Reedley College (RC) was identified as a Hispanic Serving Institution by the Hispanic Association of College & Universities in 1992. This designation has allowed RC to apply and receive over $19 million Title V-DHSI funding from the U.S. Department of Education, which supports student services for Latinx, underrepresented, and low-income students. To be identified as an HSI, a college or university must have at least 25% of the full-time equivalent study body identify as Hispanic. Reedley College currently has a Hispanic student population of 74%. Reedley College is committed to student success, educational equity and social justice.
CDP Goal 1: Ensure that Hispanic, first generation, and/or low-income students have greater opportunity for success by providing support at every step of their journey, from high school outreach through applying and matriculating at two- and four-year institutions, mentored consistently by Resident Counselors who shepherd the student cohort through key transition points such as transfer.
CDP Goal 2: Ensure that Hispanic, first generation, and/or low-income students achieve greater professional success and build self-efficacy by providing professional identity development activities such as learning experiences in local Dual Immersion schools, CBEST (standardized test) preparation and tutoring, and participation in professional organizations and events.
CDP Goal 3: Ensure that Hispanic, first generation, and/or low-income students have generous access to quality education by building faculty capacity to develop engaging and accessible online and hybrid course offerings, including OERs
Enseñamos en el Valle Central Counselor:
Gema Ortega
Gema.Ortega@reedleycollege.edu
(559) 494-3554 ext. 3554
Component One: Career Exploration to increase access and enrollment of Hispanic and low-income students through career-focused on-boarding and expansion of College Promise and Dual Enrollment opportunities.
Component Two: Applied Learning to increase success in transfer-level math and English sequence, and to improve time to completion for Degree/Certificate and Transfer through First-Year Experience engagement programs, embedded Financial Literacy curriculum and contextualized learning opportunities in non-CTE Guided Pathway majors.
Component Three: Student Engagement to improve classroom success for underrepresented populations and mitigate financial and academic barriers to success through enhanced and supported Professional Development activities, undergraduate research opportunities, and service learning for two-year college students.
Director:
Gurpreet Bhogal
Gurpreet.Bhogal@reedleycollege.edu
(559) 494-3000 ext. 3121
Coordinator:
Dr. Sarah Maokosy
Sarah.Maokosy@reedleycollege.edu
(559) 494-3000 ext. 3600
Career Experience & Development Counselor:
Vacant
Job Developer:
Jenett Porras
Jenett.Porras@reedleycollege.edu
(559) 494-3000 ext. 3131
Component One: Collaborative community partnerships to increase access and enrollment of Hispanic and/or low-income students through a partnership with employers and local K-12 districts.
Component Two: Work-based Learning to improve time to completion for Degree/Certificate and Certification through work-based learning programs, embedded Financial Literacy, and inclusion of online/hybrid curriculum options in computer science and information systems certificate and/or degree.
Component Three: Student Support to improve classroom success for underrepresented populations and mitigate financial and academic barriers to success through an enhanced student support system, supported Professional Development activities, undergraduate internship opportunities, and increased adoption of open educational resources (OER) to create affordable paths.
Director:
Adelfa Lorenzano
Adelfa.Lorenzano@reedleycollege.edu
(559) 494-3525
Career Development Counselor:
Sue Vang
Sue.Vang@reedleycollege.edu
(559) 494-3732
Career Counselor (2019/2020):
Maria Rodriguez
Maria.Rodriguez@reedleycollege.edu
(559) 494-3000 ext. 3159
Component One: Outreach for Increased Enrollment to increase STEM enrollment in Guided Pathways, improve success and preparation for Hispanic and low-income students through enhanced first-year experience strategies, Student Educational Planning, and innovative mobile STEM lab outreach strategies to rural communities.
Component Two: Academic and Student Support Strategies to increase course persistence in STEM introductory and transfer-level math courses, and to improve completion for ADT Degree/Certificate and Transfer through embedded and intrusive tutoring, STEM advising and mentoring, early alert, and counseling.
Component Three: Expanded Educational and Laboratory Capacity to strengthen STEM capacity and transfer preparation for low-income STEM students, improve lab facilities and upgrade equipment, develop new STEM course offerings, degree and certificate options, and create alternative course delivery options.
Component Four: Increased Articulation and Transfer Efforts to improve STEM course alignment to Guided Pathways and Vision for Success goals, expand articulated STEM pathways, dual admission, Professional Development and Instructional Design support.
STEM Coordinator:
Yuliana Martinez
yuliana.martinez@reedleycollege.edu
(559) 494-3000 ext. 3198
MSCI 218
STEM Counselor/Coordinator:
Pedro Herrera
pedro.herrera-galvez@reedleycollege.edu
(559) 494-3000 ext. 3476
MSCI 219
