Summary of Funded Projects
With a thirteenth consecutive grant from the New York City Council, The City University of New York (CUNY) has established projects to support the enrollment and retention of students from underrepresented groups in all five boroughs of New York City and at all the CUNY senior, comprehensive and community colleges including the CUNY Graduate Center and the CUNY Law School. Funds from the New York City Council also support four (4) targeted GED programs. All programs and activities of The CUNY Black Male Initiative are open to all academically eligible students, faculty and staff without regard to race, gender, national origin or other characteristic. Though CUNY BMI projects target African, African American/Black, Caribbean and Latino/Hispanic males and other underrepresented groups, it is expected that the entire University will benefit from what is learned from efforts with these targeted populations.
For information about the CUNY Black Male Initiative (CUNY BMI), please visit: www.cuny.edu/. To find out about specific projects funded under the BMI, please contact the CUNY campus representatives listed below. For the CUNY BMI central administrators, please visit: http://www1.cuny.edu/sites/bmi/campus-projects/.
Transfer Bridge Program – Urban Male Leadership Academy (UMLA); Coalition of Black Clubs
Director of Baruch BMI & SEEK
Director, Urban Male Leadership Academy Scholars Program
Assistant Director of Baruch BMI
James E. Bravo
Urban Male Leadership Academy
The Baruch College BMI project aims to increase the enrollment, retention and graduation rates of underrepresented students particularly underrepresented males at Baruch and CUNY. To do this we focus on outreaching, informing and guiding high school and transfer students before they apply to Baruch. Additionally we focus on supporting students once they are accepted and/or have transferred to Baruch and encouraging, guiding and preparing them to apply to graduate or professional schools once they graduate from Baruch. The three major components of our Baruch BMI project are the Transfer Bridge Program with BMCC that seeks to create a pipeline from community to senior college that would enable a smooth transition for underrepresented males who are currently enrolled at Borough of Manhattan community college and wish to pursue a BBA degree at Baruch. The other initiative, the UMLA is housed in the SEEK Program and is specifically designed to develop and promote the academic excellence, social consciousness and leadership skills of black and Latino male college students at Baruch College. The third focus is on supporting students from underrepresented groups at Baruch College such as Bridge students once they are accepted to Baruch.
The Urban Male Leadership Academy (UMLA) is firmly committed to its goal of increasing the enrollment, retention, and graduation rates from groups that are severely underrepresented in higher education, particularly men of color. Through its focus on structured mentorship, individualized academic support services, leadership training, and developing pipelines to higher education and professional opportunities, UMLA aims to prepare BMCC graduates who area ready to address the unique challenges of their generation.
The overall project goals for the Urban Male Leadership Academy (UMLA) at Borough of Manhattan Community College (BMCC) are a continuation of the program’s emphases since its inception during the 2005-2006 academic year. UMLA’s core objectives include the following:
- To ensure that underserved students graduate from BMCC with the academic and vocational skills to be successful in future schooling and the workplace
- To work collaboratively with identified high schools and community-based organizations to recruit and sustain the number of underserved students in the pipeline to higher education
- To increase the transfer rate to baccalaureate programs among underserved students
- To increase the number of underserved students, particularly African American and Latino males, who major in elementary or mathematics and/or science education and pursue careers in teaching in New York City public schools
Female students are actively encouraged to participate in all programs and activities sponsored by UMLA. Moreover, all programs and activities of the BMCC Urban Male Leadership Academy are open to all academically eligible students, faculty and staff, without regard to race, gender, national origin or other characteristic.
The mission of Future Now at Bronx Community College is to assist HSE students in making successful transitions into as well as persisting through college. The goal is to empower out-of-school and formerly incarcerated youths, by facilitating the most effective support systems that will allow them to complete their high school education requirements, transition into post-secondary education, and graduate in a timely manner with a college degree.
Future Now uses “Community Mentoring” as an effective support system, where peer mentors provide tutoring and counseling to current HSE students and to current BCC college students.
The mission of BCC BMI –MEN: Male Empowerment Network program is to recruit, retain and graduate Black and Latino males. The program aims to equip students with the skills, vision, and long-range plan for obtaining an Associate’s Degree and beyond. Our focus is on the academic, professional and personal development of each student to build leadership, to address issues in member’s community, to improve their Bachelor’s degree attainment, employment prospects, as well as build a network among the students, faculty and staff that will help members reach their academic and life goals.
BC Bound: HSE to Degree
Communication Arts, Sciences & Disorders
Director of Undergraduate Admissions
Director of BC Learning Center
Fiona Chan, Program Coordinator
& Academic Advisor
(718) 951-5000 x3507
The BC Bound High School Equivalency to Degree Program is designed to provide students who have received a high school equivalency diploma the opportunity to attend Brooklyn College as first-time freshmen. BC Bound offers students full–time coursework towards their bachelor’s degree by providing them with academic advisement, tutoring, peer mentoring, social work counselling and group workshops via a specially-designed 12-15 credit Learning Community. The Learning Community consists of INDS 1011 (Foundations for College Success), ENGL1010 (English Composition 1), Math 1021 (Pre-Calculus A), a Pathways General Education course, and 1-2 other courses (e.g. and elective or introductory course in the major).
Students must meet with an advisor throughout the semester and attend 20 hours of tutoring. To continue at Brooklyn College, students need to pass ENGL 1010, INDS 1011 and MATH 1021 with a grade of “C” or better and have an overall GPA of 2.0 or better. Students who are not successful will be individually counseled on their options at other CUNY colleges.
For more information, please visit the BC Bound webpage at http://www.brooklyn.cuny.edu/web/admissions/freshmen/bcbound.php
Black & Latino Male Initiative (BLMI)
Black & Latino Male Initiative, Interim Director
Greek Life Liaison
Student Life & Housing Coordinator
(P) 718-951-5000 ext. 6533/4
Program Coordinator, The Black and Latino Male Initiative
The Brooklyn College Black & Latino Male Initiative (BLMI)
is designed to support students academically and professionally throughout their college career. The core mission of BLMI is to increase the number of men of African and Latino descent and other historically underrepresented groups who enroll in and graduate from college.
BLMI seeks to :
- create a community on campus where students feel academically and socially supported, especially for Black and Latino men
- increase the retention, graduation rates and GPA for Black and Latino male students
- increase their engagement in academic and leadership workshops/seminars and high impact learning practices.
- increase campus awareness of and involvement in the initiative
- implement a Learning Community with General Education courses focused on the Urban Experience.
Benefits of joining BLMI
- Peer and faculty mentorship
- Special lectures and programs
- One-on-one academic advisement
- BLMI Commons equipped with computers
The Urban Mentoring and Achievement Network (UMAAN; formerly Retention, Achievement, Professionalism-Success Institute or RAP-SI) is dedicated to improving the academic performance and retention rates of historically under-represented students with special focus on Black males and Latinos. The overall project goal is to apply all available resources in providing assistance to participants in their pursuit of an undergraduate degree at CCNY. UMAAN offers mentoring, tutoring, academic skills workshops, socio-emotional presentations, and information regarding scholarship and career opportunities. UMAAN assists students with academic challenges, helps to build student self-esteem and confidence, provides information about the college’s resources and extra-curricular activities, and makes available forums to develop the ability of the participants to successfully navigate the complex currents of college life.
The Medical Career Success Program proposes to enhance the academic performance and retention of students in the Sophie Davis School of Biomedical Education. This includes diversity recruitment of students underrepresented in medicine. The program is divided into career enhancement efforts and support services programs. Career enhancement will include monthly Skills Development, Workshops, facilitation of professional networking opportunities and exposure to medical professionals.
The College Success Initiative: Learning by Teaching program has both high school and college students participating in Mathematics, Science and English Language arts tutorial program; The students are from Curtis and Port Richmond high school and CSI BMI. The project has three (3) primary and two (2) secondary goals. The primary goals are: (1) promoting academic success; (2) diversity recruitment or increasing enrollment of students from underrepresented populations through pipeline to college programs; (3) diversifying the teaching profession by recruiting underrepresented students, particularly African American males, into the teaching profession. As for its secondary goals, the BMI funded project at CSI has created an academic Learning Community to support students from populations that are severely underrepresented in higher education and to strengthen the programs in the Office of Access and Success.
With a thirteenth consecutive grant from the New York City Council, The City University of New York (CUNY) has established projects to support the enrollment and retention of students from underrepresented groups in all five boroughs of New York City and at all the CUNY senior, comprehensive and community colleges as well as the CUNY Law School. Funds from the New York City Council also support several targeted CUNY HSE programs. All programs and activities of The CUNY Black Male Initiative are open to all academically eligible students, faculty and staff without regard to race, gender, national origin or other characteristic. Though CUNY BMI projects target African, African American/Black, Caribbean and Latino/Hispanic males and other underrepresented groups, it is expected that the entire University will benefit from what is learned from efforts with these targeted populations.
The CUNY Fatherhood Academy (“CFA” or “the Academy”) is a holistic program model designed to promote responsible parenting and foster economic stability for young fathers. While increased parental engagement, GED completion and employment are important goals, the central focus of the program is to encourage fathers to prepare for, enroll in, and graduate from college with the understanding that a college degree is the most effective means to provide long term economic support for themselves and their families.
The Academy serves young fathers, age 18 – 24 in a sixteen week program that meets three days per week. Services start with a three -week Boot Camp of up to 50 participants, with the goal of selecting 40 to join the Academy. Of the 40 finalists, 10-15 may be high school graduates or GED holders. The program offers 15 hours per week of on-campus activities consisting of 9 hours of academic instruction (GED prep or college prep), and 6 hours of parenting and personal development workshops, including a men’s support group. Fathers also have the opportunity to be placed in part-time employment or internships for 15 to 20 hours per week. The program is managed out of the CUNY Central Office and implemented at LaGuardia Community College’s Division of Adult and Continuing Education.
The CUNY School of Law Pipeline to Justice Program is designed to give a second chance at law school admission and preparation for academic success in law school to college graduates from groups traditionally underrepresented in the legal profession. The program is designed to: (1) raise their LSAT scores, (2) improve critical reading, analytic thinking, and professional-level writing skills, (3) provide general student counseling, and (4) provide consistent, individualized academic counseling, structured cohort support, and mentoring throughout the three years of law school. Additionally, the Pipeline to Justice Program offers a two-week summer intensive program designed to provide undergraduate students with an introduction to the study and practice of law.
Adult Literacy Mentoring Program
Director of Language and Literacy Programs
Professional Development Coordinator
Director, Brooklyn College Adult Literacy Program
ALC Director, Lehman College
Two campus-based adult literacy programs, at Brooklyn College and Lehman College, developed new structures and processes designed to reach out to, and support students, with college potential in CUNY HSE programs, in order to increase the number of students from underrepresented groups, in particular black males, who complete their course of study at these programs, receive their HSE diplomas, and continue their education at CUNY. The project, built around a mentoring structure at each of programs, served as a pilot that extended to other CUNY literacy/HSE programs. Additionally, the project has focused on developing a curriculum and transitional courses designed to assist students who pass the HSE with college entrance examinations.
Success by Degrees, the BMI funded project implemented by the CUNY Creative Arts Team (CUNY CAT), provides students with the opportunity to examine, through an interactive learning model, issues related to healthy social, academic and workplace achievement. Under the guidance of CAT’s professional actor/teachers, CUNY students, particularly BMI participants, engage in a range of theatrical strategies and techniques –– as they explore choices, decisions and consequences related to life challenges. Success by Degrees provides a safe space for students to voice, practice and discover the skills to succeed.
The United Men of Color ‘U-MOC’ program at Stella & Charles Guttman Community College will provide an inclusive and supportive space where men of color, in particular, can receive academic support, mentoring, and have the opportunity to engage in social-cultural dialogue that will enhance their understanding of self and their relationship to different communities. Within U-MOC, our scholars participate in a variety of activities that include but are not limited to monthly workshops, community service projects, and program initiatives designed to build character and a sense of community amongst participants.
Hostos TEAM (Together Everyone Achieve More) is a mentoring and academic program supporting in-coming freshmen STEM students in the engineering, math and associate in science degree programs by providing tutoring in math and science to these students. Hostos TEAM students will also participate in community service projects as well as attend a myriad of workshops and scheduled presentations conducted by faculty members and experts in the field.
Brothers for Excellence, the Hunter College Black Male Initiative for Recruitment, Retention and Success, aims to offer historically underrepresented students and black males in particular, a personalized educational experience in which they receive varied forms of support, academic, financial and emotional. The project offers students academic advisement, mentorship, community-building service experiences, and workshops conducted by subject matter experts as well as the CUNY Creative Arts Team. Additionally, the project sponsors a number of outreach and diversity recruitment activities.
College Initiative (CI) is a community of successful, positive and supportive students, alumni and staff dedicated to creating pathways from criminal justice involvement to college and beyond. CI is dedicated to creating life-changing college opportunities for men and women in New York City with criminal history and a high school diploma or GED.
CI’s mission is: To create pathways from criminal justice involvement to college and beyond and to establish and support communities invested in their own success. The work reflects a deep passion and strategic commitment to empowering men and women involved in the criminal justice system to become stabilizing forces in their communities, advocates for change, role models and engaged citizens working for a safer New York City.
Central to CI’s model is a collaborative and evolutionary approach to program design that captures the collective intelligence and experience of CI’s community. Using this approach, CI develops transportable strategies, tools, relationships and networks aimed at increasing students’ resilience in navigating barriers and challenges on the pathway into and through higher education.
In the process, CI generates and elevates the work of transformative leaders, from formerly incarcerated students to peer mentors to program staff to faculty to university and community administrators – committed to building the pathway from criminal justice to college.
CI’s strategies include: outreach and recruitment, including on-site presentations at correctional facilities and correspondence with those preparing for release; orientation and assessment, including an overview of the program and baseline testing of academic skills; academic and social preparation including tutoring, and a college preparation program; academic and financial aid counseling and referrals to other reentry services; scholarships; and a student-designed peer mentoring program that has been used as a national model.
The Ron H. Brown Law School Prep Program
Jodie G. Roure, J.D., Ph.D.
Associate Professor, Latin American and Latina/o Studies Department and Director and Principal Investigator
John Jay College Ronald H. Brown Law School Prep Program
Direct line: (212) 237-8672 Main office: (212) 237-8710
The Ron H. Brown Law School Prep Program is a collaborative program of The Ronald H. Brown Center for Civil Rights and Economic Development of the St. John’s University School of Law, John Jay College of Criminal Justice, Department of Latin American and Latina/o Studies/CUNY, Medgar Evers College/CUNY, the United Negro College Fund (UNCF) and York College/CUNY. It is designed to help increase the representation of underrepresented groups in legal education by providing eligible John Jay students with an intensive summer program in the study of law at St. John’s University School of Law during their entire college experience. It is an academic credit bearing program that utilizes a holistic approach to developing students and meeting them where they are by providing academic support and skills development, mentoring, and service and community learning, to name a few areas. CUNY BMI supports that John Jay College component of the Ron H. Brown Program. Students from Medgar Evers College and York College are eligible to participate in this intensive pre-law program. It features programs for students from sophomore to senior year, among other benefits, and offers intensive year-long support including intensive summer simulated law school courses taught by St. John’s Law School faculty as well as intensive, personalized, and specialized LSAT preparation that lasts for over 13 weeks up to the date of the LSAT exam with tutoring and mentoring support. The St. John’s Law School campus will be accepting applications in the Fall of 2017 from all CUNY students who wish to apply and those candidates not at John Jay, Medgar Evers, or York should contact Elaine Chiu, Professor of Law and Director of the Ronald. H. Brown Center via email at email@example.com.
The University at Houston Law Center Prelaw Program is our other diversity pipeline program also designed to help increase the representation of underrepresented groups in legal education by providing eligible John Jay students with an intensive two month summer program in the study of law at the University at Houston Law Center, Houston, Texas, and the same process applies to this diversity law school pipeline program. The University at Houston Law Center Prelaw Program campus will be accepting applications in the Fall from all CUNY and non-CUNY eligible students who wish to apply and those candidates should contact Kristen Guiseppi at kguisepp@Central.UH.EDU
The Urban Male Initiative (UMI) program provides personal, social, academic and professional support for underrepresented groups, specifically African American and Latino males at John Jay College of Criminal Justice. UMI seeks to increase the retention and graduation rates of these students while fostering a meaningful college experience.
The UMI Peer Advocates Mentoring Program focuses on improving academic performance, retention and the graduation rates of students of color. Through participation in mentoring activities and support programs, mentors encourage academic excellence, self-esteem, and personal growth.
The Peer Tutoring program is a new addition to the Urban Male Initiative. Students can get one on one assistance with a tutor or sign up for group tutoring sessions in order to improve their grades and class performance.
The Kingsborough Student Leadership Initiative, the CUNY BMI funded project at KBCC, grew out of an inaugural project that began in the summer of 2006. The overall goal of the project has remained consistent since its inception to: (1) increase the enrollment of male students representing underserved and underrepresented groups utilizing various enrollment resources, including, but not limited to, local high schools, community based organizations, churches, GED programs, and the Kingsborough Office of Enrollment Management; (2) assist students enrolled in the initiative in accessing the support services offered at the college, including counseling, academic advisement, supplemental instruction, and mentoring. In addition to the aforementioned goals, the project offers to each student a mentoring component that provides a source of information, informal advisement and role modeling for students. The project has developed a network of mentors from among Kingsborough faculty and administration who have established supportive relationships with BMI students. Peer mentors, including BMI alumni, have provided an important source of additional assistance to project enrollees.
During the academic year, emphasis will be placed on activities designed to promote a closer relationship between the project and academic departments and faculty members. The goal of this new initiative is to ultimately strengthen BMI student relationships with faculty members and promote their pursuit of shared academic and research interests.
The Empowerment and Success Program for Under-Represented Students is modeled to support the retention of students from the perspective of persistence. The project will implement strategies for increasing the retention and course completion rate of underrepresented students by identifying student needs, providing peer-to-peer experiences, mentoring and tutorial/academic interventions. The project will continue to focus on the following objectives: (1) identifying students facing academic difficulty through a mid-semester review (Early Alert Program): (2) providing outreach and recommend appropriate intervention strategies and referrals: (3) focusing on supporting ethnic identification, socio-economic/financial issues and addressing educational/ cultural stereotypes; (4) cultivating peer to peer study groups; (5) increase student awareness of personal responsibility in their educational experience and college expectation and offering mentorship
The Urban Male Leadership Program (UMLP)
Michael A. Deas, LMSW
Director, The Urban Male Leadership Program
Division of Student Affairs
Delmar Dualeh, MSW
Assistant Director, The Urban Male Leadership Program
Division of Student Affairs
Gary L. Smalls
Circle of Support Mentorship Coordinator
The Urban Male Leadership Program
Phone: (718) 960-8801
Academic Intervention and Success Coordinator
The Urban Male Leadership Program
The Urban Male Leadership Program (UMLP) at Lehman College in its eleventh full year of operation is designed to facilitate the successful transition of first-year and transfer students to Lehman College. The UMLP also provides support to continuing students by strengthening academic skills, personal development, and character enrichment. The program is committed to developing the whole student both in and outside the classroom. The UMLP has been able to strengthen student academic and non-academic skill sets by using specific research-based activities, which empower students through their educational journey. Although UMLP support services are available to all students, this program focuses on the recruitment, retention, persistence and overall success of historically underrepresented Black and Latino undergraduate males. This program does not discriminate based on race or gender and will serve as a model for improving educational outcomes for all students.
The Urban Male Leadership Program is also committed to working closely with the Office of Undergraduate Admissions, to increase recruitment efforts targeting Black and Latino males graduating from high schools located within Lehman’s catchment area. Through school visits, on-campus programming, campus tours, prospective student receptions and phone outreach/follow-up, the UMLP works to increase the number of Black and Latino male applications and enrollment. Overall, the program’s ability to recruit, enroll, retain and ultimately graduate students is strengthened by the collaborative efforts of the Lehman College administration, faculty, staff, students, alumni and representatives from community based organizations
The Mission of MDEC is to create an on-going learning community of male students organized around academic support, social interaction, civic engagement and personal development for the purpose of assisting students to persist to graduation.
Our Goals Are:
- To provide and connect male students to various systems of support that will lead to continuous satisfactory progress towards degree completion.
- To contribute to the improvement of enrollment and graduation rates of under -represented populations, particularly male students.
- To participate in coordinated efforts to recruit students to Medgar Evers College from various areas of the community.
- To identify, promote, raise and advocate for issues that directly impact male students.
- To use credible research to support the academic and social needs of male undergraduate students
- To develop & increase campus and community collaborations
- To build broad public support for MDEC programs & services
Educational Ladders Initiative will continue develop an educational pathway for students from underrepresented populations with academic deficits in order to prepare them to pass the GED and enroll in higher education.
Project administrators will continue to empower students with the information needed to succeed through workshops, seminars and mentorship. A new goal for the academic year will be mentorship. Tutoring sessions will be transformed into group mentorship sessions. Students will be grouped based on their readiness to pass the GED exam and their aptitude to become college bound. Former students who have successfully completed the program will provide the mentorship through encouragement and assistance with participants’ transition to college. This strategy should help the college increase retention of these students; as well as, foster a positive self-image within these individuals. Additionally, project administrators and instructors will continue to prepare students for the CUNY ACT Tests.
This project is designed to increase the enrollment and success of African American and Hispanic males and other underrepresented groups in STEM disciplines. The New York College of Technology, or City Tech as it is commonly called, has chosen this STEM focus because these disciplines are the institution’s signature programs and because African Americans and Hispanics are notably underrepresented among baccalaureate and advanced degree recipients in these disciplines. Through a coordinated program of enhancements and support, City Tech, high school, and elementary school students interested in STEM will receive the support, encouragement, and enrichment they need. City Tech’s BMI is also quite aware of the acute shortage of African American Males who pursue careers in K-12 education. The project, therefore, develops focused and structured activities that will enhance and encourage City Tech student participation in K-12 and GED teacher/mentor education, especially for STEM courses. Special emphasis is also placed on undergraduate mentoring via STEM research activities. The program’s mission continues to be: To develop strong, sustainable interventions that promote access and success of African American and Hispanic males in STEM. Its vision is: To become a model institution that values and fosters accessible, high quality student support programs for African American and Hispanic males in STEM, and its goal remains: To increase the quality and quantity of African American and Hispanic males who pursue STEM degrees.
The program is structured to achieve its mission, vision, and goal by implementing a comprehensive STEM SUCCESS plan that is three-tiered. One tier focuses on the institutional level (governance, senior administration buy-in, space, resources, faculty development, external grants, etc.), the second tier is geared to the departmental level (new courses that will change gate keeper courses to gateway courses, particularly for Mathematics, and new pedagogical styles), and the third critical tier concentrates on students and the many necessary interventions (mentoring, counseling, advising, tutoring, workshops, paid research experiences, STEM exposure, outreach, graduate/professional school and capstone activities, etc.) for access and success in STEM.
Project ExCEL: Excellence through Community, Education, and Leadership: A Collaborative Approach to Ensuring Success for Black Males and Underrepresented Students works with academic departments, programs and support services dedicated to promoting excellence in undergraduate education and student success, this new project is designed to address issues of equity and inclusion and to mobilize the College community to put in place strategies and practices to address problems of enrollment and retention, and to create a climate of access.
Queensborough Community College (QCC) has received BMI funding since 2005 to increase the enrollment of and support services for African American Males and other underrepresented groups. This funding was used to create an initiative, QCC Men Achieving and Leading in Excellence and Success MALES, which has been extremely successful. Student participants have received mentoring from faculty, peers, and staff; attended workshops related to retention and academic success.
Eight (8) main goals of the QCC MALES Initiative for the academic year are to: (1) expand counseling and mentoring by both staff, faculty and peer mentors to improve the retention of black males and other underrepresented students; (2) provide direct services, advising, counseling and additional social and academic support to prospective and currently enrolled at risk students; (3) offer career counseling and employment encouragement for black males and under-represented students; (4) increase by 5% the enrollment of underrepresented groups with a particular focus on African American males, Hispanic males and other at risk groups through targeted recruitment efforts; (5) increase the success rates of these newly enrolled students as measured by a 5% increase in the retention rates of first-time, full and part-time freshmen; (6) increase the institution’s long-term awareness of the barriers to enrollment that many black males and other underrepresented groups face; (7) support CUNY’s development of recommendations for colleges across the region and nation regarding the recruitment and enrollment of underrepresented students;(8) offer a new teacher education component, which is described in detail in this proposal.
The goal of the Male Initiative at York College is to increase the enrollment of underrepresented groups, particularly African-American male students at York College, and to create an environment to assist these underrepresented students in developing and achieving the academic, personal and professional skills that are needed to succeed in college and beyond. The CUNY BMI funded project at York College features three (3) main programs: (1) an academic enhancement program, known as Pathways to Success, which offers academic assistance in Pathways courses to program participants, (2) a mentoring program, known as Route to Success, which offers peer-to-peer mentoring based on major/concentration for program participants and (3) a fatherhood initiative which seeks to engage and support young fathers during their undergraduate education.