Eastern New Mexico University-Roswell’s Title V Grant: Cultivating Success Initiative is excited to invite you to attend an important informational session regarding Guided Pathways with Andy Dorsey, President of Front Range Community College in Westminster, Colorado on April 8, 2022 from 9:00 am to 11:00 am in the ITC Commons.
Andy Dorsey has been president of Front Range Community College since 2009, after serving 14 years at the college as a faculty member, dean, and vice president. He has played key roles in creating new partnerships with business and industry that have led to over a dozen new training programs, the opening of a new Center for Integrated Manufacturing in Longmont and construction of the Health Care Careers Center in Fort Collins. Under his leadership, the college has also formed concurrent enrollment partnerships with eight school districts, serving over 5,000 high school students each year. In addition, Front Range Community College has recently been recognized as one of the top six community colleges in the country for the success of students who transfer to four-year colleges and universities and as a top military friendly college.
Before joining FRCC, Mr. Dorsey had leadership positions in several non-profits and businesses, including serving as vice president of an alternative energy company and legislative director for a Congressman. Mr. Dorsey earned a Bachelor of Arts (magna cum laude) in economics from Harvard College, an MBA from Harvard Business School, and a Master of Arts from Lesley College.
Mr. Dorsey is a director on boards of several organizations, including the Chair of the board of the Metro Chamber of Commerce, and member of the St. Anthony and St. Anthony North Hospitals Regional Board.
CULTIVATING SUCCESS INITIATIVE PROJECT ABSTRACT
This Title V Developing Hispanic Serving Institutions project, the Cultivating Success Initiative (CSI-Roswell), represents a systemic and sustainable effort by Eastern New Mexico University-Roswell (ENMU-Roswell) to make dramatic improvements in student success outcomes, retention, graduation, and transfer for Hispanic and low-income students. CSI-Roswell responds directly to significant institutional challenges, such as large numbers of underprepared students that enter the Institution but don’t complete, low-performing secondary schools in the region, and inadequate resources for professional development and diversity initiatives. This initiative will operate in conjunction with high-impact strategies for student success to enhance the Institution’s capacity to serve all students better.
The CSI-Roswell Project will: (1) Implement the Guided Pathways model to increase the number of Hispanic and low-income students matriculating from area high schools to ENMU-R, completing a degree, transferring to a four-year university and entering into a career; (2) Accelerate progression through Guided Pathways by improving English and math pedagogy, and student supports; and (3) Strengthen Guided Pathways implementation through faculty and staff professional development, research on high impact practices, and evidence-based decisions.
The CSI-Roswell Project has the following crucial outcomes: CSI-Roswell Project will establish six Dual Enrollment Pathway agreements with service area high schools; 65% of the CSI-Roswell students will pass their entry-level developmental math class; 65% of the CSI-Roswell students will pass their entry-level development English class; ENMU-R will articulate five new pathways with regional four-year institutions; the number of Hispanic and low-income students successfully transferred to baccalaureate programs will see a 61% increase; and 50 CSI-Roswell Project faculty and staff will participate in cohort-based and pedagogy-focused professional development activities.
The Project’s overall five-year budget of $3,000,000 drives systemic reform and capacity building by investing in highly qualified staff in instructional infrastructure and professional development, thereby supporting a sustainable approach.
The CSI-Roswell Project addresses the Competitive Preference Priorities 1 and 2 by developing systemic approaches to offering flexible and affordable paths to obtaining knowledge and skills, and creating a Culture of Financial Competence that prepares students to be informed, thoughtful, and productive individuals and citizens.