and Research Internship Program (ERIP) Support Services

Janine E. Janosky is President of City Colleges of Chicago-Richard J Daley College and a President for Latino Student Success. < Back to P4LSS Main Page City Colleges of Chicago-Richard J Daley College Janine E. Janosky President Institution website: https://www.ccc.edu/daley/home/ Bio Page: http://www.ccc.edu/colleges/daley/departments/Pages/Office-of-the-President.aspx Janine E. Janosky is President of City Colleges of Chicago-Richard J Daley College and a President for Latino Student Success. Seal of Excelencia Certified Institution: 2023-2026 Richard J. Daley College (Daley College) serves over 8,000 students annually with 4,823 enrolled in credit programs, 2,832 enrolled in adult education courses, and 626 enrolled in continuing education. Latinos represent 77% of students. Daley College empowers its diverse community through innovative, high-quality and affordable education in a supportive, inclusive, and equitable environment for life-long learning.

Latinos will need to earn 6.2 million degrees by 2030 to reach the U.S. degree attainment goal. Learn about Latino College Completion in Illinois. Latino College Completion - Illinois Nationally, the gap in degree completion between Latinos and their White peers continues. However, different patterns emerge within each state or location. To reach the Latino degree attainment goal by 2030, states can close the degree completion gap by accelerating Latino completion while increasing for all students and scale up programs and initiatives that work for Latino, and all, students. To find out more, scroll below. DOWNLOAD FACT SHEET Degree Attainment for Latino Students (2021) 25% Of Latino adults (25 and over) had earned an associate degree or higher VS 50% Of White adults Fast Facts Illinois had the 6th largest Latino population in the U.S. Latino Population 24% K-12 Population 18% Total Population 2-Year Graduation Rate 29% Latino Students 40% White Students Median Age 30 Latinos 43 White 4-Year Graduation Rate 56% Latino Students 70% White Students Degree Outcomes At two-year institutions , Hispanics' graduation rate was 11%-points lower than that of their White non-Hispanic peers in Illinois. At four-year institutions , Hispanics' graduation rate was 14%-points lower than that of their White non-Hispanic peers in Illinois. BACK TO MAIN LCC PAGE Top Institutions To find out more about the top institutions enrolling, and awarding associate and bachelor degrees to Hispanics by using the tabs below to navigate the information. Click on the tabs below to explore. ENROLLING ASSOCIATES DEGREES BACHELORS DEGREE Top Institutions Enrolling (Hispanic Undergraduates) in Illinois, 2021-2022 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 University of Illinois Chicago Public, 4-year or above 22,011 7,811 35% 2 University of Illinois Urbana-Champaign Public, 4-year or above 33,889 4,759 14% 3 College of DuPage Public, 2-year 14,801 4,079 28% 4 College of Lake County Public, 2-year 9,124 3,980 44% 5 DePaul University Private not-for-profit, 4-year or above 14,059 3,093 22% Top Institutions Awarding Associate Degrees to Hispanics in Illinois, 2020-2021 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 City Colleges of Chicago-Harold Washington College Public, 2-year 1,283 637 50% 2 City Colleges of Chicago-Wilbur Wright College Public, 2-year 898 538 60% 3 College of DuPage Public, 2-year 2,223 530 24% 4 William Rainey Harper College Public, 2-year 1,921 475 25% 5 College of Lake County Public, 2-year 1,233 432 35% Top Institutions Awarding Bachelor Degrees to Hispanics in Illinois, 2020-2021 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 University of Illinois Chicago Public, 4-year or above 4,974 1,474 30% 2 Chamberlain University-Illinois Private for-profit, 4-year or above 8,124 1,061 13% 3 University of Illinois Urbana-Champaign Public, 4-year or above 8,301 944 11% 4 DePaul University Private not-for-profit, 4-year or above 3,335 610 18% 5 Northern Illinois University Public, 4-year or above 3,003 567 19% Examples of What Works for Latino Students Here are some institutions showing success in enrolling, retaining, and graduating Latino students: College Assistance Migrant Program (CAMP) - Washington State University WSU CAMP's mission is to improve the lives of migrant or seasonal farmworkers (MSFW) and their families through higher education attainment. Project upGRADS Project upGRADS at California State University, Fullerton aims to improve access to graduate education for Latinx students. Sources Excelencia in Education. (2020). Ensuring America’s Future: Benchmarking Latino College Completion to 2030. Excelencia in Education. Washington, D.C. U.S. Census Bureau, 2021 American Community Survey 1-Year Estimates. Excelencia in Education Analysis using the U.S. Department of Education, National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System (IPEDS), 2021 Fall Enrollment, Graduation Rates Survey and Institutional Characteristics Survey.

The Ichabod Success Institute seeks to prepare students for college coursework, supporting full-time and continuous enrollment, and building students’ social capital. < Back Ichabod Success Institute Institution: Washburn University State: Kansas Academic Level: Associate Issue Area: Retention Program Focus: Learning Community, Summer Bridge Website: https://washburn.edu/academics/center-student-success/success-institute/index.html Key Personnel: Jennifer Wiard Contact Info: jennifer.wiard@washburn.edu | 785.670.1602 Overview The Ichabod Success Institute seeks to prepare students for college coursework, supporting full-time and continuous enrollment, and building students’ social capital. To graduate low-income students, the program layers financial, personal, and academic supports. Program activities, such as the 5-week summer experience where students live on campus and take 6 credit hours for free, facilitate these goals by cultivating institutional integration, literacy skills, and a learning community. Program Description In 2016, Washburn University launched the Ichabod Success Institute (ISI) to address low degree attainment among underrepresented individuals in Topeka. Only 10% of Latinos in Topeka has a Bachelor's degree or higher, compared to 12% of African Americans and 29% of Whites. To help more underrepresented individuals earn a degree, ISI's provides wrap-around support for 20 first-generation, Pell-eligible students from Topeka Public Schools each year. Support begins 5-weeks prior to student's first semester and continues across their first two years. ISI offers intensive tutoring and software designed to reduce or eliminate remedial math to advance students through coursework while encouraging full-time enrollment by providing advising, scholarships, and on-campus jobs. To build social capital, ISI provides a social worker, first-generation advisor, and community mentors. ISI's hosts two dinners yearly to introduce students’ families to the college setting, having advisors present and building relationships with students' support systems and answering families’ questions about the college experience. ISI serves Latinos through Spanish-fluent advisors and two free courses that facilitate college literacy and integration. In addition, summer programming cultivates belief among underrepresented groups that they belong at the university. Outcome Improved readiness for college coursework: Only 11% of Ichabod Institute participants and 3% of Latino participants withdrew in year one, compared to 47% of Washburn University students with similar characteristics. In addition, cumulative GPA after two years is 2.99 for Institute students overall and 3.02 for Latino participants, compared to 2.40 for Washburn students. Higher full-time enrollment: 85% of Ichabod Institute students and 86% of Latino participants complete 30 credits in their first year. Nationally, only 31% of students achieve this goal. Increased retention and graduation: The Ichabod Institute’s 2016 cohort boasts a 92% student retention rate overall and 96% for Latinos, compared to Washburn University’s retention rate of similar students characteristics is 53% . Overall, 92% of Latinos in the cohort are on track to graduate with an associate degree in 3 years. Return To Growing What Works Database Related Programs in Kansas Filter by Issue Area Retention Ichabod Success Institute Retention

Latinos will need to earn 6.2 million degrees by 2030 to reach the U.S. degree attainment goal. Learn about Latino College Completion in Arkansas. Latino College Completion - Arkansas Nationally, the gap in degree completion between Latinos and their White peers continues. However, different patterns emerge within each state or location. To reach the Latino degree attainment goal by 2030, states can close the degree completion gap by accelerating Latino completion while increasing for all students and scale up programs and initiatives that work for Latino, and all, students. To find out more, scroll below. DOWNLOAD FACT SHEET Degree Attainment for Latino Students (2021) 18% Of Latino adults (25 and over) had earned an associate degree or higher VS 36% Of White adults Fast Facts Arkansas had the 33rd largest Latino population in the U.S. Latino Population 12% K-12 Population 8% Total Population 2-Year Graduation Rate 35% Latino Students 36% White Students Median Age 24 Latinos 42 White 4-Year Graduation Rate 49% Latino Students 58% White Students Degree Outcomes At two-year institutions , Hispanics' graduation rate was 1%-points lower than that of their White non-Hispanic peers in Arkansas. At four-year institutions , Hispanics' graduation rate was 9%-points lower than that of their White non-Hispanic peers in Arkansas. BACK TO MAIN LCC PAGE Top Institutions To find out more about the top institutions enrolling, and awarding associate and bachelor degrees to Hispanics by using the tabs below to navigate the information. Click on the tabs below to explore. ENROLLING ASSOCIATES DEGREES BACHELORS DEGREE Top Institutions Enrolling (Hispanic Undergraduates) in Arkansas, 2021-2022 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 University of Arkansas Public, 4-year or above 24,001 2,493 10% 2 NorthWest Arkansas Community College Public, 2-year 4,872 1,154 24% 3 University of Arkansas-Fort Smith Public, 4-year or above 4,188 644 15% 4 Arkansas Tech University Public, 4-year or above 6,467 628 10% 5 University of Central Arkansas Public, 4-year or above 7,763 498 6% Top Institutions Awarding Associate Degrees to Hispanics in Arkansas, 2020-2021 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 NorthWest Arkansas Community College Public, 2-year 812 187 23% 2 Arkansas Tech University Public, 4-year or above 973 75 8% 3 Cossatot Community College of the University of Arkansas Public, 2-year 157 44 28% 4 University of Arkansas-Fort Smith Public, 4-year or above 234 32 14% 5 North Arkansas College Public, 2-year 247 30 12% Top Institutions Awarding Bachelor Degrees to Hispanics in Arkansas, 2020-2021 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 University of Arkansas Public, 4-year or above 5,190 491 9% 2 University of Central Arkansas Public, 4-year or above 1,831 104 6% 3 Arkansas Tech University Public, 4-year or above 1,195 80 7% 4 University of Arkansas-Fort Smith Public, 4-year or above 738 77 10% 5 Arkansas State University Public, 4-year or above 1,759 60 3% Examples of What Works for Latino Students Here are some institutions showing success in enrolling, retaining, and graduating Latino students: College Assistance Migrant Program (CAMP) - Washington State University WSU CAMP's mission is to improve the lives of migrant or seasonal farmworkers (MSFW) and their families through higher education attainment. Project upGRADS Project upGRADS at California State University, Fullerton aims to improve access to graduate education for Latinx students. Sources Excelencia in Education. (2020). Ensuring America’s Future: Benchmarking Latino College Completion to 2030. Excelencia in Education. Washington, D.C. U.S. Census Bureau, 2021 American Community Survey 1-Year Estimates. Excelencia in Education Analysis using the U.S. Department of Education, National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System (IPEDS), 2021 Fall Enrollment, Graduation Rates Survey and Institutional Characteristics Survey.

T.A.P provides assists students to ensure a successful transition from Santa Barbara City College (SBCC) to a four-year university. < Back Transfer Achievement Program (T.A.P.) Institution: Santa Barbara City College State: California Academic Level: Associate Issue Area: Transfer Program Focus: Website: http://www.sbcc.edu/tap/ Key Personnel: JennyErika Barco Contact Info: jmbarcoquinonez@pipeline.sbcc.edu | 805.965.0581 x2991 Overview The mission of the Transfer Achievement Program (T.A.P) is to provide the necessary knowledge to assist students with implementing informed actions that will ensure a successful transition from Santa Barbara City College (SBCC) to a four-year university. T.A.P aims to do this by increasing student involvement and responsibility in transfer-related activity to increase student persistence and goal attainment. They also believe that collaboration among students and college services will increase transfer rates more so than would individual and fragmented efforts. Program Description T.A.P. is a support program within the Transfer Center designed to assist first-generation, economically disadvantaged, and ethnically underrepresented who are planning to transfer to a four-year college or university. Since its inception, T.A.P. has been focused on being a comprehensive program that tracks students from their first year at SBCC. T.A.P.'s goal is to increase student’s transfer literacy, including involvement in transfer-related activities that will encourage student persistence and goal attainment. Through robust partnerships among faculty and college services, TAP aims to increase transfer rates more so than would be possible if students were unguided through the transfer journey by assisting them with developing their major, education plan, and guiding them through the transfer process. Outcome During the 2017-18 academic year 94 students applied to transfer, 75 were accepted to a four-year university. During the 2018-19 academic year 74 students applied to transfer, 61 were accepted to a four-year university. During the 2019-20 academic year 83 students applied to transfer, 79 were accepted to a four-year university, of those students 20 were granted a scholarship ranging from $200 - $400. In 2019 - 10 T.A.P. students in STEM majors were selected to participate in a faculty Mentorship Project. Return To Growing What Works Database Related Programs in California Filter by Issue Area Transfer Attract, Inspire, Mentor, and Support Students (AIMS²) Program Transfer Center for Community College Partnerships (CCCP) Transfer Gaining Access ‘N Academic Success (GANAS) Transfer Transfer Achievement Program (T.A.P.) Transfer Transfer Alliance Project (TAP) Transfer

Richard Yao is President of California State University-Channel Islands and a President for Latino Student Success. < Back to P4LSS Main Page California State University-Channel Islands Richard Yao President Institution website: https://www.csuci.edu/ Bio Page: https://www.csuci.edu/president/biography.htm Richard Yao is President of California State University-Channel Islands and a President for Latino Student Success. Seal of Excelencia Recertified Institution: 2022-2025 CSUCI, the only four-year public institution in Ventura County, California, serves nearly 7,000 undergraduates, 57% of whom are Latino.