Executive Summary of the Integrated Plan

College of San Mateo (CSM) has long championed open access, student support and student success as directed through its mission. However, we know that access is not enough. For access to be equitable, the pernicious obstacles that delimit traditionally marginalized students’ abilities to succeed academically must be called out and, subsequently, deconstructed. CSM’s pursuit of educational equity is interested in recalibrating the trajectory of all of students, and especially for those students that have been labeled "at risk", disengaged, incapable, etc., due, often times, to circumstances beyond their control. At CSM, we are convinced that a critical, 21st Century education is not only valuable: it is a matter of social justice.

Equity gaps were identified for eleven of fifteen target populations. The Hispanic or Latino group was represented in four of five success indicators, with African American, Native Hawaiian or Other Pacific Islander, Foster Youth, Some other race (Filipino), Veteran, and Multi-race groups identified as underserved in two success indicators. Asian, White, Males, and Individuals with Disabilities were identified as having a disparity in only one success indicator. In addition to prescribed target populations, other groups identified as underserved are incarcerated youth, LGBTQ+, and undocumented students; these student populations often contend with systemic racism, bullying, harassment, stigmatization, and marginalization. Therefore, CSM’s Director of Equity in concert with CSM’s Professional Development Coordinator is providing a space for faculty to explore and wrestle with pedagogy in a way that challenges faculty to reimagine teaching and learning from the vantage point of our students.

A long-term goal of the Basic Skills Committee Initiative is that all students who begin their academic journey in basic skills courses persist and achieve at levels consistent with or above the college average. Through the implementation of Supplemental Instruction, tutoring, the accelerated English project as well as increased professional development, we are progressing towards our goals. One-way BSI plans to do this is through supporting guided pathways, a student-centered approach designed to work college-wide with all students. By continuing to support professional development efforts, we are striving to build a strong structure centered on effective pedagogical practices and equity.

This strong foundation we will help lead the effort for guided pathways.

The majority of goals and activities focus on the following student populations/programs:

• Students aged 18-24, with special emphasis on high school graduates from feeder high schools
• African American, Latino, and Pacific Island students
• Low income seniors
• Foster and incarcerated youth
• Veteran students
• AB 540 students
• ESL and basic skills students
• Probation students

To support these students, the college will participate in the following interventions and activities: