The Voice of Hispanic Higher Education - Summer 2020

OF HISPANIC HIGHER EDUCATION

VOLUME 29 | NUMBER 2 | SUMMER 2020

HACU hosts virtual events, offers virtual internships

#LeadWithHACU

2020 Coors Light Líderes

VOTE TODAY

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upport the Hispanic Association of Colleges & Universities with your online vote for Richard Montez, HACU Director of Member Services, to be named “Lider of the Year.” With the most votes, HACU National Headquarters in San Antonio, Texas can receive a $25,000 grant from Coors Light for a community leadership project.

Visit www.coorslightlideres.com between August 3 - 31, 2020. (online voting dates) to vote for Richard Montez, a champion of education in the Latino community. Let the Hispanic-Serving higher education community be heard.

Vote today.

(You must be 21 or older to participate.)

Limit ten (10) votes per voter per day.

Richard Montez Hispanic Association of Colleges & Universities

Stay Connected with @HACUNews

TABLEOFCONTENTS MESSAGE FROM THE PRESIDENT OF HISPANIC HIGHER EDUCATION VOLUME 29 | NUMBER 2 | SUMMER 2020

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HACU NEWS 3

The Voice of Hispanic Higher Education is published quarterly by the Hispanic Association of Colleges and Universities, 8415 Datapoint Drive, Suite 400, San Antonio, Texas 78229.

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The Voice of Hispanic Higher Education reserves the right to edit all materials submitted for publication. We are not responsible for returning any unsolicited materials such as photos, brochures, etc. We also reserve the right to refuse publication of any unsolicited material.

MEMBER NEWS

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Publisher Antonio R. Flores, Ph.D. HACU President and CEO

MONTCLAIR STATE GREEN TEAMS RECEIVE $2.6M IN NSF GRANTS TO IMPROVE STEM LITERACY AND SUCCESS IN STEM CAREER PATHS FOR NON-STEM MAJORS AND HISPANIC STUDENTS 9

Senior Vice President for Operations David Ortiz, Ph.D. Editor Norma Jean Revilla-García njgarcia@hacu.net Assistant editor/writer Christopher de Hoyos news@hacu.net

HACU HOSTS FIRST VIRTUAL NATIONAL CAPITOL FORUM ON HISPANIC HIGHER EDUCATION 10

HISPANIC ASSOCIATION OF COLLEGES AND UNIVERSITIES GOVERNING BOARD 2019-20 Monte E. Pérez, Chair President Los Angeles Mission College Sylmar, Calif.

Maria Harper-Marinick Former Chancellor Maricopa Community Colleges Tempe, Ariz.

Sue Henderson, Vice-Chair President New Jersey City University Jersey City, N.J.

Emma Grace Hernández Flores President Universidad de Iberoamérica San José, Costa Rica

Margaret Venable, Treasurer President Dalton State College Dalton, Ga.

Olga Hugelmeyer Superintendent of Schools Elizabeth Public Schools Elizabeth, N.J.

Mike Flores, Secretary Chancellor Alamo Colleges District San Antonio, Texas

Joe Mella Finance Division Goldman Sachs New York, N.Y.

Félix V. Matos Rodríguez, Past Chair Chancellor The City University of New York New York, N.Y.

David Méndez Pagán Rector Universidad Ana G. Méndez, Recinto de Gurabo Gurabo, Puerto Rico

Michael D. Amiridis Chancellor University of Illinois at Chicago Chicago, Ill. Joseph I. Castro President California State University, Fresno Fresno, Calif.

Adela de la Torre President San Diego State University San Diego, Calif.

Howard Gillman Chancellor University of California, Irvine Irvine, Calif.

Reyes M. González President St. Augustine College Chicago, Ill.

News and photos courtesy of HACU-Member Institutions

Juan Muñoz Chancellor University of California, Merced Merced, Calif.

Garnett S. Stokes President The University of New Mexico Albuquerque, N.M. Andrew Sund President Heritage University Toppenish, Wash.

Ex-Officio: Antonio R. Flores President and CEO HACU

HISPANIC-SERVING INSTITUTIONS ACROSS THE NATION TOTAL 539 11 REACHING THE SUMMIT THROUGH TITLE V GRANTS, UNM-TAOS HELPS UNDERSERVED STUDENTS SUCCEED 12 INTO THE CLASSROOM, OUT INTO THE WILD

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COLLABORATIVE FOR HISPANICS IN HIGHER EDUCATION AND STUDENT SUCCESS

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THE IMPACT OF VAUGHN’S GRANT-SUPPORTED STEM ACTIVITIES 15 HACU NATIONAL INTERNSHIP PROGRAM

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Subscription Rates: The subscription rate for nonmembers of the Hispanic Association of Colleges and Universities (HACU) is $35 for one year and $50 for two years. For members the rate is $28 for one year and $40 for two years. Information and subscription available at www.hacu.net.

ABOUT HACU The Hispanic Association of Colleges and Universities, founded in 1986, represents more than 500 colleges and universities in the United States, Latin America, Spain and school districts throughout the U.S. The mission of HACU is to Champion Hispanic Success in Higher Education. HACU is the only national association representing existing and emerging Hispanic-Serving Institutions (HSIs).

The Association’s headquarters are located in San Antonio, Texas, with regional offices in Washington D.C., and Sacramento, California. Additional information is available at www.hacu.net.

CONTACTING HACU HACU National Headquarters 8415 Datapoint Drive, Suite 400 San Antonio, TX 78229 Tel: (210) 692-3805 Fax: (210) 692-0823 Website: www.hacu.net Email: hacu@hacu.net

HACU Washington D.C. Office One Dupont Circle, Suite 430 Washington, D.C. 20036 Tel: (202) 833-8361 Fax: (202) 261-5082 Email: dcgr@hacu.net

HACU National Internship Program One Dupont Circle N.W., Suite 430 Washington, D.C. 20036 Tel: (202) 467-0893 Fax: (202) 496-9177 Email: hnip@hacu.net

HACU Western Regional Office 1107 9th Street, Suite 830 Sacramento, CA 95814 Tel: (916) 442-0392 Fax: (916) 446-4028 Email: wro@hacu.net

Log on to www.hacu.net for the latest up-to-date news and special events.

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MESSAGEFROMTHEPRESIDENT

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his issue of The Voice of Hispanic Higher Education highlights a variety of virtual activities that HACU and its members have participated in during this challenging pandemic. Highlights include a recap from one of our most important legislative events, the 25th Annual National Capitol Forum on Hispanic Higher Education, held virtually on April 21-22, 2020. We were pleased with the participation of everyone who joined the virtual and teleconference visits with congressional offices and advocated for Hispanic-Serving Institutions and their campuses, especially during this new normal.

While the Capitol Forum marked the first online event for us, we plan to expand the use of the virtual platform this fall when we host our premier conference on Hispanic higher education. For the safety of everyone involved, the 34th Annual Conference “Championing Hispanic Higher Education: Fostering Excellence and Social Justice,” and its pre- and post-conference events will be held virtually. We plan to offer our regular lineup of events, and workshops, including a virtual exhibitor experience. We look forward to your virtual participation in our 2020 Annual Conference events this October.

A special welcome to all our new members and new presidents and CEOs of higher education institutions that are featured in the member news section. Congratulations also to the summer interns of the HACU National Internship Program. More than 200 undergraduate and graduate students completed virtual internships with federal agencies across the country.

In this issue, we also feature four institutions who are using their Title V and federal grants to make a positive impact for students on their campuses. Grant funding has made it possible for Montclair State University to improve STEM literacy for non-STEM majors and Hispanic students. The University of New Mexico-Taos is helping underserved students and establishing a new natural resources program. California Lutheran University is working towards increasing transfer, retention and degreecompletion rates of Hispanic students. And Vaughn College of Aeronautics and Technology is expanding student involvement in STEM-related community outreach activities.

Please continue sending your student success stories made possible with federal grant funding for HSIs to news@hacu.net. These stories are regular features in our quarterly issues of our magazine. They are the best example of grant funded programs at our member institutions and the difference that they make on students’ lives. We hope you enjoy this issue of our magazine, and that you and yours stay healthy and safe.

Cordially,

Antonio R. Flores President and CEO

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HISPANIC ASSOCIATION OF COLLEGES & UNIVERSITIES

HACUNEWS HACU announces virtual Annual Conference on Hispanic higher education, Oct. 26-28 Pre- and post-conference events to be held on alternate dates

Meet Richard Montez, HACU finalist seeking your vote for Coors Light Líder of the Year

HACU has announced its 34th Annual Conference Championing Hispanic Higher Education: "Fostering Excellence and Social Justice," will be held virtually on Oct. 26-28, 2020.

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Attendees can expect a regular lineup of events, workshops, including a virtual exhibitor experience to be part of the agenda.

Pre- and Post-conference events will be offered on alternate dates so as not to overlap on the new conference dates.

HACU’s Annual Conference provides a unique forum for the sharing of information and ideas for the best and most promising practices in the education of Hispanics.

Advertising, Exhibitor, and Sponsorship opportunities are available.

For registration and agenda of HACU's premier conference on Hispanic higher education and events, visit hacu.net

HACU receives grant from The Sallie Mae Fund HACU was among the grant recipients announced by The Sallie Mae Fund on June 25, 2020. The grant of $125,000 will support initiatives that advance social justice, diversity, inclusion and equality.

HACU director of member services, Richard Montez, has always believed that true leadership only happens when love and empathy are paired with real world experiences. He was born and raised in San Antonio, Texas. He grew up on the west side, in one of the poorest areas of the city. While his family struggled economically and gained a keen understanding of the hardships facing many in his community. Today, he spends his time and energy focusing on solutions to the many challenges plaguing underserved and underrepresented groups.

Since 2017, he has served as director of member services at HACU. His work beyond HACU extends to community service in the local area. For the past seven years he has served as board chair at Inner City Development, a San Antonio nonprofit that serves the most economically marginalized neighborhood in the same area where he grew up. Once a year, he and other volunteers participate in Thanksgiving 365 by fasting until the organization raises its $40,000 goal which is used to keep the food pantry stocked all year long.

In a press release, the organization stated that too often minority and underserved students face significant obstacles that not only impede attendance, but also stifle completion of their postsecondary education program.

His dedication to the mission of HACU and Inner City Development have been greatly influenced by his childhood. As a first-generation high school and college graduate, he has focused heavily on education and its impacts on breaking cycles that can lead to poverty and challenges in educational attainment for underserved communities. He earned his degree from St. Mary’s University in San Antonio, Texas.

"HACU is grateful to The Sallie Mae Fund for their support of our programs and initiatives that help students achieve academic success and prepare them for the future,” said HACU President and CEO Antonio R. Flores.

Through strategic planning, change management, teamwork, sustainability and civic engagement, he has enriched his leadership skills and professional development so that he could be a greater asset to his community and the issues he champions.

The Sallie Mae Fund, the charitable arm of Sallie Mae, achieves its mission to expand pathways for the successful development of America’s youth by supporting programs and initiatives that help open doors to higher education, as well as, supporting initiatives on the communities it serves.

Your votes for Richard Montez to be named the Coors Light Líder of the Year can help HACU receive a $25,000 grant to support its community work. To vote visit https://www.coorslightlideres.com.

Votes can be cast up to 10 times daily through August 31, 2020.

Thousands of students have benefited from HACU with internships, scholarships, college retention and advancement programs, precollegiate support, and career development opportunities and programs.

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HACUNEWS HACU statement on reversal of ICE guidance on international students On July 14, 2020, the White House rescinded the Immigration and Customs Enforcement’s (ICE) guidance that prohibits international students from returning to or remaining in the United States if the institutions they attend adopt online-only instruction models amid the pandemic.

HACU President and CEO Antonio R. Flores released the following statement in response to the decision: “HACU applauds the decision to rescind ICE’s guidance that would have forced international students to leave the country, or transfer to an institution offering in-person classes, if their campus opted to offer its courses online as a result of the pandemic."

“We are grateful to the colleges and universities that worked diligently on behalf of the affected students across the country. This decision, that allows international students to continue their higher education pursuits in the U.S., is a step in the right direction as it places the health and safety of students and all campus personnel first.

“Today’s 539 HSIs across the nation play a key role in educating a significant number of international students. According to the most recent enrollment data, HSIs enroll 16 percent (173,535) of all international students in higher education.”

HACU and HETS collaborate on Online Journal HACU and Hispanic Educational Technology Services will once again collaborate on a special edition of the HETS Online Journal (Volume XI, Fall Issue 2020).

Faculty/staff of HACU-member institutions and HACU affiliates are invited to submit articles for consideration or also apply to serve as a peer reviewer. Articles on best practices (either in English or Spanish) will be considered for publication. Young researchers, including junior faculty and graduate students, can also send their manuscripts for consideration in the “Student articles” section of this journal.

Additional information on the Call for Articles and requirements for submission is available on the HETS website. Articles for this special issue will be accepted through Sept. 25, 2020.

To be considered to serve as a reviewer, please submit a letter of recommendation from your dean or vice president validating your expertise, along with a copy of your curriculum vitae to info@hets.org

by Aug. 31, 2020.

For questions about the journal and this special edition, please contact HETS via email at info@hets.org.

HACU statement of solidarity and support for the Black community On June 4, 2020, HACU released the following statement regarding its support for the Black community in light of the deaths of George Floyd, Breonna Taylor, and Ahmaud Arbery, among others: “On behalf of HACU, I wish to express our unwavering support for the Black community during this time of national mourning in the face of racial injustice and systematic violence,” said HACU President and CEO Antonio Flores.

“HACU is in solidarity with our brethren as we strive to achieve justice, equality and peace during this difficult time in our history.

Now is the time to stand in unity with other communities of color in order to face this great challenge. We frequently advocate on behalf of underrepresented students, along with Historically Black Colleges and Universities and today is no different as we stand with the Black community against racial injustice - Black Lives Matter.”

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HISPANIC ASSOCIATION OF COLLEGES & UNIVERSITIES

HELP SUPPORT OUR FUTURE

By making a contribution to the Hispanic Association of Colleges and Universities (HACU) you make it possible for us to keep Championing Hispanic Success in Higher Education. Help support our future. #Give2HACU

WWW.HACU.NET/DONATE

HACUNEWS

Congress approves emergency spending bill, with nearly $14 billion for higher education, $214.52 million for HispanicServing Institutions The House of Representatives passed the Coronavirus Aid, Relief, and Economic Security (CARES) Act (H.R. 748), which provides $2 trillion in emergency relief to address some of the worst effects of the economic downturn resulting from the coronavirus pandemic.

The bill provides $30.75 billion to the U.S. Department of Education for an “Education Stabilization Fund,” and allocates $13.95 billion for higher education. Below is a summary of the relevant funding opportunities for Hispanic-Serving Institutions (HSIs).

Funding to HSIs – The bill allocates $214.53 million specifically for HSIs under Title V, which is based on the proportion of funding that HSIs were appropriated in FY 2020 discretionary funding.

Funding to states – The bill allocates $2.95 billion to states and will be distributed on a formula that factors in school age population, and the youth and young adult population. Eligible entities for the funding will include school districts and institutions of higher education. Governors have broad discretion to determine use of funds.

Formula funding to institutions of higher education – The bill allocates $12.56 billion directly to all institutions of higher education. The higher education funds will be allocated to institutions by formula using the student financial aid distribution system. The formula allocates 75 percent of the funds available (about $9.4 billion) based on the full-time equivalent enrollment of Pell Grant recipients. The remaining 25 percent (about $3.2 billion) is based on the full-time equivalent enrollment of students who did not receive a Pell Grant.

Funding for the Improvement of Postsecondary Education (FIPSE) Program – The bill allocates $349 million for the FIPSE Program at the U.S. Department of Education for grants to institutions particularly impacted by coronavirus. Priority for these grants goes to smaller institutions who received less than $500,000 under the formula, MSIs, and institutions of higher education that still have significant unmet needs.

Additionally, the bill provides flexibility to HSIs by modifying the allowable uses in Title V, Parts A and B to allow institutions to use their funds to address unforeseen needs due to an emergency. This must come at the request of the HSI and approved by the U.S. Department of Education.

“HACU is pleased that HSIs were allocated funding in the emergency spending bill,” said HACU President and CEO Antonio R. Flores. “However, HSIs have been historically underfunded and only receive, on average, 68 cents for every federal dollar going to all other colleges and universities annually despite educating a disproportionately low-income and underrepresented student population. The $214.52 million is woefully inadequate for the unprecedented challenges that HSIs are facing and will continue to face in responding to the evolving coronavirus pandemic.”

“HACU will continue to work with the U.S. Department of Education to ensure the approved emergency funding is distributed to HSIs as soon as possible,” added Flores.

Capitol Hill News

The coronavirus pandemic has had Congress’ full attention since March. To date, Congress has passed four emergency spending bills to help states and various sectors, including higher education, of the economy help manage the ongoing impact of the pandemic.

HACU continues to advocate for additional HSI funding in subsequent emergency funding bills given the various challenges the ongoing pandemic presents for students, faculty, and administrators.

There are conversations among Congressional leadership of a fifth emergency spending bill. HACU has issued a call-for-action for additional federal funding for HSIs to address the ongoing challenges that students and institutions are currently experiencing. HACU members and supporters are urged to take action now and call your members Congress to fund HSIs in the next COVID-19 relief bill by visiting HACUadvocates.net FY 2021 Appropriations Update House Appropriations Chairwoman Nita Lowey (D-NY) in early June announced the 12 subcommittees and full committee will mark up all 2021 spending bills in the first two full weeks of July, and work to pass all the bills in the latter two weeks of the month.

The House Appropriations Committee marked-up the FY 2021 Labor-HHS-Education appropriations bill on July 13th and was approved by the committee by a 30-22 vote. Below are the proposed funding levels for the relevant HSI programs: •

Title V, Part A (Undergraduate) = $155,081,000 ($12 million increase from FY 2020)

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Title V, Part B (Graduate) = $13,599,000 ($761,000 increase from FY 2020)

Overall, the bill increases funding for most education programs. It also rejects the Administration’s proposal to block-grant funding for HSIs and other minority-servicing institutions.

Progress in the Senate has been stalled due to a breakdown in negotiations. Due to the short timeline, a continuing resolution (short-term funding bill) is expected to fund the federal government through the November elections.

For the latest higher education policy news impacting HSIs, be sure to visit the Advocacy Center at HACUadvocates.net.

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MEMBERNEWS Welcome New Members As of July 2, 2020

Hispanic-Serving Institution Elgin Community College (Ill.) Associate Member Institution Colorado State University-Fort Collins (Colo.)

Stockton University (N.J.) Faculty/Staff Affiliate Alexis Delgado, Middlesex County College (N.J.) Dr. Tony Delgado, West Chester University of Pennsylvania (Pa.) Raquel A. Toro, University of Central Florida (Fla.) Dr. Christina Torres García, Eastern Washington University (Wash.)

Student Affiliate Jazmin Maria Baez Maidana, Cornell University (N.Y.) Melmary L. Bernazar González, Polytechnic University of Puerto Rico (Puerto Rico) Tameka Cooke, Lehman College, CUNY (N.Y.) Edda P. Cuello, Pace University (N.Y.) Jose Delgado, Texas A&M University (Texas) Fernando Luis Mangual Bauza, Universidad Ana G. Méndez, Recinto de Cupey (Puerto Rico) Erick J. Negron Alvarez, University of Puerto Rico, Mayagüez (Puerto Rico) Silvia Pereida, University of Oregon (Ore.) Anessa Rippie, Nova Southeastern University (Fla.) Omar Ronquillo Medina, Santa Clara University (Calif.)

Ruben Eduardo Sagastume, El Camino College (Calif.)

Arizona Klippenstein appointed president of Mojave Community College The Mohave Community College Board of Governors has chosen Stacy Klippenstein to be the next president of the college. Prior to becoming president of Miles Community College in January 2014, he served as vice chancellor for student affairs at Montana State University in Billings and was director of university housing and new student programs at Central Washington University. He began his tenure at MCC July 1, 2020.

Send us Your News and Pictures

HACU-member institutions can send news, photos and logo for publishing consideration in an upcoming magazine edition. Send to news@hacu.net.

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HISPANIC ASSOCIATION OF COLLEGES & UNIVERSITIES

California Miranda appointed superintendent of Colton Joint Unified School District Colton Joint Unified School District trustees announced that Frank Miranda, assistant superintendent of business services, will succeed Jerry Almendarez as superintendent. Miranda, a former teacher, principal and department head, has overseen projects that support kindness, literacy and holiday donation drives. His tenure as superintendent began on Jan. 1, 2020.

Muñoz named chancellor of UC Merced The Board of Regents of The University of California appointed Juan Sánchez Muñoz to serve as the chancellor for UC Merced. Muñoz was president of the University of HoustonDowntown, a HACU-member institution. Prior to UHD, Muñoz served as the senior vice president for institutional diversity, equity and community engagement and vice provost for undergraduate education and student affairs at Texas Tech University. His tenure as chancellor began on July 6, 2020.

Record 1,888 students graduate from Allan Hancock College Allan Hancock College celebrated yet another record-setting year with a total of 1,888 students graduating as part of the college’s class of 2020.

While the college was not able to hold a commencement ceremony in-person due to the COVID-19 pandemic, Superintendent/President Kevin G. Walthers, Ph.D., marked the occasion with a special video address to students in Hancock’s 99th graduating class.

This year, a total of 1,888 students earned a record 2,207 associate degrees. The number of student graduates represents an increase of approximately 48 percent from the previous year, while the number of degrees earned equates to an increase of 23 percent. Students also earned 850 certificates of achievement this year.

MEMBERNEWS Colorado Marks appointed chancellor of University of Colorado Denver

New Mexico Nwanko appointed president of Clovis Community College

The Colorado University Board of Regents has selected Michelle Marks to be the next chancellor of the University of Colorado’s Denver campus.

Prior to this she was vice president for academic innovation and new ventures at George Mason University and was selected by CU President Mark Kennedy to become CU Denver chancellor when Chancellor Dorothy Horrell retired. She began her tenure as chancellor on July 1, 2020.

The Clovis Community College Board of Trustees has appointed CCC’s 5th President, Charles Nwankwo. Prior to this he served as the vice president of technology and business partnerships for Chandler-Gilbert Community College and Maricopa Community College in Arizona.

Charles also has 20 years of teaching experience as an adjunct instructor at various community colleges. He began his tenure at CCC on Feb. 17, 2020.

Metropolitan State University of Denver hosts first generation virtual graduation and Latina/ o/x Graduation

New York Garrell appointed president of The Graduate Center

Metropolitan State University of Denver hosted a first-gen virtual graduation ceremony for students graduating this spring. The event offered a way for graduates to celebrate their accomplishments with their families. The event was even more special because each performer, speaker, and many of the faculty members who helped with the ceremony identified as first-gen. Students felt proud, honored, inspired, and loved by everyone around them.

MSU Denver has been celebrating Latina/o/x graduate students for 22 years. Hispanic/Latinx students represent 29% of the MSU Denver student body, with MSU Denver serving the largest population of Hispanic/Latina/o/x students in the state of Colorado.

As a way of congratulating and celebrating students, a video was created to congratulate them on their success.

Florida Cartwright appointed president of University of Central Florida University of Missouri Chancellor Alexander Cartwright was confirmed as the sixth president of the University of Central Florida by the Board of Governors of Florida’s State University System.

In addition to serving as chancellor, he was a professor at the University of Missouri. Before joining MU, he served as provost and executive vice chancellor at the State University of New York. Cartwright’s first day at UCF was April 13, 2020.

The Board of Trustees of The City University of New York voted to appoint Robin L. Garrell, vice provost for graduate education and graduate division dean at the University of California, Los Angeles as president of The Graduate Center. In addition to her leadership post at UCLA, she has been a professor and previously taught at the University of Pittsburgh. She began her tenure at The Graduate Center Aug. 1, 2020.

New Leaders Appointed for York College and Three Community Colleges: BMCC, LaGuardia and Queensborough The Board of Trustees of The City University of New York voted to appoint accomplished, experienced and diverse leaders as presidents of York College, and Borough of Manhattan, LaGuardia and Queensborough Community Colleges. The appointments bring to seven the number of presidential vacancies filled by Chancellor Félix V. Matos Rodríguez, who took the helm in May 2019.

To lead York College, the trustees appointed Berenecea Johnson Eanes, who has served as York’s interim president for the 20192020 academic year. To serve as president of Borough of Manhattan Community College, the Board appointed Anthony E. Munroe, the president of Essex County College in New Jersey. To lead LaGuardia Community College, the Board appointed Kenneth Adams, who currently serves as dean of workforce and economic development at Bronx Community College. To lead Queensborough Community College, the Board appointed Christine Mangino, who previously served at CUNY’s Hostos Community College as provost.

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MEMBERNEWS New York Vaughn College celebrates the class of 2020 via Zoom

Vaughn College’s commencement celebrations began with a virtual toast to the graduates, where faculty, staff, trustees, family and friends were invited to log in and express their pride and excitement for the class of 2020. To help make this year’s commencement as special as possible, caps and gowns were mailed to students so they could wear the traditional garb to the virtual event. The College also purchased the students’ graduation portraits, sharing them during the virtual event, then sending to the graduates to celebrate their achievements.

Vaughn’s honors convocation, generally held on campus the week of commencement, was also hosted via Zoom, with awards and honor cords presented to students.

Texas A&M-San Antonio honored the class of 2020, and all graduating students, in a special, first-of-its-kind celebration called “Operation Graduation – Curbside Edition.” On the original commencement date of May 15, all graduating students were invited to the A&M-San Antonio campus to participate in a unique “drive-thru” celebration of their accomplishments.

Oregon

Participants parked their cars and walked to have their picture taken with Texas A&M - San Antonio President Cynthia Teniente-Matson and University mascot General the Jaguar in front of a campus backdrop.

The Warner Pacific University Board of Trustees announces the appointment of its eighth president, Brian L. Johnson. He succeeds Andrea Cook, who has served as Warner Pacific’s president since 2008. Johnson is currently vice president at Mercy College and campus administrator for its Manhattan Campus and prior to that was president and CEO of the venerable Tuskegee University. His tenure as president began August 1, 2020.

Dallas Mavericks owner Mark Cuban gives Dallas County Community College District Commencement Address

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Texas Texas A&M-San Antonio celebrates 2020 with Curbside Graduation

HISPANIC ASSOCIATION OF COLLEGES & UNIVERSITIES

Dallas Mavericks owner Mark Cuban was the commencement speaker for the Class of 2020 for the Dallas County Community College District. As part of the ceremony in which Cuban delivered his speech, the DCCCD Board of Trustees and the president of each college wished the graduates well in prepared remarks that aired during the ceremony, along with an address by DCCCD Chancellor Dr. Joe May who presided over the graduation as it was streamed live. The event celebrated the achievements of the last graduating classes of the seven colleges: Brookhaven, Cedar Valley, Eastfield, El Centro, Mountain View, North Lake and Richland.

MONTCLAIR STATE GREEN TEAMS RECEIVE $2.6M IN NSF GRANTS TO IMPROVE STEM LITERACY AND SUCCESS IN STEM CAREER PATHS FOR NON-STEM MAJORS AND HISPANIC STUDENTS

By Mary Barr Mann, Montclair State University

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ontclair State University administrative and educational leaders have secured $2.6 million in National Science Foundation (NSF) grants for innovative internship programs designed to connect students and their families to careers in Science, Technology, Engineering and Mathematics – or STEM. The key to the projects is the PSEG Institute for Sustainability Studies (PSEG ISS) Green Teams program. For the past four summers, the Green Teams have provided a training ground and diversity pipeline for long-term professional development in STEM education by bringing together talented, transdisciplinary teams to design and deliver innovative sustainability solutions for a range of public and private organizations. The Green Teams strive to elevate awareness of sustainability opportunities and potential at the local, national and global levels. $2M Hispanic-Serving Institutions (HSI) Grant The first award is a $2 million NSF Hispanic-Serving Institutions (HSI) grant, the University’s first HSI grant. The grant program, titled “Partnered Internships: Including Families, Faculty, and Industry in STEM Education to Improve Success in STEM Career Pathways,” began June 1, 2020, and is led by PSEG ISS Director Amy Tuininga. It will allow the Green Teams program to better engage Hispanic STEM students with hands-on, experiential learning opportunities – and extend these learning opportunities to their families and corporate and community partners. The leadership team includes Sociology Department Chair Yasemin Besen-Cassino, College of Science and Mathematics Dean Lora Billings, and Professor of Chemistry and Biochemistry Nina Goodey as co-principal investigators. In addition, Assistant Vice President for Hispanic Serving Initiatives Katia Paz Goldfarb will participate as senior personnel.

The study funded by the HSI grant will span five years and is designed to uncover the process of student decision-making, and the potential biases and perceptions of STEM education and careers.

To understand why students choose and remain in STEM majors, the grant team will be conducting focus groups and surveys with families, students, faculty and industry partners. $600K Improving Undergraduate STEM Education (IUSE) Grant The second NSF award is a $600,000 Improving Undergraduate STEM Education (IUSE) grant titled “Developing STEM Literacy and Career Paths through Inclusive Team Internships,” that will begin September 1, 2020. The program, led by Goodey, is designed to improve STEM literacy for students who are nonSTEM majors through their participation in the Green Teams. The interdisciplinary leadership team includes Tuininga and Elizabeth Emery, professor of Modern Languages and Literatures, as coprincipal investigators.

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Register online at hacu.net

April 21-22, 2020 | virtual event

HACU hosts first virtual National Capitol Forum on Hispanic Higher Education HACU hosted its 25th Annual National Capitol Forum on Hispanic Higher Education as a virtual event on April 21-22, 2020. This marked the first time the Capitol Forum was held as a virtual event. Two pre-conference online events were held the day prior to the Capitol Forum.

A record attendance of more than 200 higher education and student advocates were among the registrants.

Approximately 60 congressional teleconference and virtual meetings were scheduled for participants to help make the case for Hispanic-Serving Institutions and discuss legislative priorities, as part of the Association’s Legislative Agenda.

The two free pre-conference sessions provided information about federal grant funding opportunities available for HSIs. Representatives from U.S. Department of Agriculture, U.S. Department of Education, and National Science Foundation were among the workshop presenters.

The Opening Plenary featured the Honorable Diane Auer Jones, principal deputy undersecretary at the U.S. Department of Education, who spoke to participants about current topics and initiatives the department is focusing on. Funding for Hispanic-Serving Institutions under the Coronavirus Aid, Relief, and Economic Security (CARES) Act was among the topics discussed at the Forum and during the Hill meetings.

The bill allocates $214.53 million specifically for HSIs under Title V, which is based on the proportion of funding that HSIs were appropriated in FY 2020 discretionary funding. HACU continues to work with the U.S. Department of Education to ensure the approved emergency funding is distributed to HSIs as soon as possible.

Some of the topics discussed at the Forum included the impact of HSIs in building America’s workforce and the implications of the changing demographics of the country on the upcoming 2020 elections. The Hispanic Educational Resources and Empowerment (HERE) Act of 2019, which addresses the lingering achievement gaps among Hispanic students, and the importance of PK-12 and higher education collaboration was also discussed.

The sessions were focused on HACU’s legislative priorities to help prepare participants for the virtual state delegation visits with congressional offices. A student advocacy workshop was also offered.

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HISPANIC ASSOCIATION OF COLLEGES & UNIVERSITIES

On the second day of the Forum, U.S. Representative Joaquin Castro gave remarks during the “HSI Policy Update from Congressional Leaders” session as well as his legislative assistant and U.S. Representative Raúl Grijalva’s legislative director. Following this, delegations from colleges and universities met via teleconference with their representatives and staffers to advocate for funding for Hispanic-Serving Institutions.

Advocates were encouraged to ask their representatives to consider funding MSIs in future stimulus packages; support and co-sponsor the HERE Act; and join the Congressional HSI Caucus, which will be essential for advocating for federal resources for HSIs during the reauthorization of the Higher Education Act. A copy of HACU’s 2020 Legislative Agenda is available online.

HACU thanks sponsors of the Capitol Forum American Federation of Teachers, Educational Testing Service (ETS), Southwest Airlines and U.S. Army ROTC. HACU’s 26th National Capitol Forum on Hispanic Higher Education is scheduled for April 13-14, 2021.

Hispanic-Serving Institutions Week to be observed, Sept. 14-20, 2020 HACU has announced National Hispanic-Serving Institutions week will be observed Sept. 14-20, 2020. The observance takes place during National Hispanic Heritage Month, celebrated Sept. 15-Oct. 15.

Each year, HACU government relations staff works with members of Congress to recognize the contributions of HSIs in their communities.

HACU-member HSIs are encouraged to observe the week and heighten awareness of the important role HSIs play in improving access to education and advancing equity for traditionally underserved students.

Updates will be posted online and on HACU social media. HSIs are encouraged to share their plans to celebrate National HSIs Week. Tag @HACUNews on Twitter, Instagram or Facebook. Use hashtag #HSIs and #HSIweek, or email news@hacu.net with your HSI Week celebration plans and events.

Hispanic-Serving Institutions across the nation total 539 HSIs are in 181 Congressional Districts in 25 states, D.C., and Puerto Rico HACU has released an analysis of 2018-19 academic year which shows an increase in the number of Hispanic-Serving Institutions (HSIs) and continued growth in Hispanic student enrollment at colleges and universities. HACU has also posted in its Advocacy Center the lists by Congressional Districts.

Some important facts about HSIs to note:

HSIs Findings

• HSIs enroll two-thirds of all Latino undergraduates.

• When you put together the student population at all HSIs, 46 percent of students are Latino.

• Since 2009, HSIs have increased on average 28 institutions per year.

• California and Texas account for 50 percent of all HSIs. • Among the 24 states that have an undergraduate enrollment of 10 percent or more Hispanics, all have either an HSI or Emerging HSI. • A majority of HSIs are located in urban areas and are concentrated geographically, with 83 percent of these institutions located in six states and one territory including California, Texas, Florida, New York, Illinois, New Mexico and Puerto Rico.

• HSIs and Emerging HSIs are present in all but 11 states, including those less known for their Latino population, such as Idaho, Kansas, and Georgia.

HACU analysis of 2018-19 IPEDS data using the HEA federal definition of HSIs: nonprofit degree-granting institutions with full-time equivalent (FTE) undergraduate Hispanic student enrollment of at least 25%, include: • HSIs represent a total of 539 institutions in 25 States, District of Columbia, and Puerto Rico.

• Data indicates 539 HSIs are in 181 congressional districts in 25 states, D.C., and Puerto Rico.

• 231 HSIs are 2-year public institutions. 140 HSIs are 4-year public institutions.

• 152 HSIs are 4-year private institutions. 16 HSIs are 2-year private institutions.

Emerging HSIs Findings Emerging HSIs are not defined in federal law. They are not-for-profit institutions of higher education with FTE undergraduate Hispanic student enrollment between 15 and 24.9%.

• The number of Emerging HSIs, or colleges approaching the 25 percent Hispanic student enrollment threshold, showed significant increase from the previous year, which was 328 compared to 352 in the latest data.

• Data indicates 352 eHSIs are in 191 congressional districts in 34 states and Puerto Rico.

WA 14.5% 6 6 OR 14.6% 5 10

CA 43.3% 176 46

MT 4.1% 0 0

ID 10.6% 1 4 NV 29.1% 4 4

ND 4.1% 0 0

WY 9.5% 0 0 UT 10.7% 0 7

AZ 26.0% 16 14

CO 18.7% 14 12

NE 10.8% 0 5 KS 11.3% 4 9 OK 10.6% 2 4

NM 49.7% 24 1

TX 40.1% 96 45

AK 8.6% 0 0

HI 12.8% 0 5

The HSIs and Emerging HSIs lists by Congressional District are a key tool in HACU’s advocacy to highlight growing number of institutions with Hispanic students. The information is helpful to leaders of institutions that meet with members of Congress to advocate for their institution on the impact and value of HSIs. Download the congressional districts lists at HACU’s Advocacy Center.

VT 6.0% 0 0

MN 6.2% 0 0

SD 3.7% 0 0

View the list of HSIs and Emerging HSIs at hacu.net.

IA 8.2% 0 3

WI 7.7% 1 7

MO 5.9% 0 1 AR 7.0% 1 1 LA 5.8% 1 2

IL 20.4% 25 27

MS 2.7% 0 0

OH 4.8% 1 2

.1% KY 4 0 0 TN 5.1% 2 0

AL 4.0% 0 0

ME 3.5% 0 0

NY 19.9% 34 28

MI 5.8% 0 0 IN 7.3% 1 4

NH 8.7% 0 0

GA 8.7% 1 5

PA 8.1% 2 10 WV 6.8% 0 0

VA 9.4% 0 2 NC 8.9% 0 9 SC 5.3% 0 0

NJ 23.1% 19 13

MA 13.3% 8 15 RI 14.6% 0 2 CT 16.6% 6 DE 13

9.2% DC 0 11.0% 0 1 0

MD 10.2% 1 1

Percentage of Undergraduate Students that are Hispanic Number of Hispanic-Serving Institutions (HSIs) (25.0 % minimum Hispanic Full-Time Equivalent (FTE) enrollment) Number of Emerging HSIs (15.0 - 24.9 % Hispanic FTE)

Total HSIs = 539 Total Emerging HSIs = 352

FL 29.2% 29 32 PR 99.2% 60 1

Total Undergraduate (UG) Student Headcount = 16,610,235 Total Hispanic UG Student Headcount = 3,353,664 Total Hispanic UG Student Percentage = 20.2% Reference: 2018 Digest of Education Statistics, Table 306.50.

HACU Office of Policy Analysis and Information. 04/16/2020.

Source: 2018-19 IPEDS data using Title IV eligible, 2 year & 4 year, Public and Private, non-profit institutions.

SUMMER 2020

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REACHING THE SUMMIT Through Title V grants, UNM-Taos helps underserved students succeed

By Scott Gerdes, UNM-Taos

O

pportunity feeds desire. Higher education is a way to satisfy that hunger. Grants that help students succeed in their education, and beyond, are important pieces of the pie.

Such pieces are HSI grants, such as Title V funding, which has established the CUMBRES program at The University of New Mexico-Taos (UNM-Taos). CUMBRES (Communities Uniting to Model and Build Rural Entrepreneurial Success) is a collaborative project between UNM-Taos and Eastern New Mexico University-Roswell. The program focuses on helping students in rural communities who often find themselves facing technological challenges – including access to the internet and computers – as well as limited course offerings in business and entrepreneurship.

An innovative CUMBRES initiative is making Wi-Fi jetpacks (portable internet hot spots) and laptops available for student check out. The jetpacks allow them the ability to take online courses, as well as complete homework assignments. Students have called the devices, “life changing.” Laptops are also available for check out, very much like a library book.

The most impactful CUMBRES initiative has been the creation of Career Services on both campuses. Students in Taos can work with a career counselor on all aspects of career exploration, as well as receiving assistance with resume writing, mock interviews, and “pitch practice.” All students who visit with a career counselor receive a pad folio for use during interviews or for class. Career Services also offers local employers assistance with hiring, and publishes available positions and internships within our area on a monthly basis. One incredibly innovative program sponsored by Taos’ Career Services is the Reverse Job Fair.

UNM-Taos hosted its first Reverse Job Fair in October 2019. This concept allowed job seekers to highlight their strengths and skills, and present the full spectrum of their abilities to business representatives looking for specific skillsets.

All job seekers were required to work through Career Services to prepare their tables. In that capacity, they had an opportunity to sharpen their career readiness skills and prepare to move forward into the local workforce.

Additionally, community employers felt this was an innovative way of transforming the run-of-themill job fair. Lawrence Medina of Rio Grande ATP said, “Normally, employers don’t get to network with one another at traditional job fairs. This is great to have an opportunity to meet with other employers.”

Employers can also observe the interactions of job seekers with other employers, giving them a different insight into the interview process. Larry Mapes of Valverde Energy said, “It’s a completely different setting. I can watch how job seekers interact with others.”

Twenty-three local employers were represented at the event and 17 job seekers participated. UNM-Taos Digital Media Arts student Isaiah Galante received 12 job offers onsite. Fellow student Yvonne Macarenas has been employed with Valverde Energy for several months after attending the event.

“UNM-Taos is extremely grateful for the opportunities that CUMBRES has brought to campus,” stated Victoria Gonzales, department chair, Professional Skills and Community Engagement at UNM-Taos. “As we are nearing the end of the grant (September 30, 2020), we have proudly provided direct services to over 500 students, 45 employers, and have been instrumental in the development of 11 entrepreneurial endeavors.”

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HISPANIC ASSOCIATION OF COLLEGES & UNIVERSITIES

INTO THE CLASSROOM, OUT INTO THE WILD Grants Help Establish New Natural Resources Program at UNM-Taos

By Scott Gerdes, UNM-Taos

W

ildlands and the New Mexican way of life are synonymous. Skilled science-based stewardship of The Land of Enchantment’s national forests, waterways, monuments, wildlife refuges, and parks is of upmost importance to residents, visitors, and our state government.

Earlier this year, the University of New Mexico-Taos (UNMTaos) unveiled the LIFT (Leadership in Forestry Training) project funded by a $1 million USDA-NIFA grant that UNMTaos was awarded in 2019. Housed within the Natural Resources Management (NRM) Program at UNM-Taos, LIFT supports students to earn an associate degree in prescience from UNM-Taos and a bachelor’s degree in NRM from a partner institution. UNM-Taos’ primary partner is New Mexico Highlands University (NMHU) where students are earning B.S. degrees in Forestry, Geology, or Biology.

UNM-Taos’ Natural Resources program kicked off in 2014.

Since its inception, of the 58 students enrolled 24 are first generation, 26 are women, 24 are Hispanic, and 5 are Native American.

USDA NIFA Hispanic Serving Education Grants were instrumental in the inception of the NRM program, first through funds to create the Northern New Mexico Climate Change Corps (CCC) and now through funds for LIFT. Both the CCC and LIFT projects provide students with math tutoring, academic stipends, paid internships, and academic/career advising. All program graduates of the CCC & LIFT projects have full-time jobs in their fields of study. The LIFT motto is “Reach down to lift up.”

Miguel Vigil is another UNM-Taos graduate who earned a B.S. in Forestry at NMHU. He was recently hired as the environmental water quality specialist at Taos Pueblo. The first in his family to go to college, Vigil’s roots made him an excellent fit for the NRM program. “My family hunted, fished, harvested firewood, and grazed cattle. I chose my career path to make a positive impact on the public lands I have enjoyed so much.”

The stipends enabled Manuel Torres to quit his job parking cars at a Taos resort and instead focus on his math and science courses at UNM-Taos. Torres was awarded a coveted USFS Pathways position while working on his associate degree in pre-science. He went on to get a B.S. in Forestry.

This opportunity launched Torres into a successful career – he is presently the timber management officer for New Mexico State Forestry Division, Cimarron District.

Though the NRM program is a new offering, enrollment numbers are rising – even amidst the COVID-19 pandemic.

“Because this program is the right fit for our community, values, and history, I anticipate that UNM-Taos will be able to grow this program substantially over time, greatly increase the number of students we serve, and help place them into meaningful jobs caring for our land and water,” Zanetell said. “These programs are changing students’ lives.”

This work is supported by the Hispanic-Serving Institutions Education Grants Program, grant no. 2019-38422-30210/project accession no. 1020623, from the U.S. Department of Agriculture, National Institute of Food and Agriculture.

“There is a significant mentoring aspect to the grant programming with NRM professionals and students at all levels – reaching down to those below them and helping them take the next step up in their achievement of academic/ career goals,” said Brooke Zanetell, UNM-Taos NRM assistant professor and director, and USDA program director.

Former CCC program participants exemplify such achievement: “I pursued a degree that allows me to hike, hug trees, and enjoy sunshine wherever my heart desires,” stated Daisy Eirich, who earned an A.S. in Natural Resources at UNMTaos, a B.S. in Forestry from NMHU, and is now a full-time Forest Service scientist.

SUMMER 2020

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Collaborative for Hispanics in Higher Education and Student Success Courtesy of California Lutheran University

Collaborative for Hispanics in Higher Education and Student Success (CHESS) is a Title V HSI cooperative grant between California Lutheran University and Moorpark College to increase transfer, retention, and degree-completion rates of Latinx students. Through cross-institutional collaboration, CHESS counters educational and institutional practices known to create opportunity gaps that impede the academic success of marginalized students.

Culturally Inclusive & Responsive Curricula for Learning Equity (CIRCLE), creates a sustainable and replicable capacity for change in the classroom. CIRCLE joins faculty from both institutions to collaboratively redesign courses to incorporate content, policies, and practices that are culturally responsive to Latinx and other marginalized students. These courses will advance both campuses commitment to prioritizing equitable and inclusive practices that support Latinx students.

The inaugural cohort of twenty faculty, launched in May 2019, will be joined by a new cohort of twenty additional faculty, in May 2020. “I am so pleased that in twelve months, we have successfully doubled the number of participants. This speaks to the enthusiasm, commitment, and passion our faculty have for providing Latinx students the opportunity and support needed to reach their academic and professional goals.” said Project Director, Adrienne ArguijoMorgan. A faculty participant stated, “I try to create a space…to work to a point where everybody in my class, but especially my young people of color…feel confident sharing their anxieties and concerns.

We’re a team working together to accomplish a goal instead of I’m 14

HISPANIC ASSOCIATION OF COLLEGES & UNIVERSITIES

an obstacle you [the student] have to overcome.” Another faculty added, “So, I learned a lot over this process…how language can be so powerfully an indicator of the interrelationship you’re going to have with your students. And how something as simple as the language change in your syllabi can set you on a good path with students versus set you on a path to create separation.”

The May 2020 event creates opportunity for faculty participants to share best practices. One faculty commented, “For me, that has been the most beneficial. Having more experienced faculty share what they noticed. Like, what are specific assignment or things that we might consider doing. Or even answering questions or giving our own perspective on different issues, has been the most beneficial part of this experience.” Current participants will share resources and their journey navigating their course redesign process with the incoming cohort as they embark on the development of their culturally responsive pedagogical practices and classroom spaces.

Another faculty shared, “At the end of this program, to be able to develop our own lists of best practices based on what we’re seeing and experienced. And then we can hand it off to the next cohort, and they can add to that. And at the end of the grant, have that real text about the best practices.” As a result of CIRCLE, Arguijo-Morgan anticipates, “We will not only have a repository of materials and resources, but strong evidence of the impact HSI initiatives have on driving Latinx student success. It’s a very exciting and innovative time for our campuses.”

THE IMPACT OF VAUGHN’S GRANT-SUPPORTED STEM ACTIVITIES Submitted by Hossein Rahemi, Ph.D.

Technical Competitions: With the support of HSI-STEM grant funding, Vaughn’s UAV club participated as a finalist in the 2019 Vertical Flight Society (VFS) Micro Air Vehicle competition and finished second in both the autonomous and the remote control categories in this challenging competition. Vaughn’s robotics team advanced to the playoff round of the 2019 World Robotics Championship and retained its standing as one of the top competitors of this challenging competition, by winning the 2019 World Create Award. Also, Vaughn’s SHPE student chapter participated in the 2019 SHPE Conference and the team competed in the Extreme Engineering Challenge, winning third place.

Founded in 1932, Vaughn College of Aeronautics and Technology in New York City is a Hispanic-Serving Institution that continues to develop much-needed pathways to increase accessibility for Hispanic students to enroll in the College’s engineering degree programs and engage students in STEM activities.

In 2016, Vaughn received $5.9M in funding from the U.S. Department of Education HSI-STEM Title III-Part F grant. A portion of the grant provided funding to support expansion of student involvement in STEM-related scholarly, practical hands-on, and community outreach activities including student engagement in paper and poster session competitions at technical conferences— American Society for Engineering Education (ASEE), Latin American and Caribbean Consortium of Engineering Institutions (LACEEI), Institute of Electrical and Electronics Engineers (IEEE), American Institute of Aeronautics and Astronautics (AIAA), Society of Women Engineers (SWE) and Society of Hispanic Professional Engineers (SHEP)—and involvement in robotics, unmanned aerial vehicle (UAV), formula SAE, and Rover club activities and competitions. These hands-on and scholarly activities improved student performance and retention and graduation rates in Vaughn STEM programs. These experiences empower our students with a competitive edge and provide them with valuable experiences for the workplace. Below are the results of some current initiatives the College has implemented to attain the goals and objectives of this STEM plan.

STEM Workshops and Outreach Activities: For the academic year 2019-2020, students in Vaughn’s technical clubs (robotics, UAV, and SAE) and Vaughn’s student chapter of professional societies (SWE, EWB, NSBE and SHPE) organized and hosted several STEM-related workshops for middle, high school, and community college students during Vaughn’s Annual Manufacturing Day, Vaughn’s International Drone Day, and Vaughn’s Annual STEM Day. They also provided assistance to many high schools in hosting their regional robotics and drone competitions. Vaughn’s UAV team continues to assist the Cradle of Aviation Museum in developing and hosting drone games and competitions for high school students. Project director, Dr. Hossein Rahemi, along with faculty, attended some of these events to interact with participants and to increase awareness of Vaughn’s engineering programs.

Given the rapid pace of technological advancement, the HSI-STEM grant activities assist Vaughn engineering students in developing an appreciation for lifelong learning which sustains them in meeting their future professional challenges. The ultimate goal is to engage and prepare students for their future in engineering research and innovation and to enhance their critical thinking, problem solving, communication, teamwork and leadership skills. The Vaughn community motivates, engages and provides our students with the knowledge and skills necessary for success in their career path, and together we can all become responsible individuals within the society we serve.

Scholarly Activities: As a result of grant-supported activities, Vaughn’s engineering students participated and presented their research papers in the 2019 LACCEI International Conference in Montego Bay, Jamaica, and they received all three top awards (First, Second, and Third place) in the student paper session competition. Also, Vaughn’s engineering students participated and presented in the 2019 International Mechatronics Conference and in the 35th Southern Biomedical Engineering Conference.

Vaughn’s Students received the Best Presenters Awards of both of these conferences.

SUMMER 2020

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STUDENTNEWS

HACU National Internship Program welcomes summer interns with virtual orientation

The HACU National Internship Program bid farewell to its 2020 summer interns with a virtual ceremony on Aug. 5, 2020. More than 150 undergraduate and graduate students were among those serving virtual internships. Due to the COVID-19 pandemic, this marked the first time that an entire session of interns participated virtually.

HACU President and CEO Antonio R. Flores spoke to the students followed by staff of the HNIP program. Lillian Gorman, former HNIP intern and professor at the University of Arizona, addressed interns.

A couple of summer interns also shared their internship experiences while working with Pension Benefit Guaranty Corporation and U.S. Department of Agriculture.

The following agencies in the Washington, D.C., metro area and field offices throughout the country were among those providing these internship opportunities to students: • • • • • • • • • • • •

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Federal Deposit Insurance Corporation Food & Drug Administration Federal Reserve Board Library of Congress National Credit Union Administration National Institute of Health National Science Foundation Office of the Comptroller of the Currency Pension Benefit Guaranty Corporation Substance Abuse and Mental Health Services U.S. Census Bureau U.S. Department of Agriculture

HISPANIC ASSOCIATION OF COLLEGES & UNIVERSITIES

HACU is accepting applications for the spring internship session of Jan. 7 - April 23, 2021. The application deadline for the spring session is October 30, 2020. Information about eligibility and online application is available at www.hacu.net/hnip.

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