HSI Exploratory Report Appendices

Appendix A

Steering Committee Membership Dawn Y. Alford, Public Affairs Coordinator Jason Berthon-Koch, Chief of Police Kandee Cleary, VP for Diversity and Inclusion Katherine Frank, Provost and VP for Academic and Student Life Veronica Gomez-Vilchis, Assistant Director, Diversity and Equity Center Samuel Gutierrez, Undergraduate Student Representative Jill Hernandez, Director, ITS Applications Josh Hibbard, Associate VP for Admissions and Recruiting Ediz Kaykayoglu, Executive Director for the Office of International Studies and Programs Paul Knepper, Department Chairperson, Law and Justice and Political Science Gail Mackin, Associate Provost for Undergraduate and Faculty Affairs (attended HACU) Margarita Manzo-Casio, Residence Hall Coordinator, University Housing and New Student Programs Mayra Nambo, Academic Advisor (attended HACU) Adrian Naranjo, Director, Student Financial Services Sharon O'Hare, VP for Strategic Enrollment Management (attended HACU) David Pena-Alfaro, Director of Financial Planning and Analysis Rodrigo Renteria, Assistant Professor, Anthropology (attended HACU) Staci Sleigh-Layman, Executive Director, Human Resources Gayla Stoner, Associate Professor for Extended Learning and Outreach (attended HACU) Emily Veitia, Graduate Student Representative

Appendix B Center for Leadership and Civic Engagement Data

TheCenterforLeadership&CommunityEngagementconnectsstudentsandothercommunitystakeholdersforeducationalserviceandleadershipdevelopmentprograms

promotingpositivesocialchange.TheCenterforLeadershipandCommunityEngagementseekstoenrichstudent’suniversityexperiencebyprovidingadiverse

arrayofprograms,services,andlearningopportunitiesthatarevitalandintegraltotheuniversitycommunityanditseducationalmissionofstudentdevelopmentand

retention.

Retention,Race/Ethnicity,andGrade-PointAverageStatisticalDataAnalysis(Civic

Engagement–Hispanic/Latinx)TheCLCEretention,race/ethnicity,andgrade-pointaveragedatareflectedisarepresentationoffirstyearstudentswhohaveengagedinoneormorehoursofcivicandcommunityengagementvolunteeringthroughtheCenterforLeadership&CommunityEngagementatCentralWashingtonUniversity(CWU).TheseresultsareincomparisontotheCWUoverallretentionratesforallfirstyearstudentswhohavematriculatedintotheuniversitywithinthesamecohort/academicyear.WashingtonStateandNationalretentionratesarealsoreferencedforcomparisonandanalyticalpurposes.

v CLCE Data Source: CWU Institutional Effectiveness, https://www.cwu.edu/oe/

v CWU Data Source: CWU Board of Directors Executive Summary (Fall 2017), https://www.cwu.edu/trustees/sites/cts.cwu.edu.trustees/files/Executive%20Summary%20- %20Fall%202017%20Census_1.pdf

v National & Washington State Data Source: http://www.higheredinfo.org/

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Appendix C KCWU Programming (Community Engagement) KCWU’s bilingual initiative programming is designed to give students from Latinx backgrounds a specialized opportunity for a future in the radio and broadcast industry, with a focus on programming, content development, and technical hands-on experience. Current (2017-2018 year)

• Student Staff Position (1) – Latinx Initiatives Liaison o This position is designed to assess on campus Latinx communities’

interest in partnering with KCWU and to identify students from Latinx backgrounds interested in a future in the broadcast industry. This position also acted as a bridge to identifying and networking partners on campus that could help KCWU-FM create opportunities for students.

• On-Air Music – Latinx influenced music o KCWU is a CHR (Top 40) format, over the past six months KCWU’s

student programmers have incorporated Latin-influenced (CHR) content into the rotation totaling 10% of the overall music in rotation.

Next School Year (2018-2019 year) • 881theBurg.com Translation to Spanish

o KCWU is partnering with Dr. Nathalie Kasselis (Spanish Professor) to give her students an opportunity to translate the content on the 881 the burg website. The goal is to have blogs, rules, ticket giveaways, and news content of all 881theBurg.com content available in a proper Spanish translation at the click of a button. Our goal is to give 6 or more student interns opportunities for credit with KCWU.

• M.E.C.H.A. Podcast o KCWU will help the student organization M.E.C.H.A produce and

distribute a video and audio podcast. Future Plans (2018 and Beyond)

• Latinx focused Station o KCWU is exploring avenues to broadcast a 100 percent Latinx student-run

station (HD transmitter, FM broadcast, AM broadcast, and online). § This station would provide students with a living-learning

laboratory to help prepare them for careers in broadcasting focusing on bilingual and Spanish content.

§ KCWU is examining the option of a third studio for a Latinx focused station.

o KCWU is looking to add a professional staff member (Program Director) This position would be preferably bilingual or a heritage speaker who could monitor and develop content under the F.C.C. standards.

• Student Staff Position (2) – Latinx Student Program Director o This position would handle all scheduling, programming, and air-checking

of content and talent. This student would work with KCWU’s General Manager to develop the sound and brand of this station.

• Student Staff Position (3) – Latinx Student Social Media Coordinator

o This position would create and manage social media content for Latinx and Spanish speaking communities and maintain the Spanish language content on 881theBurg.com.

AppendixD

AppendixE

GreetingsWildcats!WearesoexcitedtoseeyouforOrientationthisweekend.AsapartofWildcatDay,weofferaprogramcalledTodosSomosFamilia.ThisprogramisdesignedtosupportSpanishspeakingfamilymembersastheirstudentsbegintheirtransitiontoCentral.TheoverallscheduleforWildcatDaycanbeviewedonline.TheTodosSomosFamiliatrackincludesawelcomeinSpanishat8:30intheSURCTheatrefollowedbyacampus/halltouralsoinSpanish.From10a.m.–12p.m.studentsandtheirfamiliesparticipateintheAcademicFairandStudentServicesFair.Atnoonweinviteyoutojoinusforlunchandpresentationsbykeyofficesfromacrosscampus.ThisentiresetofpresentationswillbeinSpanish.Currentstudents,faculty,andstafffromacrosscampuswillhostthiseventandbeavailabletoansweryourquestionsandsharetipsforsuccess.ThissessionisdesignedtoprovidethesameinformationwecoverforfamiliesatoursummerDiscoverOrientationsessions.IfyouhavefriendsorfamilythathaveconsideredattendingCentralthatalsohavefamilymemberswhoseprimarylanguageisSpanish,pleaseinvitethemtojoinyou.[Noreservationsnecessary]AfternoonSchedule:

12:00-12:45p.m.•AlmuerzoparalasfamiliasdehablahispanaeinvitadosLunchforSpanishspeakingfamiliesandguests•SueLombardDiningRoom

12:45-1:00p.m.•Ayudafinanciera

FinancialAid

1:00-1:15p.m.•AlojamientoycomidaHousingandDining

1:15-1:25p.m.•ClínicaMédicaydeConsejería

MedicalandCounselingClinic

1:25-1:35p.m.•ProgramaMigratoriodeAsistenciaUniversitariaCollegeAssistanceMigrantProgram

1:35-1:45p.m.•SeguridaddelCampus

CampusSafety

1:45-2:45p.m.•PreguntasydiscusiónQuestionandAnswer

Español:http://www.cwu.edu/orientation/TodosSomosFamilia

Again,welookforwardtoseeingyouthisweekend.Ifyouhavequestions,pleasecontactCWUOrientationat509.963.2735ordiscover@cwu.edu.Sincerely,AndresMorenoAssistantDirectorofAdmissionsJohnMounseyAssistantDirectorofOrientation

Appendix F HSI: Professional Development (Faculty and Staff) Preliminary Collection of Existing Initiatives, Research, and Other Institutional Examples COTS If ADVANCE is funded, there will be PD for 4 faculty each year who are in 1) their first two years, 2) the two years before promotion to full professor, and 3) the two years after the first post-tenure review. Grant writing brown bags. Martha Kurtz will facilitate a group of faculty working on grant writing. Peer review of teaching. Martha Kurtz is leading a group of faculty engaging in peer review of teaching. ESCALA training through iFINISH grant with YVCC to earn a certificate in Teaching at Hispanic Serving Institutions. 21 COTS faculty have been through the 3-day training; 14 have participated in the follow-up project and 3 of those have served as mentors to the new cohort. Biology CTF 2.0 Teaching for critical thinking outcomes led by Ian Quitadamo. 19 faculty were trained as CTFs in an NSF funded program on Community-Based Inquiry. Version 2.0 will include cohorts of faculty moving through a structured and long-term PD process. Law and Justice In Law and Justice, we have two stipends of $1500 each for faculty to participate in conferences, workshops or training related to Hispanic/Latino issues affecting students. Specifically, the stipends are for any faculty for travel connected to increasing enrollment, retention and completion of Hispanic and low-income students and increasing transfer, enrollment, retention and completion. The funds are provided as part of a several initiatives the department is pursuing related to Latino/Hispanic students with funds from the iFinish grant. Quarterly Lecture: “Latinos, Law and Justice” (2/20): Faculty, students, staff—no classes Math Brandy W. and Allyson R-K are writing a grant proposal to support a Spanish language Math Circle here in town. Those interested in supporting the Hispanic Serving Institution status should be aware of these efforts as each group should be able to mutually support the other. One faculty member is attending the Mathematical Sciences Research Institute’s workshop on Critical Issues in Mathematics Education 2018: Access to mathematics by opening doors for student currently excluded from mathematics

Science Education Science Education is funding numerous faculty from the sciences, mathematics, and education to participate and lead professional development for the STEM Teaching Program. Some of these events have been attended by Hispanic/Latinx faculty. In the last year, faculty attended: The UTeach Institute Annual Conference – last spring UTeach professional development for several of the UTeach courses – last summer and fall The UTeach engineering/computer science conferences – one month ago In addition, our NSF STEM grant for next generation of STEM teachers, has funded professional development opportunities for faculty in these same departments. Susana Flores led an activity at a diversity workshop for this grant just this past Saturday. Allyson Rogan-Klyve and Anne Egger have both been funded to attend conferences to present research as related to their work on this project. CAH Nothing specific to Latinx/Hispanic CEPS Nothing specific to Latinx/Hispanic COB Nothing specific to Latinx/Hispanic OISP There are no professional development opportunities offered from our office. The only program that could fall into this category is the UESL-HR program, which was established by HR and OISP for community, staff and dependents to enhance their English skills. [We are] planning to add new cross-cultural and cultural intelligence trainings for the CWU community. Faculty Professional Development (Faculty Coordinator—Eric Cheney) In the past, I organized a faculty development workshop around classroom and academic issues regarding Hispanic/Latinx *students* -- but not about faculty. Student Success Cesar E. Chavez: Remembering and Celebrating Event: During spring quarter, bring awareness of worker's rights and farm workers issues. Educating the campus and community about significant civil rights events while honoring the late activist and labor leader Cesar E. Chavez. (Spring Quarter) Douglas Honors College Occasionally able to offer participation in National Collegiate Honors Council events, some of which are specifically targeted to this demographic and all of which include a diversity component.

Institution History of providing guest speakers, workshops, etc. regarding Hispanic/Latinex students and staff, issues being dealt with, etc. Attendance spotty at best. No inertia; no sustained, coordinated effort. Current Latinex group, acting as a self-generated affinity group, seems to have some inertia and has both professional and social events. My understanding is that events are well attended. Recruitment process at CWU, for more than 20 years, has been comparing applicant pools for women and minorities with availability. While this practice has been in place, its effectiveness is not clear. Provost and HR have collaborated on a couple of workshops in the past year or so. Chad Allen works with the Office of Provost and the Office of Minority Affairs & Diversity to develop strategies and resources that facilitate the recruitment and retention of an inclusive faculty. Dolly Englund was Diversity Outreach Manager at Clark College until recently. Her job was to generate a pipeline of highly qualified diverse candidates at entry and experienced hire levels to be considered for key roles at the college. Both were well attended, informative, and provided a platform for additional training and conversation. More should be done. HR has proposed hiring a Diversity Outreach Specialist. Nothing will change without additional resources must be pointed toward outreach to improve recruitment and retention. Research/Other Models: Marquette University Just this semester they have launched a pilot program for Employee Resource Groups to help address faculty/staff retention (not all of the groups have gotten us their descriptions/plans for the website yet - still waiting on info for the Black Faculty and Staff Association and a few others). They based it on Princeton's ERG model. http://marquette.edu/diversity/employee-resource-groups.php Marquette’s Diversity and Inclusion Calendar: http://calendar.marquette.edu/EventList.aspx?fromdate=1/1/2018&todate=12/31/2018&display=Year&display=Month&view=Category Princeton University https://www.princeton.edu/hr/progserv/diversity/erg/ Latino Princetonians: https://www.princeton.edu/hr/progserv/diversity/erg/latinoprincetonians/ Faculty Development Opportunities at other Universities University of North Carolina at Chapel Hill and the University of California System

a. Developed programs that help Latinx faculty to make the transition to public 4 year institutions and develop a research agenda.

1. Deans and Department Chairs are encouraged to limit service of pre-tenure Latinx faculty, provide incentives for full professors to work with junior faculty, provide resources, such as, teaching assistants, release time, research travel money etc.

American Association of Hispanics in Higher Education 1. Latinx Student Success Initiative:

a. Collaboration with other faculty outside of university to promote student success

2. Creating a Community of Scholars (AAHHE) a. Becoming a community of veteran scholars to make connections

with seasoned scholars

California State University, Northridge 1. Establishing Faculty Learning Communities

a. Faculty Development Program b. Examines and explores the pedagogical practices that promote

Latinx student success c. Faculty receive a stipend of 600 dollars for each semester and 1000

for conference travel 2. A significant amount of chair responsibility in creating inclusive equitable

department culture for Latinx faculty.

Barriers faced by Latinx Faculty • More likely to have additional service requirements (Ponjuan, 2011)

o Less valued when being evaluated for tenure o The result is exhaustion, both physical and psychological

• Lack of Latino values which often result in a hostile climate with a lack of relationships

o Personlismo: Intimate personal relationships are important o Simpatia: The focus on harmony rather than competition o Familismo: Importance of family and commitment to family o Allocentrism: focus is on the importance of other people rather than

own interests. • More likely to face isolation and alienation • Knowledge production communities are less likely to publish research that

focuses on marginalized race/ethnicity issues so scholarship is often less valued when Latinx scholars are often committed—results in stereotyping Latinx scholars as activist scholars.

AppendixGProfessionalDevelopment

WildcatESLProgram

Established in 2014, Wildcat ESL is a collaboration between the CWU Human Resources, Continuing Education, and University English as a Second Language Program. The purpose of Wildcat ESL is to provide non-native English speaking members of the Ellensburg and CWU communities English language instruction. Increasing language proficiency not only helps these students find better job opportunities, but it allows them to lead more independent and full lives.

The Wildcat ESL program provides two levels of English as a Second Language (ESL) classes, beginner and intermediate, to CWU employees and community members. During the 2017-18 academic year, each level will increase from meeting two days a week to three days each week. All levels are invited to a computer class one additional day each week. The lessons include interactive activities, homework assignments and an online language lab.

The Wildcat ESL project benefits Ellensburg residents who require English language training to participate in the job market and in the community. Since there is no community college in Ellensburg, there is no other venue in the area which provides a structured English language program from a qualified instructor for community members.

In 2015-16, enrollment was 26 students; in 2016-17, enrollment increased to 43 students. All students are local community members with five percent of those being CWU employees. The majority of the students speak Spanish as their first language. The second largest language group is Chinese, followed by Arabic. Most are women with children. The program has seen seven of its students secure positions at CWU, both permanent and temporary. Members of the class who were already CWU employees have improved their English skills, increasing their ability to perform their jobs and apply for other positions. Students tell us that increased language skills have given them confidence in attending health care appointments, and interacting with other members of the community.

Additionally, the majority of the students have had little to no computer skills, thus further impeding their chances to apply for other work. The Wildcat ESL computer class has given students a chance to gain these basic, fundamental skills in an environment that is oriented for their success.

Other benefits:

• Provides a venue for TESOL graduate students to complete a practicum; • Encourages community members to visit the campus; • Illustrates CWU’s commitment to the Ellensburg community;

• Demonstrates the university’s commitment its core value of educational access and diversity.

Our success benchmarks: • Enrollment numbers • Program evaluation / survey results • Employment at CWU

Student applications, enrollment, and attendance are tracked. At the end of each academic year, the students are surveyed. The number of students who gain employment at CWU are also tracked.

In 2016-2017, 18 students responded to a course evaluation. 100% of students surveyed reported high levels of satisfaction with the courses and increased confidence.

"The ESL class helped me a lot to get better communication with my employer and do my job better because I understand better, helping me to go to my appt by myself, and can have conversations with my son's teacher and I want to learn more."

"In my personal life, is more easy try to understand people when they talk with me, is more easy when I go the store, and bank. I like learn all time here."

"I began to understand language correctly to form sentences. I am not afraid now to communicate with people speaking in English. This for me is a great achievement."

The Wildcat ESL program contributes specifically to the 2014 Strategic Plan core values of Access, Engagement, and Inclusiveness.

Access: The Wildcat ESL program provides access to a high-quality ESL program for its community members.

Engagement: The Wildcat ESL program addresses the social and economic challenges faced by our communities through the provision of ESL programming. Inclusiveness: The Wildcat ESL program promotes diversity of peoples, cultures, and ideas, and engages community members in the university experience. The Wildcat ESL students bring with them the immigrant experience, which is fundamental to our history as a country and brings valuable perspective to all who work with them.

The Wildcat ESL program is made possible through funding from Human Resources, administrative support from the University English as a Second

Language (UESL) Program and Continuing Education. It is a true collaboration to bring much needed academic ESL programming to our community members. Immigrants who learn English, as demonstrated by their comments above, are empowered to engage and contribute to their community in a much greater measure than those who do not have the opportunity.

Over time, we hope to not only increase the number of qualified applicants to CWU's staff, we hope to engage members of the community who may never think that there is a place for them on the university campus. By giving them high quality ESL and basic computer skills instruction, CWU is taking the lead in our community by demonstrating respect and appreciation for this population at a valuable time. We hope to promote a positive, welcoming image of CWU and encourage Wildcat ESL students to consider further study at CWU or further study for their children.

AppendixHProfessionalDevelopmentIntergroupDialogueExecutiveSummaryEXECUTIVE SUMMARY In the 2017-2018 Academic Year, twenty-four members of the Central Washington University (CWU) community participated in two separate 5-day workshops to develop knowledge, skills and competency with implementing Intergroup Dialogue. Participants represented sixteen different departments. The participants were unanimous in their endorsement of the immense value and relevance of the program. All felt re-energized and committed to strengthening the campus and community’s resolve to develop understanding. Participants gained practical skills to reduce conflict about issues that CWU students called attention to last year and initiated with Ellensburg’s Not in My KittCo movement. Provost Frank has underscored our responsibilities for our campus community to hear, think about, discuss “controversial topics, adversarial rhetoric, multiple perspectives and points of view, and heightened emotional appeals and responses.” The current campus climate is more prepared for change than ever before and our knowledge about the approaches to resolve them is more comprehensive than ever before. The Intergroup Dialogue model is the only proven, evidence-based, method for building understanding across differences, increasing understanding of inequalities and promoting collaborative approaches to campus and community change. During the first three days of both workshops, participants were introduced to Intergroup Dialogue and its practice, explored their own social identities and learned about others' social identities, and developed greater understanding of the structured and intersecting nature of social inequalities. Learning about IGD facilitation concluded the first part of the workshop: the pedagogical design of IGD sessions, co-facilitation team building, the requisite skills of dialogue facilitation, and small group facilitation practice to explore points of disconnection (triggers) and connection in intergroup interactions. Participants were assigned co-facilitation teams to design and implement an actual dialogue for the second part of the workshop, choosing dialogue topics that had personal, campus and societal relevance. In the break between the two parts of the workshop, participants designed their dialogues in consultation with the workshop facilitators. During the last two days of the workshop, participants practiced intergroup dialogue facilitation by implementing their own dialogues. A feedback session followed each dialogue practice for the facilitation team. They also developed action ideas and collaborations to promote greater inclusion and equity within their own units and CWU as a whole. Action plans included articulating a vision, action steps, campus partnerships and associated institutional values. All participants received a resource binder that included the agenda, handouts, worksheets, activity instructions, and selected readings. Immediately following the workshop, participants completed an evaluation survey. Participants indicated that the quality of the workshop and facilitation were very high, it enhanced their confidence and skills, and it improved their sense of belonging and

connection to CWU. Participants further indicated the workshop strengthened their commitment to engage in multiple perspectives and points of view, to address constructively controversial topics, and to reduce conflict across the issues affecting the campus and our communities. Participants also identified challenges to implementing an IGD program at CWU, such as, time commitment, buy-in, and pushback. Participants reconvened a few weeks after both workshops to discuss applications and to long term strategies for a campus initiative. Some next steps include: a one-day student leadership retreat workshop (offered in April 2018) hosted by the Office of Student Involvement (Center for Leadership and Community Engagement); planning faculty dialogues and modules for Fall 2018 (call for proposals sent out May 2018), a teach-in, and augmenting the 2018-2019 Social Justice and Human Rights theme. Long term pathways have been identified to build capacity and initiate actions to sustain the efforts and to embed IGD practices and processes into the CWU culture.

Appendix I HSI Grid (Public Affairs) Achieving HSI status will need to be a shared vision with each member of the CWU family contributing, in both large and small ways. Office of the President

• Examine university mission statement • Provide vision statement to include HSI • Launch HSI initiative to campus and other constituents • Engage legislative leaders

Board of Trustees, Advisory Boards, and Committees

• Increase Latinx representation Faculty Senate

• Examine tenure and promotion criteria • Consider role of HSI in curricula • Conduct faculty survey regarding …what? Curriculum? • Consider role of HSI in wider diversity commitment

Academic and Student Life Colleges

• Conduct college-wide faculty symposia on Latinx/Spanish teaching and curricula • Provide professional development opportunities for faculty and staff • Recruit, hire and retain Latinx faculty and staff • Develop and distribute Latinx-friendly/Spanish marketing materials • Conduct college-wide symposia on research • Hold recruiting events on campus and in community (Cinco de Mayo, State Fair) • Build links with HSIs to create opportunities for faculty and student exchange • Encourage research centers, signature programs • Institute mentorship and peer review programs

Departments

• Conduct surveys, focus groups, and exit interviews with students regarding their department/major experience

• Extend welcome in brochures and marketing materials • Recruit and retain faculty and staff interested in working in an HSI • Build links with employers, community organizations, professional associations • Pursue links with other HSIs • Update department webpage to include Latinx representation • Review Direct Transfer Agreements with community colleges • Provide meaningful peer review and mentorship

Faculty Members • Invite guest speakers to address issues of interest to Latinx • Participate in department, college and university events • Invite Latinx students to do internships, research projects, participate in SOURCE • Meet with prospective students and families • Engage in service with community, professional or other organization

Alumni

• Ask Latinx alumni to provide insights into their CWU experience • Invite Latinx and non-Latinx alum to speak to CWU’s welcoming environment • Mentor Latinx students

All

• Engage in service with community, professional, or other organizations • Provide testimonials about CWU’s welcoming environment

AppendixJHSICommunicationsBestPractices(PublicAffairs)

In researching other HSIs, the following best practices and research papers were identified. Community Forums Forum to discuss growing number of Latino college students http://news.sfsu.edu/media-advisory-forum-discuss-growing-number-latino-college-students Dialogue on diversity seeks community input (media release on CANVAS) Self-Identify Awareness Campaign Public Affairs worked with admissions and enrollment to create targeted emails, flyers, student newspaper stories, web stories, social media posts. Explain importance of self-identification; choosing one race box over others. http://news.sfsu.edu/students-declare-your-ethnicity-help-sf-state-access-funding Recruiting Hispanic Student College Institute – 3-day leadership, career & goal-setting exploration HS sophomores and juniors are encouraged to apply to the free summer institute. https://www.montclair.edu/admissions/hsci/ Spanish Language Needs

• Tours in Spanish • Limited publications in Spanish, i.e. Hispanic Student College Institute flyer and

university view book. Rationale: most courses are taught in English so most program publications (rack cards, brochures) are available only in English.

Research SF State: A Case Study of an Emerging Hispanic Serving Institution http://cci.sfsu.edu/hsi_casestudy Student Dissertation: Family Away From Home: Support Systems for Multi-generational Hispanic Students at a Hispanic Serving Institution (HSI) https://diva.sfsu.edu/bundles/228042?token=6hGDUQhTYS Developing Policies: Latina/o Students in Higher Education: Identifying critical issues and new possibilities at Bay Area universities http://archive.constantcontact.com/fs108/1102870833875/archive/1120496234067.html

Sources: Montclair State University, San Francisco State University, Columbia Basin College

Appendix K HSI Steering Committee Data Presentation (April 2018)