San Jose State University has been recognized as an Asian American Native American Pacific Islander Serving Institution by the United States Department of Education. As such, SJSU has developed a project to improve writing skills and retention and graduation rates.

Through a model of systematic and active engagement in writing, San Jose State University seeks to improve the writing skills of Asian American, Generation 1.5, and other Under-Represented Minority (URM) students. Generation 1.5 students, U.S. educated English learners, are high needs students who have characteristics of both first and second generation immigrants. The challenges presented by this complicated skill set in Generation 1.5 students can be seen most clearly in English writing, a critical competency for academic success at SJSU which encompasses increasing retention and graduation rates.

This project will address four major goals:

  1. Assess and reorganize the existing writing support services at SJSU.
  2. Enable more data-based decision-making about student retention and graduation at SJSU.
  3. Develop, implement, and integrate proactive writing strategies.
  4. Change the SJSU writing culture from a policy-driven approach to an action-oriented approach.

Through this project, we aim to foster a campus-wide culture of writing excellence.

This project is under the direct supervision of the SJSU Provost and has been integrated into SJSU's campus-wide efforts to improve the retention and graduation rates of URM students. In this proposal, we will address both competitive and invitational priorities for the AANAPISI program:

  1. Increasing postsecondary success through projects that are designed to increase the number and proportion of high-need students who persist in and complete college or other postsecondary education training.
  2. Enabling more data-based decision-making through projects that are designed to collect (or obtain), analyze, and use high-quality and timely data, including data on program participant outcomes in improving postsecondary student outcomes relating to enrollment, persistence, and completion and leading to career success.

For more information, please contact Pat Backer, the Project Director.